<p> Student mobility is &ldquo;students moving from one school to another for reasons other than being promoted to the next school level&rdquo; (Rumberger, 2002, p. 1). In this qualitative study, the researcher detailed how student mobility impacted four rural intermediate elementary schools in two select counties in southwest Missouri. Four principals, four counselors, and four classroom teachers were interviewed to learn how high student mobility impacted these participants, mobile and non-mobile students, and schools overall. There has been ample research on student mobility in the primary grades and in high school, but very little research exists dealing with intermediate elementary students. Many common perceptions among those interviewed arose after data were analyzed. Participants agreed highly mobile students were more likely to struggle academically and socially than stably enrolled peers. In addition, interviewees felt highly mobile student populations presented more difficulties for teachers and administrators to successfully educate all children. The need for more effective enrollment and new student orientation practices surfaced as means to minimize the negative effects of high student mobility in the studied schools. Also, the need for more efficient communication with parents of mobile students was highlighted. Schools in this area must find ways to streamline curriculum and procedures to provide shared mobile students the opportunity to find academic and behavioral success. Conclusions from this study may help school leaders better address the needs presented by a highly mobile student population.</p>

<p> This study focused on the perceptions of students and teachers regarding the use of instructional technology in the classroom. Participants in this study were from three school districts with student populations between 500-1,000 students in the southwest region of Missouri. Students were given a survey to determine a self-assessment of their own abilities to use certain technologies for learning purposes. Their teachers were given a correlated survey; however, teachers were asked to assess their students&rsquo; abilities to use certain technologies for learning purposes. A Mann-Whitney <i>U</i> test was conducted on the results of the surveys to determine if there was a statistical difference between the students&rsquo; and teachers&rsquo; responses. No statistical difference was calculated between students&rsquo; perceptions and teachers&rsquo; perceptions of students&rsquo; abilities to use instructional technology. Further, interviews were conducted with teachers to determine their perceptions of many aspects of the use of instructional technology, including the following: perceptions of teacher training regarding instructional technology, including preservice teacher training and professional development; pedagogical models teachers employ when using instructional technology; and barriers to the effective implementation of instructional technology in their respective classrooms. Findings revealed, overall, teachers think training regarding the use of instructional technology needs to be strengthened at both the preservice level and the professional development level. Further, teachers reported barriers to effective use of technology include a lack of viable equipment. Teachers were generally unfamiliar with pedagogical models regarding instructional technology.</p>

<p> The position of the Superintendent of Schools is multifaceted and complex. The superintendent is responsible for instruction, personnel, general business operations, budget, finance, law and politics. Do existing superintendent preparation programs adequately prepare individuals for the duties and responsibilities that they will face on a day to day basis? Research on this topic is becoming more prevalent but, because of individual state licensing and certification requirements, the research is often either generalized or it is state specific. There are few identifiable studies on superintendent preparation in New York State. </p><p> Current research indicates that superintendents felt that their administrative preparation programs were lacking in specific areas such as finance, budgeting and law and that the programs needed improvement. Therefore, research in this area is important because improving the quality and content of superintendent preparation programs will have a positive impact on the individual&rsquo;s readiness to assume the position. </p><p> The study is a qualitative study that will utilize a series of semi-structured interviews with individuals that are currently working as a Superintendent of Schools in New York State. The interviews focused on their perceptions of their administrative preparation programs, their internships, and the relevance of their coursework to the performance of their day to day duties. The interviews were structured to elicit comments and discussion regarding the personal experiences of those interviewed with regards to those aspects of their preparation program that was most beneficial to their role&rsquo;s as superintendent and those aspects that were least beneficial. Interviewees were also asked to make recommendations regarding ways to improve administrative preparation programs.</p>

<p> This qualitative grounded theory study investigated the value of iPads in K-12 schools when used in one-to-one ratios. The purpose of the study was to understand the perspectives of teachers using iPads in one-to-one ratios for teaching and learning in the classroom and administrators responsible for the implementation of these devices. The problem was that little was known about the value iPads bring to teaching and learning when used in one-to-one configurations. Two research questions guided this study: From the viewpoint of a teacher, what is the perceived value of iPads when used in one-to-one settings for learning and instruction? and: From the viewpoint of an administrator, what is the perceived value of iPads when used in one-to-one settings for learning and instruction? In one phase, phenomenological interviews captured the lived experiences of 16 teachers using iPads to implement instruction. In a separate phase, a focus group with five administrators discussed their perceptions of the educational value of iPads. The findings of this study were uncovered through the analysis of transcripts of the interviews with teachers and two focus group sessions. The data were analyzed and coded to better understand the phenomenon. Through this analysis, six themes and related subthemes were discovered. These themes were (1) ease of use, (2) district support, (3) teacher mindset, (4) student-centered learning, and (5) evidence of the SAMR model of technology use. These findings may be useful for teachers who use the devices and administrators in school districts considering the adoption of the devices.</p>

<p> This research addresses moral decision making and the experience of public school principals. It also explores the possible influence mentoring has on principals&rsquo; abilities to confront complex decisions when clear ethical choices do not exist. This study incorporates a survey methodology, exploring the relationship between principal mentoring programs and schemas of morality in principals&rsquo; decision making. I used the Defining Issues Test-2 (Bebeau &amp; Thoma, 2003; Rest &amp; Narvaez, 1998) as the quantitative measurement tool to assess moral reasoning in this study. The survey also included questions about mentoring experiences and principal demographics. The DIT-2 uses the following three moral schemas that Rest (1973) identified: Personal Interest Schema, Maintaining Norms Schema, and Postconventional Schema. Rest based the three schemas on Kohlberg&rsquo;s (1958) moral development theory, which provides a framework for understanding various levels of moral judgment. The first part of my research involves determining the moral schemas principals use when making moral judgments. Principals in various studies have not only identified a need to improve moral judgment, but also areas of improvement that would most benefit them (Dempster and Berry, 2003; Drago-Severson, 2012; Henry, 2010). As a result, the second part of my research explores how principal mentoring programs with an ethics component impact moral judgment in principals.</p>

<p> The purpose of this study was to determine if a relationship exists between levels of burnout, exhaustion, cynicism, and professional efficacy experienced by student affairs professionals at public institutions compared to private higher education institutions in Missouri. The specific problem is that it is unknown if there is a relationship between institutional type and burnout among student affairs professionals. The participants were Missouri College Personnel Association (MoCPA) members who work at public and private higher education institutions in Missouri. There is no statistically significant relationship between institutional type and burnout, exhaustion, cynicism, or professional efficacy. Student affairs professionals at public and private institutions reported similar scores on all parts of the MBI. Results from the exhaustion and cynicism subscales were high for student affairs professionals at both institutional types. Scores from the professional efficacy subscale were high for student affairs professionals at public and private institutions. Although there is not a statistically significant relationship between burnout and institutional type, student affairs professionals at public institutions reported higher mean scores on all three MBI subscales than their counterparts at public institutions. Leaders at public and private higher education institutions may not need to address professional efficacy but should consider steps to address the high scores on the exhaustion and cynicism subscales.</p>

<p> Principals who are able to develop a high level of trust and establish positive relationships with teachers in a given school have greater opportunities to increase student achievement. This study reviewed the leadership factors that can increase or decrease the level of trust between teachers and the principal in rural elementary schools. A mixed methods study allowed for the most thorough review and interpretation of the data. Quantitative data was gathered from surveys regarding trust level and leadership styles. The results from the quantitative data indicated significant differences in faculty trust in the principal and the leadership styles between two principals from the six studied. This provided two schools in which to conduct the qualitative research. Interviews were held with the principal and four teachers at each school. The interviews provided rich data for analysis regarding the factors that enhance or decrease the faculty trust in the principal. Four themes were found to impact the faculty trust: relationships, communication, interpersonal skills, and a direct style of leadership. Of equal value were the development of relationships and possessing good communication skills. Having the potential to greatly influence both relationships and communication was the interpersonal skills of the principal. A principal who used a direct style of leadership and watched too intently for the mistakes teachers make was determined to have a negative impact upon trust. It was demonstrated that trust takes time and consistency to develop, but it may be destroyed easily. All of this was evaluated within the unique environment of the rural elementary school. </p>

<p> In nearly every profession, there is a general understanding that decisions should be informed and driven by data. Even in situations where individuals may not have a clear understanding of what data are needed, people have an innate understanding that more information will normally result in a more desirable outcome. Nowhere should the promise of data-based, high-quality decisions be realized more than in public schools that have answered the call to provide school-wide positive behavior interventions and supports (SWPBIS). </p><p> The purpose of this study was to evaluate the role of data in the implementation of SWPBIS in a large elementary school in a Northern California school district. This study assessed school personnel&rsquo;s ability to access and use student data contained in the district&rsquo;s data system. The study also assessed the impact of providing training to school personnel focused on accessing and using student behavior, attendance, and achievement data available in the district&rsquo;s data system. A mixed methods, embedded design of a primarily quantitative quasi-experimental, one-group pretest-posttest design supplemented by qualitative data comprised the methodology for this study. </p><p> The results presented in this study contribute to research literature on the use of data in schools to improve student outcomes by providing strong support for increased data training of school personnel. There was variability between participants&rsquo; ratings of data accessibility and usefulness. Additionally, there were significant increases in participants&rsquo; ratings regarding the accessibility and usability of data points related to student behavior, attendance, and achievement as a result of data-focused professional development.</p>

<p> The cost of homelessness is high, not only in terms of the array of traumatic experiences of those who are homeless, but in monetary terms for society as a whole. It costs between $20,000 and $40,000 annually for one homeless individual to cycle through public service systems such as emergency rooms, jail, mental health care facilities, and shelters. This annual cost can add up quickly with long periods of homelessness. For half of homeless youth (age 14&ndash;24), homelessness will not end during adolescence. Lack of steady employment is one of the largest barriers for youth experiencing homelessness to become permanently self-sufficient. Examining the factors that contribute to the employability of these youth is critical to developing interventions. For many, education is the key to becoming self-sufficient and exiting homelessness. The unemployment rate is significantly lower for Americans who obtain a high school diploma. The unemployment rate declines further with increases in college education. The findings of this paper are a needs assessment of sorts, pointing to considerable gaps in educational services currently available to youth experiencing homeless, and invalidating the idea that homeless youth do not wish to attain high school, technical school, and college degrees. On the contrary, these youth have high educational aspirations, and while capable of succeeding in education, may require support beyond that of their housed peers because of the additional barriers they face. This desire to pursue education is an important consideration, and should inform the way we approach youth experiencing homelessness with educational services.</p>

<p> The purpose of this research study was to determine K-12 school leaders&rsquo; concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS) was used to analyze concepts of ability and the Technology Readiness Index (TRI) 2.0 was used to analyze the technology readiness of K-12 school leaders. Data from the two instruments were used to determine if there was any relationship between K-12 school leaders&rsquo; concept of ability and technology readiness. This analysis filled a blank spot in the research contributing to the literature on leadership, Mindset Theory (Dweck, 2006; Dweck, Chiu, &amp; Hong, 1995), and Technology Readiness (Lin &amp; Hsieh, 2012; Parasuraman, 2000). Furthermore it helped to determine the state of K-12 school leaders&rsquo; status as 21st century leaders. </p><p> The sample consisted of the school leaders of School District of Palm Beach County (SDPBC). This included 158 principals from 104 elementary, 31 middle, and 23 high schools. The researcher was a school district employee and therefore had access to the participants. </p><p> Each of the four null hypotheses were rejected as SDPBC school leaders scored significantly higher on the TIS (p&lt;.05) and TRI 2.0 (p&lt;.01), there was a significant (p&lt;.0125) positive relationship between TIS and the TRI 2.0, and that relationship was affected (p&lt;.05) by gender, race, and experience.</p>