Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (Ed. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains xvi, 497 p. Includes abstract. Includes bibliographical references (p. 462-468).

Thesis (Ed.D.)--Boise State University, 2009. / Includes abstract. Includes bibliographical references (leaves 133-144).

<p> Community colleges are the largest segment of higher education institutions in the United States providing access to historically underserved populations and growing numbers of first generation college students. Increasing college degree attainment is a national priority with new expectations of accountability. Despite decades of educational research, community colleges have startling low completion rates. Within the framework of Tinto&rsquo;s theory of retention, a predictive analytics model could provide community colleges the opportunity to drive custom intervention and support services to students. The purpose of this study was to explore the utility of Biglan&rsquo;s taxonomy for categorizing courses for potential use in a data analytics model to identify students at risk of failure to complete. The quantitative census study used archival data from 1,759 students. Log-linear analysis was used to test the key research question as to whether there is a predictive relationship between type of course failed, as cross-categorized by the dimensions in Biglan&rsquo;s taxonomy, in the first term and failure to complete a degree or certificate within 6 years. The analysis showed that a more parsimonious model, based on the interaction term for the life/nonlife and pure/applied Biglan categories, appeared related to completion, although no standardized residual was significant. A larger and more diverse sample may be necessary to determine the true effectiveness of Biglan&rsquo;s taxonomy as a classification schema in a predictive analytics model of degree completion. Based on these results, first term course failure appears to be a logical point for programmatic support that could lead to higher levels of associate degree completion opening doors of employment opportunity through education, thus supporting social change.</p>

<p> The research presented in this study examined what happened when I, as a building administrator, created and supported opportunities for teachers to emerge as leaders with the capacity to support each other, how my engagement with teachers as a building administrator promoted collaborative leadership and learning, and how making the classroom a site for collaborative inquiry influenced the professional learning of four teachers, and myself. These foci were studied through a constructivist framework in which we learned together to collectively improve our practice. Three rounds of collaborative classroom cross-visitations took place through a high school semester in which two math teachers, and two English teachers visited each other&rsquo;s classrooms with myself, as a building administrator, present. Each round included a pre-conference and a post-conference. Data suggests that the teachers and I benefitted from the process professionally. Additionally, I, as a building administrator, benefitted by learning to observe and evaluate teachers more effectively, while building important professional relationships which enhanced my ability to collaborate in constructing a cohesive community of educators within the research site. Further, logistical records taken from the study illustrate the need for careful and deliberate planning toward the sustainability of any cross-visitation program. The research illustrates the importance of the development of teacher-leaders, and of establishing a program through which teachers can visit each other&rsquo;s classrooms with a building administrator so that all parties can learn from each other in a generative and collaborative manner.</p><p>

<p> The purpose of this research was to evaluate the efficacy of Simple Triage and Rapid Treatment (START) triage during actual mass casualty incidents (MCI) and full-scale MCI exercises. Developed in 1984, Simple Triage and Rapid Treatment triage was created to assist in the process of triaging large quantities of injured patients from natural or manmade disasters and has since been the nationally accepted triage model in the United States. Historically, limited studies have shown patients are in fact, over-triaged 53% of the time. The research goal was to obtain substantial data to determine whether first responders&rsquo; use of the current triage model effectively sustains life. A mixed methods research analysis of quantitative and qualitative data collected from one historical MCI incident and three MCI exercises was evaluated to develop recommendations for protocol change and future curriculum development. Data analysis from actual incidents and exercises confirm that &ldquo;just-in-time&rdquo; training does increase the accuracy of the START triage model used from 42% to 73%. </p><p>

<p> The main purpose of this study was to conduct a validation analysis of student surveys of teaching effectiveness implemented at Bangkok University, Thailand. This study included three phases; survey development, a pilot study, and a full implementation study. Four sources of validity evidence were collected to support intended interpretations and uses of survey scores. To this end, this study evaluated the extent to which the content evidence supported the construct definition of the survey (RQ1), the relationships among survey items and survey components corresponded to the construct dimension (RQ2), the survey exhibited gender differential item functioning (RQ3), and student ratings and a similar measure of teaching quality and student achievement (RQ4) were related.</p><p> Overall, the student survey demonstrated good psychometric quality and the intended purposes and uses of the survey were supported. Based on expert reviews, the dimensions and survey items were perceived adequate in covering teaching quality, the survey items were perceived to properly assess the associated dimensions, and the response scales were perceived suitable with what was intended to measure. Exploratory factor analysis suggested that the construct of teaching effectiveness as defined in this survey may be unidimensional. Although the results did not support multidimensionality, the dimensions can still be used by individual instructors to evaluate their own teaching. Cronbach&rsquo;s &alpha; coefficients were high and supported the internal consistency of the survey. There was no occurrence of gender DIF in this student survey. Therefore, the validity evidence of survey score interpretations was supported since the meaning of survey categories/scales was shared across male and female students. Finally, the results based on relation to other variables showed a strong positive relationship between the student survey and another currently used survey at Bangkok University which was used to evaluate teaching effectiveness for a decade. This could indicate that the student survey was measuring a similar construct of teaching effectiveness.</p><p>

<p> The main purpose of this study was to conduct a validation analysis of student surveys of teaching effectiveness implemented at Bangkok University, Thailand. This study included three phases; survey development, a pilot study, and a full implementation study. Four sources of validity evidence were collected to support intended interpretations and uses of survey scores. To this end, this study evaluated the extent to which the content evidence supported the construct definition of the survey (RQ1), the relationships among survey items and survey components corresponded to the construct dimension (RQ2), the survey exhibited gender differential item functioning (RQ3), and student ratings and a similar measure of teaching quality and student achievement (RQ4) were related.</p><p> Overall, the student survey demonstrated good psychometric quality and the intended purposes and uses of the survey were supported. Based on expert reviews, the dimensions and survey items were perceived adequate in covering teaching quality, the survey items were perceived to properly assess the associated dimensions, and the response scales were perceived suitable with what was intended to measure. Exploratory factor analysis suggested that the construct of teaching effectiveness as defined in this survey may be unidimensional. Although the results did not support multidimensionality, the dimensions can still be used by individual instructors to evaluate their own teaching. Cronbach&rsquo;s &alpha; coefficients were high and supported the internal consistency of the survey. There was no occurrence of gender DIF in this student survey. Therefore, the validity evidence of survey score interpretations was supported since the meaning of survey categories/scales was shared across male and female students. Finally, the results based on relation to other variables showed a strong positive relationship between the student survey and another currently used survey at Bangkok University which was used to evaluate teaching effectiveness for a decade. This could indicate that the student survey was measuring a similar construct of teaching effectiveness.</p><p>

<p> This qualitative study was conducted to understand the use and impact of the Texas Principal Evaluation and Support System (T-PESS) as a leadership framework and determine if patterns in leadership activities and behaviors could be observed and identified. Observations and interviews were conducted with four principal evaluators and four principals in four Texas school districts. Using constant comparative data analysis, results from observations and interviews were aligned to the research questions to discover emerging themes. Themes from the data included the consistency in the use and implementation of the T-PESS process by participants as well as the influence of principal evaluator feedback to principals and how it shapes behaviors of principals. Principal evaluators and principals interviewed in this study were consistent in their responses regarding steps used in the T-PESS process and could clearly articulate how the system is being implemented. Evidence from this study also finds that principals place value on feedback from their principal evaluators and principals adapt behaviors when given face-to-face feedback. An implication of the study for school districts is the importance of professional development for both principal evaluators and principals and the need for continuous learning and collaboration.</p><p>

<p> Personalized learning for students has been an emerging trend which seeks to support teaching and learning in the 21st century (Netoch, 2017). This study identified beliefs of secondary educators on the different aspects of personalized learning for students. Areas covered in this study included teacher professional development on the personalized learning process, amount or quality of teacher support for the implementation of personalized learning, the impact of technology on personalized learning with classroom instruction, and any obstacles to the personalized learning process. Findings from this study were compared to identify connections between responses as they related to the research questions. Many teachers surveyed indicated they felt instructional technology was needed but not necessary for all aspects of personalized learning. Most secondary teachers indicated some form of personalized learning was prevalent in their school. The majority of teachers indicated their students seldom or never utilized assistance on problem-solving help from automated tutoring services. In another related area, less than 50% of teachers reported students seldom or never used personalized learning systems feedback from automated systems regarding their own learning strengths and weaknesses. A majority of teacher respondents valued professional development offered to them through the school, as well as the support they received. A majority also somewhat or strongly agreed the professional development aided them in implementing technology for personalized learning in the classroom. Finally, one of the major obstacles reported by teachers was the excessive time needed to develop content for technology-based instruction.</p><p>