<p> This dissertation is a mixed-methods study that critically looked at peer-reviewed articles and empirical research findings about goal setting for middle school students and the possible effects that goal setting had on achievement. This project synthesized the information from articles about goal setting in general and, more specifically, the student-informed goal-setting processes. The study spawned from the literature review and critically assessed one teacher&rsquo;s use of the informed goal setting process to affect the achievement of her Midwestern middle school students. Students in the treatment group completed pre and post-questionnaires that assessed their understanding of goal setting and achievement. The researcher used students&rsquo; assessment data reports to instruct and coach students on their use of data to establish SMART goals for fall conferences, during the winter and spring R-CBM and MAZE testing, and quantitatively compared the treatment groups&rsquo; data to that of a peer-like control group. The researcher analyzed focus group responses for perception trends about the goal setting process. The results of the qualitative information and quantitative data indicated an attitudinal and behavioral shift in the use of the SMART goal setting process; however, the researcher found no statistically significant difference between the treatment and control groups. Goal setting did not have adverse effects on either student performance or behavior; so, with proper feedback, conferencing, and follow-through, goal setting should continue to be part of routine habit-building instruction. Further study is needed to determine the effect that the &lsquo;informed&rsquo; aspect had on student attitudes and achievement and to explore parental influences on goal setting and attainment.</p>

This study investigates one school’s approach to increasing high school graduation rates through the use of a school-wide support model. The leadership team at the study site sought to identify and address the primary barriers to graduation at that school. An assistant principal at the study site conducted an independent analysis of student-level data and determined that the primary barrier to graduation was students’ inability to pass the state reading assessment. One subgroup in particular who seemed to struggle with the reading requirement were those identified by the Florida Department of Education as being At Risk (AR). AR students are defined by the FLDOE as being individuals who failed both the reading and math assessments in Grade 8 and they carry that designation throughout high school, regardless of performance on subsequent test administrations. In order to improve graduation rates, the leadership team at the study site conceptualized and implemented a Cross-Curricular Reading Program (CCRP) to provide necessary reading interventions in all core classes to assist all students in reaching their academic goals. The purpose of this quantitative research study was to perform a program evaluation on the CCRP at the study site using the regression model difference-in-differences to answer two primary research questions: (1) did the CCRP increase the overall 4-year graduation rate for All Students at the study site and (2) did the CCRP increase the graduation rates of At-Risk and/or Not At-Risk students at the study site? The findings of this study indicate that after controlling for school, teacher, and study characteristics, graduation rates increased for Black At-Risk students. Other findings from the model show increases, but lack statistical significance. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester 2018. / April 11, 2018. / At-risk students, Cross-curricular reading instruction, High School Graduation, Professional learning communities, Standards-based instruction / Includes bibliographical references. / Patrice M. Iatarola, Professor Directing Dissertation; Elizabeth M. Jakubowski, University Representative; Robert A. Schwartz, Committee Member; Linda B. Schrader, Committee Member; Toby J. Park, Committee Member.

<p> The researcher completed a quantitative comparative content analysis of early childhood developmental programs in high-poverty and low-poverty counties across the state of Missouri. The researcher discussed the importance of early childhood programs in the longevity of academic, professional success and long-term health benefits. Although lawmakers, educators, parents and policy makers emphasized the immense importance of early childhood education, the state of Missouri had not completed an evaluation of early childhood developmental programs for over 15 years. The last study (Fuger et al., 2003), completed in 2003, only evaluated early childhood programs described as part of the state&rsquo;s Missouri Preschool Project (MPP). The research results stated the state of Missouri had not completed a study evaluating all early childhood programs in the state. </p><p> The researcher examined secondary data, specifically licensing reports from online, public records through the Missouri Department of Health and Senior Services (DHSS) website, as well as programing costs, curriculum, and accreditation through brief interviews of administrators employed by various child care centers and public school early childhood preschool programs. The purpose of the study was to discover if inequity occurred in facilities located in high-poverty and low-poverty counties. The researcher explored whether high-poverty facilities had more licensing violations than those facilities in low-poverty areas and examined the type of violations and assessed differences in the number of violation types. After researching early childhood curriculum endorsed by the state of Missouri, the researcher examined the type of curriculums used by each facility to determine the quality of the curriculum. The researcher surveyed the cost differences of facilities and the affordability of programs, based on average income. The researcher also evaluated the overall quality of programs, based on the secondary data. </p><p> In summary, the researcher conducted the study to examine differences between the quality of early learning and developmental programs in high and low poverty counties around the state of Missouri. The researcher determined the quality of a program based on the percentage of licensing violations, type of violations, curricula used, if a center held extra accreditation, and the cost per week. The results of the study were mixed.</p><p>

<p> The purpose of this study was to determine if retention of first-year college students was influenced by specific variables and programs at one Midwest community college. The study was focused on responses from the Community College Survey of Student Engagement (CCSSE) (Center for Community College Student Engagement, 2013) and peer mentoring program data. Data and retention were measured using Wald chi-square tests and t-tests, respectively. The CCSSE benchmarks were Academic Challenge, Active and Collaborative Learning, Student Effort, Student-Faculty Interactions, and Support for Learners. Benchmarks were analyzed using student variables age, gender, working for pay, student loans, and race/ethnicity. Benchmarks titled Student Effort and Support for Learners had a significant impact on retention. The relevance of this finding became clear through analyzing specific student variables to determine their impact on each specific benchmark. Also investigated were the retention rates of first-time students who participated in the college&rsquo;s peer mentoring program and first-time students who did not participate in the college&rsquo;s peer mentoring program. Following analysis of the data, there was a statistical difference in the retention rates of first-year, peer-mentored students and non-peer mentored, first-year students. The peer mentoring program was also studied by analyzing the effects peer mentoring had on students who were on academic probation. No statistically significant difference was found in retention rates of students who remained on academic probation and their peers who had moved off probation. Data for all aspects of peer mentoring suggested program consistency positively affects retention rates of first-year students.</p><p>

This dissertation addresses the knowledge gap about the dosage feature of preschool programs and its relationship to kindergarten readiness by asking: Does the degree of center-based preschool attendance—more than 20 hours/week (full-day), more than zero and less than 20 hours/week (part-day), or zero hours/week (no attendance)—of 4-year old children in the United States have a discernible effect in mathematics, reading, and socio-emotional tests administered at the beginning of kindergarten? I used the Early Childhood Longitudinal Study Birth Cohort (ECLS-B) to answer my research question. This high quality probability sample collected a wide range of data on young children and their families rather than assigning them to conditions. In the absence of experimental data, the quasi-experimental design that best fits the research question is a non-equivalent control group. In this design, two treated and an untreated group are compared on pre and posttest data on the same units. To minimize selection bias I first identified critical covariates that matter for selection into treatment and can be reliably measured. Then, I used propensity score analysis to match the treatment and control groups’ pretest scores and observable characteristics before directly comparing their outcomes. Results from this dissertation make evident that preschool level of attendance matters for kindergarten readiness compared no preschool. First, children who attended full-day preschool outperform their peers who did not attend in reading and math test scores at the beginning of kindergarten. Second, children who attended part-day preschool outperform their peers who did not attend in reading, math, and eagerness to learn tests scores at the beginning of kindergarten. However, results show that full-day preschool compared to part-day preschool had no statistically significant effect on cognitive skills, and had negative socio-emotional effects at the start of kindergarten. Children who attended full-day preschool performed the same in reading and math test scores- yet showed less eagerness to learn- compared to their peers who attended part-day preschool. These findings are aligned with existing literature stating that preschool has a positive effect on cognitive outcomes, particularly for low-income groups, and a negative or non-significant effect on socio-motional skills. They build upon and advance this knowledge base by empirically demonstrating the strong academic foundation that all young children develop when exposed to even a small number of hours of preschool per week. These results support the case for investments in our education system’s response that transcend the K-12 oriented approach. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2019. / April 3, 2019. / early childhood, ECLS-B, full-day, part-day, preschool, propensity score matching / Includes bibliographical references. / Stephanie S. Zuilkowski, Professor Co-Directing Dissertation; Toby Park, Professor Co-Directing Dissertation; Beth M. Phillips, University Representative; Carolyn Herrington, Committee Member.

This qualitative case study examined the professional development practices at 2 of the 9 schools involved in the Incentives for Highly Effective Administrators and Teachers (iHEAT) Program in Miami-Dade County Public Schools from 2013-2017. The iHEAT Program was funded through a Teacher Incentive Fund (TIF) grant and provided participating schools with Peer Review Teachers who were fully released from classroom duties and served as full time instructional coaches, and provided job-embedded professional development. The program also awarded stipends for certain professional development activities and for highly effective teaching performance, as measured by the district’s teacher evaluation system. This research was conducted to determine how the teachers who participated in the program both experienced the program and perceived the relationship between those experiences and their instructional practices. Background on the history of professional development, important definitions, and current professional learning standards are all provided. The literature review starts with studies giving the definition and history of professional development in the United States. It then builds on that information by summarizing research on the current state of professional development in the United States and in other countries. The review also provides a local context, by explaining the state of professional learning in Florida generally, and in Miami-Dade County Public Schools, specifically. Finally, it explores the research on the importance of the teacher as a factor in instructional effectiveness. Some gaps in the literature on professional learning are identified. iHEAT participating teachers were interviewed, and the data collected illustrate the experiences and perceptions of the teachers. An analysis of these data shows the teachers’ perceptions of the relationship between those experiences and their instructional practices. Administrators at the 2 schools, including both principals and assistant principals, also participated in interviews designed to determine how they viewed the program and the teachers’ experiences, as well as whether they perceived a relationship between the teachers’ participation and their instructional practices. The interview data indicate that the iHEAT Program was positively received in the schools, that teachers learned and grew from their experiences, and that there are some practices which will continue in the schools after the conclusion of the program. Teachers and administrators noted improvements in the school culture and collaboration. They also provided examples of differentiation and increased use of data analysis in their practice. In addition, the educators reported aspects of the educational practices implemented during iHEAT that remain in the schools and contribute to the ongoing professional growth of the teachers. This study also provides lessons learned and conclusions about what aspects of the iHEAT professional development practices might be useful for educators in other contexts. District staff considering peer review programs, teacher leaders developing professional learning experiences, and classroom teachers involved in coaching programs all might find the results of this study relevant. As educational institutions shift from traditional professional development models to more collaborative modes of learning, for both teachers and students, a new approach is needed, and this study will suggest policies and practices that might be studied further or replicated. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester 2019. / February 19, 2019. / peer review, professional development, professional learning, professional learning communities, teacher evaluation, teacher quality / Includes bibliographical references. / Stephanie Zuilkowski, Professor Directing Dissertation; Stephen McDowell, University Representative; Motoko Akiba, Committee Member; Robert A. Schwartz, Committee Member.

The K-12 education system in the United States is rife with debate about what content should be taught and about how students’ achievement with that content should be measured. While much of the public discourse focuses on traditional academic areas such as literacy and math, increasingly, educators are understanding that social and emotional learning (SEL) is a critical element of students’ school experiences and of their preparedness for life after graduation. Also called non-cognitive skills, SEL typically includes explicit, systematic instruction on the management of emotions, relationships, and decision-making, as well as teaching techniques that are integrated throughout all instruction. An increasing number of schools and districts are experimenting with SEL programming. This qualitative study used a case study approach to investigate an often-overlooked aspect of successful SEL programming: the teachers who are tasked with implementing it. Specifically, the study considered the sense-making of teachers at one high-poverty, pre-kindergarten through eighth grade school regarding one particular SEL program, Community Building Sessions™. Insights from this study serve to inform future research and decisions regarding SEL programming design and implementation at Frameworks of Tampa Bay, Inc., a nonprofit organization that supports teachers and administrators in implementing SEL curricula in pre-kindergarten through grade 12. More broadly, this study’s findings contribute to the collective understanding about how teachers view and think about SEL. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Spring Semester 2019. / March 25, 2019. / 21st century skills, character education, SEL, social and emotional learning, social emotional learning, teacher coaching / Includes bibliographical references. / Stacey A. Rutledge, Professor Directing Dissertation; Ithel Jones, University Representative; Motoko Akiba, Committee Member; Courtney Preston, Committee Member.

This study concerns school based evaluation; evaluation of a school or some aspect of its operation which is carried out by the teachers and other interested members of the school community. When the decision to evaluate and the control of the evaluation are at the school level a complex, dynamic situation is created. The teachers in the school concurrently have roles as evaluators and as those being evaluated, as well as continuing in their other normal teachers' roles. The history of educational evaluation in the United States of America, the United Kingdom and Australia is traced. An outline is given of the developments in the more traditional methods based on measurement of achievement of objectives on the one hand, and on the 'informed judgement of experts' on the other. It is suggested that improvements in both methods have led to a constructive method of evaluation with its roots in both traditions. Some checklists and guidelines for planning evaluations are also reviewed. Interviews were carried out in an A.C.T. high school which had completed an evaluation almost a year earlier. Twenty people were interviewed: some teachers, some parents and a member of the Evaluation and Research Section of the A.C.T. Schools Office. All had been involved with or affected by the evaluation. If an evaluation is initiated and controlled at the school level many new complexities are introduced into the situation. The process of the evaluation becomes of paramount importance. The way the evaluation is initiated and planned, the way information is collected and analysed, and the way decisions are arrived at are uppermost in participants' minds. Probably the early stages are the most crucial in establishing the climate and structure for the evaluation, and in developing participants' skills. The effects on staff relationships, staff/parent relationships and the general climate of the school are what the participants are most aware of. There usually are outcomes of a school based evaluation arising from recommendations, but these often are more subtle than those of a traditional evaluation by outsiders. Changes may also occur during the evaluation, rather than at the end after the presentation of a report as was more traditionally the case. There is a place for school based evaluation in Australian schools, but it should be recognised as a complex process which may involve participants in new roles in an extremely dynamic situation.

Thesis (M.A.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 89-94).

Includes bibliographical references (p. 46-56).