Thesis (Ed. D.)--Oregon State University, 2002. / Typescript (photocopy). Includes bibliographical references (leaves 140-148). Also available via the World Wide Web.

<p> The purpose of this study was to ascertain whether the adoption of Open Educational Resources had a significant effect on student learning outcomes in seven courses taught at seven post-secondary institutions. The use of open educational resources (OER) is increasing in the United States. Initiatives focusing on expanding the use of OER as a replacement for traditional textbooks at the post-secondary level include OpenStax, Project Kaleidoscope, Open Course Library, and others. While researchers have begun to explore OER, few have sought to evaluate the quality of OER as a function of student academic success. In this dissertation, I examined measures of student success in seven courses at seven different early-adopters of Project Kaleidoscope where faculty members chose to adopt OER to replace traditional textbooks. The sample for this study consisted of students using open textbooks in courses at seven Project Kaleidoscope post-secondary institutions, as well as a control group of students at those same institutions who used traditional textbooks in sections of the same courses. I used an ex-post-facto quasi-experimental design, in which I compared students using OER to students using traditional textbooks in comparable courses. In order to control for the threat of selection bias, I used propensity score matching (PSM) to match treatment and control groups on a set of demographic variables. After creating matched treatment and control groups, I used multiple regression and logistic regression to examine whether textbook selection predicts a measurable difference in student achievement after accounting for relevant covariates. </p><p> I found that students using open textbooks earned, on average, lower grades than students who used traditional textbooks, after controlling for student-level and course-level covariates. Further analysis revealed that this negative differential was isolated to students in business and psychology classes. I also found that students who used open textbooks enrolled in more credits than students using traditional textbooks, controlling for relevant covariates. Because of the finding of a variation in textbook effect from course to course, future studies may seek to understand the effects of particular OER adoption instances rather than the global effect of OER adoption.</p>

<p> The special education teacher is a part of any school district and with the position comes responsibility for the teacher, building administrators, and district administrators. These school district personnel must work together to create a safe environment for all students to be successful. </p><p> In 1983, the U.S. Department of Education&rsquo;s report, A Nation at Risk, brought attention to the issue of retention of schoolteachers, especially those that worked with special needs students. While working as a special educator, the researcher overheard many teachers express concern about poor working conditions within their respective school districts. They expressed a lack of adequate support from building and district administrators, parents, and general education teachers. They expressed inadequate time to complete required paperwork. The researcher worked for both school districts that participated in this research project; therefore when asked, the district superintendents granted permission to conduct research within the school districts. </p><p> The literature review supported the claims stated by special education teachers. When reviewing the literature, the researcher decided to add specifics on how society viewed those individuals who did not act or appear to be normal in society. There is history dating back to 10,000 B.C.E. about those with special needs. There were some very influential names and universities involved in reports of researching ways to prevent those with special needs from pro-creating. Furthermore, there were laws created that prohibited those with limited intelligence from immigrating to the United States. </p><p> This research involved utilizing a free, on-line survey program. The researcher invited only active special education teachers from the two participating school districts to participate in the survey. The questions related to perceptions of administrator support, working conditions, and mentoring. The researcher included mentoring because it was a requirement for new teachers in Missouri. The literature suggested that new teachers left the profession early in their careers due to mentoring issues. </p><p> This research study produced mixed results. The results indicated a concern regarding mentoring of new teachers. The responses from the participants suggested that there were still concerns, over thirty years after <i>A Nation at Risk,</i> about administrative support, working conditions, and mentoring.</p>

<p> The purpose of this qualitative study was to closely examine the RISE evaluation system and its effectiveness in non-traditional, Montessori schools. The research consisted of a qualitative study interview approach using three administrators, one who did not use the RISE evaluation system, and two who were mandated by their central office to use it; and four teachers, all who were evaluated with the RISE evaluation system. This qualitative study used the theoretical framework&mdash;hermeneutic phenomenology. Interviews with the administrators and teachers were used to collect the data. The interviews were administered in personal offices, coffee shops, and at my personal office. All interviews(except one) were tape recorded and transcribed by me. The transcribed interviews were coded to create an item analysis. </p><p> The main purpose of this study was to determine if the RISE evaluation system would be an effective tool to use in non-traditional classrooms, such as a Montessori classroom. This study was intended to give educators of non-traditional schools and classrooms information about the RISE evaluation system&rsquo;s effectiveness. </p><p> This research contributes to the field by studying the RISE evaluation system&rsquo;s effectiveness in non-traditional classrooms. This study provides a framework for examining the factors for conducting effective evaluations using the RISE evaluation system in non-traditional schools.</p>

<p> School districts composed of a large number of high-poverty students are generally not found to be high-achieving (Chenoweth &amp; Theokas, 2013). In Missouri, districts are assessed in accordance with the fifth edition of the Missouri School Improvement Program (MSIP) which results in an Annual Performance Report (APR) score (Missouri Department of Elementary and Secondary Education [MODESE], 2014d). School administrators of districts having two consecutive years of APR scores over 95% while having a student population composed of a large number of students receiving free or reduced price meals were recruited for a qualitative study. Interview questions were developed based on the Rosenholtz (1985) paper about effective, high-poverty, inner-city schools. The questions were designed to extract information about the ways in which building leaders decrease teacher isolation, maintain a skilled teaching staff, set and monitor goals, remove non-instructional tasks for teachers, and maintain a collaborative school culture. Upon analyzing interview data, seven common themes emerged: collaboration, relationships, consistency and stability, high expectations, clarifying tasks or objectives, using and analyzing data, and community support. Over 60% of Missouri schools report a 50% or higher free and reduced price meal rate among students (MODESE, 2014j), which leads to additional challenges for educators (Balfanz, 2011; Hagelskamp &amp; DiStasi, 2012; Jensen, 2013). Besides adding to current data about high-achieving, high-poverty districts, this study provides evidence specific to Missouri educators that can be used to inform future practices.</p>

<p> The purpose of this quantitative study was to identify the personal characteristics that predicted the study outcome of students in higher education. Study outcome was defined as a student&rsquo;s grade point average and re-enrolling for the following semester. Multiple regression analysis was used to evaluate whether a student&rsquo;s former education, personality characteristics, orientation on learning, and study approach influenced study outcome. Of these 11 explanatory variables analyzed against study outcome, many were found to have a direct impact on study outcome. The results of this study provided insight into the predictive ability of personal characteristics and former education on study outcome. Implications of the value of using these personal characteristics in program development, advising, and instructional delivery were explored. Significant findings from this research provide the ability to identify probable obstacles to academic success from the beginning of a student&rsquo;s educational path. These findings could be used to implement proactive programming in higher education to improve student retention.</p>

<p> In order to evaluate the teacher education program for the state of Missouri, the researcher investigated the piloted MoPTA at a private Midwestern university. Through evaluating the piloted MoPTA program, this study aimed to address possible changes needed within the teacher education program itself to better prepare future educators not only for the assessment, but more importantly, the classroom. In order to evaluate the program, the researcher observed scoring sessions for Tasks 1-4 and analyzed feedback from the evaluators of the tasks (university supervisors and faculty) in the fall of 2014 and the spring of 2015. Furthermore, this study examined the scores received from each task during the piloted school year (fall of 2014 and spring of 2015). The researcher analyzed the scores for the following comparisons: Tasks 1-4 (i.e. Task 1 overall scores to Task 2 overall scores); undergraduate students with graduate students&rsquo; scores; inter-rater reliability (comparing the scores of multiple raters for one student); and K-12, elementary, middle, and secondary teacher candidates. By completing quantitative analyses of the comparisons through examining approximately 276 teacher candidates&rsquo; scores, the researcher ascertained: student performance on Tasks 2 and 3 was significantly lower than Task 4; undergraduate students performed lower on Tasks 1 and 3 in comparison to graduate students; inter-rater reliability had a low correlation for Tasks 1, 3, and 4, but Task 2 reported a high correlation; and there were no differences between elementary teacher candidates and secondary/K-12 teacher candidates. Through analysis of qualitative data the researcher ascertained that the university supervisors and faculty found the scoring sessions for MoPTA helpful and that changes to the university&rsquo;s curriculum were necessary to better prepare teacher candidates. The researcher suggests adding more data analysis, critical thinking, and writing courses at the university would better prepare teacher candidates; and ongoing scoring sessions and further professional development regarding changes in MoPTA and inter-rater reliability would benefit teacher candidates and consistency among university supervisors and faculty. </p>

<p> Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson&rsquo;s Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson&rsquo;s framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research questions examined to what extent state and national teachers of the year perceive differences in the importance to effective teaching and learning across each of Danielson&rsquo;s 4 domains and across the elements within those domains. A quantitative single-factor within-subject design was utilized. Framework for Teaching Survey importance ratings obtained from state teachers of the year for the past 6 years (N = 350) were compared using repeated measure one-way analysis of variances). Significant <i>F</i> values were followed by the Fisher Least Significant Difference Test to determine the domains or elements that significantly differ from one another. Significant differences in the importance ratings were obtained across each of the 4 domains. The instruction domain was rated most important followed by classroom environment, planning and preparation, and professional responsibilities. Findings may facilitate positive social change by enabling schools, districts, and states to more accurately evaluate teachers and devote limited professional development resources to domains and elements with the greatest potential for improving teacher quality.</p>

<p>The primary purpose of this study was to investigate the factor structure of the Student School Uniform Survey, developed by Sanchez, Yoxsimer, and Hill (2012) for the purpose of collecting data on student perceptions of the benefits of wearing a school uniform. A secondary purpose of this study was to investigate relationships among responses based on student membership in the demographic groupings of gender, ethnicity, and grade level. This quantitative study utilized existing, de-identified data that related to sixth, seventh, and eighth grade students at three middle schools in northern Nevada. The data were collected in each school at the conclusion of the first year of a mandatory school uniform policy. A factor analysis was conducted on 32 of the survey items which revealed 13 of the items contributed to three meaningful factors: Factor 1&mdash;Safety and Behavior of Others, Factor 2&mdash;Acceptance and My Behavior, and Factor 3&mdash;Ease of Going to School. Internal reliability of the survey items was assessed using Cronbach&rsquo;s alpha coefficient (a), which indicated the 13 variables that related to each of the identified factors had a high degree of reliability (&alpha; > . 70). To check the factors for reliability, a Pearson&rsquo;s product moment correlation was conducted. In all cases the identified factors had a high degree of reliability. Finally, three multivariate analyses of variance (MANOVA) were conducted to determine if demographic groups identified by gender, ethnicity, and grade level had discrepant response patterns on the three identified factors. Where significance was found, an analysis of variance (ANOVA) was calculated and the factor means were examined to identify which groups responded higher on each factor. The results revealed that seventh grade students responded higher on Factors 1 and 3, Hispanic/Latino respondents responded higher on Factors 2 and 3, and there were no differences in response patterns by gender. </p>

<p> General education assessment practices and data use were examined among regionally accredited, four-year (baccalaureate degree-granting), private, not-for-profit colleges and universities. An online survey instrument was created, piloted, and sent to 1044 institutions resulting in a 45% response rate. Results indicate general education assessment data most frequently influence changes to the assessment process and course content. Challenges preventing data use include lack of time and campus cultures. Assessment data use varies by the regional accreditor in which an institution is a member. Regular class assignments (embedded assessments) and capstone assignments were the most frequently used assessment methods for which collected data are used. Interviews, portfolios, and locally created tests appear to yield more usable data.</p>