The inception of No Child Left Behind (NCLB) has focused national attention on improving the academic achievement of all students. In response to this federal legislation, educators, policymakers and others have sought remedies to turnaround chronically low-performing schools. The academic achievement outcomes of implementing such strategies have been mixed. Some schools have experienced clear, unambiguous growth. Others have remained stagnant. Others have regressed. Because of these mixed results, the research was designed to ascertain the factors that determine what makes these strategies succeed or fail. The researcher took a qualitative approach, the multiple case study design. Using the characteristics of High Reliability Organizations, the researcher used an interview guide that was developed by the researcher to interview 10 participants who consisted of teachers, principals, and their immediate district-level supervisors, as well as reviewed artifacts from four high-poverty schools that were all labeled as academically unacceptable by the state of Louisiana in 2007. The outcomes of turnaround strategies were mixed as measured by their school performance scores. Two of the schools experienced clear, unambiguous growth. One of the schools remained stagnant. The other school regressed. Findings of the data analysis indicated that schools with clear, unambiguous growth demonstrated all five characteristics of High Reliability Organizations. The schools that either remained stagnant or declined did not.

Clegorne, Nicholas Anthony, B.M. University of Florida, 2002, M.M. University of Florida, 2004 Doctor of Philosophy Major: Educational Leadership and Research The Lived Experience of Discovery of Purpose in Student Affairs among Emerging Professionals Dissertation directed by Associate Professor Roland Mitchell Pages in dissertation, 146. Words in abstract, 297. ABSTRACT Some researchers estimate that as many as three out of five new professionals will leave the field of student affairs within the first five years. Furthermore low job satisfaction has been cited heavily among new professionals in student affairs. The alarming recognition that so many young professionals are unhappy and that more than half of the fields new professionals will leave very early in their careers has prompted a number of examinations regarding the education, training, induction and supervision of new professionals in the field of student affairs. However, such examinations focus primarily on environmental influences external to the new professional. Studies in similar fields have suggested low job satisfaction and high attrition rates are connected to a lack of articulated purpose in a given field. This study sought to examine the discovery of purpose as one possible intrinsic contributor to job satisfaction and retention among new professionals. A qualitative study was conducted to illuminate the stories of eight emerging professionals (first-year graduate students in higher education administration through third-year new professionals in student affairs). The research design utilized phenomenological and narrative lenses and engaged self-authorship and transition theory as theoretical frames in order to explore the lived experience of discovery of purpose among young student affairs practitioners. Significant statements suggest that participant journeys were marked by repeated transition. Furthermore, data suggests that the ability to identify a resolute, self-authored, and impactful purpose highly coincided with a commitment to remain in the field. Additionally, emerging professionals who were self-motivated to join the field said they were more likely to remain in the field. In an effort to increase persistence in the field of student affairs, a number of suggestions have been made with the intent to improve graduate preparation programs, induction processes, training designs, and supervision strategies.

ABSTRACT This dissertation conducted a narrative inquiry into the lives of Black women university teachers who self-identify as possessing strong faith commitments within a Christian denomination. Critical Race Theory, Womanism and Womanist Theology, the Theory of the Black Church, and Post-colonial Studies were employed in order to facilitate this inquiry. Every woman was reared in a predominantly Black congregation (PBC), and many still practice their faith in a PBC. The primary focus of this study was to consider the influence a religio-spiritual epistemology has on their academic understandings, theorizing, and pedagogical practices. Data collected for this study included recorded conversations, field notes, researcher journals, classroom observations, and personal narratives submitted by the women participating in the study. Using a narrative thematic analysis (Riessman, 2008), the data was coded to uncover themes and categories that were evident across all of the data. Findings revealed that the women held particular beliefs about their pedagogy and scholarship. The women often spoke about their perceptions of their students. These perceptions included ideals about their responsibility to their students, positioning themselves as facilitators in the classroom, and viewing their students as whole and/or spiritual beings. Surprisingly, many of the women also mentioned specific hopes and goals for their White students. They talked about their desire for their pedagogy and scholarship to have an impact in various ways. All of the women were explicit about not being perceived as proselytizers. Instead, they hoped to be living reflections of Christ. Several of the women mentioned some anxiety about being perceived by their colleagues as stereotypically Christian. Finally, the different ways the women did or did not take up issues such as homosexuality, abortion, and other religions was discussed. This study is significant in that it considers an often ignored and under-theorized religio-spiritual epistemology employed by many Black women academicians. The study hopes to position this particular segment of the academy as a source of knowledge that can aid academia in serving all of its members. Findings in this study can also potentially help in the process of advancing academia in its pursuit of equity and justice broadly.

Few topics in education have sparked as much interest and debate as the teaching of reading. Throughout the past century, instructional approaches have come and gone but one thing has remained constant: the teacher. Behind every effective classroom lies a teacher. It is ultimately the teachers decisions that drive daily instruction in the classroom. But what is the best way for teachers to teach children how to read? For decades, researchers have plagued studies seeking to find the best method for accomplishing this. Just as students physical characteristics are very diverse, so too are their academic abilities. Reading teachers must be able to understand these differences and consequently choose and employ teaching materials that meet the needs of all the students among the class. With the ever-increasing importance of high-stakes testing and accountability, schools expect their teachers to deliver effective reading instruction that will produce results. The purpose of this study was to compare two approaches to reading instruction: a basal program and balanced literacy. Classroom observations and teacher interviews were conducted and collected in order to investigate the following questions: How do basal programs and balanced literacy impact reading instruction in elementary school classrooms? How are the perceptions of teachers and students impacted in these respected settings?

This six week study investigated six urban elementary teachers educational beliefs in regards to teaching writing, comparing their personal histories as writers with their self-reported beliefs on writing and teaching writing, with that of their teacher practices. A further analysis examined how closely aligned their teacher practices were to research-validated practices. During this ethnographic case study, three questions were explored. These questions were: (a) How do teachers personal histories with writing inform their beliefs regarding writing in general, as well as their beliefs on teaching writing?, (b) How do teachers educational beliefs in regards to teaching writing inform their instructional decisions?, and (c) What impact do teachers personal histories with writing and their educational beliefs in regards to teaching writing have on how closely aligned their teacher practices are to research-validated practices? The participants in this study were six primary grade teachers, a first, second, and third grade teacher respectively, from two Title 1 schools in neighboring school districts. This ethnographic case study followed the Developmental Research Sequence Method, an ethnographic method of analysis designed by James Spradley (1980), in his book The Participant Observer. The data collected included written autobiographies concerning the teachers histories as writers, interviews, and classroom observations. There was evidence to suggest that teachers histories with writing informed some general held beliefs regarding writing, as well as beliefs regarding teaching writing. There was an indication that the histories and beliefs then informed the teachers instructional decisions in the classroom and how closely aligned those practices were to current, research-validated practices.

The purpose of this study was to assess algebra and geometric prerequisites skills as incorporated into the Applied Calculus Optimization Problem (ACOP) solution. The difficulties that students encounter in applying algebraic and geometric prerequisites at the early stages of the ACOP solution were identified. The study analyzes errors related to variables and equations (i.e. algebraic symbol/transformation skills), drawing of geometric diagrams (visualization skills) and those associated with application of basic differentiation concepts into ACOP solution process. The studys goals were addressed as seven specific research questions further subdivided into three main parts: the first four research questions investigated prerequisite algebraic and geometric skills, while question five examined the ability to use some or all of the prerequisite skills to obtain the required ACOP model. Question six is concerned with how some prerequisite (differentiation) skills are use in ACOP solution process. Finally, question seven looked into students ability to fully bring into play all the prerequisite skills into ACOP solution process. Furthermore, each of the seven research questions was split into quantitative and qualitative parts. The quantitative data were collected using a test instrument; and a follow up interview was conducted to collect qualitative data. These qualitative data were used to supplement, support and illuminate results from the quantitative components. The target sample is freshmen students taking calculus I in the department of mathematics, Louisiana State University, Baton Rouge. Overall, the study has revealed that students have achieved a very low success rate on ACOP, immediately following instruction on ACOP solving in their calculus I class. In general, they failed to integrate the basic competences required in ACOP solution. Qualitative evidence from students test performance indicated that failure to visualize geometric diagrams from word problems tendered to preclude getting the required formula. More generally, failure in at least one competence lead to collapse in another, and hence the whole breakdown of the ACOP solution process. The overall finding of the research was that students generally failed in integrating the independent algebraic and geometric competences; in cases where integration occurred, students face structural and procedural setbacks that ultimately led to a weakening of the ACOP solution process.

The purpose of this study was to discover the types of conduct processes that are being utilized when fraternities and sororities violate alcohol, hazing, and other policies at four-year universities. Many negative issues have been tied to Greek letter organizations and have become a national concern, such as hazing, alcohol consumption, and other types of risky behavior (Bruce & Keller, 2007). Research on the type of processes being used by universities is needed in order to analyze current practices and whether there needs to be a change in conduct processes. A survey instrument was developed by the researcher and sent out via e-mail to 797 university administrators, of which 260 responded. The study was sent to institutions that did not recognize fraternities and sororities and those participants were not included in the research. Out of those that responded, the researcher was able to use 201 total respondents for this study. University administrators reported the conduct process that is most often utilized by institutions for hazing violations by fraternities and sororities was the College/University Conduct Board involving faculty, staff, and students. Addressing alcohol and other violations by fraternities and sororities, institutions most often utilized the Administrative Conduct Hearing (single administrator involved) to address these concerns. Based on the results of this research, it was determined that most institutions utilize the same conduct process for general student organizations and individual students as fraternities and sororities. Implications for this research include a need for universities to analyze whether current processes are achieving desired outcomes and goals. University conduct processes also need to look at ways in which they can begin to incorporate additional stakeholders, to include headquarters, local alumni, and chapter leaders. It was determined that further inquiry is needed on this topic to include qualitative research. Now that we know what type of conduct processes are being utilized, researchers need to determine why certain differences occur in conduct processes depending on different demographics of the institutions and whether desired outcomes or goals are being achieved.

The African American literacy crisis has been well documented. Many researchers have sought to find a remedy for the disparity in literacy rates between African American readers and white American. This study explores the potential role of young adult literature (YAL) in this crisis. More specifically, this study examines the recognition that African American works receive in contemporary YAL. This study also investigates the African American experiences represented in those works receiving national recognition. A list of fifty-one books was compiled from the winners (2000-present) of national awards such as Michael L. Printz award and the Coretta Scott King Book Award. This list was subsequently categorized based on such characteristics as genre and characters represented. These works were then closely scrutinized to determine the scope of the African American characters represented in these award winning novels. After completing a close examination of these works it became evident that very few African American works have received national recognition. Teachers and parents alike look to these lists for classroom worthy texts. If very few African American works receive these prestigious recognitions then it a reasonable assertion that very few African American works are being taught in the classroom. Although the current research calls for cultural relevance as a means of combating the literacy deficit for African Americans, cultural relevance is difficult to achieve because of the lack of African American YAL. Of those works recognized, the African American experiences represented in these works were overwhelmingly urban in nature. This study is a part of a growing body of research on African American literacy and YAL.

Precollege-to-college outreach is abundant, with programs established on college campuses throughout the nation. Precollege programs provide students with knowledge pertinent to academic success and successful transitions between educational systems. The programs are also viable options in the effort to overcome disadvantage and disparity, and may best serve students who are considered underserved, and who encounter a multitude of barriers that inhibit their pursuit of a college education. A mixed-method, case study methodology was used to explore the perceptions of students who participated in two university precollege engineering programs. The findings of this study suggest that well defined and organized outreach efforts, with clear agendas and objectives, are perceived by participants as beneficial to their academic persistence and successful socialization into postsecondary environments. The findings also suggest that precollege programming may better serve students who are considered underserved, rather than students who have a precedent of exhibiting academically successful behaviors.

This study is to examine if implementation of the universal level of PBS is related to student achievement on the LEAP and iLEAP examinations administered as part of the Louisiana Educational Assessment Program. A second purpose is to examine whether identified student/ school characteristics contribute to any difference in academic performance. To address this question, it is necessary to take into consideration individual as well as school level factors that may act to facilitate or impede student achievement. Multilevel statistical models are ideally suited for research problems of this nature and will be the approach taken for this study. The present study sought to determine if a high level of implementation of PBIS at the school level had an impact on a students academic scores based on high stakes test scores. Across the state of Louisiana, a schools implementation level of PBIS did show evidence of change of a students high-stakes test score from 2007 to 2008. However, it did not show a change from 2008 to 2009. In both 2 year spans, a previous years academic test score and a schools percent of free and reduced lunch were both predictors in the model. In 2007-2008, a schools SET score was also a significant predictor in the model in all of the content areas, except for math. The findings from the multilevel model are consistent with other findings for the 3rd grade to 4th grade match. However, for the 4th to 5th grade match the absence of similar findings may reflect the fact that implementation scores were mandated at the state level for these years, which may have caused inflation in scores from each school. Even in the correlations, the 2008 scores were not statistically significant as the 2007 scores were found to be.