<p> This applied dissertation presented a mixed method design to gain a broader perspective of the perceptions of classroom management practitioners within a particular school district. Many teachers, or practitioners, experience issues with classroom management because of their understanding of strategies they use. Because of the researcher&rsquo;s position within the education system, it was recognized practitioners are mandated to utilize specific classroom management strategies. As such, the study was designed to glean the perceptions of these practitioners in relation to the misunderstandings and mandates related to the strategies dealt with on a daily basis. </p><p> The perspectives gleaned afforded opportunities to generate statistical data. The last question presented to the study participants allowed each participant to express his or her ideas, related to the questionnaire or otherwise, in any way they saw fit. The analysis of the study took into consideration the open response comments as they pertained to the statistical data generated. </p><p> Findings revealed the most favorable, as well as most effective, strategies as perceived by actual practitioners. Practitioners also expressed their opinions indicating their displeasure regarding mandated classroom management strategies commonly referred to as Office Referrals. Practitioners indicated they perceived revoking student privileges, placing students in time-out areas, and utilizing counseling services as more effective when choosing strategies relative to managing their classrooms.</p><p>

<p> Educational reform is at the forefront of legislatures and school districts across the United States (Hattie, 2011). To find and employ high school improvement initiatives that lead to improved educational experiences for students, educational leaders must examine in great detail what systems have been successful and then modify the initiatives to fit the characteristics of their particular school districts (Berliner &amp; Glass, 2015). The purpose of this study was to determine the effectiveness of initiatives one Midwestern high school implemented beginning in 2012. The initiatives implemented included the Tardy Sweep policy, Response to Intervention (RtI) program, and a Late Work policy. The data collected were archival and reflected the school years from 2010-2011 through 2015-2016. Using descriptive statistics, the findings demonstrated an improved attendance rate, a decline in discipline referrals, and decreased failure rate with the implementation of these initiatives at one Midwestern high school. The findings of this study provide a compelling argument for the implementation of the three initiatives at other high schools.</p><p>

Despite the push for universal education, many disadvantaged and poor children in developing countries still do not have access to basic education. This among other reasons is due to poverty where poor families cannot afford the cost of basic education even when it is ‘free’ of tuition (McDonald, 2007). Demand-side financing interventions such as scholarship programs are promising to be viable financing interventions of reaching out to the poor and marginalized children in order for them to access basic education. Although such financing strategies have been praised as having worked in mostly Latin American countries, very little is systematically known about how these interventions would work in poor African countries such as Malawi. This study therefore examines demand-side financing strategy through an evaluation of a scholarship program implemented in Malawi. It uses qualitative mode of inquiry through in-depth interviews of 36 key participants as a primary method of data collection. In addition it reviews program documents and conducts some cohort tracking on beneficiaries in Zomba rural district which is the site of the study. The findings show that community based targeting was used in the program and proved successful in identifying the right beneficiaries in a cost effective manner. It seems to offer a model to be adopted for such interventions in low resource countries. Findings further show that beneficiaries who received scholarships were able to persist however there was a substantial number that dropped out. There were a number of factors that caused this but it seems the internal motivation of beneficiaries to persist was very critical. This puts under the microscope an assumption that once scholarship is received, beneficiaries would persist in school. Last but not least, the findings also show that an assumption that local communities will be able to sustain such programs might be but a mere illusion as communities view themselves too poor to do this. Overall the study praises such programs as effective in targeting the poor and marginalized children however it puts a caution on assumptions about persistence & sustainability. It suggests further scrutiny on these assumptions to improve on the effectiveness of such programs and demand-side financing strategies in general.

<p> With the recent attention being paid to student success and student equity, as well as outcomes for historically and currently disadvantaged students including those who begin at community colleges, this study examines the extent to which positive changes have been observed that are favorable to community college student success after transfer. Data from the 2005-2012 administrations of the National Survey of Student Engagement (NSSE) are examined to determine the extent to which out-of-class student faculty interaction &ndash; a known contributor to student success &ndash; has increased over time for community college transfer students at a subset of bachelor&rsquo;s-granting institutions. Corresponding data from the Faculty Survey of Student Engagement (FSSE), as well as IPEDS data, are used to identify institutional conditions that positively impact institutional change over a period of at least three years in a measure of out-of-class student-faculty interaction with community college transfer students. The overall purpose of the current study is to explore what baccalaureate colleges and universities can do to enhance the outcomes of students who transfer from community colleges. Results confirm that overall positive changes in out-of-class student-faculty interaction for community college transfer students have occurred in the group of institutions examined. In addition, the number of institutions that report an increase of practical significance in out-of-class student-faculty interaction for community college transfer students is about double the number of institutions reporting a significant decrease. Selected additional findings show that the institutional proportion of full-time undergraduates, as well a measure of campus support, help lay the groundwork for positive future changes in out-of-class student-faculty interaction for community college transfer students. Future quantitative and qualitative research is recommended to further examine the practices and attributes of institutions where positive changes in community college transfer student-faculty interaction have been observed.</p>

Thesis (Ed. D.)--Youngstown State University, 2008. / Includes bibliographical references (leaves 95-106). Also available via the World Wide Web in PDF format.

Thesis (EdD)--Open University. BLDSC no. DXN088297.

Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Bibliography: leaves [112]-117.

Thesis (Ed.D.)--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 158-166) and index.

<p> This Delphi study explores the opinions of experts on their interactions with the adoption of digital products, services, and activities. Although there are a wide assortment of digital products and digital spaces that have the ability to make significant contributions to scholarship, still traditional monographs and textual publications dominate how research and opinions are shared. Even through scholars have widespread adoption of social spaces and digital technologies including self-publishing, many of their institutions and peer review platforms are still hesitated to recognize their contributions to scholarship (Gruzd, Staves, &amp; Wilk, 2011). The conceptual framework of this study is built upon Earnest L. Boyer&rsquo;s (1990) four principles of scholarship: the scholarship of discovery; the scholarship of integration; the scholarship of application; and the scholarship of teaching. In addition, the theory of diffusion of innovation by Rogers will guide the analysis component of the research.</p><p>

<p> The Student Growth Objectives are assessments created locally or by commercial educational organizations. The students&rsquo; scores from the Student Growth Objectives are included in teacher summative evaluation as one of the measures of teacher&rsquo;s effectiveness. The Danielson Model for Teaching and Learning supports the idea that assessment literate teachers are highly effective. The purpose of this quantitative causal-comparative study was to identify New Jersey teachers&rsquo; competence in student educational assessments. Prizovskaya measured teachers&rsquo; assessment literacy level between different groups based on subject taught, years of experience, school assignment and educational degree attained. The data collection occurred via e-mail. Seven hundred ninety eight teachers received an Assessment Literacy Inventory survey developed by Mertler and Campbell. Eighty-two teachers fully completed the survey (N=82). The inferential analysis included an independent-sample t test, One-Way Analyses of Variances test, a post hoc, Tukey test and Welch and Brown-Forsythe tests. The results of this study indicated teachers&rsquo; overall score of 51% on entire instrument. The highest overall score of 61% was for Standard 1, Choosing Appropriate Assessment Methods (M = 0.61, SD = 0.23). The lowest overall score of 39% (M = 0.39 and SD = 0.24) was for Standard 2, Developing Appropriate Assessment Methods. The conclusion of this study was that New Jersey teachers demonstrated a low level of competence in student educational assessments. In general, the teacher assessment literacy did not improve during the last two decades. Keywords: assessment literacy, teacher evaluation, student assessment, effective teaching</p><p>