Photocopy of typescript. / Digitized by Kansas Correctional Industries

This descriptive study was conducted to determine the impact of a high school alternative post high school adjustment to life learners. The alternative learning environment on the of a group of resistant environment, Pontoon III, was a school-within-a-school located at Marion High School, Marion, Indiana. The study was conducted five years after the resistant learners entered the alternative learning environment.The data were secured by interviewing fifty-seven student participants using structured interview items to determine student judgments in response to three research questions.All fifty-seven students were enrolled in the Pontoon III Alternative Program in September, 1972. The student participants in the study were categorized into two groups: long-termers, those students spending two or more years in the alternative learning environment and short-termers, or those students spending one year or loss in the alternative school environment. The interview responses of the two student groups were compared reporting frequency and per cent of responses to structured interview items, Chi Square Analysis, and narrative comments of student participants.Both student groups (long-termer and short-termer) reported favorably on the impact of the Pontoon III Program on their lives since high school. However, the short-termer group was most influenced in the affective areas of efficacy, interpersonal relationships, and self-concept; while the long-termer group reported cognitive impact as priorities, specifically, reading, writing, and math abilities, but also describing affective impact in efficacy, self-concept, and relationships. Significant difference in favor of the long-termer group was found between the two groups (P = .001) in the nine impact areas: Reading-Writing Skills, Math Skills, Self-Concept, Efficacy, Relationships, Coping Skills, Success versus Failure, Job Satisfaction, and Impact on Pontoon III Program.There was also a difference in high school graduation for the two groups (long-termers, 90% and short-termers, 0%). Seventy-seven per cent of the long-termer group was presently employed while only 37% of the short-termer group was employed.No statistically significant difference was found in the value preferences of the two groups on fourteen value indicators as measured by a Chi Square Analysis.While numerical differences appeared between the two groups on fourteen quality of life items, only one area was statistically significant. Efficacy was significant by a Chi Square Analysis (P = .0116) in favor of the long-termer group. The description for efficacy was "to make my own way, to be independent or free to do the things in life I want to do--to be in control of my life."Conclusions based on the findings of the study answered the research questions. Participation in a high school alternative learning environment for two or more years does have favorable impact on the post high school lives of resistant learners. A brief exposure (one year or less) also impacts the post high school lives of resistant learners but the degree of impact of the learning environment is less and influences different areas of their lives than for participants with a longer tenure in the alternative program.

The current educational reform movement mirrors reform recommendations of the past fifty years. The response of institutions of higher education to these recommendations has been limited. Some attribute this poor record to a variety of factors including a lack of understanding of the process of change, a lack of understanding of the complexity of organizations, a failure to address the constraints inherent in systems of higher education, and a failure to address the cultural characteristics of schools, colleges, and departments of education. There are a limited number of studies of teacher education as it attempts to respond to calls for reform. Studies incorporating multiple perspectives, various systems levels, and a variety of theoretical frames are even more limited and yet organizations can best be understood when consideration is given to the complex interacting forces that go to make up the systems. This study examined one state system of higher education's attempt to strengthen the preparation of teachers. It incorporated multiple perspectives by utilizing four theoretical frames to provide a focus on the changes at the various system levels. The structural, political, human resources, and symbolic frames were incorporated and reflected by the formal power structure, the informal power structure, the attitudes, and the organizational culture(s). The failure of some levels of the organization to utilize a multi-frame perspective and the resulting implications for change are addressed. This study found that the formulation of policy is an interaction of organizational structures, politics, and individuals. The culture of a given organization gives meaning to the way the organization addresses change, how individuals play both their formal and informal roles, and determines, in significant ways, the potential for substantive change.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Typescript; issued also on microfilm. Sponsor: Robert McClintock. Dissertation Committee: Robert Taylor. Includes bibliographical references (leaves 171-179).

The purpose of this study is to determine to what extent the individuals in middle management positions in campus activities perceive themselves to be effective as change agents. A thirty-three item survey was mailed to 315 directors. A total of 199 usable returns were received. The problem was investigated in terms of perceptions of (a) individual adequate training and competency to provide new and expanded service for today's student body, (b) individual influence on upper-level policy and decision making within their own reporting structure, and (c) commanding enough influence on campus to effect significant change.

This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.

This study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns of teachers; their beliefs about technology, mathematics as a subject, math teaching, and learning; external factors such as resources and school support; their TPACK development; and their instrumental orchestration approach through classroom observations. Among the major findings, the study revealed that the personal concerns of the teacher users of GeoGebra included the desire to continue learning the new features of the software, as well as the desire to connect themselves with others in common endeavors for the benefit of other teachers and, ultimately, the students... There was a consensus among the teacher users that they had to strike a balance between their professional goals and the available resources. / by Ana Escuder. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.