<p> The purpose of this grounded theory study of diversity leaders, in the context of U.S. coeducational independent schools, is to construct a theoretical model that explains what contributes to the development and implementation of effective diversity leadership&mdash;thereby ensuring education equity for students from diverse class, race, and ethnic backgrounds. The study was guided by the following central research question: How does school leadership ensure educational equity for all students from diverse class, racial, and ethnic backgrounds enrolled in U.S. independent schools? (Abstract shortened by ProQuest.)</p>

<p> The qualitative case study examines the impact of instructional coaching as it relates to teacher self-efficacy in their writing instruction. Since limited data exists on the writing practices of teachers, the study will examine the self-efficacy of teachers in grades 3-8. The primary research question for the research study is: <i>What is the Perceived Self-efficacy of Teachers Who Receive Discipline-specific Instruction in Writing through One-on-One Instructional Coaching?</i> From a constructivist view, the researcher examined one school district&rsquo;s journey with instructional coaching. The researcher compared the difference in self-efficacy of those teachers who were coached in a one-on-one format versus those who received more traditional means of professional learning. Data collection included teacher interviews, document reviews, and observations. Five themes emerged from both groups. Themes included collaboration and communication, educator accountability, unified focus, relevance to the classroom, and trusting relationships. These themes were related to theories of adult learning, change, and critical reflections. Connections were made between findings and research-based best practices in self-efficacy, instructional coaching, and professional learning. No significant difference was found between the two groups in regards to the five themes. However, there was a significant difference in the amount of detail shared and the specificity of the examples given. Those coached in a one-on-one format shared more explicit critical reflections and rated themselves with higher self-efficacy on the Teaching Writing Self-Efficacy Scale. The implications include those for future professional learning in school districts with instructional coaching support.</p>

<p>This phenomenological study explores the value of trust between teams of special education teachers and paraprofessionals. The study delves into their lived experiences, focusing on characteristics and behaviors that build, sustain, destroy and restore trust between them. There are multiple studies on trust in education, however, there is relatively little literature published on the value of trust among individuals committed to providing support for transition-aged students within various Los Angeles County school districts. Existing theories and models on trust have similar characteristics that span across diverse industries. As a result, clear-cut guidelines have enabled members of a team to be aware of how trust impacts their working environment. Purposive sampling provided teams of special education professionals who possessed a depth of knowledge of the subject matter and experience in the classroom. Individual face-to-face, semi-structured interviews were conducted with 12 participants focusing on how they make meaning of the role and value of trust with their special education colleagues. As a result, 165 coded passages were grouped into the following nine themes: (a) characteristics of a trustworthy colleague, (b) importance of trust, (c) outcome of trust, (d) outcome of a lack of trust, (e) building trust, (f) sustaining trust, (g) destroying trust and (h) restoring trust. Two study conclusions emerged. Conclusion one, trust increases communication, respect and collaboration between special education colleagues, as well as enhances student success. Conclusion two, a lack of trust negatively impacts the special education environment, as well as relevant stakeholders, which include: students, parents, special education teachers, paraprofessionals and administrators. Recommendations include participation in team development trainings, as well as personal and professional development that focus on acquiring the characteristics of a trustworthy colleague. Additionally, special education professionals benefit from establishing a shared primary focus of student success. Moreover, the onus of setting the tone of trust falls on the special education teacher. Lastly, special education professionals should relinquish the characteristics that diminish trust. This study provides researchers and professionals in the field of special education with insight into the tools needed to have better working relationships so that they can effectively serve special needs students.

<p> Educators wax eloquently about the importance of developing leaders, and establish a variety of high school student clubs that on the surface appear to develop leadership skills, but they do not seem to really provide students with a curriculum or meaningful opportunities to develop the skills and dispositions that are required to become leaders. The purpose of this qualitative study was to investigate and describe how high school students feel about leadership, that is, to see how high school students define leadership, to determine their motivation behind seeking out leadership opportunities, and to see what types of experiences high school students have with leadership on and off campus. This study was conducted using both document analysis and in-depth semi-structured interviews, while utilizing the theoretical framework of relational leadership. The 25 participants of this study were high school student leaders during the 2015-2016 school year who collectively represented 29 clubs at the same school site. Findings of this study reveal that participants&rsquo; understanding of leadership includes setting the example for others, guiding and leading other people, reaching a common goal, and serving others. The school environment and female family members seem to be the most powerful influences on participants&rsquo; understanding of leadership. Participants&rsquo; motivation for seeking out leadership opportunities comprise of having a desire to help or guide others, desiring self-improvement, desiring to help change the school environment, or desiring to look good. Only a handful of participants actually participated in club-sponsored leadership development programs, though some of these programs appear to be inadequate for high school students. Participants did seem to develop some amount of leadership abilities as student leaders, though it appears this was primarily due to their observations or experiences, rather than to a formal leadership development program. Findings suggest that there is a connection between the level of relationship built between a student leader and club advisor, and the student leader&rsquo;s level of leadership development. This study provides recommendations for practice and policy that can support the development of leadership skills for high school students with support from club advisors, school administrators, and district level personnel.</p>

<p>Despite legal advancements recognizing the rights of individuals with disabilities, societal barriers are still arising from the medical model of disability. These obstacles have resulted in marginalizing and isolating practices, in turn leading to the underrepresentation of individuals with disabilities in the workforce and, by extension, in leadership positions. Grounded in the frameworks of critical pedagogy and critical disability studies, this autoethnographic study examines, using my personal experiences as contextual evidence, the determining factors underlying the struggle for equity and leadership, within the hegemonic society that people with disabilities must navigate. The study further explores the issue of empowerment and raised consciousness among people with disabilities, as afforded by blending the tenets of critical pedagogy with a critical social model of disability. Based on the autoethnographic analysis, the study proposes future research and makes recommendations for inclusion of individuals with disabilities, educators working with people with disabilities, and institutions committed to inclusiveness of leaders with disabilities.

<p> This applied dissertation was designed to describe and explain the dropout phenomenon occurring in a rural high school in southeastern North Carolina. Caucasian students were dropping out at a disproportionate rate compared to other ethnic groups in the school. Over the last 4 years, 68 students did not graduate with their prospective class at the southeastern rural North Carolina high school research site; approximately 63% of those students were Caucasian, and 37% were non-Caucasian. Caucasian students were the smallest population at the selected high school (40%); however, they accounted for the highest average percentage of dropouts (63%). In 2011, Caucasian students alone accounted for 81% of the total dropouts. In essence, the largest ethnic group not graduating in this rural school district was Caucasian students. In an effort to investigate the academic, social, and home factors (strains) that may have contributed to the high dropout rate of Caucasian students, a study was conducted at the high school. The study involved investigating perceptions of professional staff at the selected high school. Professional staff completed a survey that measured perceptions as to why Caucasian students dropped out a higher rate than other ethnic groups. The general research design answering the 2 research questions for this study was a explanatory mixed-methods research design utilizing quantitative and qualitative data collected sequentially. After calculating descriptive statistics from survey responses (means and frequency of occurrence), performing a chi-square goodness-of-fit test, and conducting focus-group interviews, the results of the study indicated that professional staff members at the selected high school perceived that academic and home and community setting strains, not social strains, were the greatest influence on why Caucasian students were not graduating at the same rate as non-Caucasian high school students at the selected rural high school.</p>

<p> The role of a Catholic school principal is complex and includes promoting Catholic faith and spirituality throughout the school community. The additional job requirements of spiritual leadership are intentional formation for prospective and novice principals and efforts to sustain spirituality for experienced principals. This qualitative study explored the perceptions held by experienced lay elementary principals of their role as spiritual leader as well as how prepared they felt to serve in this role. Additionally, the study explored suggestions for sustaining principals in their role as spiritual leader. Participants were six lay Catholic elementary principals working in the Archdiocese of Los Angeles. Data were collected in the form of written reflections, interviews, and a focus group. There were three rounds of written reflections and interviews. A focus group was conducted after the three rounds of data collection. Initial analysis was conducted by identifying emerging themes for each research question. The Four Pillars of Jesuit Leadership Framework was used to discuss the findings. Findings indicated the need for formation and training programs for lay Catholic elementary school principals specifically focused on their role as spiritual leader. Additionally, principals need more supports and opportunities to renew themselves to continue serving as spiritual leaders. These findings support the need for the archdiocese to take responsibility for training and forming lay principals as this responsibility is beyond the scope of the Department of Catholic Schools.</p>

<p> Little to no research has been conducted examining the factors contributing to athletic department competitive success in NCAA Division III intercollegiate athletics. Several studies have linked student-athlete institutional choice factors to academic factors, while Division III student-athletes have indicated that both athletic and academic programs are important in their college choice (Goss, Jubenville, &amp; Oregan, 2006; Konnert &amp; Giese, 1987; National Collegiate Athletic Association, 2008; National Collegiate Athletic Association Research, 2011; National Collegiate Athletic Association Research, 2016). The NCAA Division III philosophy states that student-athletes should be integrated into the whole of the institution, not treated differently than non-student-athletes, and that admissions standards should be the same for student-athletes as they are for non-student-athletes (Stubbeman &amp; Cooper, 2015). This research examined the relationship between institutional academic profile and athletic department competitive success. Academic profile was measured through institutional selectivity (acceptance rates), caliber of incoming students (ACT/SAT scores), four-year graduation rates, and retention rates (first to second year of enrollment). Athletic department competitive success was measured by the institution&rsquo;s placement in the Learfield Sports Directors Cup (LSDC). Spearman rank correlation was used to examine each independent variable against the institution&rsquo;s points earned in the LSDC. Positive relationships were found between each independent variable and points earned in the LSDC &ndash; ranging from -.306 to .563. These positive relationships present various implications and considerations for institutional administration and coaches to consider in recruiting student-athletes and setting expectations for competitive success.</p>

<p> This qualitative grounded theory study investigated the value of iPads in K-12 schools when used in one-to-one ratios. The purpose of the study was to understand the perspectives of teachers using iPads in one-to-one ratios for teaching and learning in the classroom and administrators responsible for the implementation of these devices. The problem was that little was known about the value iPads bring to teaching and learning when used in one-to-one configurations. Two research questions guided this study: From the viewpoint of a teacher, what is the perceived value of iPads when used in one-to-one settings for learning and instruction? and: From the viewpoint of an administrator, what is the perceived value of iPads when used in one-to-one settings for learning and instruction? In one phase, phenomenological interviews captured the lived experiences of 16 teachers using iPads to implement instruction. In a separate phase, a focus group with five administrators discussed their perceptions of the educational value of iPads. The findings of this study were uncovered through the analysis of transcripts of the interviews with teachers and two focus group sessions. The data were analyzed and coded to better understand the phenomenon. Through this analysis, six themes and related subthemes were discovered. These themes were (1) ease of use, (2) district support, (3) teacher mindset, (4) student-centered learning, and (5) evidence of the SAMR model of technology use. These findings may be useful for teachers who use the devices and administrators in school districts considering the adoption of the devices.</p>

<p>The study of leadership practices of athletic training program directors is severely limited and the lack of clearly defined program director qualifications combined to provide the underpinnings for this research. The purpose of this quantitative correlational study was to identify if a relationship existed between athletic training program directors? leadership practices and the programs? 2012-14 academic years three-year aggregate first-time pass rates on the Board of Certification, Inc. examination. Grounded in transformational leadership theory, the first five research questions sought to examine the directors? relationship of the Five Exemplary Practices of Leadership? and the directors? previous coursework in leadership to program pass rates. Athletic training programs? directors (N = 52) were solicited to participate, and completed the Leadership Practices Inventory-Self? and provided demographic information. Results from the Spearman?s rho correlation analysis indicated no significant relationship between any of the five leadership practices (Modeling the Way rs=-.159, p=.261; Inspiring a Shared Vision rs=.086, p=.545; Challenging the Process rs=.011, p=.937; Enabling Others to Act rs=.047, p=.743; Encouraging the Heart rs=-.039, p=.782) or the number of collegiate courses completed in leadership (rs=-.192, p=.181). Even though the results were not significant, the findings will contribute to an understanding of the inconsistencies and significant lack of leadership coursework for athletic training program directors. Additional research is needed to determine how leaderships effects student outcomes in athletic training education. Keywords: Athletic Training Education, Program Directors, Transformational Leadership, Five Practices of Exemplary Leadership, Educational Outcomes, Certification Examination, LPI-Self?