<p> The primary purpose of teacher evaluation is to improve teaching practice, which results in increased student achievement. In practice, however, evaluation systems have been generally used as sorting mechanisms for identifying the lowest performing teachers for selective termination. The school system in this study, like others, aspires to have all of its teachers consistently performing at a highly effective level. The problem of practice faced by the school system is the inability of a large number of teachers rated &ldquo;effective&rdquo; to summarily improve their practice over time and move to the &ldquo;highly effective&rdquo; rating. In essence, how does a teacher evaluation metric maximize the chances that those who remain in the profession become accomplished practitioners? This research triangulates teacher evaluation, self-reflection and their roles in improving teacher quality. The prevailing thought is that teachers who willingly engage in more formalized self-reflection and self-assessment yield higher degrees of teacher effectiveness as measured on a local teacher evaluation. The central focus of this study will investigate tenured teachers&rsquo; perceptions of the effect of their teacher evaluation tool on teacher quality and other factors that contribute to a teacher&rsquo;s improvement of instructional performance over time. The researcher would also like to investigate the extent to which teacher cohorts&mdash;differentiated by demographic data&mdash;engage in formalized practices of self-reflection about their own teaching practice. Lastly, the researcher would like to determine whether or not tenured teachers who are evaluated with the local teacher evaluation tool actually improve their teacher effectiveness over time. </p><p> This study was conducted in a public, K-12 school system with 1420 teachers employed&mdash;39 of which are National Board Certified. This schools system is located in a rural/suburban school system and has utilized its current teacher evaluation system since 2000. </p><p> The findings of this study indicated that the majority of teachers&mdash;disaggregated by demographic teacher cohort&mdash;viewed their local teacher evaluation system somewhere along the continuum of neutral to satisfactory as a tool for building a teacher&rsquo;s effectiveness over time. The overwhelming majority of teachers embraced the post-conference as the most impactful part of the entire evaluation process in building teacher quality; the least impactful was the pre-conference. Additionally, teacher respondents&mdash;agnostic of demographic&mdash;opined that while the local teacher evaluation system was perceived to be a both quality control and a compliance factor for teachers, less than half of all respondents believe that the system, assists teachers <i> formatively</i> as a tool for professional development. Per the respondents, it should be noted that the teacher evaluation system elicited the strongest reactions&mdash;both positive and negative&mdash;in teachers having experienced more than 20 formal observations. The research also conveyed that most teachers reported that there was much more embedded self-reflection in the evaluation system than hypothesized; most prominently, teachers cited that <i>audio-taping, reviewing student performance data, completing a self-reflective checklist, and engaging in unstructured self-reflection</i> were a few of the assorted self-reflective activities were facilitated by the evaluation system. Moreover, the data clearly demonstrated that all teachers engage in high degrees of reflection regardless of demographic cohort and a majority of teachers claim to already know how to &ldquo;self-reflect.&rdquo; In other words, the highest self-reported degree of reflection were those teachers already rated as &ldquo;highly effective&rdquo; in the local evaluation system. A prevalent trend in the data was that degrees of self-reflection matter and build more pronounced levels of teacher effectiveness over time. In essence, the fact that teachers participate in reflection does not seem to impact teacher quality; rather, the degree and amount to which one reflects is actually what matters in building instructional capacity in teachers. Other noticeable trends in the data were as follows: more years of teaching experience was inversely related to the degree to which a teacher self-reflects; over 30% of teachers with more than 20 years of experience reported that they do no self-reflect at all; the non-NBCT teacher cohort out reflects the NBCT cohort; NBCT teachers had the highest average evaluation rating out of every teacher cohort; and, teaching experience seems to mute any lack of reflection in a teacher&rsquo;s evaluation rating; The other noticeable trend was that more formal observations for teachers did not translate into higher evaluation ratings over time. Overall, the two most impactful professional development activities cited by teachers were the following: participation in professional learning communities and peer coaching and mentoring, respectively.</p><p>

<p> As the method, instrument, and reliability of teacher and principal evaluations has come under extreme scrutiny since the Education Reform Act of 2010, school systems across the nation have examined and refined the evaluation process for teachers and principals. Studies have shown the integration of peer evaluation as a model of teacher evaluations can have a positive impact on the teachers and their performance that participate in peer evaluation as well as the potential for an increase in the academic achievement of students. The purpose of this study was to investigate teachers&rsquo; overall perceptions of peer evaluation and of how the use of peer evaluation could improve their teaching practice. The goals of this study were to determine the level of sharing of instructional practices among their peers currently, and whether or not they perceived an increase in the amount of time spent sharing of best practices would occur as a result of incorporating peer evaluation into the current model of a formative evaluation. Further, teachers were asked to identify potential benefits as well as any potential challenges they see as a result of implementing peer evaluations. This study used an online survey to gather data from participants. </p><p> This study was conducted in a suburban school district in Maryland. A total of 34 teachers participated in the survey questionnaire. One elementary, one middle, and one high school were selected to participate in the survey. Data were collected through an online survey conducted in September 2017. </p><p> This study provides some evidence that teachers do welcome the possible integration of peer evaluation and perceive that peer evaluation may result in an increase in the amount of time spent sharing instructional strategies among other teachers. The findings also reported potential benefits such as increased sharing of best practices of instructional strategies, more timely and relevant feedback, and reduced feelings of isolation could potentially occur as a result of incorporating peer evaluation in the current model of formative evaluations. This study further identified potential challenges such as lack of time to complete peer evaluations, personal bias, and a perceived feeling of needing to add yet another task to the busy professional day of a teacher.</p><p>

<p> This study is a review of the Learning Acceleration Program and the impact it has on student academic success in the Rural School District (pseudonym). This mixed-methods study used qualitative and quantitative data analyses to identify the impact that the Learning Acceleration Program has on the overall attendance and graduation rates for the district. The study also provided an understanding of the impact the Learning Acceleration Program has on perceptions as it pertains to the program. Data for this study were collected for the period of three academic school years on attendance, graduation rate for each year, and surveys completed by participants who have first-hand knowledge of the Learning Acceleration Program. The participants in this study were high school principals, one assistant principal, high school counselors, and Learning Acceleration Program personnel. The findings exhibited statistical significant difference in attendance or graduation rates on district. Furthermore, the findings from the survey highlighted the ability to meet the needs of each individual on an individual basis and provide future recommendations. </p><p>

<p> Colleges and universities worldwide are competing with one another to provide undergraduate students with top-tier learning experiences to increase and retain enrollment. Many institutions are developing living-learning communities to maximize non-academic learning, promote social development, and facilitate interactions among students, faculty, and staff. This study was a mixed-methods, single case study of a living-learning program at a top-tier, Midwestern university. The purpose of this study was twofold: to explore the effectiveness of an undergraduate residential living-learning community at a top-tier university in regards to student satisfaction and interaction, and to investigate elements of staff job satisfaction and long-term retention of housekeeping and mechanic employees. Data collection involved surveys, one-on-one interviews, and focus group interviews of key stakeholders. Three research questions informed the purpose of the study. The first research question asked whether the living-learning model provided an environment that encouraged learning and personal growth. Both the qualitative and descriptive findings supported that yes, the model does encourage learning and personal growth, but that there is still room for improvement, especially by contributing to students&rsquo; social development. The second research question asked whether the higher level of staffing among stakeholders resulted in a greater sense of safety, security, and satisfaction. Again, both the qualitative and descriptive findings supported that the model does so effectively, especially for housekeeping and mechanic employees. The third research question asked whether the model supported job satisfaction and long-term retention among housekeeping and mechanic employees. The surveys of these employees indicated that yes, the living-learning model, and especially having a permanent building assignment, contributed to job satisfaction and retention. To improve the program in the future, assessment should recognize housekeeping and mechanic employees as stakeholders in the living-learning community; the physical space should be continually and strategically updated to meet the mission and goals of the program; housekeeping and mechanic staff should be recruited and retained strategically. In order to ensure future prosperity, program leaders should continue to assess how effectively the mission and goals are being met.</p><p>

<p> This study was guided by Deci and Ryan&rsquo;s (2015) self-determination theory, which focuses on meeting three specific psychological needs: autonomy, relatedness, and competence. The literature review for this study included topics relating to alternative education such as educational reform, school improvement, school climate, student discipline, intervention strategies, at-risk students, and the achievement gap. This study involved determining the effectiveness of alternative schools through a mixed-methods examination of graduation rates, school climate, student motivation, and academic rigor in high schools from the southwest Missouri region. Graduation rate data were compared from school districts without alternative schools and those with alternative schools utilizing a t-test. The mean of the graduation rates of districts with alternative schools was significantly higher than districts without alternative schools. Quantitative data collection continued via a survey designed to measure the degree to which high school principals report an improved school climate upon implementation of an alternative school. These data demonstrated an improved school climate within the traditional school due to the implementation of an alternative school. Qualitative data collection consisted of interviewing subject-area high school teachers and alternative school teachers from randomly selected school districts in southwest Missouri. These interviews were designed and conducted by the researcher to gather teacher perceptions of the degree of student motivation and academic rigor evident among alternative school students within their respective school districts. These data demonstrated increased student motivation with mixed results pertaining to academic rigor in alternative schools.</p><p>

<p> This study investigated the relationship between caring and trust within the undergraduate classroom using two valid instruments and an original open-ended survey. The participants were from a mid-western university that included international students. Fifty undergraduate students volunteered to participate in the study. No undergraduate students were excluded from participating in the study, based on diversity. Evidence of a correlation between caring and trust was found using the Caring Professional Scale developed by Swanson (1991) and the Modified Instructional Perspectives Inventory adapted for students (MIPI-S) developed by Henschke (1989). The Cronbach alpha for the CPS was 0.74 to 0.97 and for the MIPI-S, it was 0.81 to 0.85 for factor two 'teacher trust of learners.' Both instruments were scored on a five-point Likert scale. The CPS was originally designed for consumers to rate a variety of healthcare providers on their practice relationship style during a research grant with the National Institute of Health and National Institute of Nursing Research. The MIPI-S was comprised of seven factors that measured engagement between faculty and students. Originally administered at the Chicago City Colleges and the Saint Louis Community Colleges, the MIPI instruments' reliability was established in three other doctoral dissertations as well. A Pearson Product Moment Correlation Coefficient was conducted, resulting in a moderate to strong positive correlation between caring and trust. A comparison of instrument items was also conducted utilizing a <i>z</i>-test (0.95) and <i> t</i>-test (0.24); each test scored below critical value indicating no interchangeability between instruments. This evidence seemed to support measurement of the two separate items of interest: caring and trust. As the benefit of higher education continued to be scrutinized by society, test scores and grades were perhaps a less reliable means of measurement for student satisfaction and retention. Therefore, the learning experience may become the new measurement for student satisfaction and retention.</p><p>

<p> Persistence and retention has been widely researched through various cornerstone experts, including Tinto (2012), Kuh, Kinzie, Schuh, and Whitt (2010), Braxton, Hirschy, and McClendon (2014), Astin (1993) and Habley, Bloom, and Robbins (2012). The researcher utilized several concepts from retention and persistence experts seeking institutional specific patterns related to student demographics and characteristics. The study sought recommendations for higher educational administrators validated by data driven analytics utilizing theories and concepts from experts in retention and persistence. The researcher sought patterns and trends for completers with the intention to recommend a targeted marketing plan driven by institution-specific data to attract and retain students to degree persistence.</p><p> The data were divided into two sets: graduate and undergraduate. The researcher utilized a <i>z</i>-test for difference in proportions to analyze characteristics with two variables and a PPMCC analysis and Chi Square test for homogeneity when more than two variables for differences of specific characteristics were present among completers and non-completers. The researcher color-coded the data to create a visual of completers and non-completers. Of all variables analyzed in this study, only type of program (Graduate Business students) had a significant difference between completers and non-completers. The researcher then selected Graduate Business students for further analysis by cross tabbing with the remaining variables studied for graduate students, to determine if a difference existed between the variables. In comparing the graduate business student completers with the variable of zip code, there was a moderate evidence of a difference between proportions of completes living in the County of location of Midwest University and living outside the County. Overall, the study revealed variables did not contribute to a significant difference in completion during the studied timeframe except for type of program for Graduate Business students and revealed a moderate difference in graduate type of program and zip code.</p><p> Accurate data was crucial for higher education administrators to provide quality decision making. Higher education administrators must use true institution-specific data when making decisions. Although the results were not what the researcher expected, additional recommendations were made to the researched institution in regards to data collection and the importance of data accuracy when making decisions at the administrative level.</p>

<p> The purpose of this mixed-methods study was to investigate ways in which participation in high school varsity athletics impacted academic success of first-generation college students. Through an anonymous online survey, this study compared quantitative demographic data of first-generation college students who participated in high school varsity athletics to those who did not. In addition, the qualitative research in this study explored first-generation college student perceptions of why they have been successful during college. Athletic focus group participants were asked questions related to college transition, what they gained through athletics, and long-term academic benefits of their participation in high school athletics. </p><p> Prior research correlated the relationship between participation in high school athletics and improved school attendance, grades, ACT scores, and graduation rates (Lumpkin &amp; Favor, 2012) while the athletes were enrolled in high school. However, few studies have explored the long-term academic benefits in terms of college persistence and bachelor&rsquo;s degree completion. With consideration of the academic benefits, this study pinpointed characteristics, academic behaviors, and life skills enhanced through participation in high school varsity athletics that contributed to positive college outcomes for these first-generation college students. </p><p> Two first-generation cohorts were utilized in the study: (a) college students who graduated from high school in 2015 and returned for their second year of college at Suburban Private University during the fall of 2016 and (b) college seniors who graduated from high school since 2011 and applied for graduation during the 2016-2017 school year. The findings indicated that first-generation college students, who were high school varsity athletes have a statistically significant higher high school grade point averages and college grade point averages after two semesters, compared to college athletes and nonathletes. Also, former high-school-only athletes graduated from college in fewer semesters than either of the other two groups. Most notably, based on the sample utilized in this study, there was statistically significant evidence that there are more first-generation college graduates that were former high school athletes than first-generation graduates who were not high school varsity athletes. </p><p> The results of this mixed-methods study indicated a possible relationship between participation in varsity high school athletics and successful first-generation college transition to college and persistence to graduation. As the study participants expressed, their participation in varsity level athletics assisted them to be academically prepared for college when they first arrived and were self-confident that with hard work they would one-day become first-generation college graduates. This researcher believes more future first-generation college students should participate in school-sponsored athletics alongside their teammates for all four years of high school, not necessarily with the motivation of more playing time in high school or to secure an athletic college scholarship, but to enhance the personal characteristics, academic focus, and resiliency that could help them graduate from college.</p>

<p> This study was designed to determine the relationship between the family unit, which was defined as single-parent households and two-parent households, and educational placement. Data were collected from six Southwest Missouri K-8 districts in Region C. Participants reported student enrollment according to categories of single-parent special education, single-parent regular education, two-parent special education, and two-parent regular education. In addition, district special education coordinators were interviewed to gather data on their perspectives and experiences regarding the different household types and educational placement. This mixed methods design revealed students from single-parent households are more likely to be negatively affected by home environment situations and have a higher probability of academic deficits leading to special education placement. The negative effects included lack of stability, lack of organization, lack of availability to assist with academic tasks, lack of attention to diagnoses and treatment, lack of exposure to outside academic influences, increased demands on the student from inside the household, and hunger. These negative effects were attributed to decreased financial security, less stable working hours, and lower education levels of the single parents.</p>

<p> The growing demand placed upon educators has taken a toll on the profession (Walker, 2014). Teacher burnout, stress, and unhappiness may be predestined unless administrators recognize how to prevent these from happening (Elias, 2012). The intent of this quantitative study was to survey teachers in southwest Missouri to determine their level of job satisfaction as it relates to student performance on state-mandated assessments. The survey included items designed to collect data on overall level of teacher job satisfaction in relation to demographic areas of age range, gender, level of education, years of teaching experience, subject areas taught, and salary range. The first research question was designed to determine the correlation between high school teacher job satisfaction and high school student achievement. Based on this research, there was a relationship between teacher job satisfaction and Missouri Performance Index scores. The second research question was designed to determine the correlation between teacher job satisfaction and years of experience, salary, age, level of education, and gender. Based on the data collected, there was a correlation between teacher job satisfaction and years of experience and between teacher job satisfaction and the age of the educator. However, there was no correlation between teacher job satisfaction and level of education, nor between teacher job satisfaction and gender. Research question three was posed to determine if there was a difference in teacher job satisfaction between those teachers required to administer end-of-course (EOC) exams and teachers who were not required to administer EOC exams. The research determined there was no difference in job satisfaction between the two groups.</p><p>