This dissertation addresses the perspectives of experts and school-level stakeholders on MTSS implementation in high schools. Despite evidence of MTSS implementation effectiveness in elementary and middle school settings, MTSS implementation still lags in high schools. In reviewing the literature on high school MTSS implementation, those who have worked to implement MTSS do not all do so with the same priorities and/or emphases. I collected and examined qualitative data that reflects the perspectives of experts and school-level stakeholders. Specifically, I also reviewed articles or book chapters written by some high school MTSS experts and interviewed them. I interviewed stakeholders working in high school in order to gain perspectives from individuals who are directly involved in the implementation process. I used the Generic Qualitative design in my research, and analyzed the interview data and documents by using the Inductive Analysis method. Experts and stakeholders identified essential elements that they perceived would influence high schools’ abilities to implement MTSS and impact student outcomes. They specified components that relate to the high school system and the ecology of a high school that impact MTSS implementation: components like parent involvement, the community, and the high school culture. All participants shared perspectives on high school students’ roles in the MTSS process, such as student support team involvement, providing ideas regarding interventions, and assistance with peer tutoring. Overall, experts and stakeholders agreed on many of the basic principles and components of high school MTSS (leadership, collaboration, professional development, alignment, data, decision rules); however, they emphasized different approaches for application to a high school setting, and displayed varying opinions on best practices. Some of the foci included reading interventions, behavioral supports, Tier-1 foundational instruction, and graduation goals. Implications for practice may be pulled from the perspectives shared, particularly those regarding context-specific professional development, student involvement, and the urgency of providing supports in time for high school graduation.

Since the Individuals with Disabilities in Education Act of 2004, special and general educators teach together in many classrooms. Co-teachers are subject to a variety of stressors, including role challenges for teachers who are accustomed to working independently. Research has shown that role ambiguity and role conflict are associated with burnout among special and general educators. However, no prior study has examined whether these role factors contribute to burnout among special and general educators in co-teaching roles. This study was based upon role stress theory in relation to the constructs of burnout. The sample included 72 special educators and 73 general educators who co-taught at 8 urban elementary schools. Participants completed the Role Conflict and Role Ambiguity Scales and the 3 scales of the MBI-ES. Multiple regression analyses were performed to examine the relationship of role ambiguity and role conflict (independent variables) to each of the burnout scales (dependent variables). Each dependent variable was analyzed separately, as were data from special and general educators. Therefore, data analysis consisted of 6 separate regressions. The regression analyses indicated that role ambiguity was significantly related to personal accomplishment in both special and general education co-teachers while emotional exhaustion was significantly related to role conflict in both special and general education co-teachers. This information may lead to improved understanding of the factors contributing to burnout among co-teachers and to the design of appropriate interventions to address this problem.

Violent behaviors among adolescents serve as a disruption to many aspects of society. If these behaviors remain uncorrected, there is increased potential for serious self-harm, harm to others, incarceration, and escalation of violence into homicide or suicide. The purpose of this study was to examine the relationship between youth exposure to community violence and adolescents' social information processing underlying aggressive responses, as well as the potential role of gender in moderating this relationship. A sample of 160 male and female 18-year-olds from the Midwestern United States completed an online survey, which included the Things I Have Seen and Heard (TISH) Scale to assess exposure to community violence and a measure of aggressive responding to ambiguous social situations, based on 4 vignettes devised by Crick and Dodge. The data were analyzed using moderated multiple regression analysis and correlational analysis. Results indicated that a relationship between community violence exposure and adolescents' social information processing of aggressive responses is moderated by gender; there was a significant correlation between TISH scores and the total score from the vignettes among females but not among males. The study results suggest that school-based interventions and violence prevention programs should target the ways in which adolescent girls and young women make decisions when placed in ambiguous or potentially threatening situations, with reference to the level of community violence to which they have been exposed. Hence, this study has implications for positive social change to break the cycle of community violence, based upon enhancing the understanding of mechanisms that relate previous exposure to violence and aggressive responding among youth.

The school board of a school district in South Carolina has proposed to increase class size in all schools due to mandatory budgetary reductions. However, at the secondary school level, the literature on the effect of larger class size on student achievement is conflicting. The theoretical framework by Lazear suggested that the minimization of negative externalities (i.e., problematic behavioral and academic characteristics of students) achieved through the mechanism of smaller class size impacts student learning. Reducing the number of students in a classroom alters the entire classroom environment, creating a more positive learning environment in which students are able to forge better relationships with classmates and teachers. The research question for this study examined whether class size in secondary school predicted student achievement as measured by teacher-issued end-of-course numerical student grades (TIECNSG). The study used a correlational design with a sample of 17,582 TIECNSG from 5 secondary schools in the district. The effect of smaller class sizes on TIECNSG was determined through the use of a linear regression model. For 9 course offerings, an increase in class size resulted in a decrease in TIECNSG, whereas for 8 course offerings, an increase in class size resulted in an increase in TIECNSG. The results of this study, therefore, were inconclusive, suggesting that other unaccounted confounding variables may have affected student achievement. This study can be used to promote positive social change by creating a dialogue between parents and school administrators who often have opposing points of view in terms of the effects of class size. In addition, it is recommended that a district's school board should authorize additional studies prior to taking any course of action that would affect class size at the secondary school level.

This study was based on the premise that one outcome of education is ego development. The research was based on Jane Loevinger's theory that ego development is the central frame-of-reference through which people view themselves and their relationships with others. The study looked for evidence of ego development in adult students and for contributing factors, including academic environments. It compared the ego levels of students aged 35 to 55 at two higher education institutes and some experiences that are common to most colleges. The variables compared were based on Loevinger's levels of ego development and theories of academic environments of Moos, Pace, and Knefelkamp. The variables used were: ego development, type of school, background characteristics, relations with faculty, enthusiasm about school, opinions about academic environment and estimates of gains. The study was done in two stages. Five hundred forty students responded to a questionnaire on background characteristics and selected portions of Pace's Measuring the Quality of College Student Experiences. From this group, 150 students were mailed Loevinger's Sentence Completion Test and 85 were returned. Study findings provided an opportunity to expand the knowledge about the ego levels of adult students. Statistical analyses included chi-square and ANOVA. No statistically significant change in ego levels was found. No statistically significant differences were found between the ego levels of the students by schools or background characteristics. There were differences in how the two total populations responded to the questionnaire about school, environment and personal gains. Students attending the small liberal arts college indicated that they were more enthusiastic about college, felt that their school placed a stronger emphasis on both the subjective and objective outcomes of college. These students felt that their school placed a higher emphasis on interpersonal relationships. The students from the small liberal arts college were more likely to say that they had gained the most personally. Personal gains included development of values and standards, understanding of self, and the ability to work with others. These are characteristics that are indicative of ego growth. Recommendations included additional research into maximizing developmental environments of adult students and faculty education on adult development and learning styles.

The first Bulletin for the East Tennessee State Normal School was published in June 1911. This served as the general handbook of the institution and includes information about the founding of the university as well as the first listing of faculty, term calendars, classes offered and general information around the operations of the institution. The physical copy of this item can be found in the Archives of Appalachia at East Tennessee State University. For access or more information please contact the Archives of Appalachia.

Reforms early in the 21st century purported to close the achievement gap between White students and students of color, to provide accountability and transparency to taxpayers, to implement meaningful consequences for low-performing schools, and to create the workforce for the century. In this study, I investigated the effects of school reform on the lived experiences of students who graduated from high school in 2014 by inquiring into six young people’s perceptions of their schooling. I sought to better understand whether participants were aware of the existence and intent of school reforms, and how or whether their aspirations for their futures had evolved over the course of their formal schooling in concert with the expressed goals of those reforms. The data set consisted of narratives from six recent low-income male and female high school graduates of color. Analysis revealed striking similarities between their experiences despite the variety in outcomes. The narratives indicated that school reforms have had little impact on students’ lives other than to graft the go-to-college imperative, onto the young people’s inherent aspirations. Young people remained alienated from their education, and outcomes continued to adhere to racist, classist, and gendered expectations.

The purpose of this study was to examine the perceptions of parents and teachers regarding effective parental involvement with elementary students based on Epstein et al.'s (2009) 6 typologies of parental involvement. The population consisted of 77 teachers in a particular east Tennessee school district and the parents of 889 students enrolled in kindergarten through 6th grade. Parents and teachers were asked to indicate the effectiveness of 4 activities within each of the 6 parental involvement categories: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Parents and teachers were asked to rank each activity numerically with 1 indicating not effective and 5 indicating highly effective. A ranking of 2, 3, or 4 indicated an activity between not effective and highly effective. In a separate section, parents and teachers were asked to rank the 5 most important activities from a list of specific parental involvement activities. Findings indicated that parents and teachers in this study have some similar views and some differing views regarding effective parental involvement. Parents and teachers in this study shared similar perspectives by ranking the top 5 specific parental involvement activities from a list of 10 specific activities. Parents and teachers used a Likert scale to indicate the effectiveness of activities from Epstein et al.'s (2009) 6 typologies: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. The t-test indicated significant differences in the perceptions of parents and teachers regarding effective parental involvement in 5 of the 6 typologies. ANOVA and post hoc analysis revealed significant differences among the parent population based on age, education level, gender, and race. No significant differences were identified among the teacher population based on the 4 demographic areas examined: age, education level, teaching experience, and gender. This study revealed that parents and teachers surveyed had some similar perceptions and some differing perceptions regarding effective parental involvement, but both groups identified communicating as the most important typology from Epstein et al.'s (2009) 6 major types of involvement.

It was the purpose of this study to identify the influences that contributed to bringing about curriculum change in selected educational agencies which employed consultants in the social sciences through NDEA Title III-B projects. The research attempted to find the ways districts planned, organized, and implemented curriculum change through the use of the NDEA consultants. It focused on the procedures, interrelationships, and interactions taking place within the structure of the projects and the agencies involved in accomplishing those projects. Neither the amount nor the direction of the changes was the intent of the study. NOTE: Both archival copies of this manuscript held within the University of the Pacific library were missing page 203.

Beyond the Stereotype of Black Homophobia: Exploring the Potential of Black Allies for Lesbian, Gay and Bisexual Students Strides at the federal and state levels are being made to improve the overall climate for gay rights and relationships across the country. However, despite greater acceptance, legislative victories and visibility of gay rights and relationships, homophobia is still widespread in American society (Fone, 2000; Jenkins, Lambert, & Baker, 2009; Schroeder, 2004). No matter the environment, homophobic attitudes permeate all aspects of the US culture, leading to prejudicial attitudes and inequalities that affect everyone in society. Unfortunately, some of these prejudicial attitudes lead to instituting laws that are inherently homophobic (HRC, n.d.). Trends illustrate that more people are coming out at a younger age in society, creating a larger number of `out' students on college campuses. However, the increase in `out' students has also led to an increase of prejudice and discrimination based on sexual orientation more visible on college campuses (Cannick, 2007; D'Augelli & Rose, 1990; Jenkins et al., 2009). Current research indicates Black college students are more likely than other college students to hold negative attitudes toward LGB students. The purpose of this research was to explore and describe perceptions and feelings of Black college students toward LGB students. A qualitative online survey using open and close-ended questions was sent out nationally to a number of college campuses to solicit responses. Major findings include the following: 1) participants have the potential to be allies for and hold positive perceptions of LGB identified students, 2) contact with LGB individuals affects the participants' ability to have more positive perceptions, and 3) participants are receptive to engage in conversations about LGB related issues. Implications of this study suggest collaboration among multicultural offices and other campus constituents for social and academic related programming. In addition, there is a need to provide a space for potential student allies to feel supported and engage in their own self-reflection and learning on how to create community among individuals that hold multiple social identities.