In a local suburban K-8 school in California, administrators and teachers were concerned when more than half of the fifth- and seventh-grade students indicated on the California Healthy Kids Survey that they do not feel safe at school. Researchers have noted that using a professional learning community (PLC) model in schools may assist with addressing bullying. The purpose of this qualitative case study was to explore teachers' and administrators' responses to incidences of bullying and the PLC processes used to address such incidents in their school. The conceptual framework for this study was Hord's dimensions of the PLC. Data were collected through individual interviews with 8 fifth- through eighth-grade teachers and 2 administrators. The collected data were open coded and analyzed to reveal themes that addressed the research questions. The findings indicated that teachers and administrators expressed a need for more opportunities for collaboration, required additional professional development to address bullying, and had varying views on strategies to address bullying situations. Recommendations include providing more collaboration time and additional training for teachers and administrators on responses to bullying within a PLC. This study may affect positive social change by providing research findings supporting the preparation of teachers and administrators at the study site to address bullying situations by following more closely the processes of a PLC. This information might positively affect school climate and students' feelings of safety at the school.

acase@tulane.edu / Although the theoretical basis supporting the use of trauma-informed approaches in schools is promising, evidence for mechanisms of facilitating their acceptability among teachers is limited. Findings from implementation science indicate that foundational professional development training during pre-implementation activities can generate teacher support for a new approach, which is essential to successful formal implementation. Theoretical models point toward enhanced teacher knowledge of the approach as a predictor of such support. The current study examined whether foundational professional development training increased teacher knowledge of a new school-wide initiative, trauma-informed approaches, and evaluated that knowledge growth as a predictor of teacher perceptions of acceptability for trauma-informed approaches. Feasibility and system fit, two domains of perceived social validity of trauma-informed approaches, were assessed as potential moderators of the association between knowledge growth and acceptability. Although the training significantly increased teachers’ knowledge of trauma-informed approaches, knowledge growth did not predict acceptability ratings. Feasibility and knowledge growth did not interact to predict acceptability ratings. However, individuals providing higher ratings of system fit demonstrated a positive relationship between knowledge growth and acceptability. When system fit ratings were lower, knowledge growth predicted lower acceptability ratings. Findings provide partial support for foundational professional development training as a pre-implementation tool and identify factors that influence pre-implementation acceptability of trauma-informed approaches among teachers. / 1 / Elizabeth McIntyre

Purpose The purpose of this study was two-fold: (1) to determine the educational needs of the personnel of the five directorates at Hill Air Force Base; and, (2) to design an educational program to meet those needs. Procedure This study consisted of three phases: Phase One. This phase consisted of identifying the behavioral items that we re us ed in developing the Q-Sort instrument. This was accomplished by a review of job requirement data, by an examination of Project Hy Production, and by personal interviews of the Air Base educational specialists. Phase Two. This phase consisted of the development of a Q-Sort instrument to be administered to a random sample of supervisory and non~supervisory personnel from each of the five directorates. The respondents ranked the Q-Sort items into seven categories which had been assigned numerical values by the researcher. Mean scores were computed for each statement. Rank order was then established by using the mean scores. The Spearman Rank Correlation Coefficient was used to determine the degree of agreement between the categories of respondents. Phase Three. This phase consisted of the development of the organizational structure of the total program. Included was a specific identification of the areas of knowledge that would best satisfy desired behavior, and an explanation of the general education phase of the total program. Findings 1. The behavioral items identified from the above indicated o sources were many and varied. Each emphasized the need for knowledge in English and mathematic skills. Knowledge of the myriad logistics processes were all mentioned as desired behavior. 2. The rankings by the supervisory and non- supervisory personnel of the vocational statements were also varied but a high level of agreement concerning the importance of the English and mathematics skills was evident. 3. A high level of agreement was evident between supervisory and non- supervisory personnel concerning their opinions of the importance of the Q-Sort items. The correlation coefficients ranged from .832 to .904 for the five directorates. 4. A core area and five specialty areas were developed from the information derived from the Q-Sort instrument. The combined core and specialty areas constituted the major for the total program. 5. The design of the total program was reversed, requiring the student to complete the major first then the general education requirements. The general education phase was designed to allow the student to complete it by independent-guided study. Conclusions 1. All personnel consider a knowledge of English skills highly important in the performance of their jobs. 2. Skill in the use of mathematics and statistics was considered to be of intermediate importance. 3. The personnel in each directorate ranked a knowledge of the vocational skills related to the activities they were currently performing as highly important. 4. There was considerable agreement between supervisory and non-supervisory personnel in their opinions of the importance of the behavioral statements. 5. The educational needs of the government employee could best be satisfied by incorporating the reverse plan and the independent-guided study philosophy into the design. Recommendations 1. A study similarly designed be made at another aIr materiel area to determine the level of agreement between the personnel at the base and those of the Ogden Air Materiel Area. 2. A similar study be made at other government entities to determine the educational needs of the employees of those installations. 3. This study be replicated in approximately five years to determine what changes should be made in this program. 4. A study designed to test the effectiveness of this program be made.

Abstract The importance of the role of the principal in good schools is acknowledged by many sources. The preparation of new principals is therefore an important factor in ensuring children are educated in good schools. New Zealand does not have a formal system of principal preparation. The purpose of this study was to examine the experiences of pre-principalship preparation with the aim of discovering those activities and developments that were useful in assisting teachers to make the transition to successful principalship. The research question addressed in this study is,; What are the elements of pre-principalship preparation that are most useful for potential and aspiring principals in furthering their career aims? Using qualitative methodology, a group of people who had attended the Aspiring and Potential Principals' Pilot run by the School of Education at the University of Waikato, were questioned using semi structured interviews about their experiences. Five of the six were holding principal positions, the sixth was in a deputy principal's position and had some relieving principal experience. The results the research generated indicated that while there were varying needs for potential principals because of their varied backgrounds, there were six useful experiences for all identified. These included, attendance at some form of targeted principal preparation programme, a background of ongoing professional learning, developing networks, developing successful mentoring, experience of models of principalship and support of 'family'. Different people had different levels of benefit from these experiences but they were common to all. It is hoped that this research will give assistance to guiding professional development for the potential and aspiring principals of tomorrow.

Serious questions need to be asked about the current status of midwifery in Australia. This doctorate examines the lack of recognition of midwifery as an autonomous profession and its consequential invisibility in Australian maternity care.Despite the significant amount of evidence that continues to accumulate to support the expansion of midwifery models of care, such changes have not been widespread in Australia. An examination of international, national and local health policy and strategic direction in maternity services, together with a critique of contemporary Australian midwifery and the role of the midwife within the public health system, provide the rationale and context for the study. The 'case' for introducing improved systems and models of maternity care is developed with regard to the evidence for increasing the utilisation of midwifery. The doctorate argues for greater visibility and recognition of midwifery in Australia with a focus on the role of midwifery leadership and its potential to improve collaboration. A number of case studies report experiences and insights of leadership and collaboration across different contexts: clinical practice, organisation of health services and health policy leadership in maternity services. The result is a comprehensive understanding of the reasons for the lack of visibility of midwifery and the potential costs of such a situation continuing. The exploration of this situation highlights the barriers to recognising and acknowledging midwifery itself. Attention is drawn to the continuing lack of voice and visible leadership in Australian midwifery, with midwives being absent from decision-making in situations whereothers, predominantly nurses and doctors, speak 'for' them. This work examines the barriers to midwives forming alliances and working to influence government agendas at the social, organisational and political level. Exploration of the power structures and hierarchical constraints that exist reveals particular barriers and highlights what is needed to address the impending decline of the profession in Australia. The enhanced capacity that midwives would experience if their work were to be understood, recognised and valued in the provision of maternity services in Australia, is postulated through the development of a construct called 'professional capital'. Drawing on several theoretical perspectives, it is argued that the notion of 'professional capital' is dependent on a strategy of focused and deliberate leadership and collaboration within maternity services and the creation of positive social networks and affiliations amongst midwives. Professional capital would enable greater visibility and recognition of midwifery and a more effective midwifery contribution to maternity services. It is suggested that improved professional and societal recognition will ultimately enhance the professional performance and self image of midwives. Such developments will enable new and effective ways of supporting and strengthening inter-professional relationships and systems of care that will, in the long term, improve the outcomes and experiences of women who access maternity services.

Ongoing teacher professional development is an essential part of the wellbeing of the schooling system and successful outcomes for students. In the past, teacher professional development has been used to describe an often �top-down� method of training to meet systemic needs while taking little account of teacher's individual needs. This approach often conceptualises the teacher's life as a dichotomy with the personal and the private separated and unrelated. In contrast, teacher professional development in this study is conceptualised as a journey that includes encouraging and discouraging turns. The journey is explored through the experiences of two primary and two secondary drama educators using Hargreaves and Fullan's (1992) organisers: teacher development as knowledge and skill development; teacher development as self understanding and teacher development as ecological change. The study focussed specifically on teachers of drama. Of the four educators two were beginning teachers, one primary and one secondary and two were experienced teachers, one primary and one secondary. The teachers were interviewed over twelve months. Narrative vignettes were developed from the interviews. As the context for these teacher journeys was pivotal, the influences on the teaching of drama in New South Wales were investigated. This included an exploration of the major issues that have influenced the development of drama education both internationally and in Australia. The concluding reflections from this study suggest that there is strong interaction between teachers' personal and professional lives. Teachers' personal circumstances, family histories and schooling backgrounds all have an important influence on their work as teachers. Significantly, issues related to drama education's history and current context reflected these teachers' classroom realities. The teachers argue that they understand their professional development needs best and should have influence and ownership of their own professional development experiences. They found aspects of their tertiary training and teacher induction unsatisfactory. The two beginning teachers in this study struggled to survive the difficulties of their first year and both seriously considered leaving teaching. The teachers describe self understanding through distinct phases of development that are made unique by each teacher's personality and context. The teachers saw subject identity and pedagogy as important to their professional identity. They report that times of crisis often lead to positive changes in their professional development journeys. The ecology for these teachers was made up of several complex issues that are resistant to change and there were a number of impediments reported by the teachers that arise from their teaching ecologies. Two of the teachers have used a change of context to improve their satisfaction and confidence levels. Two teachers described beneficial experiences with supervisors in the school setting. If beneficial ecological change is to occur, education systems must attend to the needs of teachers and provide opportunities to teach unimpeded by systemic obstacles. The study calls for changes in professional development and for the recognition of the multilayered nature of the teachers' journey. The study calls for a reconceptualisation of teacher professional development that recognises each teacher's ecology and self understanding. The renewed impetus for arts education will only be successful if the complexity of the teachers' journey is recognised and systemic obstacles are removed.

The purpose of this meta-analysis was to better understand the relationship between the substantive-content focus of professional development for inservice teachers of mathematics and their students' achievement. That professional development for teachers enhances student achievement has been well established by recent studies; however, those meta-analyses have studied structural characteristics such as the duration and the format/delivery method of the professional development. It is important to understand how the focus of professional development relates to student achievement because different foci must still compete not only among themselves but also with other instructional-improvement strategies (such as high-stakes testing, accountability, and curriculum reform) for limited resources, such as time and money. Hence, having evidence that professional development works and, more importantly, a better understanding of what focus comprises more effective professional development is not just of theoretical importance, it is also a policy-relevant imperative. The study's results indicated that the focus of professional development is, in fact, a significant and educationally important predictor of variation in student-achievement effect sizes.

The major purpose of the study was to analyze the role of the normal universities in China in the field of teacher professional development. In order to achieve this purpose, the following two questions guided this research: 1) What efforts are normal universities in China making in continuing teacher education? 2) What are the factors that support or inhibit normal universities in these endeavors? The research includes case studies of four Chinese normal universities as well as a comparison to the work of universities in Ontario, Canada. In-depth interviews were utilized as the major data collecting method, and document review was used as a supplementary method. The participants included university administrators, university teacher educators and government administrators. The study outlined the current state of normal universities’ work in the field of in-service teacher education by reviewing the larger policy context around teacher development in China and how it contributes to the development of this work. In addition, the study identified key issues and major challenges normal universities face in taking part in in-service teacher education system. The study found that government policy on in-service teacher education in China is currently dominating the work of provincial governments and normal universities. The training programs delivered by normal universities are often university-based, intensive teacher learning and result from contracts between universities and either central or provincial governments. Normal universities often feel poorly prepared in terms of institutional structure, promotion standards, and the number of well-qualified teacher training experts. Although willing to take an important position in the overall in-service teacher training system, normal universities lack confidence that they will be given consistent policy and financial support and are unclear about the direction of in-service teacher education reform in the future. Key findings of this study can be used to inform the role that Chinese Normal Universities might play in in-service teacher education that could lead to higher quality teaching and learning both at the university and school levels.

Classroom discipline is often a primary concern of teachers. Little is known, however, about the extent of teachers' knowledge, training, and skills with behavior management issues. This study was conducted to examine teachers' training with specific behavioral strategies, their personal level of proficiency in resolving these problems, and to determine if teachers consider the function of aberrant behaviors when deciding upon treatment interventions. A survey was developed to address these issues. The survey was distributed to teachers in four south-central Kentucky counties and two western Kentucky counties. Of the 350 surveys distributed, 209 were returned for a 59.7% return rate. There were 177 regular education teachers and 32 special education teachers included in the sample. Results of this study indicated a relatively high percentage of students exhibited problematic behaviors to the point that an intervention was necessary to resolve the problem. The highest percentage of teachers received training in behavior management strategies through a workshop/in-service. The majority of teachers reported they received training in a variety of behavioral methods, with the training perceived as only moderately helpful. When asked to rate their skills in resolving specific behavior problems, teachers reported their skills to be at a moderate level. The majority of special education teachers had heard of the term functional assessment although less than half received any training in this procedure. Most of the regular education teachers indicated no knowledge of functional assessment. Most teachers did not consider the function of the problematic behaviors when deciding upon treatment interventions. The results revealed a strong need for improved training in classroom management strategies. Future research is needed to determine more effective strategies to train teachers in classroom management.

This dissertation was an exploratory investigation of the residual effect of novice primary teachers on reading achievement scores. The study employed the theory of pedagogical content knowledge as a basis for understanding teacher expertise and comparing the expert teacher to the novice teacher. The research sought to answer two major questions; (a) Is there a statistically significant difference between the reading achievement, (measured two years later) of students taught by teachers of differing experience levels in primary grades and the state mean for the appropriate grade level? and (b) Is there a statistically significant difference among the two-year-later reading achievement of the groups of students based on teacher experience levels? This study used student reading achievement test scores from the CTBS/5 Achievement Test published by CTB/McGraw Hill. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) using a series of nine Mests and three analysis of variance tests (ANOVAs). While the findings of this study indicated that there were no statistically significant differences among the groups, the author discussed several limitations to the study. In addition, proposals for future research in the area were presented. The final pages of the dissertation posit that school system administrators must use the information on novice teachers available to them to implement and strengthen programs of teacher recruitment, placement, training, and retention.