The use of e-learning has been extended beyond simply providing access to information to providing the ability to learn collaboratively via an interactive learning environment. The ability to create an online collaborative and interactive environment is a challenge. This study strove to examine the most effective design and facilitative strategies for fostering student learning and participation in hopes to make design and implementation of online discussions easier and more efficient for teachers. The primary goal of this study was to understand how the degree of instructor presence influenced students perception of learning and how students engaged in deeper levels of learning in an online collaborative learning environment. More specifically, the study explored the relationship between design and facilitative strategies in online discussions and student participation, student learning, and students perceptions of their online learning experience. An embedded, multiple-case study design was used. Three completely online classes taught by the same instructor were chosen for this study (n = 55). During the Fall 2007 semester, data were collected from observations, discussion transcripts, teacher interviews, student surveys and student grades. Quantitative data included student responses on a perception survey, final course grades, and the frequency of discussion posts. Qualitative data included on-going observations, on-going teacher interviews, open-ended questions on a student perception survey, and discussion transcripts. Results showed that the teachers role in online discussions is influential to student participation and learning. More specifically, certain strategies such as participation requirements and question design were related to an increase in participation and learning. Factors such as addressing students by name, providing immediate feedback, providing on-going communication, and providing individual attention may have also contributed to student learning. The findings of this research are consistent with that of previous studies. Consequently, they add merit to the importance of teacher presence in online learning, particularly in the areas of course structure and question design. Implications for practice are discussed.

The GREAT (Gifted Readers Enhance Academic Talent) Reading Project is a quasi-experimental, between-group study that evaluated a 13-week before-school student tutoring/mentoring reading and literacy program. The study examined the effects of the intervention on reading achievement for each group involved, including high-ability gifted fifth grade mentors, high-ability gifted first grade protégés, and above-average first grade Scholastic Academy protégés. Its primary goal was to improve academic achievement for above-average students in order to help them formally qualify for gifted services. The secondary goal was to promote and assess academic growth for high-ability students already in the gifted program. Mentor/protégé pairs met 3-4 times per week under the monitoring and supervision of certified elementary school teachers. Student pairs interacted as necessary to accomplish learning tasks such as decoding, fluency, and critical reading skills that promote reading comprehension. Pairs read and discussed picture books, chapter books, childrens magazines, and/or assigned books or stories. Some flexibility existed in the program, based on student interest and materials available. Control groups received traditional reading instruction instead of tutoring. The subjects included above-average and high-ability first and fifth grade students. The treatment group consisted of approximately 20 first graders and 20 fifth graders. First graders and fifth graders were paired for compatibility. A similar sized control group was chosen from other gifted sites. Criterion sampling (qualification to participate in the gifted/talented program in the local public school system) was used to select the treatment and control groups. The Gates-MacGinitie Reading Tests, Fourth Edition, a standardized, norm-referenced instrument used to assess reading achievement, was used as a pre- and posttest to assess growth in reading. One-way (for the fifth graders) and Two-way ANOVA (for the 1st graders) was used to determine the effectiveness of the intervention for each group of participants. Surveys were administered to each grade level of the treatment group to evaluate the social validity of the intervention, in an attempt to determine the social significance or importance of the goals, the social appropriateness of the procedures, and the social importance of the effects or outcomes (the personal benefit) for the participants.

University faculty are increasingly challenged to integrate technology into their teaching to meet the needs of technology-savvy students today. The purpose of this dissertation is to introduce and examine an instructional design model, the Fusion Model of Instructional Design, for designing and implementing more effective faculty development programs in technology integration. The model builds on positive aspects of participatory design (Vincini, 2001), rapid prototyping (Tripp & Bichelmeyer, 1990), and Kellers (1983) ARCS model of motivation. Key characteristics of the Fusion Model are participation of early adopters in the design and implementation of training, recursive training of early adopters first and then the remaining faculty within one department or a small number of related departments, and on-going formative evaluation through brainstorming and discussion. Two studies were conducted to examine the perceived value, usability, and effectiveness of the Fusion Model in a small southern university. For both studies, the participants were trained on various components of a popular course management system. Study 1 was conducted with two departments for the purpose of piloting of the model. Survey data were collected in Study 1. Study 2 was conducted with two additional departments for further evaluation of the model. Data from Study 2 were collected using both quantitative and qualitative methods. Qualitative data were collected through interviews of faculty participants and the university technology facilitator and the researchers observation journal. Results of these studies indicate that the use of Fusion Model of Instructional Design was perceived favorably and produced positive outcomes. Both the technology facilitator and the faculty participants reported positive attitudes toward the training designed, developed, and implemented using the model. The technology facilitator was pleased with the value, usability, and effectiveness of the model because the model allowed for greater faculty participation, customization of the training, and modifications of the sessions when needed. The faculty were pleased because using the model allowed them input in their training which resulted in more participation, more targeted training and support with colleagues in the same department. In a follow-up survey, faculty reported a significantly higher level of technology integration in their teaching and student learning.

This study investigates the use of Digital Storytelling as an intervention to improve the academic performance and social interactions of a sixth grade student with High-Functioning Autism. Qualitative methodology, using an inductive approach informed by grounded theory, was employed throughout this exploratory case study. Three separate data sources, consisting of document analysis, interviews, and participant observation, contributed to the findings of this study. Triangulation of inquiry methods enhanced the validity and rigor of this investigation. The findings from this inquiry indicate that Digital Storytelling was beneficial to the participant in this exploratory case study. Engaged student processes and critical analysis of writing was observed throughout this intervention. The flexibility of Digital Storytelling was responsive to the learning style of preference of the participant in this study. Implications from this investigation are discussed at length. Recommendations are given for future efforts to replicate and expand the findings of this study.

The purpose of this study was to examine disparities in the receipt and retention of the TOPS scholarship in Louisiana. Specifically, the study examined why some schools are more successful than others in preparing students for TOPS eligibility, what impact availability of quality core curriculum courses has on TOPS eligibility, the ways the State can improve eligibility for lower income students, and the reasons why many lose their awards. The research utilized a sequential mixed methods QUAN/QUAL approach with multiple levels of analysis (school, cohort, and student). Matched pairs of outlier schools (one with a high rate of TOPS receipt and one with a low rate) were compared using quantitative and qualitative measurements and analyses to answer the research questions. Major findings included: the equitability of access to the TOPS scholarship is questionable; some schools serving lower income students do a better job of TOPS preparation than others; most of Louisianas high schools offer the required TOPS core curriculum courses, but some mostly rural and small schools lack the materials and instructors necessary to offer these courses; and the State needs to promote the TOPS Tech Award as a positive alternative for high school graduates. Recommendations from the study include: the State Board of Elementary and Secondary Education (BESE) should ensure that schools clearly communicate the TOPS core course requirements to all students and parents on an annual basis starting at the middle school level. BESE needs to guarantee that all high schools can offer the required core courses. BESE and the agency overseeing financial aid should assist school districts in sponsoring regular ACT exam preparatory workshops. The TOPS Tech Award requires more focus. The Board of Regents should encourage universities and colleges to provide both merit-based and need-based scholarships to deserving students.

Hurricanes Katrina and Rita posed serious challenges to school systems as children displaced by the storms attended schools across Louisiana and in most of the states of the Union. This qualitative case study examined the administrative challenges of one school district that received over 6,800 new students in less than a month. Research questions posed in the study focused on the planning, placement, and support of displaced students, the leadership of the superintendent and principals in integrating displaced students into the district and schools, which problems arose, and whether any policies or procedures were changed as a result hurricane-induced mobility. An oral history methodology was used to examine the problem from an organizational learning perspective. The case study utilized an embedded single case design to examine the efforts of the central office and several schools to integrate thousands of students into the district. Two distinct leadership styles emerged as driving forces in shaping the responses at the central office and within the schools. Evidence of transformative leadership practices combined with practices focused on maintenance of the status quo and attention to administrative detail served to stabilize the district through the year. Although no permanent administrative changes resulted that year the district and schools evidenced great flexibility in taking on temporary duties, satisfying state and federal mandates, and addressing the needs of the displaced families. District and school staff managed to create a welcoming, inclusive climate with clear expectations of high achievement for all students, both displaced and indigenous. Test scores in several of the study schools declined, but the average school performance scores of the district improved. The single greatest problem faced by the district was the mobility of students during the year. Recommendations for practice and a model of crisis planning are proposed. A model of emergent themes from the data suggests similar patterns across schools and the district office.

This study sought to identify major school improvement reform programs and initiatives in Louisiana during the period of 1997 to 2005. The criteria used to identify each program included: state funding that averaged at least $2 million per year in state funds; programs that affected teachers and students for school improvement purposes; and, programs that remained in place for at least two school years. The study ultimately yielded nine initiatives that met each of the above listed criteria. Some, but not all, were the result of the School and District Accountability Commission, which was established by Act 478, the 1997 Louisiana School and District Accountability Act. These initiatives in alphabetical order are Community Based Tutorial Program; Distinguished Educators; K-3 Reading and Math Initiative; Louisiana Teacher Assessment & Assistance Program; Learning Intensive Networking Communities for Success; Local Teacher Quality; Regional Education Service Centers; Remediation; and, State Testing/ Accountability. The present study was conducted in three phases. Phase One consisted of a document search and identification. Results of the document analysis provided a foundation for Phase Two. Using content analysis (Krippendorff, 2004), the text of laws passed by the state legislature, policies created by BESE, and documents published by the LDE were examined to determine the intent, goals, longevity, and sources and levels of funding of the various mandated school improvement initiatives. In Phase Three, semi-structured interviews were conducted with former personnel and officials of the LDE, which added depth to the findings from the document analysis and were used for triangulation purposes. As mentioned, the results of the content analysis conducted in Phase Two were used to frame the interview protocol used in Phase Three. Data from the document analysis and the interviews revealed three issues relevant to the states policymaking efforts in the school improvement arena: conflicts with stakeholders erupted over turf; program instability stymied effects; and, the lack of a shared mission also impacted effects. This study offers several recommendations to policy makers in Louisiana addressing these issues and concludes with recommendations for future research.

In examining the childhood experiences of professional authors, this qualitative research found some similarities: voracious reading, writing for pleasure, early awards and publishing, mentors, meaningful lessons from teachers, and journal writing. Common areas were found among the participants advice for writing teachers as well, and the suggestions were organized into six general themes: teaching the fundamentals, getting ideas down before revising, focusing on creativity, teaching the reading-writing relationship, providing rewards like positive feedback, and being a writing role model. Suggestions were offered on how to bring this advice into the classroom.

The Taylor Opportunity Program for Students (TOPS) is a state-funded, merit-based scholarship codified into Louisiana state law in 1997. More than $1 billion in awards have been distributed since the programs inception. By 2006, eligibility for TOPS required a 2.5 high school grade point average on a legislatively specified 16.5-unit college preparatory curriculum, and a minimum ACT score equivalent to the average of the prior years test takers. These rules were believed to promote greater academic preparedness resulting in higher college retention rates. Only recently has the six-year graduation rate for Louisianas public universities passed the 30% mark. Since TOPS eligibility requirements are intended to improve college retention, the three criteria were analyzed in a logistical regression to determine their strength of relationship to first-year retention. A socioeconomic status variable (Pell Grant eligibility) was included to account for the influence of wealth on retention. The sample consisted of more than 17,000 Louisiana first-time freshmen who began their college career in 2006. Students who entered college with TOPS were 2.825 times more likely to continue for a second year of schooling regardless of their socioeconomic status. The high school grade point average on the required courses was the greatest predictor of college retention. In addition to an explanation of results, the most current political information regarding legislative proposals about the program is provided along with policy implications within the context of Louisiana. Finally, a national listing of state-funded, merit-based scholarship programs similar to TOPS is offered.

The study was conducted to explore the characteristics of and interrelationships between teachers self-efficacy and professional learning community. Specifically, this study presents a quantitative study of ten Louisiana public schools participating in the second year of the Louisiana 9th Grade Redesign Initiative. Banduras (1977, 1986) social cognitive learning theory of self-efficacy provides the theoretical framework for the construct of self-efficacy under study. Hords (1998) dimensions of professional learning community provide the framework for the exploration of professional learning communities in this study. The School Professional Staff as Learning Community (SPSLCQ) instrument developed by Shirley Hord (1997) and the Teacher Efficacy Beliefs System Self (TEBS-S), developed by Amy Dellinger (2001) were administered to 10 schools, with 248 responses received. Based on Cronbach alpha reliability estimates, it was concluded that both scales had satisfactory reliability. This study is presented in five parts. Chapter 1 includes an overview, a brief review of the pertinent literature that supports this study, a statement of the problem, purpose and significance of the study, a description of the study variables and research questions to guide the study. Chapter 2 consists of an extensive review of the literature related to teacher self and collective efficacy beliefs and a review of pertinent studies of professional learning communities. Chapter 3 includes the methodology to be used in this study including a description of the sampling strategy, instruments to be used, data collection, and data analysis techniques to be used to address research questions presented in Chapter 1. Chapter 4 presents a summary of the results of the study. Chapter 5 offers a discussion of the results, implications of the study results and directions for further research.