<p> In the United States, K-12-12 online schools are growing, but research on the topic is limited. The purpose of this quantitative, correlational study was to determine if there was a relationship between teacher perceptions of the Effective Schools Correlates and student achievement within two South Carolina online high schools. The independent variable was the Effective Schools correlates, and the dependent variable was the academic achievement of students. The Effective Schools Model provided the theoretical basis for this study because of the documented effectiveness of this model within traditional brick-and-mortar schools. The Effective Schools Survey was used to collect data by measuring South Carolina online high school teacher perceptions of the presence of the Effective Schools correlates. Archival standardized test data of grade 9-12 online students were collected from the South Carolina Department of Education to measure the dependent variables. Findings revealed few statistically significantly relationships between the Effective Schools correlates and student achievement. The findings of this study may interest educational leaders as they seek to identify specific factors or create models to effectively assess teaching and learning within online education.</p>

<p> The purpose of this project is to argue that in order for social and emotional learning (SEL) goals to achieve their intended outcomes for students and society, religious pluralism must be reflected in student instruction. SEL involves the use of evidence-based practices to provide opportunities to develop competencies related to self-awareness, self-management, social awareness, relationship skills, and responsible decision making which are intended to enable students to demonstrate morally appropriate actions and ethical decisions, which I am calling "right behavior." </p><p> It is my argument that one's understanding of right behavior embodies both implicit and explicit moral beliefs based on one's worldview which reflects a certain conception of the good life and the good society. In many cultures this concept is shaped by the dominant, organized religion of the group. However, the religious diversity in the United States since its inception led to an American tendency to privatize religion and avoid meaningful public deliberation of competing views of the good life and the good society. However, I contend that this paradigm is no longer adequate for equipping twenty-first century students with the background knowledge, critical thinking, problem-solving, and ethical judgment skills required for full participation in the social, political, and economic spheres of society. Instead, I am proposing a SEL-religious studies model that values religious freedom, equality, and neighborly affection, and recognizes the presence of moral and religious pluralism in American society. </p>

<p> Both the nation and California are faced with a critical threat to our long term strength and welfare due to an acknowledged deficit in STEM ready students and workers as we head into the 21st century. The STEM workforce gap requires integrated conversations and solutions as it impacts multiple stakeholder groups who do not necessarily fully comprehend each other's needs and challenges. There is a broad consensus that increasing the STEM workforce is critical to the U.S., impacting standard of living, as well as national security in areas such as international competitiveness, combating terrorism and addressing global warming, to name just a few. Historically, the world has looked to the U.S. as the globe's preeminent source of innovation. However, critical indicators have caused industry, educators, policy makers, and communities to take a deeper look at some alarming trends. For example, a U.S. Department of Commerce study noted that the U.S. has made no progress in its competiveness since 1999, and is beginning to lose ground to other countries that are actively building their scientific and technological infrastructures. </p><p> This study utilized the literature review to explore the power of applying system's thinking to this complex social problem. In addition, the study quantitatively demonstrated the current state of alignment in California across two key stakeholder group's leaders, industry and education by exploring the following areas: 1. Are the perceptions of two respondent stakeholder leader groups aligned relative to nine identified California STEM goals? 2. Are the perceptions of the assignment of roles across the California STEM stakeholders related to the two respondent group leaders' affiliation? 3. What is the current state of collaboration in California based on the perceptions of the two respondent groups' leaders? </p><p> The quantitative research demonstrated alignment of the key stakeholder leaders around what is important relative to the goals of California's STEM workforce gap as well as alignment around which stakeholder leaders should be executing specific tasks. The research also underscored an aligned understanding of the current lack of collaboration that exists across stakeholder leaders in California.</p>

<p> This mixed-methods case study determined the factors and examined the issues associated with student retention at a faith-based independent day school in southwestern United States of America. The data included online surveys, personal interviews, collection of archival information, and the researcher's extensive field notes. Surveys (530) were distributed to the board of trustees, administration, faculty, parents, and other stakeholders. Current parents responded to the survey at 71.5%, faculty responded at 47.8%, and board members responded, at 27%. Therefore, parents comprised the largest percentage of respondents by constituency to the survey. To gather more in-depth perceptions, 21 personal interviewees were purposely identified to equally represent the school's 5 groups of stakeholders. These semi-structured long interviews were conducted by the researcher and a trained assistant. The researchers' extensive notes across the year, and archival data portraying the school since its inception secured significant information to support valid results.</p><p> The first research question focused on factors stakeholders perceived were important to retention. Based upon the results of this study, a model noting the 5 factors that affect retention at faith-based independent schools was developed. These 5 factors were identified: positive relationships, affordability, clear communication, action plan for retention, and living the school mission. Positive relationships among the stakeholders were an overarching theme. The mission of the school--the focus on a balance of high quality general studies, faith-based curriculum, values and culture--was an essential factor in student retention Stakeholders perceived a need for better marketing and recruiting throughout fifth grade. Stakeholders were also concerned about affordability xiv and perceive a need for financial aid as an issue in retention. The school administration needs focus on improving positive communication. </p><p> The second research question asked stakeholders to list perceived issues that relate to retention. Based on the results of this study the predominant issues are: relationship building by administration, fine tuning communication from administration to the school community, finding the right balance between faith based and academic curriculum, exclusivity versus inclusivity of non-Jewish students, tuition support, recruiting throughout the grade levels, and improving the school's marketing strategy.</p>

<p> Principals in rural schools lead with an awareness of multiple contingent factors that influence their decisions every day regarding programming for students. The purpose of this research is to examine how rural elementary school principals conceptualize programs in their schools, the processes used to connect students to these programs, and their leadership role in doing so. Through the lens of contingency theory, this qualitative research study informs the research regarding contextual variables that influence principals' decisions as they program for students.</p><p> Three research questions provided the frame through which to examine the ways that principals conceptualize the benefit of programs in their school buildings, as well as the ways that they negotiate the environment and obligate resources based on student needs and outside influences. A purposeful sample of 11 principals working at rural elementary schools in a mid-Atlantic state participated in this study. A basic qualitative design provided the framework for interpreting the interview data collected. </p><p> Major findings of this study indicated that principals were more apt to introduce a new program to their building if it was one they had had experience with before. If they did not consider the program beneficial, they were less apt to support it in their building. In addition, principals and school teams used formal and informal assessment data to make decisions regarding student programming. Principals obligated human resources in multiple ways in order to meet the programming needs of their students, but funding, regulations, and curricular and testing demands influenced their programming decisions. In addition, teacher "burn-out" and limited time in the school day were all areas of concern.</p><p> Nationally, public schools receive billions of dollars in federal, state, and local funding for the purpose of student programming. Policy makers write policy from an urban-centric viewpoint. This viewpoint forces rural principals to interpret the policy in creative ways to ensure it meets the needs of their students. This study provides insight as to how rural principals interpret policy in order to utilize resources to program for students. This study also examines the contexts that influence their programming decisions.</p>

<p> School districts face enormous challenges with recent reductions in fiscal resources due to cuts in California's state budget and an average tenure for a school superintendent of only 3 years. School boards are challenged to find a leader who can address the needs of the school district during these difficult times. As numerous school superintendents are retiring, and a new generation of educators is applying for key positions in educational leadership, it is important to better understand the perceptions of school board presidents who have experience in selecting a school superintendent.</p><p> This study explored the perceptions of the superintendent selection process of five participating school board presidents. The participants in this study shared their perceptions of the superintendent search process and selection criteria, perceptions on the most important leadership characteristics desired in a superintendent, and perceptions in the standards used to measure leadership in the candidates selected as superintendent.</p><p> The findings revealed several components of the selection process that will serve school boards in evaluating the best strategy for them in conducting the superintendent search. When school boards embark on the process of selecting a superintendent, their actions become very public and ultimately reflect on how they view community involvement and input into on-going district leadership. As a result, a well-defined plan of action will reflect well on the school board, build community trust, and set the stage for a positive transition to new leadership at the superintendent level. The assertion that selecting a superintendent may very well be the school board's most important duty of action, it is imperative that such a process be articulated and integrated within the scope of district need and community involvement.</p>

<p> The purpose of this study was to gain an understanding of six state-wide policies and procedures used in the family assessment process within early intervention services. This study looked at the administrative understanding of the family assessment federal regulations, state policies and procedures, and local implementation from the perspective of the Part C coordinator in his or her state. </p><p> This qualitative study utilized methodologies associated with a grounded theory approach through in-depth interviews. The participants in this study included six state Part C coordinators. Based on the findings of this study, two broad conclusions are offered: 1. There was a lack of specific policies and procedures regarding family assessment, which made family assessment difficult to implement with fidelity across a state system. 2. There was a lack of specific training around performance competencies of family assessment, which lead to a reliance on a state's family-centered philosophy and the IFSP process. </p><p> Recommendations were made for early interventionists, Part C coordinators, and researchers in the area of family assessment.</p>

<p>Although all of the schools in the target school system adhere to a school improvement process, achievement scores remain mediocre or stagnant within the overseas school in Italy that serves children of United States armed service members. To address this problem, this study explored the target school&rsquo;s improvement process to discover how different stakeholder groups viewed that process. The aim of these investigations was to determine if different stakeholder groups&rsquo; competing values hindered the school&rsquo;s improvement efforts. The conceptual framework of this study was Schein&rsquo;s organizational culture theory along with recent findings by Creemers and Kyriakides that show that school culture must be addressed in order for a school to improve. The research design was a single case study. Four different stakeholder groups were interviewed, two school improvement committee meetings were observed, and seven school-improvement related documents were examined. <i>ATLASti</i> qualitative analysis software was used following Hatch&rsquo;s typological analysis method. Two major themes, <i>Teachers versus Technocrats</i> and <i>Pre-Fourth Way</i>, revealed the importance of school culture. The recommended project, a Networked Learning Community (NLC), was designed to build a positive culture by promoting collective responsibility, empowering innovation, and building capacity. This study will promote positive social change by demonstrating how school improvement occurs and by providing a research-based plan for a NLC that can help shift the trajectory of the static moderate achievement levels in the case study school and the target school system. </p>

<p> This research investigates science, technology, engineering and mathematics (STEM) high school opportunity structures, including student experiences with math and science course sequences and progress, college guidance and counseling, and STEM extracurricular activities (Weis and Eisenhart, 2009), specifically related to STEM fields and career and college choice, for top-performing math and science students. Differences in these structures and processes as they play out in two representative high schools that vary by social class and racial/ethnic makeup are examined. This comparative ethnography includes 36 school and classroom observations, 56 semi-structured individual interviews, and a review of relevant documents, all gathered during the focal students' junior year of high school. </p><p> Three data chapters are presented, discussing three distinct, yet interconnected themes. In the first, I examine the ways in which chronic attendance problems and classroom distractions negatively impact math and science instruction time and lead to an instruction (time) deficit. In the second, I compare the math and science course and extra-curricular offerings at each school, and discuss the significant differences between sites regarding available STEM exposure and experience, also known as "STEM educational dose" (Wai, et al., 2010). In the third, I investigate available guidance counseling services and STEM and college-linking at each site. Perceived failures in the counseling services available are discussed. </p><p> This dissertation is grounded in the literature on differences in academic achievement based on school setting, the nature/distribution of knowledge based on social class, and STEM opportunity structures. The concepts of "social capital" and "STEM capital" are engaged throughout. </p><p> Ultimately, I argue through this dissertation that segregation by race, and most importantly social class, both between and within districts, damages the STEM pipeline for high-performing math and science students located in high-poverty, low-performing schools. I further argue that both federal and state accountability-based school reform efforts are failing to improve outcomes for students with proficiency and interest in STEM learning and STEM fields, and in fact, these reforms are harming top performing students and high school STEM opportunity structures. Recommendations for changes in policy and practice, and for further research, are provided.</p>

<p> The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&amp;M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and non-Title I (NTI) students. The research questions focused on the effects of NCLB on Criterion Referenced Competency Test (CRCT) scores in the high-stakes subjects of reading, language arts, mathematics and the low stakes subject of science among TI and NTI 3rd, 4th, and 5th grade students in a north Georgia County during the 2010/2011 school year. This study also compared instructional time TI and NTI teachers dedicated to science. A causal-comparative quantitative methodology was used to analyze Georgia's public domain CRCT scores. Three independent-samples t tests showed that TI schools exhibited significantly lower Science CRCT scores than did NTI students at all grade levels (p &lt; 0.0001). The data also showed CRCT scores in high-stakes subjects between TI and NTI students converging but science CRCT scores between TI and NTI students diverging. The self-report survey indicated no significant differences between TI and NTI teachers' instructional science time (t (107) = 1.49, p = 0.137). A teacher development project was designed to focus on improving teacher science content knowledge and pedagogical content knowledge through a formal introduction to the nature of science. With increasing global science competition, science is more relevant than ever, and communities need students with strong science foundations. Further study is recommended to analyze the factors associated with this science gap between TI and NTI students.</p>