In March, 2006 the Principal's Attitudes Toward the Knowledge, Value, and Application of Learning Styles with Students in Therapeutic Settings survey developed by the author was distributed to 120 principals belonging to the National Association of Therapeutic Schools and Programs. Two mailings yielded a return of 68 (56.6%) usable survey instruments from which principals' self-reporting on knowledge, value and application of learning styles was examined. Focus for this study was provided through three research questions: (a) to determine to what extent principals in therapeutic settings self-reported general knowledge of learning style applications, (b) to determine to what extent principals exhibit positive attitudes toward the use of learning style theory- supported instructional methods and materials, and (c) to determine to what extent principals in therapeutic settings support the application of learning style theory. All administrators reported general knowledge of learning style theories, three basic learning styles, and matching teaching strategies with learning styles. All administrators believed that students do exhibit different learning styles, learning styles have a place in education, and teachers should receive learning style training. They also expressed the belief that learning styles impact student learning, matching teaching strategies to learning styles was important for academic success, a learning style inventory was necessary, and matching mental health disorders to learning styles was important for academic achievement. The most documented change due to learning style-based instruction was evidenced by test scores and earned grades. All administrators wanted to learn more about learning styles. Almost 90% of administrators indicated that they were providing learning style training. Almost 100% (95.6%) reported they observed improvement on academic achievement due to learning style-based instruction.

The literacy mandates of the No Child Left Behind Act (2001) swiftly and directly have an impact on reading teachers. The literacy directives of the act constitute a paradigm shift in reading reform, especially at the secondary level. Literacy directives require state and district level administrator's to focus on secondary reading teacher pre and in service training. Effecive secondary reading teachers must be well versed in the foundation sof Scientifically Based Reading Research. Florida is among the first states to implement six comptencies of professional development that leads to endorsement in the teaching of reading. Florida teachers of secondary reading are required to earn a reading endorsement. Professional development founded in Scientifically Based Reading Research is a knowledge-driven process. The process requires teachers to be actively engaged in action research that links theory to practice. School districts are to train teachers to implement recommended strategic teaching tools in their classrooms. learning the teaching strategies of reading requires educators to commit time and mental energy to complete a robust professional development track With concern for the success of reading teachers, this qualitative study utilized case studies and the interpretive approach to investigate the question: Will secondary reading teachers implement Scientifically Based Reading Research in the classroom? The research examined the attitudes, reactions, and classroom practices of eight teachers who were assigned to teach secondary reading. data gathering spanned two semesters and an intervening summer in an urban Southwest Florida school district. The results of this dissertation are encouraging but mixed. The researcher discovered that secondary teachers of reading who experienced at least one class of reading professional development were discovering a climate of collaboration, a body of research, and inconstant implementation success. The research also uncovered teacher perspectives of the negative factors of mandated professional development: time pressures, curriculum frustrations, needs for follow-up collaborations and assumptions about administrator neglect.

The purpose of this study was to examine strategic plans and evaluation models in light of organizational structures and funding to determine if member institutions in the Florida Faculty Development Consortium were investing in faculty development based on strategic and measurable criteria. Data were gathered through a mixed method survey mailed electronically to the individuals responsible for faculty development at 31 member institutions of the Florida Faculty Development Consortium. Even though the Consortium was comprised of public and private four-year institutions and public two-year institutions, faculty development programs in these institutions had similarities. Most programs had strategic plans, centralized faculty development units with dedicated staff, and institutional funding. In addition, most faculty development programs had evaluation models in which they collected reactionary responses, but little evidence existed that programs were measuring impact on faculty learning, faculty behavior change, or student success. It was concluded that member institutions in the Florida Faculty Development Consortium were investing in faculty development and providing faculty developers with dedicated time to attend to faculty development responsibilities. Member institutions were evaluating their efforts on strategic, goal-based criteria, but little evidence existed that they were evaluating based on measurable criteria.

In an attempt to examine my practice of providing conceptually-based professional development on fractions to fifth grade teachers, I conducted a series of four one hour professional development workshops. I focused on the conceptual understanding of ordering, adding, and subtracting fractions. I examined the solution process that teachers used to solve fraction problems and their abilities to explain and justify their solutions in an attempt to interpret their understanding. My data showed the effects of this workshop series. The study helped determine the effects of conceptually-based professional development on fractions as demonstrated in the teachers' discussions, participation, and written explanations.

Children with deficits in visual perception can present with impairments that impact their independence as a student in the classroom. As part of an occupational therapy evaluation in a school-based setting, standardized assessments are used to evaluate a child’s visual perceptual skills. A comprehensive literature search showed that standardized assessments alone do not show a functional presentation of a child’s whole performance, and additional measures are needed to connect impairments of visual processing with function (Brown et al., 2011; Howe et al., 2017; Schmetz et al., 2018; Sullivan et al., 2018). Having a comprehensive understanding of a child’s functional skills in visual perception will assist the occupational therapy practitioner in supporting them to be a full participant within the classroom. Understanding Visual Perception in School-Aged Children and Its Impact on Occupational Performance is a training program designed to educate the occupational therapy practitioner on providing a comprehensive assessment of visual perceptual skills with children in a school-based setting. This program is grounded in practice theories, informed by the current literature, and has a program evaluation plan. The theories that guide this program include Person Environment Occupation Model (Law et al., 1996), and Adult Learning Theory (Knowles et al., 2015).

Problem. When considering specific instructional areas associated with the performance of teachers, do teachers and administrators in the Seventh-day Adventist (SDA) school system differ in their perceptions regarding the appropriateness of inservice education programs? Procedure. Three sample groups were derived from the population of SDA educators in California. These groups included: administrators at the district level; administrators in elementary and secondary schools; and elementary and secondary teachers. Of the 298 questionnaires distributed, 86.9 percent were returned. Various statistical procedures were used to determine if perceptual differences existed between: administrators and teachers; elementary and secondary teachers; male and female teachers; to determine if years of experience and teachers' perceptions of the appropriateness of inservice programs were related; and to determine if significant differences existed within various teaching subject areas at the secondary level. Findings. Of the 120 possible comparisons that could be made between the perceptions of administrators and teachers as to the value of selected inservice programs, 16 showed significant differences. In each of the 16 comparisons, administrators rated the inservice programs significantly higher than teachers. Though not at significant levels, administrators' ratings were equal to or higher than teachers in 87 other comparisons. Other findings showed some significant differences: between male and female teachers; among various secondary teaching areas; and between elementary and secondary teachers. There was no correlation between years of experience and perceptions. Conclusions. The workshop was generally considered the most preferable by all groups; the greatest numbers of significant differences did not occur between administrators and teachers, but among the various groups of teachers; and, secondary teachers' perceptions varied to a greater degree than did the administrators'. Recommendations. The inservice education of SDA teachers should accentuate the professional responsibilities of teachers; factors to consider in planning inservice are (a) the group to be involved, and (b) teacher needs or problems as they perceive them; expectations of certain supervisory functions should be clarified; and, leadership and expertise of teachers should be encouraged.

This dissertation presents research that addresses the question of how professional development influences inservice teachers' professional identity. In three journal articles, specific inquiries address research questions drawn from this broader conversation. In article one, we answered the question of what unifying characteristics democratic educators exhibit in their pedagogies and methods. By conducting an integrative literature review, we find that those who indicate that they are democratic educators used four major pedagogical categories including inquiry methods, artistic methods, oral methods, and student-centered methods. In the second article, we addressed the question of how professional development influences teachers' professional civic identities. In an analysis of a qualitative descriptive survey, we found five major representative identity themes: innovative classroom practice, empathetic learning environments, relationships of trust, voices of confidence, and social connectedness. In the last article, we addressed the question of how affective identity may impact teacher practice. This qualitative exploratory study identified six potential intersections of affective outcomes and practice including gratitude and enhancing partnerships, empathy and building relationships, curiosity and focusing on improvements, excitement, and changes in classroom practice, hope and stronger advocacy, and passion and understanding diversity. By studying the lived experiences of teachers in a specific professional development program this dissertation captures aspects of inservice teachers' growth that can serve to influence the continued development of theory and research on professional identity growth and professional development programs.

School climate has been described as "the set of internal characteristics that distinguish one school from another and influence the behaviors of each school's members" (Hoy, Smith & Sweetland, 2005). In the landmark study by Brookover, Schneider, Beady, Flood and Wisebaker (1978), school climate was found to be a more significant factor in student achievement than the variables of race and socioeconomic status. Principals need training in the phenomena of school climate and to develop the skills needed to alter it as needed for the benefit of students. This phenomenological study explored the conceptual understanding of school climate by experienced elementary school principals. Further, the study sought to identify strategies used by experienced leaders to manipulate the school climate under the conditions imposed by standards-based curricula and high-stakes testing. Specific efforts were made to distinguish between the terms school climate and school culture that are often used interchangeably in the research and by practitioners. The findings indicate that many of the principals had an understanding of school climate consistent with the research. In most cases, these principals were still involved in coursework, extensive professional development or were avid readers of professional literature. It was also determined that principals who possess an understanding of the phenomena of school climate also acted with intention in efforts to alter it. For the roughly twenty five percent of the principals who did not have a conceptual understanding of school climate, their leadership had an accidental influence on it. For the benefit of all learners in all schools, all principals need pre-service training and support in school climate and its cultivation.

Using the professional literature surrounding change knowledge, this study assesses Utah public school districts' response to Utah Senate Bill 64 (USB64) that was passed in 2012. USB64 required school districts to ensure that principals were evaluating teacher performance through the use of a chosen evaluation tool. The chosen evaluation tool needed to include evaluation rubrics tied to the state teacher standards. USB64 was passed with the intent to improve classroom instruction and thereby improve student learning in Utah schools. Utah school districts complied with USB64 requirements and timelines. Districts successfully identified and adopted observation tools that principals could use to assess teacher effectiveness. Once these tools were identified, districts provided training to principals covering the Utah Effective Teaching Standard Indicators so those principals could demonstrate understanding of how to use the observation tools to evaluate teacher performance. Districts then ensured principals were certified to conduct classroom observations using the relevant observation tool, a requirement set out within USB64 required in USB64, to conduct classroom observations using the adopted tool. Finally, districts successfully created systems to make sure the required number of observations were completed on time by each administrator for all teachers in all school locations. Thirteen district administrators who were responsible for their district's implementation of USB64 were interviewed for this study. Districts of all sizes were represented. Analysis of these interviews found that district implementation efforts were driven by a compliance-based approach to the legislation rather than an attempt to improve the system of learning for students. One common reason for this approach is it is an effective coping strategy that district leaders have used to balance district-initiated improvement efforts and annual state-mandated legislation like USB64.

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