The purpose of this investigation is to compare the changes in the achievement and self-concept of students in CVAE programs which result from the use of group counseling and group-individual counseling.

The problem of this study was to determine the value of certain selected aptitude test scores for predicting student achievement in Spanish, French, and German at North Texas State University. Particular emphasis was placed on freshmen enrolled in beginning courses.

This study measured and explored changes in perceptions of the roles and responsibilities of the library media specialist when the level of collaboration increased. Seven library media specialists targeted four members of their educational communities with whom to increase collaborative activities. Before and after the collaboration began, the library media specialists, the teachers with whom they chose to collaborate, other members from the same educational community, and a control group that did not participate in increased collaboration were given a roles and responsibilities rank-order form. This form was used to measure changes in perceptions regarding the importance of the three roles and selected responsibilities related to the three roles before and after the collaborative experience. The library media specialists and the targeted teachers also kept reflection logs to record factors that enhanced collaboration, factors that inhibited collaboration, and any changes in their teaching style as a result of the collaborative experience. Results indicate that the participating library media specialists themselves experienced the most change. Role identification remains a problem as library media specialists seek to become teaching partners with classroom teachers yet still must keep the library media center aligned with school and district goals and move toward making it an information center that provides information resources for all members of the educational community in an effective, efficient and timely manner. Major enhancers to increased collaboration included flexible scheduling of the library, sharing ideas and resources, partnership in teaching, and student achievement. Major inhibitors included time, wanting to keep things the way they were, and lack of resources. Changes in teaching practice included working with another professional instead of in isolation, integrating many resources into the lesson to provide for the learning needs of all students, the incorporation of technology into the lesson, and an awareness of the roles of both library media specialists and teachers.

School accountability requires administrators and policymakers to implement sound programs that sustain school improvement. Hundreds of Louisiana teachers participate in Louisiana Integration of Technology (INTECH) professional development as a strategy to change instructional practice and improve student achievement. The purpose of this quantitative research study was to investigate the Louisiana INTECH professional development model as an impetus for school change and increased student achievement. The study employed a survey and an ex-post facto, causal-comparative design to address the questions: 1) Do middle school administrators perceive the Louisiana INTECH professional development model as an impetus for school change? 2) Does the Louisiana INTECH professional development model contribute to increased achievement of sixth and seventh grade students as demonstrated by gains in total mathematics, reading, and language Standard Scores on the Iowa Tests of Basic Skills? Fifty-two middle school administrators completed a Likert-type, 18-item survey entitled Perceptions of Louisiana INTECH Professional Development Survey (Dunham et al., 1989; Klecker & Loadman, 1999). Eight mathematics and ten English Language Arts (ELA)/reading Louisiana INTECH certified teachers were matched with a similar group of non-INTECH certified teachers according the variables of years teaching experience, educational attainment, and school mean achievement as defined by the 2004 Louisiana baseline School Performance Score (SPS). Over two thousand student test scores of the 36 total mathematics, ELA/reading INTECH and non-INTECH teachers were compared for achievement gains. The Statistical Package for Social Sciences (SPSS) software was used to calculate descriptive statistics for the survey and student achievement gains from 2004 to 2005. Cronbach's Alpha, Pearson's r, and one-way ANOVA were used to analyze the survey data according to three constructs. Independent samples t-tests were used to verify equality of INTECH and non-INTECH groups. Crosstabs were utilized to show similarities and differences between the degrees earned by the teachers of each student group. The results of this study suggest administrators who exhibit openness to Louisiana INTECH as an impetus for change are more likely to support implementation of Louisiana INTECH technology integration strategies in the classroom. Furthermore, the achievement data showed increased gains of students in Louisiana INTECH certified teachers’ classrooms.

Each year, hundreds of Louisiana's teachers participate in state-sponsored Integration of Technology (INTECH) training. Although INTECH training and certification is acknowledged by the Louisiana Department of Education as the standard for technology-trained teachers, no research has been conducted to determine its impact on student achievement (Picard, 2000). The study's purposes were to examine perceptions of school leaders about Louisiana INTECH professional development as a change agent in schools and to determine the impact of this training on third grade mathematics and reading achievement. This study addressed the questions: Do elementary school leaders perceive INTECH professional development as a catalyst for change in schools? Does this professional development impact student achievement in mathematics and reading? This quantitative study was an ex-post facto, causal-comparative design. Seventy-three elementary administrators were asked to respond to an 18-item Likert-type survey measuring openness to change prompted by the Louisiana INTECH professional development model. Results from the survey were reported as descriptive statistics. Additionally, the study attempted to determine if there was a significant difference in third grade student mathematics and reading achievement in the INTECH certified teachers and non-INTECH certified teachers' classes. The ITBS mathematics and reading standard scores were used for comparison. Nonrandom convenience sampling was used to identify the students of INTECH certified teachers and the students of non-INTECH certified teachers with similar years of experience, education level, and school demographics. The dependent variable was student performance on the ITBS. The independent variable was INTECH professional development. Using Statistical Package for Social Sciences (SPSS) software, test data were analyzed using ANOVA to determine if there was a difference in the means of the gain scores in mathematics and reading of students in the classrooms of INTECH trained teachers (experimental group) and non-INTECH trained teachers (control group). Distributions of student pretest scores were examined to compare mean achievement. In a time when instructional strategies, tools and resources must be aligned to meet state and local accountability expectations, this state-sponsored technology integration professional development model must be examined. Significant resources are expended supporting INTECH training across the state. Louisiana's educational leaders need data to support decisions concerning INTECH professional development.

This mixed methods case study investigated mathematics teachers‘ perspectives of the effects of the Lesson Study Process on their content knowledge, pedagogical knowledge, and the potential for students‘ achievement. The population was 55 teachers from elementary, middle, and secondary schools in a metropolitan area. The three research questions guiding this study were: (1) What are the perspectives of teachers on the impact of the Lesson Study Process on their mathematical content knowledge? (2) What are the perspectives of teachers on the impact of the Lesson Study Process on their pedagogical knowledge? (3) What are the perspectives of teachers on the potential impact of the Lesson Study Process on their students‘ achievement? Literature pertaining to constructivism, teacher professional development, and Lesson Study was reviewed. Data from surveys, questionnaires, and focus group sessions were examined both quantitatively and qualitatively to determine common categories, themes, and connections to each of the research questions. The teachers believed that their mathematics content knowledge was positively affected in the areas of deeper understanding which led to an increase in self-confidence. The teachers also believed that their pedagogical knowledge was enhanced in the areas of planning and attention to student thinking. Finally, the teachers mentioned five areas for potential improvement in students‘ achievement. They included: students‘ increased conceptual understanding of the topics taught during the research lessons, planning lessons more thoroughly by making them relevant to the students‘ daily lives and planning it within the context of the state‘s curriculum, shifting the focus of an in-class observation from the teacher‘s performance to student thinking, and a similar shifting of the manner in which students are assessed—from right/wrong answers to seeking thought processes whereby the student may correct misunderstanding.

Thesis advisor: Henry I. Braun / With teachers being largely held accountable for student learning outcomes, it is of critical importance to identify effective and ineffective teachers through the development and implementation of a successful teacher evaluation system. Addressing the call to explore indicators of teacher effectiveness and enhance the traditional methods and practices of teacher evaluation, this study extends current efforts investigating different approaches to measuring teacher effectiveness through exploration of the relationship between two indicators of teacher effectiveness: the value-added estimates based on student test performance and growth, and the quality of student learning objectives (SLO) developed by teachers. It uses data from a large school district in North Carolina, comprising student achievement outcomes in mathematics and reading across five grades and three years. Different hierarchical linear models are employed to obtain teachers' VAM estimates with regression adjustments for prior years of achievement, student background characteristics, and teacher level covariate adjusted for each set of models. Weighted Least Squares (WLS) analysis, logistic regression, and point-biserial analysis are used to examine the variations in the relationships among teachers' VAM estimates, SLO quality and SLO attainment status across years and grades. The HLM results revealed fluctuations in teachers' VAM rankings obtained at different stages of the model sequence that caused the correlations with SLO quality to vary as well. The WLS results indicated that the correlations between VAM and SLO quality also varied across years and grades. Further data analysis revealed generally weak associations between SLO quality and attainment status, as well as those between teachers' VAM estimates and whether their SLOs were achieved. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

Thesis advisor: Vincent Cho / Fierce political and social pressure has intensified the demands for district leaders to narrow achievement disparities but research provides limited guidance for practice. Rorrer, Skrla, and Scheurich (2008) described a theory: district leaders should enact certain essential roles for school reform. Capacity-Building efforts of district leaders are essential to the role of Instructional Leadership. Building capacity comprises the specific actions of district leaders to improve the district’s ability to achieve complex goals. This qualitative case study explored the actions district leaders took and how they prioritized those actions to build capacity to improve student achievement. Data was collected from a single Massachusetts school district using semi-structured interviews and document reviews. This study found that leaders: established concrete learning practices (i.e. job-embedded professional development, instructional coaching model); created a supportive learning environment (i.e. establishing trust and providing time); and reinforced teacher learning (i.e. feedback and support). This study also found that leaders’ actions were driven by data. Recommendations include shifting to a data-informed decision-making process, coordination of leadership team efforts across the district and limiting initiatives to core priorities. / Thesis (EdD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Diana Pullin / It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) unified leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. Scholars Hitt and Tucker (2016) state that effective leadership practice includes conveying, communicating and implementing a shared vision. This study focused on the mission-driven leadership practices at the district level and the school level that could have influenced the improved academic outcomes for urban students of color. Another focus of this study was achieving equity for marginalized student populations and whether the district designed policies or programs specifically for students of color in order to eliminate achievement gaps. This study found aligned practices and beliefs at both the district and school level. Findings included a shared understanding of goals and daily practices to achieve the goal. There were expectations in place to observe implementation as well as reliable structures to communicate about goals to maintain a focus on priorities. This project also aimed to learn whether these same practices were engaged if there were initiatives in place to attain equitable outcomes when working with specific marginalized populations. This study found consistency throughout the organization of a resistance to focusing on race. This resistance materialized in the form of taking a color-blind approach to instruction. This approach is in direct contrast to practices called for in the literature for meeting the needs of all students, especially students of color. Recommendations include taking courageous steps as a district by engaging transformational and social justice leadership practices to create an organization that is responsive to the needs of students of color. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Improving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been shown. Schools have continued to fail, and achievement gaps have widened. The current state of schools has called for a drastic intervention. School turnaround has emerged as the country’s response to improving persistently-low performing schools. This study was designed to determine if the turnaround models outlined in the federal school improvement grant (SIG) were effective in improving student performance in low-performing schools in Florida. Specifically, this study investigated the impact of the transformation and turnaround intervention models on student achievement. This study also sought to determine if size (school enrollment), socioeconomic status (FRL), minority enrollment rates (Black and Hispanic), as well as principal gender, race, and years of experience moderate the relationship between the intervention model used and student achievement. The ultimate objective was to determine if turnaround intervention models improved student performance in low-performing schools in Florida. A quantitative method, including three statistical analyses, was employed to respond to three research questions and test nine corresponding null hypotheses. Florida’s 69 SIG Cohort I schools were identified for data collection and analysis. A t test analysis revealed there was not a significant difference in the performance of the transformation and turnaround model schools as measured by percent of points earned towards school grade. Further, chi square analysis revealed there was not a relationship between the model (transformation or turnaround) and school grade. Additionally, multiple regression analysis revealed none of the moderator variables were statistically significant. A discussion of the findings, implications for policy and practice, and recommendations for turnaround are explained in detailed, followed by suggestions for future research. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection