The Interstate Teacher Assessment and Support Consortium (InTASC) and the Council for the Accreditation of Educator Preparation (CAEP) (formerly NCATE) have stated that teacher preparation programs must enact formal processes for monitoring and assessing the essential knowledge, skills, and forty-three critical dispositions of teacher candidates. While the monitoring and assessment of knowledge and skills appears to be well understood and confidently applied, dispositions do not. This study evaluated the claim that the monitoring and assessment of dispositions are confounded by: (1) ambiguous language and a lack of explicit definition of `dispositions', and (2) that moral knowing cannot predict moral action. Ten nationally recognized teacher-preparation programs were selected from the U.S. News and World Report lists of top twenty-five institutions. A case study policy analysis was conducted through the use of applying five guiding research questions to the published institutional literature and procedures related to candidate dispositions. The research questions were: (1) How many of the forty-three InTASC dispositions were stated by each institution? (2) Does the institutional documentation define or attempt to define dispositions? (3) Do the documents attempt to make explicit what is being assessed? (4) Are the tools/mechanisms of assessment stated? (5) Do the assessment procedures endorse moral action, moral knowing, or some combination of the two? Contrary to expectations, none of the teacher preparation programs stated the forty-three InTASC dispositions verbatim. Rather, the selected programs each identified their own unique desirable candidate dispositions in their own expectational language. In some programs this language was vague and deferred to broad institutional philosophies and missions while the language of other programs was explicit, itemized, and hopefully observable. Common to the majority of programs was the use of varied qualitative and quantitative assessment measures, carried out by both student and teacher educator, at checkpoints along the preparation program. The results of this study suggest that while critical dispositions still possess ambiguous language and a confounding lack of predictability, schools of education have engaged their obligation to monitor and assess the moral/ethical composition of their candidates with confidence. Further, they have done so by tailoring their own dispositions to articulate with their broad, yet unique institutional philosophies and missions. It is suggested that efforts must be made by teacher educators to continuously evaluate program expectations and the assessment tools used to evaluate candidate dispositions.

The purpose of this study was to determine whether students associated with a generational group exhibit similar learning styles as identified by the Felder and Soloman Index of Learning Styles instrument. The secondary purpose was to determine to what degree these generational groups rate their satisfaction with online education through the use of the Distance Education Learning Environment Survey (DELES) instrument. The instruments were administered to Montana University System students who were enrolled in one or more fully online courses. The data was analyzed using descriptive statistics, chi-square, and ANOVA. The collected data of 1426 (n) from a total surveyed population of 9,983 students revealed that generational learning styles indicated statistically significant differences with regard to visual-verbal learning style preferences, but no other statistically significant differences related to preferences were determined between the generational groups. Further analysis of the DELES results indicated that there were statistically significant mean difference score comparisons among the Millennial Generation, Generation X, and Baby Boomers. Specifically, the Millennial Generation reported lower scores on overall satisfaction survey components as compared with both Generation X and Baby Boomer respondents. This study presents recommendations that may be used by faculty, instructional designers, and college leadership to address the continued growth and diversity of student populations. This increased awareness fostering an understanding on issues such as online program development, student satisfaction, and online student retention.

The proliferation of information communication technology (ICT) has placed educational institutions in the forefront in educating and training students as skilled consumers, engineers, and technicians of this widely used technology. Corporations that develop and use ICT are continually building a skilled workforce; however, because of the growth and ultimately the need for a strong, skilled workforce they are reaching out to educational institutions to help bridge the gap in building this need. Corporations such as <italic>Cisco Systems, Microsoft, Oracle, Adobe, VMware</italic>, and others developed curricular programs that offer both K - 12 and higher education a means to educate and train students to become educated users, engineers, and technicians with the use of their products. The purpose of this mixed method study is to examine the high school administrator`s impact on the sustainability of corporate-sponsored ICT curriculum programs specifically within the State of Montana. The quantitative research examined the impact of high school principals` scores on the <italic>Principals` Technology Leadership Assessment (PTLA)</italic> scores and the number of months high schools participated in corporate-sponsored ICT curriculum (sustainability score); specifically the Cisco Networking Academy program. This study used the <italic>Spearman`s Rank-Order Correlation Coefficient</italic> in order to evaluate the PTLA and sustainability scores both for the State of Montana as a whole and by separate high school class sizes. The qualitative research was based upon a case study of the <italic>Cisco Networking Academy (CNA)</italic> program for Montana high school administrators on their impact on the sustainability of the CNA program within their individual high schools. This was combined with a post hoc item analysis of the PTLA scores primarily for the purpose to understand the eighteen (18) participants better. The results of both the qualitative and quantitative studies helped to develop factors that described the sustainability of corporate-sponsored ICT curricula in Montana high schools.

ABSTRACT Perry, Michael, Ed. D., May 2013 Educational Leadership Teacher and Principal Assessment Literacy: A look at the level of assessment literacy of high school principals and high school teachers in the state of Montana. Chair: Dr. John Matt The implementation of the No Child Left Behind (NCLB) Act in 2002 has increased the emphasis on standardized achievement tests. Principals are asked to lead instruction and improve student achievement through assessment. NCLB has sanctions that could include replacing a school principal. The purpose of this study was to look at the level of assessment literacy of high school principals in the state of Montana. An email was sent to all practicing high school principals (N=169) inviting them to participate in a survey. The survey asked demographic questions regarding years in the classroom, years as principal, overall education, size of school population, and region. The survey was also designed to test their level of assessment literacy using the Classroom Assessment Literacy Inventory (CALI) as used in similar studies. The principals that completed the survey were also asked to have two teachers of English, science, or math take the same CALI. A total of 32 principals and 14 teachers completed the survey. The responses indicated that the level of teacher assessment literacy closely mirrored the results from studies conducted in 1993 and 2003 using the CALI. The results from the principals' participation showed lower scores in all but one area of the Standards for Teacher Competence on Educational Assessment of Students. The overall score by principals on the CALI was 59% correct in comparison with the teachers' overall score of just under 63%. Findings included the level of teacher scores on the CALI have not changed significantly in over twenty years. In an era of increased use of assessment, principal scores are lower than that of classroom teachers. The study was conducted in one state of a rural nature when compared to populations nationwide. The results are discussed in terms of use to establish a baseline that can be used in further study of assessment literacy of both classroom teachers and principals in the state of Montana.

This research was a qualitative case study involving 24 participants of a rural junior/senior high school in East Texas. The purpose of this study was to document the perceptions of students, faculty, administration, and community members in a small rural Texas community, exploring why they perceive their school to be a successful learning environment. The main objective of this basic interpretative case study was to interpret the meaning of how the participants make sense of their lives and their worlds. This study was guided by the following research questions: What factors determine success as identified by stakeholders in Pinewoods Independent School District? How do stakeholders in Pinewoods Independent School District perceive success in their junior/senior high school? The method of inquiry was an informal conversational interview with each participant. These interviews triangulated with a focus group, examination of historical documents, observations, and member checks. The themes revealed in the research included: (a) the rural advantage with three sub-themes, community safe and supportive of its citizens, a community without racial tension, and a nurturing community; (b) pride and tradition with two sub-themes, high expectations and competitive nature of school and school pride; and (c) quality of the school, Pinewoods style with four sub-themes, good discipline in school, dedicated teachers, high expectations in academic and extracurricular activities, and Pinewoods as a successful school. There are implications for policy, practice, and additional research that are necessary for all demographic factors of a rural community. The demographic factors include administrators, teachers, students, and citizens. The intent of the researcher is that the findings of this study be shared with other interested individuals throughout the state and nation to help them better understand how students are taught by a dedicated faculty, staff, and administration, while working through various difficulties such as low socioeconomic students, a continually decreasing community economy, and a lack of sufficient resources for the school.

The purpose of this study was to collect information on violence from a sampling of Texas school and police administrators concerning rates of violence, prevention measures, and the impact of the violence. Violence is still a too frequent occurrence in our public schools. Although there has been a decrease in recent years, it continues to concern educators and the public. Many of the initiators of violence have referred to bullying and harassment as a reason for striking out violently. Research indicated that teachers often do not identify and/or do not respond to bullying. Another identified cause of violence is depression. Students who have caused violence have frequently been identified with relevant symptoms. Staff training on the recognition of the characteristics of depression is not a frequent occurrence. In addition, acts of violence are characteristically planned in advance. This allows school and police administrators an opportunity for intervention if structures exist for the information to be shared with those in authority. According to police administrators, nearly 50 percent of the communities in this study have experienced a crime rate increase during the past twelve months. Only 21 percent of the school administrators responded similarly. This evidence suggests that police administrators recorded higher rates of violence than did school administrators. The results from this study also suggested that there might be limited knowledge and/or working relationships between schools and police authorities in some locations. Also indicated was that neither school nor police administrators frequently involve students directly in their prevention measures. Suggested in this study is that school administrators implement the bulk of violence prevention measures, many more than do police administrators. The findings from this study can guide two major initiatives to increase the safety of public schools. The results can assist in the planning of safety initiatives used by school and police administrators. They can also guide future studies into areas that required additional information on which to build conclusions for both student safety and student achievement.

The purpose of this study was to investigate the factors influencing the successful passage of a school bond referendum as identified by selected voters in the Navasota Independent School District in Texas. The secondary purpose of the study was to examine pre- and post-strategies of the failed September 11, 2004, referendum and identify those factors that influenced the positive referendum on December 11, 2004. Surveys were sent to 260 registered voters who participated in both the September 11, 2004, and December 11, 2004, school bond referenda in the Navasota Independent School District. Frequency distributions, cross-tabulations, and Chi- Square tests were performed on the data to determine if there were any significant findings through the surveys. The results of the investigation were fairly clear. As stated in the research by Surratt (1987), trust in the administration and follow-through in previous bond referenda played a significant role in determining the negative outcome of the September 11, 2004, Navasota ISD school bond referendum. In the December 11, 2004, bond referendum, detailed information on bond plans, individual campus activities promoting needs for the passage of the bond referendum, opportunity to vote on more than one proposition, and information on the cost of the tax increase for the average home in NISD were instrumental in the positive outcome of that referendum. In regards to demographics of the voting population, the factor “currently having children in the district” played a significant role in determining the outcome of the referenda. This agreed with earlier research by Theobold & Meier (2002).

<p>Life experiences of young mothers of preschool aged children with Down syndrome were explored in this qualitative narrative study. Intensive interviews of four purposefully chosen young women were conducted. The findings of this study illustrate the impact of a preschool aged child with Down syndrome on the life of a young woman.</p> <p>A variety of themes were identified. The primary themes were the background of the woman, including her public school experience, learning of the diagnosis of Down syndrome, supports, the child's medical complications, learning to cope and the impact of that disability on their day-to-day lives.</p> <p>Child care and career were both impacted by the fact of the child's Down syndrome. Medical complications and behavior strongly affected day to day life. None of the participants recall positive inclusion experiences with other students with disabilities. The participants told of confronting bias in their immediate social circles and local communities. They also mentioned gathering support, and beginning to grow into advocates for their children. Expert knowledge and law are different from actual practices and widespread beliefs about the value of persons with disabilities in our society.</p> <p>The shared experiences provide insights into what it really is like to be a young mother of a child with Down syndrome. Suggestions for future research and lessons learned by the researcher were presented.</p>

<p>This foundational descriptive quantitative study examined leadership styles, traits of distance education leaders (e.g. VPs, Deans, Directors and Coordinators) and distance education program characteristics as well as funding priorities at the post-secondary level. Participants were subjected to Bass and Avolio's Multifactor Leadership Questionnaire (MLQ-5X), which identified leadership characteristics as transformational, transactional or passive-avoidant as manifest by nine scales as follows: Individualized Influence Attributes, Individualized Influence Behavior, Inspirational Motivation, Intellectual Stimulation, Individualized Consideration, Contingent Reward, Active Management-by-Exception, Passive Management-by-Exception and Laissez-Faire. In addition, the questionnaire further assessed leadership outcomes scaled as Extra Effort, Effectiveness and Satisfaction.</p> <p>There were 55 respondents from two-year colleges belonging to the American Association of Community Colleges. Findings indicated that these Distance Education Leaders scored markedly higher (and above the norm) in Transformational Leadership style scales than did past MLQ-5X testees from across all fields. Further, results indicated significant relationships between leadership style and such vitally important organizational characteristics as reporting line and levels of position. Additional statistical significance established positive correlates between Age and Effectiveness and a negative correlate between Age and Active Management-by-Exception. The Years Since Most Recent Degree correlated positively with Individualized Influence Behavior and negatively with Active Management-by-Exception. The Years at the Institution and in the Distance Education Field correlated positively with Satisfaction and negatively with Individualized Influence Attributes. The single most important and top ranked funding priority was Course Design Standards that Focus Upon Learning Outcomes.</p> <p>Recommendations were directed at college, distance education leaders and for the purposes of future research. As online distance education in higher education matures, college and distance education leaders should work together to identify and develop future leaders with transformational leadership style to work in the field. This study showed that taking and teaching online courses will have a positive impact upon that goal as well pursuing an advanced degree. Also, the level of position in the organization and reporting line of the distance education leader made a difference in leadership style. Future research should focus upon further defining the best types of leaders for distance education and how to develop effective future leaders in the field.</p>

Thesis (Ed. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 162-170). Also available on the Internet.