Graduation date: 2005

The National Council of Teachers of Mathematics published their vision of active, problem-centered instruction with a goal of conceptual understanding in 1989. Fifteen years after these reforms were proposed the changes are reflected in school policy and elementary mathematics curriculum, but only limited change has actually occurred in classroom instruction. With the belief that the classroom teacher is the key person affecting educational change, this case study examines the journey of five elementary classroom teachers as they transformed their mathematics instruction from traditional to reform-based, with the purpose of identifying the key elements that influenced the changes. This is a multi-case study involving five elementary classroom teachers who have recently been the recipient of the Elementary Presidential Award for Excellence in Teaching Mathematics. All of these teachers began teaching with traditional textbook programs and have changed their teaching to reform-based, problem-centered instruction. Over the course of two one-hour interviews each teacher told the story of his or her changes, explaining the influences, the key resources, the influential people, and the support they received in the process. The cases are individually presented; then all five are examined together in a cross-case analysis using a constructivist theoretical perspective. Three key elements were found to be influential in the teachers' change journeys. First, all five were self-motivated to make changes in their mathematics instruction. They were looking for practices that would give their students both better understanding and positive dispositions. All believed the reform-based instruction met these goals. Second, all five engaged in rich professional discussions about the changes they were making. These discussions were in groups with high levels of trust, in which the teachers freely shared concerns and successes, asked questions, and compared experiences. They were learning communities that supported the teachers' development of pedagogy and knowledge, allowing them to become confident practitioners. Finally, all five teachers were passionate about their teaching. The learning of their students and the improvement of their teaching were the prime considerations in the changes they adopted and the knowledge and skills they developed. / Graduation date: 2004

For the past 100 years, the prominent instructional model for all public education in the United States has been teacher/content centered with the intent of covering a discrete body of knowledge in a given period of time. As the end of the twentieth century approaches, natural, social, political, and economic forces are influencing community college instructors to transition from content centered instruction to a student centered approach to teaching and learning as part of the national education reform agenda. The purpose of this study was to document, through a case study, the experience of one community college instructor as she attempted to transition from a traditional content focused teaching model to an outcome-based/learner centered model. A literature survey provides a review of education reform as it relates to instructors in a community college. A learner centered training model from industry, is applied as a framework for outcome-based/learner centered instruction in community colleges. Participant observation, surveys, and interviews were the methods used to collect data. Six hypotheses were generated from the study: 1. Learner centered/outcome-based teaching is more complex and takes greater skill in basic teaching techniques than teaching in a traditional content framework. 2. An instructor whose teaching experience has been exclusively content focused may find it difficult to create authentic learning tasks. 3. Collegial influence is a major factor affecting the ability of one instructor to change instructional practices. 4. A single instructor's ability to change instructional practice in one course is limited by the way the program curriculum is designed. 5. Learning is enhanced by human relationships that foster trust and reflective practice. 6. Teaching and learning is complex and multifaceted in nature: it is not a logical linear process. / Graduation date: 1996

This interpretive study sought to understand how six GED graduates who dropped out of high school came to be enrolled at a rural community college, and what factors they perceived promoted or impeded their academic persistence and success. Specifically the study focused on student backgrounds, reasons for dropping out of high school, return motivations, and persistence factors influencing retention. Participants were selected based upon the following characteristics: 1) over the age of 21 2) enrolled both fall quarter, 1993 and winter quarter, 1994 3) studied for and took the GED at Yakima Valley Community College (YVCC) 4) received the GED after the test was revised in 1988 5) had earned at least 20 credits at YVCC by the end of fall quarter, 1993 In-depth student interviews and examination of student records provided data for the development of case records. Data analysis resulted in the generation of seven hypotheses. Among them were hypotheses that suggest that the GED was the key to accessing further education for returning adult high school dropouts, and that a primary benefit of passing the GED Tests was an increase in the self-confidence students needed to continue their education. The study also found that GED graduates recognized they may lack academic survival skills due to dropping out of high school, and that they were inclined to use college services for remediation. Four academic integration factors--the accessibility of a sequence of developmental classes, the existence of study skills or freshman orientation classes, the availability of tutoring, and supportive advising--contributed to the persistence and success of GED graduates. Two factors--the drive to become self sufficient, and the ability of students to develop a strong commitment to college through their faith in education to promote life changes--enabled students to persist and succeed. Participants provided evidence that GED graduates can succeed in community college as well as other students who have earned traditional high school degrees when certain academic conditions are in place. Finally, the study demonstrated the positive effect education can have in breaking the cycle of negative family attitudes toward schooling for the next generation. / Graduation date: 1995

The purpose of this study was to determine if there were differences between testate or intestate university employees relative to: 1) demographic characteristics (age, income health, marital status, education, number of children, housing tenure, and gender), 2) planned personal and family retirement income sources (including: savings, individual retirement accounts, mutual funds, stocks and/or bonds, income from property ownership, sale of real estate or other property, annuities, or paid-up life insurance), 3) total number of planned personal and family retirement income sources. The study also examined anticipated decision making difficulty scores on certain housing issues for testate or intestate university employees, to determine if there was a significant difference in university employees' mean decision making difficulty scores on certain housing issues by testacy status, income level, and age, or gender. Data were collected in a 1987 Western Region mail survey (Thinking Ahead to Retirement: Community and Housing Choices), of land grant university employees in nine western states. The sample consisted of 5663 land grant university employees who were at least 40 years of age. Statistical analyses of the data were computed using Chi-square tests, T-tests, and General Linear Models (GLM/ANOVA) procedures with Student Newman-Keuls (SNK) post hoc tests. Chi-square analysis results revealed significant differences among testacy status on all demographic variables. Evidenced by findings, testacy rates were higher among university employees who were 1) older, 2) higher income, 3) higher education level, and 4) male. Chi-square analysis indicates an association between testacy and being married or widowed, having children, and owning one's home. Testacy is more common among university employees who plan more numbers and types of personal and family retirement income sources. Significant differences were also found among testacy status and all of the planned personal and family retirement income sources. Testate employees had significantly larger total number of planned retirement income sources than intestate employees. Testate respondents had a higher mean decision making difficulty score of certain housing issues (1.89) than did intestate respondents (1.86). Results of the decision making question indicate university employees perceptions of how difficult they think it will be to make future decisions about aging and housing issues. GLM /ANOVA results indicated that employees with income above $25,000, aged 40 to 49 years, and male anticipated greater decision making difficulty on certain housing issues than respondents in other categories. Results of this research could be of interest and use to university policy makers, educators, entrepreneurs, and researchers. Applying these results, these groups can target families with high need, and assist these families in achieving personal and family, testacy, and financial goals. / Graduation date: 1991

The climate in which communication occurs is a result of how employees in an organization perceive and react to such factors as rewards, support, trust, openness, decision making, and leadership. The purpose of this case study is to identify and describe communication climate factors in a health care organization which are negatively influencing employee productivity and morale. A literature review provides information which describes research in areas of health care communication, communication climate, and leadership. A multi-method approach is used to gather information from the twelve employees and the manager of this organization. / Graduation date: 1992

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The position of the school superintendent as the primary school district leader is a position that, historically, has been a symbol of respect and authority in our nation's communities and social structure. The traditional role of the superintendent has evolved over time in response to various expectations, constraints, and a heightened level of responsibility in today's climate of accountability. The areas of governance operations, communication and public relations, and student performance accountability are three areas that have increased in importance due to the changing nature of public expectation. Research suggests that change is an inevitable factor in school district leadership, and the increased expectations that have developed have altered the state of the superintendency. Significant changes in the composition of the American communities have presented new challenges to school leaders. The skill set necessary to be a highly successful school leader has been affected by the changes shaping the modern superintendency. This treatise utilizes case study design to investigate how the role of the superintendent has changed over time. From the analysis of interviews, documents, and interactions, certain themes emerged. This study suggests that the role of the superintendent has changed over time in the areas of (1) governance operations, (2) communication and public relations, and (3) student performance accountability. Additionally, this study will examine how the evolution of the superintendency has affected the skill set necessary to be a highly successful school leader. This study will contribute to the literature in the field of leadership challenges in the modern superintendency as compared to the past. / text

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