This study was designed to investigate perceived levels of involvement and training needs of elementary principals in special education. Perceptions of 133 elementary principals, 13 special education directors and 33 university faculty members were examined and compared regarding principals' role in special education. Participant responded to a survey developed and pilot-tested for this study that examined principals' involvement in thirty-six special education activities; ideal level of involvement; and types of training needed to best support principals in managing special education programs in their schools. Inferential analyses included Mixed Model MANOVAs to determine: the relationship between the three groups and three areas of activities; the ideal levels of involvement; and differences in gender. General Linear Models were utilized to determine the effects of principals' training in special education. Mixed-Model and One-Way ANOVAs determined desired areas of training for principals. Results suggest that the more course work that principals take in special education, the greater is their involvement in special education. Principals perceived that they are more involved in special education programs than was perceived by both directors and university faculty. Twice the number of significant differences were seen between principals and faculty than between principals and directors. There were no significant differences between male and female principals. Principals believed that they were currently functioning at their ideal level. Conversely, directors believed that principals need to increase their involvement to reach an ideal level. No significant differences were found between principals and directors as to an ideal level of involvement. Faculty perceived that principals need to significantly expand their involvement to attain an ideal level. Principals selected Emerging Legal Issues in Special Education, Procedures for Special Education Discipline, and Proper Special Education Documentation as administrative areas for additional training. Principals indicated that they favored supplementary training in managing Behaviorally Disordered, Chronically Disciplined and Emotionally Disabled students. Results have implications for the need to more clearly define the role of principals in special education activities and to develop a standard for principals' involvement. In addition, results indicate a need for more adequate pre-service/in-service preparation of principals in the areas of special education.

This is a study to examine and describe of elementary teachers' beliefs regarding the use of the Internet in K-5 classrooms and the impact of the use of the Internet on their teaching practices. Primary participants were drawn from a pool of 277 teachers from 15 sites selected for convenience from a large urban school district in the southwestern United States. Data included a semi-structured and an open-ended interview. Participants also completed the Stages of Concern Questionnaire, a thirty-five item Likert scale from the Concerns-Based Adoption Model (CBAM). Quantitative data was collected in the form of a paper/pencil survey and questionnaire. The selected literature review covered the use of the Internet in schools, teacher professional development, motivation, and the diffusion of educational innovations.

This study tests hypotheses posed in a 1983 article regarding the Sloan School of Management and the Harvard Business School (HBS). In this article, Van Maanen (1983) states that student-faculty and student-student relations in the two MBA programs differ due to their contrasting institutional and curricular characteristics. Subsequently, the Sloan School of Management adopted some of the same characteristics found at HBS. By adopting a cohort system, eliminating the master's thesis as a degree requirement, increasing its program size, and placing greater emphases on student in-class participation and faculty teaching quality relative to research production, the Sloan School has begun to resemble HBS structurally. Through interviews with MBA students, faculty members, and administrators as well as observations of classes and analysis of documents including course syllabi, this study attempts to determine whether the Sloan culture resembles that found in the literature on HBS. The results show that Sloan's culture looks more similar to that at HBS in some ways. Most importantly, the implementation of the cohort system has increased the sense of cohesiveness among students. In this manner, the Sloan culture has begun to resemble that at HBS. The more dramatic effects on student-faculty and student-student relations that are attributed to the HBS cohort, however, have not begun to appear at Sloan. Nor have the increased emphases on student in-class participation and faculty teaching quality had the same effects at Sloan as they have at HBS.

This dissertation examined factors that may impact the teaching of mathematics in the elementary classroom. A discussion of the influence of the Arizona accountability system on mathematics, National Council of Teachers of Mathematics Teaching Standards, and recent student results on the high-stakes test provide the rationale for the study. The research focused on content-pedagogical issues and mathematics anxiety that may have an effect on attitudes and aptitude in the teaching of mathematics. The purpose of this study was to examine the level of mathematics anxiety and preparedness of elementary pre-service teachers in the teaching of mathematics. This study investigated mathematical anxiety levels of pre-service teachers at The University of Arizona. The quantitative data was collected from 87 pre-service teachers registered in a methods class at The University of Arizona. Data was analyzed using statistical tests that assessed the relationships between mathematical anxiety and factors of content knowledge, motivation, and perceptions of confidence and competence in conjunction with the Arizona Mathematics Standards. The following findings emerged from this study relevant to mathematics anxiety in pre-service teachers. It revealed that University of Arizona students with higher mathematical backgrounds reported significant lower levels of mathematics anxiety. Pre-service teachers also reported three areas within the Arizona Mathematics Standards that were sources of more anxiety than other areas. These were Functions in Algebra, Geometry, and Measurement and Discrete Mathematics. Pre-service teachers perceptions of competence and confidence in teaching the Arizona Mathematics Standards proved to be a significant predictor of their level of mathematics anxiety. Recommendations emerged from this study to better understand perceptions of pre-service teachers in the area of mathematics anxiety. The findings indicate that considerations of the following should be instituted into the pre-service program: re-evaluation of course requirements, profiling pre-service teachers, creation of a common vision and goal setting inclusive of a continuous evaluative process of instructional strategies, and evaluation of curriculum content based on pre-service teacher needs.

College choice is a socially constructed process that shapes individuals' educational and occupational mobility, resulting in a reproduction of the existing societal class structure. The complexity of the college choice process is especially apparent among the veteran population where most prospective college students belong to lower socioeconomic statuses, participate in military and working class socialization, and are impacted by organizational habitus. A considerable number of veterans transition from the military each year, eligible for significant educational benefits, yet an examination of their college choices is absent from the current literature on institutional choice. In an attempt to gain insight regarding veterans' college choices, this study aims to answer the following research questions: (1) Do veterans intend to utilize their G.I. Bill benefits when they separate from the military and what factors influence their intentions? (2) What type of institutions do veterans plan to attend and what are the major factors that influence their choices? (3) What types of messages do veterans receive about attending higher education? A total of 30 enlisted veterans transitioning from one U.S. Army installation and 12 educational counselors, education officials, Veteran's Administration representatives, and Army officials were interviewed. The vast majority of veterans interviewed in this study stated an intention to enroll in a community college rather than a four-year institution. Veterans acknowledged two salient reasons for selecting to attend a community college: the perception of financial resources and ability to bank extra financial resources. The research data also indicates that veterans are heavily socialized regarding the value of higher education and institutional selection by military supervisors and education officials who encourage the development of practical skill, focus on the collection of miscellaneous credit hours for the promotion point system rather than actual degree attainment, and encourage community college attendance. Based on the research data, the following recommendations are made: (1) Educate veterans and education officials about the structure of the higher education system including types of degrees, how to utilize educational benefits, and outcome differences between community colleges and four-year institutions . (2) Refine the Army's current promotion system to emphasize and reward degree completion.

The expenditures of public higher education institutions have increased steadily over the last decade, a trend echoing the well-documented general tendency for increases in public-sector expenditures. Within public higher education, however, trends have proven more variable. Among the functional areas of instruction, academic support, student services, institutional support, and operations and maintenance, the growth in expenditures has been found to vary in both nationwide examination of higher education expenditures and in case studies of individual institutions. Variation in expenditure growth also has been observed for these functional areas when examined by type of institution. One consistency has surfaced--administrative expenditures have increased at a significantly higher rate than expenditures in other areas. A variety of influences may promote that trend. Theoretically, general expenditure growth in higher education has resulted from (1) the tendency toward revenue and prestige maximization, (2) lack of an efficiency motive, and (3) labor-cost intensiveness. Expenditure increases in specific functional areas also would be expected to reflect consistent, incremental growth. However, growth in administrative expenditures, recently coined "administrative bloat", is out-pacing growth in other functions. At first glance, revenue and prestige maximization would seem to provide little or no explanation for this trend, if not suggesting the opposite; institutions struggling to develop activities that clearly influence prestige (instruction, research, and service) would presumably tend to increase allocations for those activities and decrease allocations for discretionary administrative activities. Obviously, other perspectives are called for; these more focused perspectives may individually or collaboratively suggest explanations. The purposes of this study were to identify administrative expenditure trends and to determine the reasons for these trends through a case study. These issues were of interest to many parties, including legislative representatives, higher education system coordinators, institutional administrators, faculty, staff, and students.

<p> Athletic programs have been an exciting staple of the higher education experience for over a century. Although student athletes have been studied near exhaustively in higher education research, less attention has been paid to the relationship of athletic academic staff members and corresponding institutional operations in supporting student athlete goals. This study was designed to create a full, rich description, ultimately contributing to the literature of the cultural, social, economic, and academic environment of the staff of the athletic academic support unit from 1991-2014. The overall research question is thus: How has NCAA legislation shaped the administrative institutional action at the "Big Football University" athletic academic support unit from 1991-2014? </p><p> A case study methodology was chosen for the research design. The study utilized a constructivist epistemological orientation and two theoretical lenses: Organizational Identity Theory and Social Identity Theory. Data collection was conducted through interviews with key informants and primary and secondary document analysis. Data displays, domain analysis, and open coding was be used to answer the research question. To increase both internal and external validity, trustworthiness tactics were used ensuring that the results matched reality, that there was a saturation of data, and that a truthful portrayal was created by providing a clear synthesis of patterns found. During data analysis, four constructs were used as macro categories for themes including University Responses, Identity Changes, Legislative Influences, and Leadership and Role Conflict.</p><p> The results from this study led to three major findings. First, the data collected has the ability to contribute data furthering research in the fields of Social Identity Theory, Organizational Identity Theory, and constructivist epistemology influences in higher education environments. Next, the hyper focus of the study on one institution's administrative choices was a pragmatic choice by the researcher to be able to recommend how other schools can adjust their own support services if they are faced with similar scenarios. And lastly the study highlights the need for more athletics research to improve practice within the field.</p>

<p> The purpose of the study was to determine if the eight steps of the Continuous Improvement Model (CIM) provided a framework to raise achievement and to focus educators in identifying high-yield literacy strategies. This study sought to determine if an examination of the assessment data in reading revealed differences among schools that fully, partially, or did not implement the CIM. The research focused what happened during the school year 2011-12 in nine schools. The qualitative research attempted to discover the relationship among the eight steps of the CIM and the educators who implemented the model. The design of the qualitative research focused on the schools that implemented the CIM including the perceptions of participants regarding the impact upon reading/literacy proficiency. Interviews with leadership teams in six schools that implemented partially and fully were conducted. A survey was conducted among teachers from six schools that implemented the CIM. Quantitative data were collected from student results on the Tennessee Comprehensive Assessment Program Reading/Language Arts assessments for school years 2010-2011 and 2011-2012. The results showed practical and significant differences in achievement scores among those schools that partially and fully implemented the model compared to those schools that did not implement. The study also highlighted positive and negative perceptions of the model and identified high-yield strategies. The findings suggest a carefully orchestrated plan to address literacy should be implemented during the early stages in a child's education. The CIM provides a framework for educators to design a literacy plan that comprehensively addresses the needs of teachers and students.</p>

<p> A number of studies have emerged over the past several decades attempting to pinpoint potential factors for occupational inequity and inequality for prospective and current female educational leaders. Although women are increasingly obtaining leadership positions in the field, one position remains elusive to the aspiring female educational leader: the superintendency (Bilken &amp; Brannigan, 1980; Brunner &amp; Bj&ouml;rk, 2001; Brunner &amp; Grogan, 2007; Dana &amp; Bourisaw, 2006; Mertz, 2006; Shakeshaft, 1987). Overcoming societal perceptions, handling hardships associated with attaining and maintaining one's position, and building powerful, meaningful relationships are some of the foci of previous research; however, there seems to be a piece missing from the current available literature. While one may evaluate the struggles females have faced in attaining district-level superintendent positions, research detailing the female's journey to the <i>state</i> superintendency remains incredibly limited to nonexistent. Through a postmodern-feminist lens, this qualitative study employs Harter and Monsour's (1992) Self-in-Relationship (SIR) interview protocol, in addition to open-ended interview questions, to explore a conceptual framework blending perceptions, reality, and relationships that potentially impact females on the journey to and in service within the state superintendency. From a constructivist, Grounded Theory approach, the study investigates a glaring gap in the current available literature in an effort to answer the overarching question: Do female superintendents perceive gender as playing a role in fulfilling one's duties at the state level?</p>

<p> Teacher attrition has become a concern at local, state, and national levels. As a result, a number of researchers have examined the factors that affect teacher job satisfaction and retention. However, in spite of all the efforts in research to find a solution, problems associated with teacher attrition have not significantly improved. This study was developed to examine new teachers' job satisfaction as based on their perceptions of principals' transformational and transactional leadership behaviors. Hezberg, Maunser, and Snyderman's 2-factor theory and Burns's and Bass's transformational and transactional leadership theory guided the research questions. A convenience sample of 71 new teachers with 1 to 3 years of experience participated in this study. Instruments used to collect data for the study were the Multifactor Leadership Questionnaire and the Job Satisfaction Survey. Pearson product-moment correlations and partial correlational methods were employed to examine the relationships between the variables. Findings revealed statistically significant positive relationships between new teachers' perceptions of principals' transformational leadership behavior and their overall job satisfaction. Further, the findings showed that perceptions of more transactional leadership behavior were significantly and negatively related to their overall job satisfaction. Results suggest that organizational leaders who adopt the transformational leadership model and implement effective leadership practices can cultivate positive change within the organization through the development of a team-centered environment that fosters inclusion, support, growth, recognition, stability, and satisfaction. </p>