<p> The enormous growth of online learning creates the need to develop a set of standards and guidelines for fully online programs. While many guidelines do exist, web-based programs still fall short in the recognition, adoption, or the implementation of these standards. One consequence is the high attrition rates associated with web-based distance learning programs. This poor outcome has a negative impact on the perceived quality of these programs which in turn limits the resources that are made available to academic institutions for implementation. Faculty plays a significant role in this dilemma. While academic administrators strive to enhance their online offerings for a number of reasons, faculty are faced with a number of barriers that deter them from adapting to this mode of delivery. </p><p> This report outlines how an in-depth analysis of these barriers was carried out. A mixed research synthesis design approach known as metasummary was used to synthesize the quantitative, qualitative, and mixed research studies that address the issue. The outcome of the synthesis was a set of solutions and recommendations that can be used to increase faculty buy-in and ownership of online learning. Regulatory bodies responsible for accrediting distance programs can benefit from these recommendations by including specific guidelines that explicitly consider the level of faculty satisfaction as a measurement of effectiveness when evaluating fully online programs.</p>

<p>New employees lack the professional development, decision-making, and developing skills when entering the Department of Student Affairs (Ondercin, 2009). Given this information, the literature indicates that administrators use different leadership styles and techniques when addressing workplace problems and challenges. This quantitative correlational research study investigated the relationships among student affairs administrators in NASPA&rsquo;s Mid-East region pertaining to their leadership frames and practices disaggregated by gender and the length of time in student affairs (new versus mature administrators). Two instruments used in this research were Bolman and Deal&rsquo;s four-leadership frames typology and Kouzes and Posner&rsquo;s leadership practices inventory. The dependent variables in the study were nine subscales from both the Leadership Orientation Survey (LOS) by Bolman and Deal (1991a) and the Leadership Practices Inventory (LPI) by Kouzes and Posner (2002). The independent variables in the study were, first, gender of the administrator (male/female) and second, tenure of administrators dichotomized as new administrators with 5 or less years of service versus mature administrators with 6 or more years of service (National Association for Student Personnel Administrators, 2009). Study findings revealed a correlation between both survey instruments and that certain subscales yielded significant results. Recommendations for future research include the need to expand future studies to encompass additional demographic information from participants (race, name of the position held, actual years of service, and identifying the number of administrators who use multiple leadership frames and practices). Researchers should examine additional methods to increase the number of survey participants. The incorporation of these suggestions would increase areas for generalizability. </p>

<p> This quantitative study used descriptive statistics to evaluate data obtained from 179 middle grade teachers, grades 5-9, currently working in a single-gender environment, including public, private, and charter schools, with regard to the academic and behavioral benefits of single-gender education. The study used a survey created by Dr. John Fry in 2009 for his doctoral dissertation, <i> Single-Gender Education: Teachers' Perspective,</i> and sought to confirm or refute his conclusions regarding the efficacy of single-gender education as recommended in his section for future research. The results of this study confirm his conclusions and indicate the teachers have positive perceptions regarding single-gender education, particularly in relation to academic achievement and behavioral change.</p>

<p> The Chief Research Administrator (CRA), also known as the Vice President, Vice Provost, or Vice Chancellor for Research, plays a key role in the research university. It is a position of power and not only affects the mission of the institution, but also controls a very large and vital percentage of external funding. The lack of information on how to prepare for the position makes it difficult to plan a career path for those who aspire to the position. This study was designed to obtain information to define the persona and career path(s) of the CRA at research universities in the United States. Survey data related to career pathways resulted in the emergence of four main pathways; Faculty/Academic, Administrative, Private Industry, and a Combination of the first three pathways. The results indicated that the most highly cited pathway to the position of the CRA was the Faculty/Academic (83%). The least traveled pathway to the position of CRA was found to be Administrative, that is, beginning at the lowest levels of a research office or administrative position and progressing through the ranks of the research office.</p>

<p> This study used existing third-grade ISTEP+ data from a cohort of Evansville Vanderburgh School Corporation students to evaluate various non-experimental methods for estimating teacher effects on student test scores. The study considered the impact that first-, second-, and third-grade teachers had on student performance as measured by the Indiana standardized test in third grade by looking for recognizable patterns of success based on teacher assignment in a cohort of 350 students. By making the assumption of randomness in assigning students to teachers and controlling for student transience, demographics, and teacher movement, the variances of mean ISTEP+ scores were examined to determine and quantify differences based on teacher links. Descriptive statistics summarized possible patterns of success based on teacher links for the cohort as a whole and each school individually by grade level. Differences among teachers by grade level were examined by using an ANOVA model. Regression analysis was used to probe patterns of achievement based on teacher combinations as well as the predictability of ISTEP+ scores based on first-, second-, or third-grade teachers.</p>

<p> This mixed-methods case study determined the factors and examined the issues associated with student retention at a faith-based independent day school in southwestern United States of America. The data included online surveys, personal interviews, collection of archival information, and the researcher's extensive field notes. Surveys (530) were distributed to the board of trustees, administration, faculty, parents, and other stakeholders. Current parents responded to the survey at 71.5%, faculty responded at 47.8%, and board members responded, at 27%. Therefore, parents comprised the largest percentage of respondents by constituency to the survey. To gather more in-depth perceptions, 21 personal interviewees were purposely identified to equally represent the school's 5 groups of stakeholders. These semi-structured long interviews were conducted by the researcher and a trained assistant. The researchers' extensive notes across the year, and archival data portraying the school since its inception secured significant information to support valid results.</p><p> The first research question focused on factors stakeholders perceived were important to retention. Based upon the results of this study, a model noting the 5 factors that affect retention at faith-based independent schools was developed. These 5 factors were identified: positive relationships, affordability, clear communication, action plan for retention, and living the school mission. Positive relationships among the stakeholders were an overarching theme. The mission of the school--the focus on a balance of high quality general studies, faith-based curriculum, values and culture--was an essential factor in student retention Stakeholders perceived a need for better marketing and recruiting throughout fifth grade. Stakeholders were also concerned about affordability xiv and perceive a need for financial aid as an issue in retention. The school administration needs focus on improving positive communication. </p><p> The second research question asked stakeholders to list perceived issues that relate to retention. Based on the results of this study the predominant issues are: relationship building by administration, fine tuning communication from administration to the school community, finding the right balance between faith based and academic curriculum, exclusivity versus inclusivity of non-Jewish students, tuition support, recruiting throughout the grade levels, and improving the school's marketing strategy.</p>

<p> The purpose of this qualitative narrative inquiry was to explore the perceptions and lived experiences of Illinois Parents as Teachers (PAT) program leaders managing a multigenerational workforce. Supervisors state that leading a multigenerational staff possesses challenges that affect overall productivity (Bell, 2008). PAT stakeholders including leaders, facilitators, parents, and children risk failing to provide or receive optimal services because of weak supervisory practices. Obtaining the perceptions and lived experiences, as narrated by PAT leaders about the work practices, behaviors, ethics, and leadership styles of employees from various generations will add insight to this plight. The study involved 10 Illinois Parents as Teachers program leaders purposely selected based on the number of employees and generational cohorts represented in the program. The participants were interviewed using a semi-structured, open ended interview format; data was collected and analyzed. Five themes were extracted from the data using manual analysis and NVivo 9.0&copy; to aid in the coding process. The themes were important to understanding the participant&rsquo;s perceptions of managing a multigenerational staff. This study provided insight into how PAT leaders view employees from various generations in terms of work practices, behaviors, ethics, and leadership. The narratives provided rich accounts of leader&rsquo;s experiences, which in turn will be a helpful professional development and technical assistance tool in training leaders to use the most effective techniques with a multigenerational staff. Suggestions for educational practice and further research are included in the recommendations.</p>

<p> Studies have documented challenges in meeting No Child Left Behind (NCLB) expectations as well as gender differences that contribute to the achievement gaps between boys and girls. In response to increased NCLB accountability and achievement gaps between boys and girls, several experts have promoted single-sex education as a possible strategy to improving student achievement. </p><p> The purpose of this study was to examine data that were gathered from an economically disadvantaged Title I federally-assisted upper elementary school with respect to the implementation of single-gender classrooms. This study was guided by the following two research questions: First, what were the perspectives from teachers, students, and parents with the initial year of implementation of single-gender classrooms? Second, what school level data could be analyzed and summarized with respect to student behaviors during the initial year of implementation? </p><p> Unlike previous studies, which focused on private or parochial schools at the secondary school level, this study focused on an economically disadvantaged school within an upper elementary setting. In addition, limited previous research has examined the perspectives of teachers, students, and parents. As research continues to show an ever-increasing achievement gap between students in poverty and those who are not, many educators seek alternative ways to educate students in economically disadvantaged schools. While single-gender classrooms are by no means a cure-all for the adversity faced by disadvantaged students in public schools, an analysis of the aforementioned research data indicated salient benefits for such students in that they can provide a learning environment where affective and cognitive learning outcomes could be realized. </p><p> The results from this study revealed that teachers and parents considered single-gender classrooms provide a positive learning environment for students. Teachers, students, and parents emphasized that single-gender classrooms allowed students to be more productive, removed the largest distractions for male and female students, and allowed them to concentrate on their schoolwork. In addition, the data revealed that single-gender classrooms had a positive impact on girls as viewed by teachers, female students, and parents of female students in terms of feeling comfortable enough to ask questions when they did not understand something.</p>

<p>The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better understanding of past professional development in the district. This research indicates that teachers: (a) are unsure whether professional development improves teacher quality and/or student achievement (b) have had a lot of diverse professional development experiences; (c) like professional development that is interactive, easily implemented, and applicable; (d) feel more time needs to be allocated for professional development; (e) do not feel they are involved in the planning process of professional development; and, (f) that there's a lack accountability, sustainability, and focus related to professional development. Implications can be generalized for all teachers, but more specifically, from this research for this individual district. </p>

<p>The state of Missouri has recently adopted new standards for educators. This study examines the perceptions of teachers in one Midwest school district relative to the current teacher evaluation system used in the district as well as a new model of teacher evaluation connected to Missouri's educator standards. To fully understand the perspective of the teachers, this study incorporates a mixed-methods approach which provides a variety of quantitative and qualitative data for analysis. Using survey data and focus group interview data, this study revealed that teachers perceive limitations associated with the current, more traditional evaluation process. Teachers also understand benefits to the new Missouri model, but also have reservations about its impending implementation. This study provides a number of implications for the district as it moves forward with changing its teacher evaluation process. </p>