<p>This embedded, multiple-case study was conducted to investigate perceptions of academic optimism and transformational leadership behaviors in two schools implementing personalized mastery educational paradigms. Personalized mastery educational paradigms require that students demonstrate mastery of established standards prior to moving onto more complicated concepts. This model represents a dramatic departure from traditional models of education where student progress through the curriculum is primarily determined by seat time. Teacher perceptions of academic optimism have been shown to have a positive effect on student achievement (Hoy, Tarter, & Woolfolk Hoy, 2006) and transformational leadership behaviors have been linked to second-order change required for successful implementation of new educational models (Leithwood & Jantzi, 2006). Academic Optimism and Transformational Leadership were examined in two schools at different stages of implementing a personalized mastery model of education. The case is bound by the system of personalized mastery education, bound by place in terms of one school in Wyoming and one in Montana, and bound by time during February and April of 2014. This research was framed by the following central question: How do teachers at two high schools at different stages of implementing personalized mastery learning describe their perceptions of transformational leadership, academic optimism, and the organizational change process? The School Academic Optimism Scale (SAOS) (Hoy, 2005) was used to assess teachers' perceptions of Academic Optimism and the Multifactor Leadership Questionnaire (MLQ) (Avolio & Bass, 2004) was used to assess their perceptions of Transformational Leadership. In addition, semi-structured teacher interviews were conducted to obtain a richer and deeper understanding of perceptions related to academic optimism and transformational leadership during the organizational change process. Finally, a critical incident analysis was performed on principal journal entries describing principal perceptions of transformational leadership behaviors and teacher academic optimism during the organizational change process. Findings suggest increased perceptions of academic optimism and transformational leadership behaviors within both schools. Additionally, teachers in the school where the personal mastery model was implemented over a longer period of time suggested the school was recultured to accept this new educational model and felt a greater sense of collective leadership.

<p>The performance-based model of education has been proven successful in a number of schools across the United States and the world. The majority of the students and teachers who are currently operating in innovative performance-based programs have been exposed to the traditional model of education for the bulk of their educational lives, and are in a unique position to judge the efficacy of the system. In an earlier pilot study, there was a significant difference in the perspective of the students and teachers in favor of the performance-based system, which could eventually lead to the adoption of the model on a larger scale in future years. The purpose of this embedded, multiple-case study was to analyze how students and teachers operating in two educational programs that had implemented the performance-based model perceived their own levels of engagement and optimism, and how the teachers judged the leadership that helped put the system in place. The case is bound by the system of performance-based education, bound by place in terms of one school in California and one in Montana, and bound by time in that the analysis of the participant data is from the early months of 2014. This research was framed by the following central question: How do teachers and students who operate in a performance- based educational system describe academic optimism, student engagement, and transformational leadership behaviors of their principals? Three primary sources of data were used: individual interviews, student and teacher surveys, and achievement documentation. Analysis and triangulation of the data identified key issues and painted a rich picture of academic success in this innovative model.

<p> The purpose of this study was to examine the lived experiences of retired transformative public school superintendents in Oregon. The difficult, complex, and dynamic position of the superintendent is told through the untapped wealth of knowledge and experience from those who have served in the position for a minimum of ten years. </p><p> This research contributes to the limited body of research of superintendents and provides a contemporary analysis of the complexities of the position of the superintendent. Nine retired transformative public school superintendents in Oregon participated in this research. </p><p> The study gained a deeper understanding of the recollections of the retired superintendents through in-depth interviews. Data was analyzed, interpreted, and coded using common themes. </p><p> The major findings in the study included: retired transformative superintendents were a lifelong and lead learner in their position as superintendent. A second finding in the study highlighted the key role of equity in the work of a superintendent. A third finding is centered on the need for the superintendent to be an innovator, problem solver, and informed opportunist. A fourth finding is the vital role of humor in the position of the superintendent. The fifth finding is each of the retired superintendents, if given the opportunity, would choose to become superintendents again. </p><p> Future superintendents can use this research to better understand the position of the superintendent and to study and learn "wisdom from their elders" in order to be a successful superintendent. Superintendent preparation programs can also use this research in the designing and implementation of relevant curriculum in training the next generation of superintendents.</p>

<p> There will be challenges resulting from the goals of the completion agenda (Lee &amp; Rawls, 2010), underrepresentation of low socioeconomic status (SES) students at highly selective colleges (Carnevale &amp; Rose, 2003), and relationship between institution type and social mobility (Haveman &amp; Smeeding, 2006). If rates of access and success for low SES students are not improved then the economic intentions behind the completion agenda may be compromised. This study measured the impact of SES and academic preparedness on academic outcomes at a highly selective, private, research university. Academic outcome data consisted of grade point average (GPA) and completed units after the first and fourth year, persistence to the second year, and graduation after the fourth year for the 2007, 2008, and 2009 freshmen cohorts. A composite score of high school GPA and test scores was used to determine the academic preparedness of students and the variable was statistically significantly for all academic outcomes measured. The comparison of students of similar academic preparedness revealed SES was statistically significant for GPA after the first and fourth year, first year units completed, and four year graduation. When further examining the effectiveness of a student support program, the results were inconclusive. Although the potentially at-risk students required to participate in the program achieved similar outcomes when compared to non-participants of similar SES and academic preparedness, the support program did not minimize the effects of SES. The findings of this study further advance previous research pointing to the challenges faced by low SES students in the areas of acceptance, belonging, and capital in higher education. The identification of potential best practices to respond to this will require future research examining the impact of SES at other universities, especially when academic preparedness is factored.</p>

<p> Can a first-line supervisor improve worker performance? First-line supervisors at a facility of a manufacturing company volunteered to learn performance improvement principles and be coached in applying those principles in order to solve performance problems in the workplace. The researcher continued coaching and evaluating the performance of the first-line supervisors as the volunteers utilized action research methodology to improve worker performance. While solving performance problems, the volunteers used a job aid specifically designed to guide the first-line supervisor in solving performance problems, improving the job aid as a result of usage. Each of the first-line supervisors, prior to volunteering, had some experience as a supervisor, ranging from one year to 20 years, but had not been prepared to be a supervisor prior to assuming the position and had not been trained in performance improvement after becoming a supervisor. In solving each performance problem, the first-line supervisor analyzed performance of a worker or group of workers to determine the performance gap for the problem, identified the cause of the problem, chose an intervention to improve performance, implemented the intervention, and evaluated all of the actions taken to determine if further action was needed to improve performance. Some performance problems were solved with one intervention and others required multiple interventions to find the most effective intervention to solve the problem. Each first-line supervisor used the job aid to guide, as well as document, actions taken to solve performance problems. Each first-line supervisor also contributed to improvement in the job aid resulting from usage. Findings resulting from observation, interview, and the comments of the volunteer first-line supervisors were that: (a) learning was transferred to application by actually solving performance problems, (b) the job aid was useful in guiding first-line supervisors in solving problems, and (c) action research, in addition to being easily understood by the supervisors, facilitated the solution of problems by providing a framework for action in solving performance problems. Further research is needed in applying the action research methodology in other organizations with a larger sample of first-line supervisors, in different locations, with different missions and goals.</p>

<p> The purpose of this study was to use a single subject research design to examine the effects of immediate feedback and delayed feedback within the Math to Mastery Intervention Package. The participants were 6 elementary school students who were performing approximately 1 year below grade level in math. A combined simple phase change design was used for the study. 3 of the students experienced the design in the A/B/A/C order, while the other 3 students experienced the design in a reversed order for B and C. During this study, 'A' represented the baseline phase and the return to baseline phase, 'B' represented the immediate feedback intervention phase, and 'C' represented the delayed feedback intervention phase. Each feedback phase was implemented separately for up to 4 weeks for each student. The final phase of intervention for each student included use of the most effective intervention condition after the student was exposed to both intervention feedback conditions. 2 weeks after the best intervention, follow-ups were conducted to determine if the students were able to maintain the skills that they were taught during the intervention. Results revealed that both intervention conditions were successful for addressing deficits in math academic performance. Improvement was seen for all 6 students with increases in digits correct per minute on single skill math worksheets, single skill math progress worksheets, and multiple skill math progress worksheets. Implications for school leadership within school settings are provided.</p>

<p> Professional development is an essential tool for supporting and improving the work of teaching in our schools. The current study sought to understand which elements of professional development teachers perceive to be most important, and what specific characteristics about professional development influence their willingness to make changes in their professional practices. Q-Methodology was utilized to investigate the subjective opinions of public school teachers at one selected high school in North Carolina. Data analysis indicated four statistically significant factors: Individual Teacher Needs; Student and Teacher Learning; Collaboration; Supportive Structures and Environment. In addition, data emerged explaining how teachers view effective professional development and what it is about that professional development that encourages them to make changes in their teaching pedagogy. The findings from the study provide vital information about effective professional development for teachers, and also offer useful information to educational professionals, policy makers, and researchers about an important topic.</p>

<p> The purpose of this study was to determine if a commercial teacher selection tool, the Ventures for Excellence Teacher StyleProfile, had a statistically significant relationship with teacher evaluation and performance feedback data gathered during a teacher's first year of teaching in the Midwest School District. A review of the literature confirmed the importance of teacher selection. School improvement initiatives have verified the need to improve the process of teacher selection as a critical variable in the improvement of instruction and student performance. These initiatives have fostered the exploration of utilizing commercial assessment tools to objectify and improve the hiring process. </p><p> The online Teacher StyleProfile yields a teacher-centered score and a studentcentered score. The researcher anticipated that prospective teachers with a higher student-centered score would receive superior evaluations and performance feedback. The 60 hypotheses in this study tested the relationship of the teacher-centered score and the student-centered score in relation to evaluation and performance feedback data collected during a teacher's first year teaching in the Midwest School District. The site of the study was a school district located in the Midwest that serves approximately 5,800 students. A random sample of 45 elementary and 45 secondary teachers were selected from a population of 64 elementary and 72 secondary teachers employed between FY'08 and FY'13. The study was quantitative utilizing the Pearson product-moment correlation coefficient. </p><p> An analysis of the 60 hypotheses revealed one medium statistically significant correlation between the student-centered score of the Teacher StyleProfile and the classroom management portion of the teacher evaluation at the secondary level. An important finding of the study related to the teacher evaluation data revealed that the principals in the Midwest School District frequently rated teachers highly inferring little differentiation in performance. The literature indicated that this is a common occurrence with teacher evaluations. These findings merit further study along with a continued focus on applying quantitative measures to the evaluation of teacher selection tools and evaluation processes.</p>

The purpose of this study was to determine the organizational structures and practices that appear to characterize successful study abroad operations in U.S. colleges and universities. The researcher was also interested to know if these differ from the organizational structures and practices of less successful operations. Institutional members of NAFSA: Association of International Educators affiliatied with the Section on U.S. Students Studying Abroad (SECUSSA) were surveyed by means of a questionnaire. A total of 348 usable questionnaires (a 52.6% response rate) were returned from universities and four year colleges which were then placed into four groups-large private, smallprivate, large public and small public institutions. Within these four groups were two success levels based on the percentage of enrolled students awarded study abroad credit. Significant chi-square values (p<.05) were found between institutional success and a) the location of study abroad office within academic affairs at both large and small public institutions, b) length of time an institution has had involvement in study abroad, specifically the age of the study abroad office and when the first study abroad programs was offered and c) use of sources other than central funds for teh study abroad offices operating budget at both large and small public institutions. No significant chi-square values were found between a) the presence of a centralized structure for international education reporting to a senior academic administrator whose primary responsibility is for international education, b) faculty status of the director of the study abroad office, and c) the academic qualifications of the director. Pearson product-moment correlations were also performed, and significant values were found between institutional success and number of study abroad programs offered at large private (r = .209) and large public (r = .578) schools. No significant values were found between institutional success and the degree of centralization of study abroad administration within the study abroad office. Qualitative research is recommended at the most successful institutions since aggregate data easily overlook unique responses that have proven successful. Both qualitative and quantitative research is needed at community colleges.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2406. Adviser: Carolyn Shields. Includes bibliographical references (leaves 198-209) Available on microfilm from Pro Quest Information and Learning.