<p> Research has found that effective FPD activities improve faculty's instructional practices and pedagogy, technology skills, and knowledge and that the impact last over time (Rutz, Condon, Iverson, Manduca, &amp; Willett, 2012). FPD activities also reduce job burnout and increase a sense of belonging and morale among faculty (Thomas, 2012). However, many colleges and universities are observing low participation rates, and there is a concern about a mismatch of FPD activities and changing faculty needs. Using a mixed methods research design and an online survey instrument that consisted of Liked scale and open-ended items, this study identified factors that motivate faculty to participate in FPD activities and evaluated faculty perceptions about the value and usefulness of FPD activities. A total of 892 full-time and part-time faculty at nine California State University campuses participated in this study.</p><p> There were three categories of major findings: (a) relationships between faculty demographics, motivation, and perceived value and usefulness of FPD activities, (b) faculty motivation and perceptions about FPD, and (c) There are positive interrelationships between faculty motivation, perceived value and usefulness of FPD activities. Highlights among the findings included a positive association between off campus FPD involvement with faculty motivation and positive associations between online and off campus FPD with both the perceived value and the perceived usefulness of FPD. The discussion of implications and recommendations included (a) the need for campuses to conduct faculty needs assessments for clear and aligned goals; (b) strategies for planning FPD activities; (c) the use of data to improve FPD effectiveness; (d) the need for policies, resources, and recognitions that promote a culture of FPD; (e) the importance of collaboration; and (f) recommendations for further study related to the regression findings.</p>

<p> California community colleges are under pressure to increase core student attainment outcomes such as graduation rates, transfer rates, and certificate completion rates. This study examined whether, or how, the allocation of institutional expenditures for instructional, student support, administrative, and total educational and general activities influenced the student success outcomes and indicators of student progress and attainment rate (SPAR), percentage of students who earned at least 30 units (thirty-unit completion), and persistence rate (persistence) at California's community college districts. </p><p> This quantitative, explanatory, non-experimental study employed Astin's I-E-O model (Astin, 1977, 1993) as a conceptual framework, and examined through bivariate analyses, the relationships between (a) two input variables of socioeconomic status (SES) and district type (multi-college or single college); (b) eight mediating variables of various institutional expenditure categories and ratio metrics; and (c) three student success related outcome variables of SPAR, thirty-unit completion, and persistence. By understanding these relationships more completely, policymakers, practitioners, and researchers may be better able to develop strategies to improve student success outcomes within available financial resources, whether funding levels are decreasing, static, or growing. </p><p> The key findings revolved around SES being the dominant influencing factor in the attainment of each student success outcome of interest. Further, the relative level of SES seemed to drive the volume, cost, and distribution of programs and services from a district's finite budget, as low SES districts spent comparatively more than high SES districts on administrative functions and student support activities, and spent comparatively less on direct classroom instruction. Meanwhile, high SES districts did the inverse and spent comparatively less than low SES districts on administrative functions and student support activities and spent comparatively more on direct classroom instruction. Finally, institutional resource allocations of major topline expenditure measures for administrative, student support, and instructional were significantly different for low SES and high SES districts. Yet, because of the significant impact of SES on the outcomes, the differences did not make clear whether, or to what degree, the expenditure allocations for administrative, student support, and instructional activities directly influenced SPAR, thirty-unit completion, or persistence.</p>

<p> President Obama's Race to the Top competitive grant program instigated a wave of teacher evaluation reform. Teachers across the nation are being assessed based on student learning outcomes in combination with observations of performance and several other factors potentially including professional responsibility and the perceptions of students and parents. In Connecticut, 45% of a teacher's evaluation is now based on <i>student learning objectives </i> (SLOs) (Connecticut Guidelines for Teacher Evaluation, 2012). As a result, teachers are being asked to make changes in the way they think about assessment, plan for instruction, collaborate with colleagues, and converse with administrators. Judicious use of classroom observations, student achievement data, and feedback from students is critical to improve educational outcomes (Marshall, 2012). A multi-faceted approach incorporating use of well-grounded evaluative tools within systems that recognize teacher collaboration serves to support greater student learning (Darling-Hammond et al., 2011). </p><p> This research study is informed by a comprehensive review of the literature related to school improvement and accountability, effective teaching, teacher evaluation models, and change theory. Additionally, the study is predicated on the notion that current evaluation reform will be fruitless without teacher input (Weiner &amp; Lundy, 2013). Fourteen elementary classroom teachers in Connecticut revealed perceptions about the influence of value-added evaluation on their professional efficacy both before and after the implementation began. This study applied qualitative research with a phenomenological approach to explore the manner in which value-added teacher evaluation implementation affected teachers on a personal and professional level. The use of questionnaires and semi-structured interviews revealed four major themes: stress, accountability, communication, and fairness. The research uncovered a shift in focus from concerns about student achievement pre-implementation to concerns about the use of data for evaluation purposes and its effect on teachers once implementation was underway. Additionally, teachers demonstrated concern about equity in evaluation based on invalid or unreliable test data and the exclusion of external factors affecting test scores. Most teachers stated that close communication with principal and colleagues was central to their success with the new plans. These underlying themes indicate a need to reflect on the true intent of teacher evaluation systems and determine whether that intent is indeed being fulfilled. </p>

<p> This study examined the social class of African American students in an upper middle class high school and their engagement in school influenced by a parent advisory group consisting of upper and middle class African American men. Student engagement has become a hot topic for school policy makers, administration, teachers, and parents at all educational levels. The question of how best to engage students for academic success is the priority. Although research suggests middle and upper class students do well in school as compared to lower class and working class students, the upper and middle class African American students in this particular school were failing until a group of parents intervened. The school experienced increased student engagement resulting in higher GPA, increased graduation rates, increased numbers of college enrollments and graduation rates, and a reduction in the achievement gap. Using the narrative inquiry method, a qualitative approach, the researcher listened to the participants' authentic voices and conveyed their story. Using a semi-structured conversational interview protocol, the participants shared their "lived" stories about the impact that a parent advisory group had on student engagement at the high school of interest. Findings suggest that when adults exhibit care, build meaningful relationships, and communicate that students are valued, student engagement increases and students are successful in school. The participants explained how the identity, behavior, and status of a group of parents gave options to a group of students in order to increase their academic success and hope for the future.</p>

<p> This dissertation examines the influence of social capital through social relations on student engagement. Specifically, it examines how the resources of social capital through the social relations developed with a group of high school students may have influenced their engagement in school. A narrative inquiry method was used to elicit the voices of students, teachers, administrators, community members, and parents belonging to an advisory group. Open interviews were conducted with participants so they could freely express their insights concerning the influence of social capital through social relations on student engagement. Data from the "authentic voices" of the participants were gathered and analyzed to discover commonality in the experiences and perceptions of the participants. Common themes were found concerning the influence of building positive social relations through social capital resources by looking at social interactions in group memberships, networks and social connections, and personal relationships. The investment of social capital resources through social relations reflected positive student engagement, according to responses of the participants interviewed. Bourdieu claimed, "The economic, social and symbolic 'profit' that follows from belonging to the associations establishes a concrete base for the growth of solidarity," according to Siisianen (2003, p. 294).</p>

<p> The purpose of this project was to develop a comprehensive manual for volunteer managers of Associated Students, at California State University, Long Beach. The volunteer manual will serve as a supplement to the Associated Students volunteer policy. The volunteer manual will also enable staff of Associated Students to efficiently and effectively work with student volunteers. In regard to volunteer staff, the volunteer manual could be utilized by any department within Associated Students. This project informs readers of the importance of recruitment, training, and retention of volunteers. </p>

<p> Leader capacity is threatened by a projected gap in corporate leadership as a result of retirements of the baby-boomer cohort necessitating a need to develop effective leaders. Authentic leadership, underpinned by people's sense of self-awareness, has been found to increase employee performance. The purpose of this quantitative, quasi-experimental study was to examine changes in self-awareness and authentic leadership among volunteers and controls over a 40-day period during which a national breast-cancer walk occurred. A Pearson's correlation was conducted as a control to determine whether self-awareness and authentic leadership are independent constructs. Forty-six volunteers were selected from publicly posted lists of volunteers matched by age and gender to 46 controls that were recruited from Survey Monkey&trade;. Self-awareness was measured using the Leader Self Awareness Scale and authentic leadership was measured using the Authentic Leadership Questionnaire. Both questionnaires were self-administered as a pretest 7 days prior to the event, as a posttest 7 days after the event, and as a follow-up 30 days after the event. Mixed ANOVAs were used to reveal a significant interaction effect of volunteerism by time on self-awareness, <i>F</i>(2, 180) = 59.43, <i> p</i> &lt; .001, and authentic leadership, <i>F</i>(2, 180) = 57.62, <i>p</i> &lt; .001, while no significant main effects for volunteerism were found for either self-awareness, <i>F</i>(1, 90) = .007, <i>p</i> = .93, or for authentic leadership, <i>F</i>(1, 90) = .04, <i>p</i> = .84. There was a significant positive correlation between self-awareness and authentic leadership among volunteers, <i> r</i>(44) = .70, <i>p</i> &lt; .001, 30 days after the event, which was not found in the controls, providing additional confidence in the interpretation of the study results in that self-awareness and authentic leadership were independent constructs. Overall, these findings suggest that volunteerism over time may have functioned as a trigger event leading to enhanced self-awareness and increased authentic leadership. To expand the value of this study beyond the specific venue of the 3-day cancer walk, investigations into other volunteer events are needed as well as investigations into the reflection process. Recommendations for organizations include cultivating employees, who volunteer, in order to develop self-awareness and authentic leadership potential.</p>

<p> This qualitative case study examined the engagement experiences of African American students in the COMPASS and PEACE Linked Learning certified pathways at Millikan High School in the Long Beach Unified School District. The study explores institution-controlled factors of the Linked Learning Pathways model that demonstrate positive influences over the African American achievement gap. Institution-controlled factors that positively influence equitable practices and access in concert with engaged student-controlled factors could potentially reduce the dropout rate. The long term benefits of Linked Learning could improve the quality of the workforce as well as reduce poverty, crime, and incarceration rates.</p><p> This case study consisted of 18 interviews: 1 0 with African American students in COMPASS and PEACE and 8 with adult staff members who had direct involvement with the students. The participants' voices illuminated five themes. First, having a robust desire to realize the dream in a certified pathway operationalized students' efforts. Second, quality curriculum and instruction fueled by strong philosophical belief is an institution-controlled factor that positively affects African American students' level of engagement specific to ethics, personal growth, and academic satisfaction. Third, critical race pedagogy is an instructional tool used by teachers who genuinely have passion for teaching disenfranchised students. Fourth, a focus on social justice means students engage in dialogue and activities around global and local issues that inspire them to act. Fifth, students' access and equity influence whether or not they feel welcomed and empowered to take the initiative to seek assistance. Together, these five themes weaved a picture of a supportive environment that promotes greater student satisfaction and enhances engagement.</p><p> The study is directly related to the state's high school reform efforts to improve the quality of the workforce and economic development. The measures of quality within a Linked Learning certified pathway were integral to this study and could significantly inform reform efforts and support strides toward closing the achievement gap. The program proposes to support all students, and Millikan demonstrated results with African American students are worthy of examination. This inquiry investigated Linked Learning Pathways' support of African American students, their perceptions, and lived experiences using the SELL conceptual framework. The SELL was informed by Appleton, Christenson, and Furlong's "Student Engagement with School: Critical Conceptual and Methodological Issues of the Construct," Tinto's "Dropout from Higher Education: A Theoretical Synthesis of Recent Research" and Tinto and Pusser's (2006) "Moving from Theory to Action: Building a Model of Institutional Action for Student Success."</p>

<p> This qualitative research focused on the type of support that influenced college enrolled former foster youth's educational decision making from the perspective of the youth.</p><p> The research data was collected via participant interviews that were recorded and transcribed. The data was analyzed to identify themes that related to social capital formation and emancipated foster youth's college enrollment. </p><p> The research results revealed that foster youth need interventions that will address their decision to decline emancipation services that promote their higher education enrollment. Further exploration within this subject matter is needed to better understand the subject matter and supplement the empirical literature that guides the professionals that provide services to foster youth.</p>

<p> The purpose of this study was to examine the manner that directors and teachers define ideal leadership practices of Head Start programs. Specifically, this study focused on understanding leadership practices through the lens of transformational leadership. This study was guided by the following three research questions: (a) What are the perceptions of Head Start directors on ideal practices of leadership (b) What are the perceptions of Head Start teachers on ideal practices of leadership and (c) How do the perceptions of directors compare and contrast to the perceptions of teachers.</p><p> The research methodology was a qualitative approach to understanding the perceptions of the participants through their experiences and perspectives of working in the Head Start setting. Data were collected by means of interviews and completion of a demographic questionnaire and an adapted version of the Leadership Practices Inventory (LPI). The use of interviews allowed participants to reflect on their experiences and share their perspectives regarding what they consider ideal leadership practices in Head Start. Data were collected from 15 participants who currently work in various Head Start programs throughout Southern California.</p><p> The findings revealed ideal leadership practices in alignment with the practices of transformational leadership. Directors described ideal leadership practices to include a clear vision, collaboration, Head Start-specific knowledge, and staff motivation. Teachers described ideal leadership practices to include visibility ofthe director at the classroom level, leading by example, encouragement, transparency, and professional development opportunities. The results of this study are critically important with the shifts in policy to increase quality of and expand access to early childhood education programs for all children. The shift in policy has resulted in greater accountability being placed on Head Start programs to deliver quality services in order to avoid losing funding. Ideal leadership practices are vital to meeting the needs of the changing expectations of Head Start programs.</p>