<p> This program evaluation seeks to determine whether a new expulsion program established in a suburban school district in the Mountain West region of the United States was successful in its goals of reengaging expelled students and preparing them for a successful transition back to a traditional school. This new program was designed as a foil to computer based programs of previous years and adopted a social-emotional focus to increase student resiliency. Quantitative student data, as well as qualitative data from student focus groups was analyzed to gauge program effectiveness. Findings indicate that students earned significantly more credits and had significantly fewer absences than students from the previous year&rsquo;s program. Focus groups suggested that a warm, welcoming environment staffed by caring, supportive adults was critical to increasing student engagement. Additionally, direct instruction and practice of social-emotional and resiliency skills contributed to a sense of preparedness to return to a traditional school environment. </p><p>

<p> Continued wars and conflicts around the world have forced many people to migrate in search of safety and protection through resettlement programs. These people are considered refugees. Unfortunately, these refugees initially resettle in countries that are not able to provide them with necessary human services. Therefore, the United Nations Higher Commissioner for Refugees works with other countries who are willing to take and provide permanent resettlement opportunities to these refugees. </p><p> The purpose of this research was to gather and analyze refugees&rsquo; stories of their resettlement experiences in Illinois. I used qualitative methods, with a focus on narrative inquiry. I conducted in-depth interviews with four male refugee participants who had at least seven years of resettlement experiences in the U.S. Two participants were from DRC Congo, Africa, one from Iraq, and one from Vietnam. Based on these interviews, the study&rsquo;s findings were: (a) government and non-governmental agencies provided participants with civic education, language acquisition, and technical training that enabled them to gain access to education and employment opportunities; (b) the lack of English language oral communication and writing skills slowed down agency services acquisition; and (c) negative political rhetoric, migration policies, religious and ethnic discrimination, and prejudice created fear among participants that threatened to overshadow their aspirations to integrate and acculturate. To conclude, I recommend involving former refugees in resettlement programs, especially in acquiring government services, because deeper knowledge based on their experiences would improve resettlement policy and practice.</p><p>

<p> This research involved examination of the causes of school violence, attitudes concerning violence, and preventative measures used by schools in the United States in relation to problems and solutions found in southwest Missouri schools. The goal of this dissertation was to study perceptions of school violence in the United States to form a better understanding of what schools are doing to combat violence and why these actions are seen as necessary for the safety of students, staff, and faculty within schools. To gather relevant information for the study, a literature review was conducted, followed by a written questionnaire administered to school superintendents of southwest Missouri. This research revealed two significant findings. First, school superintendents in southwest Missouri generally consider their communities to be safe and the likelihood of school violence to be low. Second, the main influences for school violence are perceived to be factors outside of the school over which administrators have little control. These findings reveal the need for more involvement of families and communities in order to combat violence before it reaches the schools.</p>

<p> Research showed a correlation between highly effective teachers and student achievement. Studies also indicated school administrators play a vital role in overall student achievement by hiring quality teachers. The purpose of this study was to examine the hiring process used by a Suburban Midwest Public School from 2011 through 2016. During this time, the research site used a systematic approach using various screening tools, JobFit, TeacherFit, and Morgan &amp; Associates Video Interviews, as a way to reduce the time spent on reviewing application materials while hiring highly effective teachers. JobFit, TeacherFit, and Morgan &amp; Associates Video Interview Screener all claim to provide school districts with data, which is predictive of highly qualified and effective teacher candidates. However, there is little evidence to support the claim. This study analyzed the possible relationship of the screeners used in combination of each other; the study also looked at each screener independent from the others to measure the possible relationship of each screener to teacher evaluation scores. The study also used survey data from local administrators to analyze the use of the tools to identify high quality applicants. By completing a quantitative analysis of approximately 350 applicants hired during the five-year period using the pre-interview screener tools, the researcher determined JobFit, TeacherFit, and Morgan &amp; Associates Video Interview scores are not strong predictors of teacher quality when used in isolation. Instead, the researcher suggests using these tools as part of a hiring system, which goes beyond screening. The interview process must also include a building level interview, teaching demonstration, a collaborative activity, and reference checks from a previous supervisor as a way to increase the probability of hiring a highly effective teacher.</p><p>

Previous research has indicated that school psychologists have greater job satisfaction when they engage in more intervention and consultation activities and fewer assessment activities. The use of response to intervention (RTI) as a way to identify specific learning disabilities is a recent development in the Individuals with Disabilities Education Act that involves more intervention activities for school psychologists and provides earlier interventions for students. The way that RTI is implemented may affect job satisfaction of school psychologists. Grounded in the theory of work adjustment, this study used a causal comparative design to examine if there is a significant difference between 2 models of RTI and job satisfaction of school psychologists in a southwestern US state. Survey data were collected using the Minnesota Satisfaction Questionnaire from a convenience sample of school psychologists using a prescriptive model (leading to decisions of eligibility) of RTI (n = 26) and those using a flexible model (interventions and assessments to determine eligibility) of RTI (n = 26). ANOVA was conducted to determine if there were significant differences in school psychologists' job satisfaction, by group (flexible RTI vs. prescriptive RTI), years of experience (less than 6 years vs. 6 years or more), age (less than 40 years vs. 40 years and older), and gender (male vs. female). Results revealed similar levels of job satisfaction for school psychologists using both flexible and prescriptive models of RTI. Findings are important because they provide information about establishing and maintaining job satisfaction of school psychologists. This study may influence social change by assisting school districts in making decisions about RTI that directly impact educational outcomes for students.

No description available.

Thesis (M.Soc.Sc.)--University of Hong Kong, 2006. / Title from title page (viewed Apr. 19, 2007) Includes bibliographical references.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1983.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1981.

<p> The purpose of this concurrent embedded mixed methods study is considered three-fold: (1) to analyze prior research in order to develop a reform, reculturing, and sustainability survey; (2) to inform schools as to best practices; and (3) to offer a conceptual model for sustaining reculturing and school reform efforts. The study addressed the analysis and validation of data from the Wallace Foundation School Turnaround Evaluation Grant in which three surveys were created and administered in conjunction with a Wallace Foundation evaluation pilot study conducted by contracted university personnel from University of Louisiana at Lafayette: (1) School Turnaround Principal Pilot Study, (2) School Turnaround Leadership Team Pilot Study, and the (3) Teacher Turnaround School Culture Pilot Survey. </p><p> When the principal and leadership team surveys were re-analyzed, the researcher focused on five competencies: (1) Data-Driven Planning and Decision Making, (2) Driving for Results, (3) Influencing for Results, (4) Problem Solving, and (5) Showing Confidence to Lead. Descriptive statistics for each of the teacher survey items was conducted to provide a snapshot of how Louisiana public school teachers in low performing schools felt about the culture in their schools and how they preferred it to be. The researcher used exploratory factor analysis to validate and determine the latent structure of the teacher culture survey for which two factors, <i>Leadership and Vision</i> and <i>Professional Commitment and Collaboration,</i> emerged. </p><p> The analysis of qualitative data from related interviews yielded five themes to represent reculturing and/or sustainability of reform efforts: (1) Principal Leadership, (2) Professional Teacher Teams, (3) Deliberate Use of Data, (4) Strategic and Instructionally Focused Planning, and (5) Care and Concern for Students. </p><p> The factor analysis and triangulation of the collective data allowed the researcher to prepare a revised survey instrument, the <i>Reculturing for Reform and Sustainability Survey,</i> for schools to administer to teachers to learn about the teacher&rsquo;s perceptions in regards to the school&rsquo;s culture as they sustain best practices. Given at regular intervals, the survey would serve as a reculturing gauge as the school is undergoing reform. Major findings and implications for theory and practice, educational leadership, and future research.</p>