<p> The purpose of this study was to garner the perceptions of superintendents and school resource officers in regard to district preparedness for multi-hazard events. Nationwide, schools are facing dramatic changes in the area of safety and security due to natural disasters, and more commonly, manmade hazards (Schaffhauser, 2013). Routinely, school personnel do not have the mindset, nor are they equipped, to respond to a major crisis (Trump, 2012). Recent mass murders and natural disasters in the United States have prompted districts to reach beyond the walls of their schools and into local communities for support (Gereluk, Donlevy, &amp; Thompson, 2015). To identify how districts have fostered partnerships within the community and have collaborated to form an all-hazards team, three research questions were answered. Findings revealed perceptions regarding school district preparedness were less than favorable, while those related to having multi-jurisdictional, all-hazards teams were promising. Furthermore, data collected exposed limited knowledge of the National Incident Management System (NIMS) as a common tool for managing all threats and hazards. By failing to adequately prepare for a major crisis event by utilizing free models and resources available, those responsible for emergency management within schools are jeopardizing the safety and security of all stakeholders.</p><p>

<p> The purpose of this study was to investigate the influence of leadership behaviors on youth specialist turnover in juvenile detention facilities. Youth specialist turnover causes financial burdens, staff shortages, and places incarcerated youth at risk for abuse (Minor et al., 2010). This quantitative study used a non-probability convenience sample of the superintendents and assistant superintendents of 37 juvenile detention centers in Ohio. In this study, the leadership behaviors of these juvenile detention leaders were self identified as possessing transformational, transactional, and passive avoidant leadership attributes using the Multifactor Leadership Questionnaire Leader form 5X short. Two additional questions were included in the survey that measured youth specialist turnover rates for their respective detention centers. No statistically significant relationship existed between self identified leadership behaviors and youth specialist turnover. However, the safety of children confined in a detention center is dependent on the retention of quality youth specialists (Carter, 2014).</p><p>

abstract: The current study investigates the relationship between school connectedness and academic achievement and whether this relationship is moderated by ethnic identity. Participants included 436 Mexican-origin youth attending a middle school in a southwestern U.S. state. Multiple linear regression was used to analyze whether school connectedness is predictive of academic achievement, measured as standardized test scores, and whether ethnic identity moderates the association in this sample of Mexican-origin youth. Findings revealed that after controlling for age, lunch status, generational status, and gender, school connectedness was a positive predictor of standardized test scores in reading and math. Results also indicated that ethnic private regard moderated the association between school connectedness and standardized test scores in reading. These findings underscore the importance of possessing a positive ethnic identity for Mexican-origin youth in predicting academic outcomes. / Dissertation/Thesis / Masters Thesis Counseling 2014

abstract: Over the past 25 years, efforts have been made to integrate technology into teaching and learning. In particular, the personalized learning approach has sought to leverage technology to deliver instruction that is adaptive to the learner and personalized learning environments were used as tools in tailoring instruction to match learner needs. Typically, personalized instruction has been delivered using technology, such as the computer. However, little research has focused on using personalized learning as a tool for remediation. The goal of this study was to empirically investigate the efficacy of personalized learning in Algebra as a remediation tool. This study used a mixed-methods approach to analyze satisfaction with the learning environment, perception of and attitudes toward the content being delivered, and the reported overall experience and the personalized experience in the context of two versions of a computer-based multimedia Algebra learning environment. A total of 117 high school students in grades 10 through 12 participated on a voluntary basis. They had previously taken an introductory Algebra course and were now enrolled in a different math course. The students were assigned to one of two conditions: (a) the computer-based multimedia learning environment on the personalized learning platform known as Personalized Learning and (b) the same learning environment without the Personalized Learning platform. In addition to completing a pre- and post-test, participants were administered attitudinal surveys. Results indicated no knowledge gains in either group at the post-test assessment. Further, analyses by gender and race also did not reveal any significant differences among the groups. However, survey results indicated one significant finding: the students exposed to the personalized learning environment had more positive perceptions towards personalized learning than towards the overall experience with the learning environment. Implications for these results and further goals for this line of research are discussed in greater detail within the context of personalized learning, user experience, and social aspects of learning. This work also provides opportunities in helping educators choose adequate tools for teaching and delivering instruction tailored to learners’ needs. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2015

abstract: This research study looks at the design and development of an online concussion awareness education module. The Keep Your Head in the Game: Concussion Awareness Training for High School Athletes, or Brainbook, is a stand-alone e-learning module designed to run for fifty minutes and to be highly interactive using short video clips with associated comments as well as polling features to allow students to experience the content as they are learning. It was designed to provide the instruction through a framework that resembles social networking to increase relevance and engagement to the high school student-athlete population it was created for. The content is delivered through the presentation of an online conversation or a "feed" where characters with varying attitudes towards concussion, with contributions from a doctor and professional athlete, discuss concussions from their experiences and beliefs. The instructional goals of the module are to increase the athletes understanding and personal application of the causes and effects of concussions, and to motivate a change in attitude and behavior related to the perception, recognition, and care of head injuries. The design and development of this online educational module followed the tenets of design and development research as determined by Richey and Klein (2007), where the tasks of completing the design and development of the product were combined with studying the process. The study focused on what could be learned during the phases of design and development, identifying challenges that were encountered designing education that resembles social networking, testing the effectiveness of the module in relation to meeting the instructional objectives, and creating guidelines and best practices that contribute to the field of instructional design. This design and development project was found to be a success by the design team, the client, and outside entities. Findings of the study include a breakdown of the most impactful decisions made by the design team in the design and development process, the results of the team member and client interviews to provide additional insight into the process, and results from the student athlete post-module design and attitude surveys informing if attitude change indeed occurred as a result of this educational intervention. Brainbook also received much coverage in the media and has progressed on to version 2.0, additional measures of success of the project. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2016

abstract: Calls for changes in science education over the last several decades have contributed to a changing landscape of undergraduate life science education. As opposed to simply lecturing at students and expecting them to recite science facts, there has been a strong push to make systemic changes so that students not only know pertinent science content, but also walk away with critical science process skills. There have been suggestions to create environments that focus on goals such as evaluating scientific evidence and explanations, understanding the development of scientific knowledge, and participating in scientific practice and discourse. As a part of the call for increases in student participation in science practice, we’ve seen suggestions to increase student exposure to the tools, techniques, and published research within various science fields. The use of primary scientific literature in the classroom is documented as being a tool to introduce students to the nature of scientific reasoning, experimental design, and knowledge creation and transformation. Many of the current studies on primary scientific literature in undergraduate courses report on intensive course designs in which students interact with the material with very specific goals, as outlined by the authors and researchers. We know less about the practices that take place in typical undergraduate settings. This exploratory study looks at information provided by a national sample of faculty that alludes to what sort of practices are taking place and the reasoning for doing so. Through analysis of both closed-ended and open-ended survey questions we have found that faculty are engaging students with primary scientific literature for many reasons and in a variety of ways. We have also attempted to characterize the way in which faculty view the body of scientific literature, as members of the research community. We discuss the implications of faculty views on the utility and value of the body of scientific literature. We also argue that those perceptions inform how the material is used in the undergraduate classroom. / Dissertation/Thesis / Masters Thesis Biology 2016

abstract: Many English Language Learner (ELL) children struggle with knowledge of vocabulary and syntax. Enhanced Moved by Reading to Accelerate Comprehension in English (EMBRACE) is an interactive storybook application that teaches children to read by moving pictures on the screen to act out the sentences in the text. However, EMBRACE presents the same level of text to all users, and it is limited in its ability to provide error feedback, as it can only determine whether a user action is right or wrong. EMBRACE could help readers learn more effectively if it personalized its instruction with texts that fit their current reading level and feedback that addresses ways to correct their mistakes. Improvements were made to the system by applying design principles of intelligent tutoring systems (ITSs). The new system added features to track the student’s reading comprehension skills, including vocabulary, syntax, and usability, based on various user actions, as well as features to adapt text complexity and provide more specific error feedback using the skills. A pilot study was conducted with 7 non-ELL students to evaluate the functionality and effectiveness of these features. The results revealed both strengths and weaknesses of the ITS. While skill updates appeared most accurate when users made particular kinds of vocabulary and syntax errors, it was not able to correctly identify other kinds of syntax errors or provide feedback when skill values became too high. Additionally, vocabulary error feedback and adapting the complexity of syntax were helpful, but syntax error feedback and adapting the complexity of vocabulary were not as helpful. Overall, children enjoy using EMBRACE, and building an intelligent tutoring system into the application presents a promising approach to make reading a both fun and effective experience. / Dissertation/Thesis / Masters Thesis Computer Science 2017

abstract: Assessments at the international, national, state, and local levels demonstrate that students’ reading scores in Arizona lack growth. Current trends in education encourage teachers to engage in close reading as a strategy to help improve reading efficacy. The close reading process helps students learn how to analyze complex text. A mixed method study examined the effect of ten weeks of instruction in close reading on the reading comprehension skills of fifth grade students. Also examined were any differential effects of close reading on literary versus informational texts. Students in an upper income public school community were taught the specifics of close reading procedures approximately four days per week for about 30 minutes daily. Research-based procedures for close reading strategies were followed. Students self-reported changes in their use of strategies prior to receiving close reading strategies and again post-instruction. Six students were interviewed and responded to journal questions concerning their use of the close reading strategies to ascertain how they made meaning from text. Results suggest that close reading was beneficial in helping students to make academic achievements in overall reading comprehension, as well as growth in literary content. Data also reflected that students used close reading strategies to make meaning out of the text and used it to influence their overall reading comprehension. The discussion focused on the triangulation of the quantitative and qualitative data and analyzed connections to current research. Also explored were implications for practice and future research, as well as limitations and the role of the researcher. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2017

abstract: This study assessed ways that culture influences our communication and the development of both professional and personal relationships with people from different cultural backgrounds. My goal was to provide the theoretical base and practical application of concepts that will improve overall effectiveness in communicating with members of different cultural groups across the globe. The action research involved in this project will ultimately guide my community of practice toward a critical understanding of the importance of increasing student’s social awareness through intercultural communication, awareness, discourse and action. This increased awareness will ultimately guide them to becoming architects of social change. The data analysis assessed the experiences of undergraduates at a major four-year University (ASU). The study also gathered responses to a questionnaire that measure perceptions and experiences of the campus cultural climate. The participants were students of various ages from Arizona State University. Results revealed significant differences between racial and ethnic groups on multiple dimensions of the campus cultural climate. The outcome was an intercultural communication class that advanced innovative intercultural communication curriculum that also provides students an opportunity to discuss cultural issues related to race, culture and social injustices. The research was aimed at finding ways to encourage student’s civic participation, activism, enlightenment, and inspiration to speak out, and be heard. Research Design: Mixed-methods research design involving the following data from one section of quantitative analyses (analysis of covariance) of pre-post surveys, qualitative analyses of semi-structured interviews, and analysis of student assignments. The innovation, as a whole, focuses on the improvement of diversity, activism, and increasing sociocultural learning and participation, with particular interest in understanding how academic programs are engaged in this activity. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2017

abstract: This study addresses the problem of high school graduates with learning disabilities who are unprepared for higher education and the workplace because of limited exposure to career professionals and perceived barriers. The purpose of this study is to examine how a career exploration model, entitled CaMPs (Career Model Professionals) influences students’ career decision-making self-efficacy. CaMPs incorporates exposure to career role models, as well as career research and self-reflection. CaMPs proivides students with learning disabilities first-hand accounts of successful career professionals, to assist them in setting academic and career goals that are aligned to their personal strengths. This mixed methods study develops and evaluates a career based innovation for high school students and reviews the relationship between the innovation and students’ self-efficacy. Students completed a self-efficacy survey (Career Decision Self-Efficacy - Short Form: CDSE) before and after the implementation of the CaMPs program. A t-test comparing pre- and post-survey scores indicated that there was a significant increase in self-efficacy after completion of the program. Qualitative data revealed changes in students’ career interests and new considerations to their career preparation process after participating in the CaMPs innovation. This study will be useful in the development of career programs for high school students, particularly those with learning disabilities, to assist them in choosing and preparing for their future careers. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2017