<p> Gifted programming provides many children with an opportunity to reach their potential (Olszewski-Kubilius &amp; Thomson, 2015). For years, gifted studies have been underfunded (Azano, Callahan, Missett, &amp; Brunner, 2014). A lack of research into gifted programming has left glaring holes in the current understanding of best practices (Plucker &amp; Callahan, 2014). This study included an examination of gifted programming from the standpoint of cognitive theory. The researcher examined archival data from School District A to determine students&rsquo; overall academic success when compared to the number of years spent in gifted programming. The data yielded a negative correlation between years spent in gifted programming and ACT score, class rank, and GPA. The data also showed a positive correlation between high school attendance and years spent in gifted programming at School District A. The findings demonstrate the methods used in this study may serve as a useful evaluative tool for evaluating gifted programs. These findings may inform administrative decisions pertaining to resource allocation and curriculum.</p><p>

<p> Creating a positive, engaging school culture is a goal of most school districts and school administrators (Clark, 2015). Many educators believe the most effective methods of instilling a positive school culture include school-wide systems of implementation (Gruenert &amp; Whitaker, 2015). This qualitative study included an in-depth look at the perceptions of implementation teams from two counties in southwest Missouri on the impact of school-wide character development models on school culture, student behaviors, and student leadership skills. The study was also designed to determine the factors within a school that have the greatest impact on the implementation process. Interviews were conducted with focus groups to gather insight into the perceptions of teachers, administrators, and implementation leaders. After completion of all focus groups, it was evident many commonalities exist among the implementation teams across the varying buildings and districts. Most participants agreed their implemented character development model had a positive impact on school culture throughout the process. The impact associated with student behaviors and student leadership skills depended much more specifically on the goals associated with the school-wide systematic model. The study also resulted in data indicating factors that impact the implementation process are very similar to factors that impact any large-scale change initiative. The results of this study can provide insight for administrators and implementation leaders when considering the preparation and planning of systematic character development models.</p><p>

<p> In recent years, magnets schools have abandoned a goal of integrating student populations for goals of innovating education. The goal of magnet schools has become the primary filter for determining how effective the school will be at integrating the student population. However, some research shows that even magnet schools that superficially hail a diverse population can still be segregated by race, socioeconomic status, and ability, especially in the higher-level classes. This &lsquo;within-school&rsquo; segregation has been credited to academic tracking, or the process of placing at-risk and minority students in academic classes that do not filter into the most successful course. This is of particular concern because simply enrolling in higher-level classes, like Advanced Placement (AP) courses, increases the likelihood of enrolling in, and graduating from, college.</p><p> The purpose of this study is to contribute to the understanding of the effects of integrated public schools on the achievement gap by examining how magnet schools, desegregation districts, and magnet schools in desegregation districts are providing minority students access to and success in AP classes. </p><p> The 2013-2014 Civil Rights Data Collection (CRDC), a biennial survey of self-reported data, was used to analyze all high schools (grades 9-12) in the country that offer AP courses (n=12,406). Hierarchical Linear Modeling (HLM) was applied to control for several characteristics of the school and the desegregation status of the school district. The effect of magnet schools and desegregation districts on AP enrollment, AP test-taking, and AP performance was analyzed for all student demographics. Each model was run for each variable for all high schools, then, the total population was divided into five subcategories based on school-wide enrollment percentage of at-risk students.</p><p> An analysis of the data found evidence of within-school segregation, especially in schools with low and integrated minority enrollment, and very little evidence that desegregation districts or magnet schools in desegregation districts close the gap between minority AP enrollment, test-taking, and performance and the minority school enrollment. Furthermore, only Asian and Other AP enrollment, test-taking, and test performance was positively affected by an integrated school enrollment. Black, Hispanic, and White, non-Hispanic AP enrollment, test-taking, and performance were positively affected when the school enrollment was more segregated and homogenous to the respective demographic group. This study also found that integrating an AP program shows evidence of negatively affecting the AP test-taking and AP performance of minority students while increasing the minority enrollment had a positive effect on minority AP test-taking and AP performance. There was no evidence of the widely accepted belief that integration improves the academic performance of minority students when evaluated by AP programs.</p><p> As a result, this study suggests that there may be some bias&mdash;either perceived by the student or given by classmates and teachers&mdash;that makes it less likely for minority students to take the AP exam and perform better on the exam when the AP program is integrated. This study provides enough evidence to warrant the need for more specific policies evaluating the integration of schools before determining desegregation compliance.</p><p> While there are a few instances of magnet schools, desegregation districts, and/or magnet schools in desegregation districts improving the AP enrollment, test-taking, and test performance of minority students, there is not enough evidence to prove that these school- and district-level characteristics prevent within-school segregation. In fact, there is more evidence to suggest that they are contributing to the problem.</p><p>

abstract: The National Research Council developed and published the Framework for K-12 Science Education, a new set of concepts that many states were planning on adopting. Part of this new endeavor included a set of science and engineering crosscutting concepts to be incorporated into science materials and activities, a first in science standards history. With the recent development of the Framework came the arduous task of evaluating current lessons for alignment with the new crosscutting concepts. This study took on that task in a small, yet important area of available lessons on the internet. Lessons, to be used by K-12 educators and students, were produced by different organizations and research efforts. This study focused specifically on Earth science lessons as they related to earthquakes. To answer the question as to the extent current and available lessons met the new crosscutting concepts; an evaluation rubric was developed and used to examine teacher and student lessons. Lessons were evaluated on evidence of the science, engineering and application of the engineering for each of the seven crosscutting concepts in the Framework. Each lesson was also evaluated for grade level appropriateness to determine if the lesson was suitable for the intended grade level(s) designated by the lesson. The study demonstrated that the majority of lesson items contained science applications of the crosscutting concepts. However, few contained evidence of engineering applications of the crosscutting concepts. Not only was there lack of evidence for engineering examples of the crosscutting concepts, but a lack of application engineering concepts as well. To evaluate application of the engineering concepts, the activities were examined for characteristics of the engineering design process. Results indicated that student activities were limited in both the nature of the activity and the quantity of lessons that contained activities. The majority of lessons were found to be grade appropriate. This study demonstrated the need to redesign current lessons to incorporate more engineering-specific examples from the crosscutting concepts. Furthermore, it provided evidence the current model of material development was out dated and should be revised to include engineering concepts to meet the needs of the new science standards. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2013

<p> During the late 20th and early 21st centuries, a trend developed for schools to meet the needs of struggling and at-risk learners through the implementation of multi-tiered response to intervention models (Apple, 2014). Response to intervention (RtI) is one of those frameworks and has been extensively researched from the perspective of those working in urban elementary schools (Burns &amp; Gibbons, 2013). This research project was designed to allow for better understanding of the rural secondary perspective of RtI through investigation of the perceptions of administrators, counselors, and educators who have implemented RtI frameworks. This qualitative examination resulted in a narrative gathered through interviews with teachers, counselors, and administrators working in rural secondary schools of southwest Missouri about their experiences with academic intervention strategies and response to intervention. Data were gathered during the fall and spring of 2017. The purpose of this study was to add to the limited body of research about the implementation, operationalization, and improvement of RtI programs in rural secondary schools. Respondents identified difficulties and obstacles and illustrated how the implementation of RtI has affected their roles. Both similarities and differences were discovered between rural secondary-level staff and their urban elementary-level colleagues. Respondents explained how solutions addressed problems with their programs. The researcher noted how this process created one-of-a-kind multi-tiered intervention programs. Lastly, suggestions for additional research were offered.</p><p>

<p> Christian school education is unique in nature. Integrating faith into academics led many families to choose an environment for their students that aligned with the faith, morals, and doctrinal beliefs they held as essential pieces in raising their children. The partnership with the school in instilling a strong foundation of faith for students set Christian schools apart from public and non-religious private schools. </p><p> Because families purposely choose Christian schools based upon like-minded values and beliefs, it was essential that the school seeks to fulfill its mission in practice and vision. The purpose of this qualitative research study was to explore the congruency of mission and practice in one Midwestern, pre-kindergarten through 12th grade Christian school, as evidenced by program evaluation. The researcher utilized surveys and interviews to collect data from three stakeholder groups (then-current staff members, then-current senior class students, and alumni) to investigate how, if at all, Mission Driven Academy (pseudonym) fulfilled its mission. Data was analyzed and organized by emerging themes into the school&rsquo;s five foundational components, referred to as the Pillars of Excellence. The qualitative data revealed that Mission Driven Academy was successfully fulfilling its mission to equip students with a Christ-centered education, empowering them to impact the world for the glory of God.</p><p>

<p> As four-day school weeks continue to gain popularity among school districts across the United States, determining the potential impact associated with the unconventional school week has become increasingly important (Johnson, 2013). The four-day school week has been credited with producing a number of potential benefits and consequences, but there is currently a limited amount of research available to determine the overall worth of the practice compared to the five-day school week. Some purported impacts of the four-day school week include shifts in teacher and student attendance, changes in achievement, financial adjustments, decreases in dropout rates, and improvement in morale (Plucker, Cierniak, &amp; Chamberlin, 2012). This study involved investigating the system-wide impact of the four-day school week by examining attendance, ACT scores, and dropout rates before and after implementation in participating school districts across Missouri. Additionally, the school climate perceptions of Missouri administrators and teachers who work within the four-day school week were collected. Interview responses were then analyzed using coding methods to identify common phrases, key words, and themes, while the quantitative data were treated to examine pre- and post-implementation patterns. The findings of this study revealed the four-day school week produced a statistically positive significant impact on attendance, whereas ACT scores and dropout rates were not influenced. Furthermore, the perceptions of administrators and teachers indicated the four-day school week was beneficial to the school culture.</p><p>

<p> The purpose of this study was to determine doctoral students&rsquo; reasoning for completing the required course work for their degree, but not completing their dissertation and thus the degree. There had not been formal research conducted on the students at Lindenwood that had not completed the doctoral program and the variables behind their not completing their degree. In order to gain a better understanding, the research looked at four categories of students: completed (achieved doctoral degrees); actively pursuing (on target to graduate in the allotted time); delayed completion (returned to the program or have needed extended time); failure to complete (quit the program). In each category, the research determined the variables that impacted the path of the student. This research may help Lindenwood University in its efforts to determine the reasons behind the success and failure of its graduate students.This looked specifically at the doctoral program and the status of students who were, or were at one time, all but dissertation (ABD), to uncover the barriers to completion. </p><p> This study could help drive the decisions and direction of the doctoral program. The personal investment of the student and the university included a considerable amount of time and dedication. Universities invest in their programs through doctoral seminars, hiring high quality professors, and creating a highly rigorous graduate program. Graduate students invest a large amount of money, time, and trust into the university. The two work together to achieve the ultimate goal of a doctoral degree.</p><p>

<p> This study employed a mixed methods approach to evaluate the meaning and value of grades within a traditional grading system. Teachers&rsquo; grading and assessment practices were examined in terms of clarity, consistency, and to what extent assessment guided instruction. Teachers from a high-performing suburban high school in the Northeast responded to an electronic survey and participated in focus groups regarding their grading and assessment practices. Gradebooks were analyzed to triangulate teacher practices and perspectives regarding the meaning of student grades. Clark and Estes (2008) Gap Analysis Framework was utilized to assess knowledge, motivational, and organizational influences on teachers&rsquo; grading and assessment practices. The findings of this assessment revealed that teachers possessed knowledge about assessment and the motivation to apply it, but faced organizational barriers implementing effective practices in a traditional grading system. Responses indicated that teachers understood and used formative assessment during class, but also included it in students&rsquo; grades to elicit effort and ensure sufficient graded assignments to justify student performance. Organizational constructs such as marking periods and online grading systems, in addition to an overall lack of organizational support and training, were found to be substantial obstacles to teachers achieving the stakeholder and organizational goals. The findings of this study emphasized the need for enhanced training, collaboration, and communication on grading and assessment. The development and implementation of an effective plan to address these organizational issues could shift schools from using traditional grading systems to rank and sort students to assessment programs that promote student learning.</p><p>

<p> The primary purpose of teacher evaluation is to improve teaching practice, which results in increased student achievement. In practice, however, evaluation systems have been generally used as sorting mechanisms for identifying the lowest performing teachers for selective termination. The school system in this study, like others, aspires to have all of its teachers consistently performing at a highly effective level. The problem of practice faced by the school system is the inability of a large number of teachers rated &ldquo;effective&rdquo; to summarily improve their practice over time and move to the &ldquo;highly effective&rdquo; rating. In essence, how does a teacher evaluation metric maximize the chances that those who remain in the profession become accomplished practitioners? This research triangulates teacher evaluation, self-reflection and their roles in improving teacher quality. The prevailing thought is that teachers who willingly engage in more formalized self-reflection and self-assessment yield higher degrees of teacher effectiveness as measured on a local teacher evaluation. The central focus of this study will investigate tenured teachers&rsquo; perceptions of the effect of their teacher evaluation tool on teacher quality and other factors that contribute to a teacher&rsquo;s improvement of instructional performance over time. The researcher would also like to investigate the extent to which teacher cohorts&mdash;differentiated by demographic data&mdash;engage in formalized practices of self-reflection about their own teaching practice. Lastly, the researcher would like to determine whether or not tenured teachers who are evaluated with the local teacher evaluation tool actually improve their teacher effectiveness over time. </p><p> This study was conducted in a public, K-12 school system with 1420 teachers employed&mdash;39 of which are National Board Certified. This schools system is located in a rural/suburban school system and has utilized its current teacher evaluation system since 2000. </p><p> The findings of this study indicated that the majority of teachers&mdash;disaggregated by demographic teacher cohort&mdash;viewed their local teacher evaluation system somewhere along the continuum of neutral to satisfactory as a tool for building a teacher&rsquo;s effectiveness over time. The overwhelming majority of teachers embraced the post-conference as the most impactful part of the entire evaluation process in building teacher quality; the least impactful was the pre-conference. Additionally, teacher respondents&mdash;agnostic of demographic&mdash;opined that while the local teacher evaluation system was perceived to be a both quality control and a compliance factor for teachers, less than half of all respondents believe that the system, assists teachers <i> formatively</i> as a tool for professional development. Per the respondents, it should be noted that the teacher evaluation system elicited the strongest reactions&mdash;both positive and negative&mdash;in teachers having experienced more than 20 formal observations. The research also conveyed that most teachers reported that there was much more embedded self-reflection in the evaluation system than hypothesized; most prominently, teachers cited that <i>audio-taping, reviewing student performance data, completing a self-reflective checklist, and engaging in unstructured self-reflection</i> were a few of the assorted self-reflective activities were facilitated by the evaluation system. Moreover, the data clearly demonstrated that all teachers engage in high degrees of reflection regardless of demographic cohort and a majority of teachers claim to already know how to &ldquo;self-reflect.&rdquo; In other words, the highest self-reported degree of reflection were those teachers already rated as &ldquo;highly effective&rdquo; in the local evaluation system. A prevalent trend in the data was that degrees of self-reflection matter and build more pronounced levels of teacher effectiveness over time. In essence, the fact that teachers participate in reflection does not seem to impact teacher quality; rather, the degree and amount to which one reflects is actually what matters in building instructional capacity in teachers. Other noticeable trends in the data were as follows: more years of teaching experience was inversely related to the degree to which a teacher self-reflects; over 30% of teachers with more than 20 years of experience reported that they do no self-reflect at all; the non-NBCT teacher cohort out reflects the NBCT cohort; NBCT teachers had the highest average evaluation rating out of every teacher cohort; and, teaching experience seems to mute any lack of reflection in a teacher&rsquo;s evaluation rating; The other noticeable trend was that more formal observations for teachers did not translate into higher evaluation ratings over time. Overall, the two most impactful professional development activities cited by teachers were the following: participation in professional learning communities and peer coaching and mentoring, respectively.</p><p>