<p> Each California Community College (CCC) is required to develop and implement a Student Equity Plan that details budget for activities aimed at closing the achievement gap for disproportionately impacted student populations. This is an ambitious, new effort, one with substantial funding behind it, that challenges the capacity and practices of CCCs. Many institutions have identified Student Equity Coordinators (SECs) to provide oversight of the initiative and to guide transformational change efforts around equity. </p><p> This qualitative interview study explored the implementation of the California Community Colleges Chancellor&rsquo;s Office&rsquo;s (CCCCO) Student Equity Initiative (SEI) through the stories of the SECs tasked with overseeing the program on their campuses. The study provides insight into what SECs perceived as facilitators and obstacles to implementing the initiative. Fourteen participants, who had either served or were currently serve as SECs at their institution, were interviewed for this study. Bolman and Deal&rsquo;s Four-Framed Model for understanding organizational function provided the theoretical framework to analyze the data of this study.</p><p> Findings revealed that SECs viewed their institutional systems as both facilitators and inhibitors to implementation of the SEI. Many SECs reported a lack of clear understanding of the SEI by individuals and at the institutional level, which made it difficult to rally support for the initiative; the SECs did identify &ldquo;choir&rdquo; members--those constituents who participated in and/or supported most initiatives--as important allies in implementing the SEI, although also noted resistance from stakeholders who questioned equity efforts. Findings also noted the importance of research and evaluation as a facilitator implementation. SECs also reported a commitment to serving underrepresented students, and a sense of responsibility to ensure that the SEI was carried out effectively and efficiently, across divisions and departments, as facilitators. Having the right SEC in place not only promoted equity efforts at CCCs but displayed an institution&rsquo;s commitment to equity work. </p><p> Recommendations for policy include that each CCC should be required to use a percentage of funding to conduct the necessary research and evaluation needed to identify and rectify achievement gaps. CCC districts should also allow flexibility in their budgeting process to streamline Student Equity spending. Finally, findings suggest educational stakeholders should be required to attend professional development on equity to support a common understanding of the SEI and improve equity-mindedness.</p><p>

<p> Proponents of teacher pay for performance suggest that it reflects American values by rewarding student achievement and encouraging hard work. Supporters also say that pay for performance helps to recruit and retain teachers by increasing their compensation. Critics counter that pay for performance erodes teacher collaboration, is difficult to monitor, cannot be reliably linked to student achievement, leads to dishonest reporting of test scores, and is not a long-term solution to low teacher pay. Some researchers have found that extrinsic reward systems, such as pay for performance, can cancel the benefits that intrinsic motivation provides. As policy makers consider different pay for performance models, the link to teacher job satisfaction warrants investigation. This study examined pay for performance using the theoretical framework of Self Determination Theory. This theory suggests that employees find satisfaction when they have freedom in how they pursue organizational goals (autonomy), when they are given opportunities to improve job skills (mastery), and when employees feel they make a difference in the world (purpose). This study investigated pay for performance&rsquo;s effect on teacher job satisfaction in a small, rural school district. An evaluation of both quantitative data and qualitative data determined that pay for performance can contribute to teacher job satisfaction, but only under the right conditions. This study concludes with a list of suggestions for implementing a pay for performance program that is likely to contribute to teacher job satisfaction.</p><p>

<p> This investigation focused on identifying model foundational strategies to assist Canton Public School District (CPSD) officials in recruiting new teachers, successfully hiring them, and then retaining them the district. </p><p> Located within the boundaries of the city of Canton, Mississippi, CSPD is geographically located in the central portion of the state. The district consists of 1 high school, 2 middle schools, 4 elementary schools and Canton Education Services Center.</p><p> CSPD is continually affected by an ever-increasing teacher shortage because new teachers tend to leave the district after they are hired. More than 50% of new teachers leave their teaching positions in the district&rsquo;s schools within 5 years.</p><p> The investigation utilized published literature and other archival data (e.g., scholarly papers presented at conferences) accessible to the public in the form of books, chapters in published books, journal articles, and scholarly papers presented at learned societies and associations.</p><p> Two research questions guided the investigation. The first research question asked: What does the published literature and related archival data (e.g., available scholarly papers retrievable from sources such as colleges, universities, foundations, conferences, etc.) accessible to the public reveal about recruiting, hiring, and retaining teachers? Overall, the material collected and analyzed yielded abundant information. Much of the available information proved valuable because the material focused attention the &ldquo;how-to-do-it&rdquo; aspects of recruiting, hiring, and retaining quality new teachers.</p><p> The second research question asked: Will information gleamed from an analysis of the published literature and other archival data (e.g., unpublished scholarly papers) lead to the development of foundational strategies for assisting school district officials in recruiting, hiring, and retaining new teachers for CPSD? It was possible to develop a model holding potential for improving teacher recruitment, hiring, and retention at CPSD.</p><p> The model that was developed features seven foundational strategies that if implemented, hold potential for improving teacher recruitment, hiring, and retention at CPSD. The seven strategies are: (1) identify the vacancy and write the job description, (2) announce and advertise the teacher vacancy, (3) develop a customized application form, (4) paper screening process, (5) interviewing process, (6) salary and benefit package, and (7) induction and mentoring.</p><p>

<p> Teacher retention is a pressing issue for school districts throughout the nation. Attrition, combined with an older teaching population and increasing student enrollment, is causing a teacher shortage (Suell &amp; Piotrowski, 2007). This teacher shortage is exacerbated in low-performing school. Many studies have been conducted to determine why teachers are leaving the classrooms of low-performing schools, but very few have examined the subject of why they are staying. This study attempted to identify teacher demographics and factors that exist in teachers who have five or more years of experience working in a Priority School in Arkansas. The results of the study determined that &ldquo;commitment to making a difference to the students in the community&rdquo;, &ldquo;strong/effective administrative leadership&rdquo;, and &ldquo;relationship among staff&rdquo; to be the most important factors considered when making the decision to stay employed in a Priority School.</p><p>

<p> As we progress into the 21^st century, we find ourselves at a transition point in the field of education. Preparing students for future careers and economic prosperity requires a dramatic change in the traditional American high school education system. The purpose of this mixed methods study is to identify if the participants&rsquo; high school experiences provided the skills necessary for college and career preparation after graduation, ensuring their economic prosperity as adults. Three research questions were addressed in this study: (1) If students graduate from high school unprepared for college and career after graduation, what is the economic impact on the community? (2) Does the completion of career-related programs such as career pathways, career technical education (CTE), or science, technology, engineering, and math (STEM) prepare students for college and career? (3) Does A-G course completion, participation in honors programs, early college, or dual credit courses completed in high school prepare students for college and career? This population was identified because they would have time after graduation from high school to provide answers if their high school education program affected their college and career success or lack thereof. The findings demonstrated that the participants&rsquo; high school college and career preparation could influence students&rsquo; future economic success as adults. Also, the findings suggest that the specific types of experiences the participants had while in high school that led to their economic success varied and depended on the type of educational programs, opportunities, experiences, support, and motivation they had in high school.</p><p>

<p> One of the provisions of the No Child Left Behind (NCLB) Act was the assurance that parents would be actively involved in the education of their children. The McKinney-Vento Homeless Education Assistance Improvement Act was eventually reauthorized under the Elementary and Secondary Education Act (ESEA), Title X, Part C of NCLB legislation. A result of this reauthorization was a standard of quality that focuses on the parents of homeless students being active participants in their child&rsquo;s education in a meaningful manner. In order to implement this particular standard, one recommended strategy was a focus on parent engagement in early literacy related activities with their child.</p><p> Leadership practices in schools are of major importance when educating homeless students. Educational leaders also play a vital role in interpreting and implementing components of national educational mandates and legislation that focus on specific at risk student populations. Professional development and training opportunities are essential for school site staff to meet the challenge of possible preconceived perceptions regarding the involvement of parents of homeless students.</p><p> The purpose of this study was to examine the perception of parental involvement by school administrators and teacher leaders in relation to fostering of early literacy development in homeless students. This study used a qualitative research design via a case study approach employing semi-structured interviews with theoretical underpinnings based on Bioecological Systems Theory. The findings of this study shed light on educational administrators and teacher leaders&rsquo; views of parental involvement in the attainment of early educational milestones of homeless students.</p><p>

<p> There has been a strong movement since the reauthorization of PL 94-142 in 2004 and 2006 toward inclusionary practice for students with disabilities to receive instructional and social opportunities in the general education classroom Proponents of inclusionary practices believe that in order to provide an authentic least restrictive environment (LRE) for the growing population of identified students with disabilities, the learning environment needs to be a culture of inclusionary practice. Inclusion advocates assert that inclusion is a civil rights issue. Those rights include equal access to educational opportunities. This change in education involves various moving parts; thereby increasing the challenges for school district leaders.</p><p> School districts continue to grapple with special education service delivery models that best fit the special education students&rsquo; needs within a legal and educational context. A continuum of special education services is provided by school districts to meet the needs of special education students. Inclusion is a delivery model that is federally mandated and requires principal leadership, vision, and collaboration. The importance of educational leaders to transform educational settings for students with disabilities is crucial in preparing them to acquire the skills necessary to be college and career ready (Billingsley, McLesky &amp; Crockett, 2014).</p><p> This qualitative study focused on district administrators representing 13 districts that have experience and knowledge in inclusive settings for students with disabilities. This study examined the process of inclusionary practices by exploring district administrator perceptions on the challenges district administrators face in the adoption, implementation, and sustainability incorporating inclusionary practices in district schools.</p><p> This study was based on a conceptual framework that synthesizes two theories: Fullan&rsquo;s educational change theory and Schein&rsquo;s organizational leadership theory. Together, these two theories provide a contextual lens to examine the experiences of district administrators who have developed and sustained inclusionary practices.</p><p> Data from this qualitative study included district administrator interviews. Participants in the study were 13 district administrators, who had knowledge and experiences with the district&rsquo;s special education program. The participants interviewed had more than 3 years of administrative experience and were involved the development and success of inclusionary practices.</p><p> Analysis of this data yielded significant findings and recommendations in relation to the adoption, implementation, and sustainability of inclusive environments. Findings for this study confirm that in order for inclusion to be implemented teacher and principal participation is key. Administrators expressed professional development and time for collaboration as essential for sustainability. This study also contains recommendations for successful implementation of inclusion through the methods of collaboration, professional development, and communication.</p><p> The need for sustaining successful inclusive environments is a critical finding that will continue to apply to school districts as they continue to grapple with special education service delivery models that best fit the special education students&rsquo; needs within a legal and educational context.</p><p>

<p> Increasing a correctional offender's mindset, resilience, and self-efficacy can be accomplished through the efficient use of technology within correctional education. Correctional facilities that employ the use of technology have the capacity to provide offenders with a tool that will serve them while they are incarcerated and again when they are reintroduced into society. This study utilized a mixed-methods approach which allowed for an in-depth examination of the impact of technology on an offender's mindset, resilience, and self-efficacy. The theoretical framework of Carol Dweck was woven throughout this study to appraise the three research questions providing the foundation for this study. While using technology in a correctional education setting, offenders were given a self-reflective mindset, resilience, and self-efficacy survey instrument that provided quantitative data. Outcomes from an analysis of means demonstrated that correctional offenders established significant growth in mindset and self-efficacy, but did not express significant growth in resilience. Also, phenomenological interviews were collected that revealed themes related to the influence of technology on correctional offenders. Furthermore, themes from the interviews also highlighted a newfound confidence in the future and the ability to attain a new set of goals. Technology was proven to be a vehicle that can potentially catapult correctional students into higher levels of accomplishment. Correctional education was also proven to be able to provide a needed means to academic and future success for offenders. This study helps to fill the gap that currently exists in the literature concerning the impact of technology on offender mindset, resilience, and self-efficacy, as well as, the impact technology has on success measures for correctional offenders. </p><p>

<p> The purpose of this study is to determine the levels of concern of Illinois principals regarding the adoption of an evaluation system modeled after Charlotte Danielson&rsquo;s Framework for Teaching. Principal demographics and involvement in the use of and professional development surrounding Charlotte Danielson&rsquo;s Framework for Teaching were studied for their impact on the concerns of principals. Finally, the concerns of principals were determined using both the Stages of Concern Questionnaire and the Open-Ended Statements of Concern. </p><p> The study used a quantitative research design to identify the levels of concern of principals in the adoption of a new innovation, Charlotte Danielson&rsquo;s Framework for Teaching as the basis for evaluating teaching practice. Descriptive and inferential statistics were used to provide insight into principals&rsquo; concerns implementing Danielson&rsquo;s Framework. The target population was the 2960 K-12 public school principals in Illinois, excluding principals working for Chicago Public Schools. The online survey was completed by 313 principals. </p><p> The results of the study found that the implementation of Danielson&rsquo;s Framework for Teaching has raised concerns for principals including the amount of time, paperwork, and inability to perform other duties. In addition, gender and the average number of teacher evaluations per year influenced the concerns of principals. Finally, the variables studied included: years of experience using Danielson&rsquo;s Framework for Teaching, principal self-rating of knowledge of Danielson&rsquo;s Framework for Teaching, and the number of professional development activities also impacted principals&rsquo; concerns. Based on the results and the current literature, recommendations for educational practitioners and for future research were made.</p><p>

<p> Looking at education globally and identifying the role school leaders play in providing access to education, this research conceptualizes education utilizing a framework for school leadership that takes into account comparative and cultural understandings to teaching and learning. This stand-alone case study investigates the work of two women from North America who founded the first and only secondary school on Blue Cove Caye in Belize, Central America and their role as school leaders for social justice in providing equitable access to secondary education. Through the development of an innovative informal curriculum, these school leaders provide students with &lsquo;windows of opportunities&rsquo; designed to close the opportunity gap and prepare students to contribute to the island&rsquo;s eco-tourist economy.</p><p>