The specific problem this research studied is teachers’ perceptions of factors that are associated with school violence in selected elementary, middle, and high schools in a large urban school district. Seven independent factors were selected for this study. They are: presence of security guards, presence of metal detectors, presence of gangs, mass media, family composition, student socioeconomic status, and antiviolence programs. The purpose of this study was to examine teachers' perceptions of the association between school violence and selected independent variables in a large urban school district. Using a random sampling technique, a sample of 624 teachers were selected from eight elementary, two middle, and two high schools in the Atlanta Public Schools system. A single questionnaire was developed to gather data for this study. Data collected were analyzed using descriptive statistics. The descriptive demographic variables of gender, age, race, school type, and years of experience were used to describe the data gathered. The dependent and independent variables were subjected to inferential statistics using the analysis of variance (ANOVA). Seven hypotheses were tested to determine the statistically significant association between the seven independent variables and the dependent variable. The level of significance used was .05. The primary findings indicated that there was a statistically significant association between four of the independent variables: student socioeconomic status, family composition, antiviolence programs, and presence of security guards. Therefore, it could be concluded that teachers perceive external factors over which the student has no control are associated with violence in schools. Five main recommendations were made to school administrators, teachers, students, and the community.

<p> The dimensions of literacy development are deep and complex, marked by developmental stages, adult perceptions, and the varying needs of learners. Today&rsquo;s young adolescents benefit from literacy instruction that provides engaging and relevant instructional methods for authentic purposes and audiences beyond the academic assignment. This case study investigated authentic adolescent literacy within a suburban middle school learning environment. It explains how teacher mindset beliefs, literacy program models, professional learning, and the structures within a middle school influence the implementation of an authentic literacy program. This case study employed the concept of intellectual authenticity using the standards of authentic work as described by Newmann (1991) to consider the existence of authentic work within English language arts classrooms that were implementing a student-centered, process model approach for reading and writing instruction. It considered the existence of pillars of practice that support adult learning (Drago-Severson, 2004, 2009) to understand what adult learning structures supported literacy program implementation. Using data obtained from semi-structured interviews, observations, and an analysis of artifacts, this qualitative case study explored the connection between educator beliefs, literacy program models, adult learning supports, and structural variables of a middle school environment to inform a better understanding of the development of authentic literacy in young adolescents.</p>

<p> The following dissertation examined the relationship between dissatisfaction found within teacher working conditions and Melvin Seeman's theory of alienation. More specifically, it showed that all forms of teacher dissatisfaction engender feelings of alienation and that the oppressive nature of alienation is the root cause of all the negative consequences associated with teacher dissatisfaction. After an introduction, the literature review presents detailed descriptions of Seeman's theory of alienation, Paulo Freire's theory of empowerment, and the latest information surrounding the issue of teacher dissatisfaction. Next, qualitative narratives from interviews with six teachers about their experiences with dissatisfaction are presented. The researcher then shows how the participants' answers matched the information from the literature surrounding dissatisfaction. The alienation framework is then applied to the data to show its presence within the teachers' experiences. Once the narratives are shown to be connected to both the dissatisfaction and alienation literature, the researcher discusses how alienation is an inextricable part of dissatisfying working conditions. An analysis is then presented to explain how alienation plays a foundational role in creating detrimental educational environments. Finally, possible solutions and further research possibilities are detailed.</p>

<p> The purpose of this study was to explore and analyze which fifth-grade teacher inputs were the most important predictors of future outcomes of eighth-grade math students. This quantitative study looked at mathematical achievement through the lens of an education production function. The three inputs that were analyzed were fifth-grade teachers&rsquo; background; perception of professional development; and instructional practices and the relationship of those practices to achievement in eighth-grade math. In order to find the relationship between the above variables and student achievement, descriptive statistics, multiple correlations, and multi-variable regression analysis were conducted to examine which predictors had a stronger relationship between eighth-grade math outcomes than others. Taken as a whole, fifth-grade teacher math inputs in this study seemed to explain a small part of the variance regarding eighth-grade math achievement. As a whole, the more frequently students wrote and spoke about math in fifth grade as well as used math tools effectively, the better the outcome in eighth grade.</p>

<p> In the early 2000s, technology innovation became a strategic choice for Saudi Arabia, supported by an increasing base of start-up technology businesses and young Saudis, who are considered a potential driving force for innovation and entrepreneurial activities. Since then, technological innovation encouraged more Saudi young people to become entrepreneurs or innovators. Thus, in mid 2000s, Saudi Arabia launched many initiatives related to innovation, science, and technology, such as the establishment of innovation centers and research parks, in an effort to support developing individuals who could potentially become future entrepreneurs. The purpose of this study was to identify the top leadership skills for running Saudi Arabian technology innovation centers and examine the key factors that affect the Saudi innovation environment. In addition, the SPELIT framework was used to identify the driving forces/factors affecting the Saudi Arabian innovation environment. This quantitative study used an online survey instrument to capture 78 responses from Saudi Arabian citizens. This study was limited by the shortage of available information and data about the Saudi Arabian technology innovation base. After collecting the data, the findings were analyzed and substantively discussed, leading the researcher to draw conclusions, highlight implications, and suggest a series of recommendations for policy, practitioners, and future research. The total male participation was more than female participation by almost 18%. The age mean was 34 and the majority of the respondents were highly educated. More than half of the respondents were either involved in the past or currently involved in innovation, with experience that ranged from less than 6 months to more than 5 years. About 60% of the respondents reported that they were either aware or completely aware of the concept of <i>innovation centers. </i> The study concluded that goal setting, self-confidence, and ability to motivate are the most needed leadership skills to lead an innovation center in Saudi Arabia. Additionally, it was found that young people; cooperation among the government, universities, and the private sector; and skilled human capital were the most three significant factors affecting the technology innovation environment in Saudi Arabia as perceived by respondents.</p>

<p> School boards have the power to provide instructional leadership, but few school boards exercise that power and fewer still do so effectively. </p><p> The leadership power of school boards derives from their legal authority to set expectations, monitor progress and provide support. School boards that provide effective instructional leadership set district-wide expectations for student academic performance and then those boards monitor the district&rsquo;s progress toward meeting those goals and provide support, generally in the form of policies and funding. </p><p> Most school boards, however, tend to focus on management rather than instruction, and restrict their involvement in instructional issues either to continuing practices of the past or to implementing the agenda of the superintendent. </p><p> The goal of this Educational Leadership Portfolio was to encourage and facilitate education leadership by Delaware school boards. The portfolio contains nine artifacts designed to help Delaware school boards to understand and to exercise their leadership power. </p><p> The artifacts are divided into three categories: Information, Training and Tools. Three of the four Information artifacts are booklets written for publication by the Delaware School Boards Association (DSBA). School Boards in Law and Regulation describes the legal and historical basis on which Delaware school boards exist and derive their power. Key Points in Research summarizes the literature on effective school boards. The Survey Analysis provides the results of a survey of Delaware school board members. The fourth Information artifact is an article, &ldquo;When we understand the data, we are equipped to lead,&rdquo; which was published in the National School Boards Association journal, <i>American School.</i> </p><p> The three Training artifacts were developed in workshop formats. Standard Setting for DCAS first presented the work of the Standard Setting Panels Delaware Comprehensive Assessment System (DCAS) and then provided guidance on how to understand and interpret the panels&rsquo; recommendations in the context of local Delaware school districts. Data 101 for School Board Members introduced participants to the student assessment data available on the Delaware Department of Education&rsquo;s public web pages, and Data 201 is a follow-up workshop providing updates on the state&rsquo;s student assessment system and extending participants&rsquo; data location and assessment skills. </p><p> Of the two Tools artifacts, the Discussion Protocol provides school boards with a structured way to examine and evaluate their work as school boards, and Effective Communication with Legislators is a manual of techniques for successful advocacy with Delaware&rsquo;s elected officials. Effective Communication with Legislators also is the fourth booklet written to for publication by the DSBA. </p><p> Response to seven of the nine artifacts has been universally positive. Participants in Standard Setting for DCAS and Data 101 for School Board Members report increased skills and understanding, and multiple invitations to repeat the sessions indicate that they were valued. The four DSBA publications were well received when presented to the DSBA Board of Directors, and the <i> American School</i> article received positive comments from the journal&rsquo;s editor. The remaining two artifacts are available to Delaware school boards, but have yet to be implemented.</p>

<p> 21st century skills are vital for students' preparation to successfully live and work as adults in the 21st century. Given the prominence and importance of the 21st century skills, there is a need for more extensive research regarding community activities, service learning, and the development of 21st century skills. The purpose of this study was to examine the level of self-reported improvement in 21st century skill development of youth puppy raisers after participating in a year-long service-oriented experience in the following areas: (a) interdisciplinary skills, (b) learning and innovation skills, (c) information, media, and technology skills, and (d) life and career skills. A quantitative survey instrument was designed based on the Partnership for 21st Century Skills Framework and named The Peace Inventory of 21st Century Skills. The instrument contains four skill domains consisting of 23 total survey items. A four point Likert scale was used to collect self-reported improvement ratings for each of the 23 items. The results from 113 individuals who began puppy raising for Guide Dogs for the Blind after January 1, 2005 while under the age of 18 were collected and analyzed. The means and standard deviations for each of the four skill domains were calculated, and a repeated measures analysis of variance was used to determine if a significant difference existed between the four skill domains. The findings revealed that participants attributed improvement in each of the four 21st century skill domains from the experience as a puppy raiser for Guide Dogs for the Blind. This service-learning experience had the strongest reported impact on both life and career skills and learning and innovation skills. The findings from this research further support and strengthen the literature regarding the benefits of service-learning experiences on youth development, especially in regards to 21st century skills. </p>

This research aims to disrupt and expand "given" understandings of educational leadership by exploring particular leadership instances of the everyday practice of adult education. Seven adult educators, including the author, offer narrative accounts of planning, designing, teaching, managing, and creating programs for adult learners with a particular interest in the little examined dimension of practice - educational leadership. The author works with the conceptual resources of Hans-Georg Gadamer's philosophical hermeneutics, primarily through the theoretical, evocative, and scholarly work of David Jardine. Phenomenology and the corner of this philosophical field referred to as interpretive inquiry, seeks not to explain why or even how we may practice leadership within our educational practices, but rather to understand the phenomenon and its living manifestations through the particular. Narrative texts are interpreted hermeneutically through a constructed conversation that highlights both the common and uncommon understandings of what it means to be an educational leader. Through writing and reading each of these stories, a living and breathing notion of educational leadership is created. In dialogue with others, the author becomes more literate about the meaning of her own experience. Such a dialogue invites the possibility of recognizing the significance of teaching as leading, and educational leadership as leading conversations about what matters in adult education, and in doing so one gains a greater sense of one's own leadership capacity. Implications for the development of educational leaders are considered.

<p> The purpose of this study was to gain an understanding of alumni&rsquo;s perceptions of the impact and effectiveness of field education on their professional/career preparations for full-time ministry. The theoretical framework for this study, David Kolb&rsquo;s (1984) Experiential Learning Cycle, identified the key elements upon which an effective field education program might be structured and provided a framework through which to analyze alumni&rsquo;s perceptions of the career/professional preparation they received. </p><p> This qualitative interview study explored the experiences of 18 recent alumni to understand their perceptions of the development of their career capacities as they relate to the role and responsibilities of a Salvation Army officer. The participants were all recent alumni of the Salvation Army&rsquo;s College for officer Training (USA Western Territory) and were selected based on their age and time since graduation. </p><p> Three main themes emerged: Meaningful Experiences, Attitudes, and The Field Supervisor. The alumni&rsquo;s meaningful experiences included hands-on opportunities to test and apply the theory learned in the classroom, insight to the role and responsibilities of the corps officer, and exposure to new and/or different expressions and traditions of worship and service to the community. Additionally, though alumni were divided on their attitudes towards tasks that were more menial, it was, ultimately, this attitude that determined the perceived value of that experience for both learning and ministry. To fully benefit from their field education opportunities, alumni had to be self-directed in their learning and make a conscious decision to want to learn, see value in experiences, and engage in reflection on their experiences. Finally, field supervisors not only determined the experiences that are offered, but their willingness to invest in the learning experiences of the alumni (being available for shadowing and observation, and providing feedback) was critical to the effectiveness of the field training experience. </p><p> Recommendations for policy and practice include the selection of appropriate field education locations, orienting and preparing the students for their field education experiences, selecting and preparing/training practitioners in the field to be effective field supervisors, and some best practices for field education programs.</p>

The purpose of this study was to investigate the job satisfaction of secondary of secondary school principals in Hong Kong and the relative importance of the factors that contributed to these principals' job satisfaction. A qualitative approach was used. A Delphi process and focus group discussions were employed to generate data for analysis and interpretation. The nature and causes of the principals' job satisfaction were disclosed. Each of the focus group participants was involved in the development, implementation, and reflection of a plan of action to sustain or enhance his or her job satisfaction. / Two groups of principals were involved in the research. The first group of principals went through a Delphi process. The second group of principals participated in the focus group discussions. The data generated were analysed to produce a comprehensive view of the tasks of principals and their satisfaction or dissatisfaction with the work they were doing. / It was recognised that the principals played multiple roles and their work was characterised by a wide variety of activities. Several major factors of job satisfaction and job dissatisfaction were identified. Most of the factors identified accounted for both job satisfaction and job dissatisfaction. The finding, besides giving no support to the two-factor theory of Herzberg, suggested that the principals took up their job not for bread alone. The students and teachers were the concern of the principals. The latter found their satisfaction in the people they worked with. The study succeeded in filling a gap in the research on job satisfaction of principals and had its contribution to knowledge as well as practice. / Interpretation of the combined Delphi and focus group data yielded two major factors of both job satisfaction and job dissatisfaction. A principal's feeling of job satisfaction or job dissatisfaction came from the positive or negative aspects of student performance and staff attitude and professionalism. The identification of student performance as a major constituent of job satisfaction or job dissatisfaction was significant. It implied that a shift to emphasis on the students would be valuable and able to yield fruitful results. / Four cases of attempts to maintain or enhance one's affinity for and satisfaction with the job as a principal were presented. It was shown that the 'four frame model' of Bolman and Deal (1997) could be adopted to interpret the findings obtained from the reflections of the principals on action plans they followed. The Chinese culture which emphasised relationship also had a bearing on the findings obtained. Although the different principals in this study had different foci when deciding their actions, they all focused on the inter-personal or human resource aspect of leadership. Their concerns started from the students and teachers. The ultimate intention was to improve the schools where they worked. They felt satisfied when they they witnessed improvement in their areas of concern. / The study employed Western research findings and methodologies in Hong Kong school settings. The findings show that a happy blend of some Western ideas and Eastern practices was used to bring about recognisable enhancement of the principal's job satisfaction and of the quality of the educational interactions among the staff in their schools. / Based on the findings and experience developed from the study, some recommendations were offered. / Thesis (PhD)--University of South Australia, 2004.