Includes bibliographical references (p. 46-56).

<p> The problem addressed in this study was the need for evidence-based teaching strategies that prepare nursing students to enter practice at graduation with the competencies to provide safe patient care. The purpose of the study was to investigate whether the addition of a patient safety focused human patient simulation (PS-HPS) learning activity during the final senior semester of a nursing program in southeast Michigan changes students&rsquo; perceptions of patient safety competence learning. For the pre-test post-test quasi-experimental study, a convenience sample of 48 undergraduate senior nursing students who engaged in the simulation was compared to 50 senior nursing students from the previous semester that did not receive the intervention. The Health Professional Education in Patient Safety Survey (H-PEPSS) was administered to both groups of nursing students during the second week of the final semester of a baccalaureate nursing program and again at the end of the semester. For the first research question, the ANCOVA test determined that there was no significant difference in post-test classroom learning scores between the comparison and treatment groups, controlling for pre-test classroom learning H-PEPSS scores, F (1, 95) = .000, p = .983, partial eta squared = .000. For the second research question, the ANCOVA test determined that there was no significant difference in post-test clinical learning H-PEPSS scores between the comparison and treatment groups, controlling for pre-test clinical learning scores, F (1, 95) = .496, p = .483, partial eta squared = .005. Implications for nursing education practice include: (a) simulation learning may not be more effective than traditional classroom learning strategies and (b) educators should continue to explore both classroom and clinical teaching strategies to advance students&rsquo; patient safety competence learning. One recommendation is to replicate the study with other nursing students from different locations. Secondly, the simulation scenario presented in this study could be modified by other instructors to effectively facilitate students&rsquo; patient safety learning. Additionally, a mixed methods research design may yield student responses that better reflects student learning within simulation. The proposed study adds to the nursing educational research about the effectiveness of simulation for students&rsquo; patient safety competence learning.</p>

<p> School officials in a large district adopted a research-based teacher evaluation system, the Framework for Teaching (FFT). Despite a 4-year phase-in of the FFT, teachers&rsquo; evaluation ratings increased while student achievement results decreased. This disparity impacted the school district&rsquo;s growth targets as set by the State Department of Education. If target growths are unmet, school administrators must relinquish school operations to the state. A bounded, qualitative case study was designed to explore administrators&rsquo; and teachers&rsquo; perceptions of the FFT and its influence on school administrators&rsquo; assessment of teachers&rsquo; instructional practices. Social constructivist and andragogy theories formed the study&rsquo;s conceptual framework. A purposeful sample of 6 K-12 district administrators, who reviewed teacher performance, and 12 K-12 district teachers, who were evaluated using the FFT, volunteered to participate in semi-structured interviews. Qualitative data were analyzed using open and axial coding. Key results included concerns with lack of time for conferences during the evaluation process, administrators&rsquo; skills to provide quality feedback to teachers, and their lack of content knowledge to improve teaching and learning in specific content areas. It was recommended that teachers receive evidence- based, constructive, and individualized feedback from the school administrator. Based on the findings, the Feedback Institute was developed to engage school administrators in professional development to learn how to provide substantive feedback using protocols and structures to support teacher growth and to use content specialists to address gaps in administrators&rsquo; content knowledge. These endeavors may contribute to positive social change by restructuring the teacher evaluation process to improve instructional practice, and, thus, enhance school improvement and student learning.</p>

<p> It has perhaps never been clearer that in order to effectively communicate with global governments and develop reasoned foreign policy, the United States Intelligence Community requires the support of trained linguists. The development of foreign language proficiency is a complex process requiring a significant investment of time and resources. For learners involved in intensive foreign language training within the United States Government (USG), the Department of Defense (DoD) has developed various Language Difficulty Categorization (LDC) frameworks aimed at standardizing the amount of time learners are given to meet established proficiency criteria. Despite the widespread adoption of LDC frameworks over the past 60 years, few empirical studies have examined the systematicity in proficiency patterns for languages grouped within the same difficulty category. By situating the analysis within the framework of a logic model, data-mining techniques were used to statistically model, via path analysis, the relationships between program inputs, activities, and outcomes. </p><p> Two main studies comprised the investigation. Study 1 employed a contrastive-analytic approach to examine the coherence with which both cognitive (e.g., general aptitude, language-specific aptitude, and average coursework outcomes) and non-cognitive (e.g., language preference self-assessment scores) variables contributed to the development of foreign language achievement and proficiency outcomes for three languages grouped within the same category. For Study 1, only learners who completed the entire foreign language-training program were included in the analysis. Results of Study 1 found a great deal of coherence in the role that language-specific aptitude and 300-level average coursework grades play in predicting end-of-program proficiency outcomes. To examine the potential hidden effects of non-random attrition, Study 2 followed the same methodological procedures as Study 1, but it imputed missing coursework and proficiency test score data for learners who attrited (that is, &ldquo;dropped out&rdquo;) during the intensive foreign language-training program. Results of the imputation procedure confirmed that language-specific aptitude plays a robust role in predicting average coursework outcomes across languages. Study 2 also revealed substantial differences in the role that cognitive and non-cognitive variables play in predicting end-of-program proficiency outcomes between the observed and imputed datasets as well as across languages and skills.</p><p>

<p> Student underachievement is a problem in some suburban public schools in North-central Kentucky with a higher than average student gap group. National test scores are more than four points below the national average, and motivation is low. Previous research revealed that infrequent use of methods that prompt students to actively participate in learning, is thought to contribute significantly to this issue. The purpose of this qualitative, multiple-case study was to develop an understanding of the types of teaching methods students these public schools experience, and why their teachers make pedagogical decisions they hope will increase engagement and achievement. Students at the school included in this study were 89% African Americans, Hispanics, Native Americans, eligible for free/reduced lunch, have limited English proficiency or disabilities. Including a sample of four self-selected experienced educators teaching a variety of subjects. This study, grounded in the theories of Dewey, Piaget, and Vygotsky, included observations and interviews in multiple classrooms and a review of existing data to provide broader insights into the realities of student experiences. Observation analysis took place through a framework developed by Guthrie and Schweisfurth, permitting a determination that, despite previous findings, most observed students at this low-performing public school experienced learner-centered instruction, though one less-experienced teacher interacted with learners through traditional methods, focusing on teacher control. Other findings detailed the teachers&rsquo; belief that absenteeism and low-motivation were problems, and developing relationships with students and those close to them positively impacted attendance, and investment. They said that project-based learning and the use of topics students related to, helped engage learners and gave them confidence. Perhaps more importantly, all but the least-experienced teacher interacted with their students in learner-centered ways. The current researcher recommends supporting less-experienced teachers early in their careers with training strategies so they can better-use learner-centered methods, and training that encourages all teachers to use more project- and inquiry-based lessons, and focus on culturally relevant topics. The most recent test scores showed a narrowing gap for the disadvantaged population at this school, and the actions and beliefs of these teachers suggests they are on track to positively increase student achievement.</p><p>

<p> <b>Problem.</b> The demands of the principalship have become overwhelming for school principals and have contributed to job dissatisfaction. The expectations and pressure for schools to demonstrate positive learning outcomes require principals to be highly skilled and motivated. Since principal performance is directly affected by their job satisfaction, district offices would benefit from understanding how district directors&rsquo; leadership practices influence the job satisfaction of principals and which supports are the most impactful. </p><p> <b>Purpose.</b> The purpose of this qualitative case study was to explore how district directors&rsquo; leadership behaviors, as aligned to Kouzes and Posner&rsquo;s (2012) 5 practices of exemplary leadership, influence principals&rsquo; job satisfaction from the perspective of principals from small to midsized San Diego County school districts in kindergarten through 8th-grade Southern California schools. </p><p> <b>Methodology.</b> This qualitative single case study focused on a semistructured interview and a public district document review to explore from the principal&rsquo;s perspective district office directors&rsquo; leadership behaviors and practices that influence principal job satisfaction and identify impactful supports. </p><p> <b>Findings.</b> The analysis of the findings resulted in 6 themes and 14 subthemes that described, from principals&rsquo; perspectives, leadership behaviors and practices of district office directors that align with Kouzes and Posner&rsquo;s 5 practices of exemplary and what support provided positively influenced principal job satisfaction. </p><p> <b>Conclusions.</b> When district office directors lead in a manner that is responsive, supportive, and encouraging, it fosters positive relationships and higher levels of job satisfaction among site principals. By improving working conditions of site principals, district leaders are minimizing principal turnover and increasing principals&rsquo; effectiveness. </p><p> <b>Recommendations.</b> District directors should be available and responsive to principal needs engaging in collaboration and problem solving. They should create an environment that allows for frequent communication and input, and provide personalized coaching for principals on topics of their choice. Districts should create systems that formalize these supports. </p><p>

<p> The purpose of this study was to compare the traditional grading and feedback systems used in most classrooms to a competency-based grading and feedback system. The traditional system used the familiar grading system of A, B, C, D and F applied to assignments. The competency model was based on providing students formative and summative feedback regarding their achievement toward proficiency of specific skills and concepts. </p><p> This quasi-experimental action research study had a control group and an intervention group comprised of general education and special education sixth grade students in language arts classes. Quantitative data in the form of student achievement scores and student survey responses was analyzed. Qualitative data in the form of teacher interview responses was analyzed. </p><p> Overall there was no statistically significant change in the MAP reading scores between the control and intervention group. However, when the variables of time, group and gender from an ANOVA were analyzed, the males in the intervention group showed a statically significant increase in achievement. This achievement was regardless if the male was an IEP or non-IEP student. Overall, the results do not show that either the control or intervention group sees the feedback as effective. However, the results of the girls&rsquo; responses in the control group were statistically significant. The girls in the control group did see the provided feedback as effective. The teachers&rsquo; interview responses provided three main themes, which included students applied feedback more in the competency-based classroom than in the traditional classroom. Both teachers used the feedback to adjust curriculum and instruction. Additionally, the intervention teacher pointed out that more time is needed to help students apply the competency-based system. </p><p> Based on this study, the first recommendation is to implement competency-based grading and feedback processes. The second recommendation is that formative and summative feedback processes based on proficiencies be implemented to assists students in identifying their understanding of and performance on skills and concepts. Recommendations for future studies include having a larger sample size and continuing the study for a longer period of time.</p><p>

<p> The Positive Behavioral Intervention and Support, or PBIS, represented the new trend in dealing with problem behavior in educational settings. The concepts of Gender and Age intertwined with many social, ethnic, and cultural attributes, which affected students&rsquo; behaviors in group settings such as school. The resolve of this study resided in the investigation of the effects of gender and age (grade level) on the effectiveness of a PBIS program. In addition, the study reviewed the relative quality of validity among the components used in the PBIS program. The data used in this study originated from a PBIS program implemented at a Suburban Middle School located in the Midwest of the United States. The components of the PBIS program implemented included Safety, Openness to Diversity, Academic Achievement, and Respect (to Self and to Others). The study examined each component based on its activities. Each component involved specific activities, which promoted, encouraged, and sustained the success of its related component. The findings of the study included three categories. Among these categories gender effect on the components, age effect on the components, and differences in quality of validity among the components represented the targets of the investigation. </p><p> The findings of this study revealed no gender effect on Safety, openness to diversity, and respect (to self and to others). However, the study showed a gender effect on academic achievement for the seventh graders while revealing no gender effect academically for sixth and eighth graders. In addition, the study demonstrated no age effect on safety and respect (to self and to others). While the study revealed no age effect on openness to diversity among seventh and eighth graders, it showed an age effect on openness to diversity for the sixth graders. Furthermore, the study findings suggested an age effect on academic achievement among all grade levels. The investigation revealed that the safety and respect (to self and to others) represented poorly designed, developed, and implemented components of PBIS. In addition, it demonstrated that openness to diversity required community involvement and monitoring. Furthermore, the study suggested that administrators and teaching staff modeled and applied the principles and concept of Positive Behavior Support, in order to increase student academic achievement.</p><p>

This project questions a core value that writing center workers have long held about tutoring writing: that we change writers. Applying sociocognitive and Bakhtinian lenses, I was able to complicate theory-practice connections. Tutor-tutee negotiations during tutorials, tutees’ perceived learning outcomes, and their revisions were compared with their reasons for revising so that I could investigate what tutees potentially learn from their tutors, how, and why. Data indicated if tutors’ information/advice became, in Bakhtin’s terms, internally persuasive to tutees. When the authoritative discourses tutors represent or endorse converge with students’ internally persuasive discourses, they converge in students’ revision choices as tutor-tutee interdiscursivity. I proposed that such a convergence can lead to “changed” writers, writers who alter their understanding of themselves as writers and/or modify their thinking about a given paper, concept, or process. Even though students granted their tutors considerable authority, most tutees examined their tutors’ comments to see if they made sense and were worthy of internalizing as generalized concepts to help them meet current writing goals. In short, tutors do indeed change writers, as I have defined change in the context of this study. Work with specific papers can impact students in terms of their larger process and development as writers; tutors’ strategies/concepts can become writers’ strategies/concepts to be applied again in new contexts. However, even when tutees were internally persuaded and appeared to have changed as writers, analyses into their tutorials, revisions, perceived learning outcomes, and reasons for revising showed that some students took up their tutors’ information/advice in ways beyond their tutor’s control. What some students internalize can be situation-specific and may not necessarily translate to other writing projects, can be significant yet limited understandings of rhetorical concepts, and may not appear in their revised drafts. Students can also be resistant to rhetorical concepts and revision strategies, especially those they perceive as antithetical to their ideological views about process, content, or structure. Given the variety of reasons students revise, the multiple contexts and influences affecting tutorials, and the ensuing challenges inherent in assessing tutorials, I recommend that tutors do not measure their success based on the Northian idea of a writing center. Though we do change writers, I recommend writing center workers think about successful tutorials in more complex ways than our Northian goal might imply. Tutors’ successes are not dependent on changes to writers but on their ability to collaboratively negotiate with writers. Instead of trying to prove the efficacy of writing center tutorials as direct cause and effect relationship, I recommend that writing center administrators try to demonstrate how tutorials foster several habits of mind that college students need to cultivate to become successful writers.

<p> After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of the discrepancy model when identifying students with specific learning disabilities (National Center on Response to Intervention, 2011). When elementary schools adopted the RtI model, it was shown to be successful with any students who need academic interventions (National Center on Response to Intervention, 2011). The success at the elementary level has led to middle schools adopting the model with varying success (National Center on Response to Intervention, 2011). In this study, middle schools that have developed an academic RtI program through the Professional Learning Community (PLC) process were compared to non-PLC middle schools that may not provide a systemic process of academic interventions to determine if PLC schools produce higher academic achievement. Academic achievement was determined by students&rsquo; Missouri Assessment Program (MAP) index scores in communication arts for seventh and eighth graders. As a result of the application of a <i>t</i>-test, there was not a significant difference between the scores of PLC schools and the scores of non-PLC schools. Building principals of the middle schools in the PLC group were surveyed to identify the characteristics of the RtI model that were in place. The survey results of the six top-performing PLC schools were analyzed and compared to the entire PLC group to determine what characteristics lead to improved academic achievement. The components of RtI present in the top-performing schools included interventions that were implemented for at least three years, interventions provided a minimum of three days per week, and a maximum of 70 minutes of intervention per week.</p>