Global ETD Search

331	School Climate: A Comparison of Teachers, Students, and Parents Jacobs, James A 01 August 2018 (has links) This study was designed to examine the benefits of positive school climate and to measure the perceptions of school climate for intermediate grades in a Northeast Tennessee School district. An online school climate survey was used to collect responses from participants in intermediate grades and focused on the 3 major components of school climate: school engagement, school environment, and school safety. Data were collected for 2 consecutive years in 2016-2017 and 2017-2018. Response totals included 1,955 student responses, 116 teacher responses, and 210 parent responses that were analyzed and used for this study. Of the student totals, some students that were in 5th grade in 2016-2017 may have completed the survey again as 6th graders in 2017-2018. Findings indicated that there were no significant difference in the perceptions of students, parents, and teachers in school climate over a 2-year span for this district. Research indicates there are multiple benefits to a positive school climate, including higher academic achievement, lower chronic absenteeism, and a decrease in discipline referrals. School Climate School Engagement School Environment School Safety Curriculum and Instruction Curriculum and Social Inquiry Educational Leadership Educational Methods Educational Psychology Elementary Education Elementary Education and Teaching Gifted Education Health and Physical Education Language and Literacy Education Liberal Studies Other Education Scholarship of Teaching and Learning Science and Mathematics Education Secondary Education Secondary Education and Teaching Special Education Administration Urban Education
332	A Collaborative Approach to Address Student Behavior and Academic Achievement across Systems Okereke, Beverly Ngozi 01 September 2016 (has links) Academic achievement and in-classroom behaviors are two significant child outcomes that affect student success in school. According to Systems Theory, in order to truly understand the factors that affect these outcomes for children, one must look to the major systems that encapsulate the child (including their school and home environments). This project is a meta-analytic review that examined the effectiveness of measures representing each system in predicting child achievement and behavior: School-Wide Positive Behavior Supports (SWPBS) for the school as a system, level of parent involvement (high versus low) for the home system, and student motivation (intrinsic versus extrinsic) for the child system. Archival research was used to examine children who attended K-12 schools in various Westernized countries. A total of 15 studies were examined to compute the effect sizes which were combined to examine the relative strength of each factor on the two outcome variables. For academic achievement, it was found that effect sizes were very large for SWPBS (0.768) and student motivation (0.807), and were large (0.589) for parent involvement. For behavior, SWPBS was associated with a very large effect size (-0.780). In other words, SWPBS is strongly associated with both increased academic achievement and decreased problem behavior, whereas parent involvement and student motivation are strongly associated with increased academic achievement. A suggested systems approach including the school counselor is proposed that meshes the effects of these three child systems into a more fluid, collaborative model that address child academic achievement and behavioral concerns. systems theory behavior achievement Schoolwide Positive Behavior Supports motivation parent involvement Applied Behavior Analysis Child Psychology Counseling Counseling Psychology Counselor Education Developmental Psychology Education Educational Leadership Elementary Education and Teaching Psychology School Psychology Secondary Education and Teaching Social and Behavioral Sciences
333	Authentic Servant-Leadership Exemplified by Early Childhood Educator David Lawrence Jr.: A Case Study Correa-Cespedes, Blanca 31 March 2016 (has links) Advocacy and leadership style are essential concepts in education. This qualitative case study was undertaken to demonstrate how Robert K. Greenleaf’s servant-leadership framework could be a useful framework to adopt by educational leaders and child advocates. Servant-leadership identifies the needs of others as a primary goal of leadership. The study contributes to understanding the value of exemplary servant-leadership and advocacy in public education as demonstrated by David Lawrence Jr. The researcher addressed questions regarding how Lawrence embodies servant-leadership traits and explored how a servant-leader has been positively influencing early childhood public educational policy in Florida to benefit all children. There were 16 interviews conducted with individuals from four interest groups in Florida: business leaders, political leaders, local South Florida leaders and educational leaders. In addition, data were gathered by observing and interviewing Lawrence. His speeches and other archival documents were also analyzed. The findings illustrated the ten traits of the servant-leadership framework and identified five additional traits modeled by Lawrence that have contributed to his influence on public educational policy. A paradigm shift from authoritarian leadership to an authentic servant-leadership style that advocates for young children and promotes the importance of early childhood educational policy. The dichotomy examined throughout this research focused on servant-leadership and advocacy that is instrumental to make a difference in education as an educational leader navigates through political agendas. Lawrence leads a “Children’s Movement” in Florida that includes an ongoing bi-partisan individuals movement that has changed early childhood education in Florida. The findings of this investigation validate that servant-leadership framework could influence the transformation of public education. leadership servant-leadership authentic servant-leader early childhood education child advocate educational politics educational policy educational leaders exemplary leadership public education traits of exemplary leader Business Education Educational Leadership Human Resources Management Leadership Studies Nonprofit Administration and Management Organizational Behavior and Theory Organization Development Urban Education
334	The Impact of the Lexile Framework on Standardized Literacy Proficiency Scores Gaines, Julia L 24 April 2016 (has links) Upon entering middle school, students within the study district in southeastern Tennessee had low literacy proficiency scores on the Tennessee Comprehensive Assessment Program (TCAP) for 3 consecutive years. Middle school administrators implemented a program called Lexile Framework (LF) into the literacy curriculum in 2011 to improve TCAP scores. However, the change in literacy scores had not been examined following the implementation of LF. The purpose of this quasi-experimental research study was to examine the differences in literacy scores on TCAP of students across the years of pre- and post-LF implementation into the curriculum (2009-2011 and 2012-2014). The theoretical framework for this research study was Vygotsky’s social development theory used within the LF to create student-centered learning in order for students to construct new knowledge by making connections with their literacy experiences. With a convenience sample of 225 students, a repeated-measure analysis of variance determined if there was a significant change in the archived matched literacy TCAP scores before and after the implementation of LF. The multivariate tests indicated a significant (Wilk’s Λ = .21, F (3, 222) = 276.85, p < .01) and linear effect (F (1, 224) = 709.75, p < .01) with partial eta squared (η2 = .76) of LF on literacy TCAP scores of students across the years of pre- and post-LF implementation. Positive social change implications include providing school administrators with research findings to inform district-wide decisions regarding the use of LF in the curricula in their middle schools. Increasing students’ literacy TCAP scores may ultimately improve graduation rates for students. Lexile Framework Literacy Standardized Literacy Proficiency Scores Validation of Reading Interventions Educational Methods Elementary Education and Teaching Higher Education Administration Higher Education and Teaching Scholarship of Teaching and Learning Secondary Education and Teaching Special Education Administration Special Education and Teaching Urban Education
335	K-5 Elementary Alternative Program: A Case Study Scheuer, William E, IV 01 December 2022 (has links) The purpose of this case study was to examine how the K-5 elementary alternative program All Students Can Thrive (ASCT) used student-centered learning practices to influence the whole child. There is a lack of research on K-5 elementary alternative programs, such as ASCT, and specifically those that integrate student-centered learning practices to influence the whole child. Literature does not contain universally accepted interventions that are effective in the elementary alternative setting to help students return to the mainstream classroom setting better prepared to display appropriate behaviors when a student is removed from a mainstream classroom setting due to disruptive behaviors. The Association for Supervision and Curriculum Development (ASCD) has determined five major tenets that measure how educators influence the whole child and those are: healthy, safe, engaged, supported, and challenged (ASCD, 2022). These five tenets will serve as the theoretical framework for this research on the whole child and ASCD will function as the scientific authority on the whole child for the purposes this case study. Data collection strategies included interviews, field notes, and a document review. Analysis of data occurred in three phases: (a) coding themes from participant responses during interviews (b) analysis of interview field notes (c) document review. The analysis of the case study data was based on the theoretical proposition that educating the whole child involves children being healthy, safe, engaged, supported, and challenged (ASCD, 2022). The credibility of the analysis was protected by triangulation of data through the coding of interviews, interview field notes, and a document review. The results revealed that that all five tenets of the whole child were identified as a common theme or sub-theme from participant responses. Five common themes: (1) Engaged (2) Space to Thrive/Choices (3) Identify Needs/Skills (4) Confidence/Hope (5) Relationship and five sub-themes emerged from the analysis of data: (1) Challenged (2) Supported (3) Safe (4) Healthy (5) Communication. alternative education whole child student-centered learning trauma relationships Appalachian Studies Applied Behavior Analysis Applied Ethics Child Psychology Community-Based Learning Counselor Education Curriculum and Instruction Developmental Psychology Development Studies Disability Studies Early Childhood Education Educational Leadership Educational Methods Educational Psychology Elementary Education and Teaching Experimental Analysis of Behavior Health Psychology Leadership Studies Multicultural Psychology Other American Studies Other Education Other Languages, Societies, and Cultures Other Psychology School Psychology Social Psychology Social Psychology and Interaction Special Education Administration Special Education and Teaching Theory and Philosophy Urban Education

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