<p> Corporal punishment is a controversial method of student discipline used in schools world-wide. There are opposing viewpoints to this practice; corporal punishment is considered as a viable means of discipline, while on the other hand, non-advocates associate corporal punishment with abuse. Currently, corporal punishment is permitted in 19 states, while 31 states have abolished corporal punishment in the school setting. The practice is most predominant in the south, which includes Louisiana. Louisiana is one of 19 states where corporal punishment is deemed legal in a school setting. </p><p> The purpose of this study was two-fold. The primary purpose was to examine and describe Louisiana corporal punishment data retrieved from the Louisiana Department of Education. Secondly, potential relationships between corporal punishment data and three demographic variables (at-risk student counts, district locale, and district performance scores) were explored. There are 54 districts that authorize such practices, but only 42 have reported data to the state for the three reporting cycles. The essential questions dictating this research are: 1) What were corporal punishment practices (student numbers and events) in Louisiana public schools for school years 2011-12, 2012-13, and 2013-14? 2) What distributional characteristics exist for students corporally punished and corporal punishment events in Louisiana during the school years 2011-12, 2012-13, and 2013-14? 3) What percentage of Louisiana school districts experienced changes in corporal punishment practices between school years 2011-12, 2012-13, or 2013-14? 4) What is the relationship between at-risk student count, district locale type, and district performance scores with corporal punishment (student numbers) from an analysis of school districts for school year 2013-2014? </p><p> The federal government has outlawed physical punishment in prisons, jails, and medical facilities, yet students sitting in a classroom are targets for getting hit. It has been 150 years since the first state banned this practice in schools. Since then, an additional 31 states have done the same, but it is still occurring every day in this nation and in Louisiana. </p><p> Results and conclusions from this study may assist local school boards in deciding if corporal punishment should be used within their school districts. </p>

<p> For low-income minority and marginalized communities, American democracy&rsquo;s educational mission remains unfulfilled. Student voices have provided insight into ways that schools disserve and serve students and how schools can improve in promoting academic achievement; however, academically successful low-income students&rsquo; voices&mdash;particularly those at the elementary school level&mdash;are largely excluded from the literature. Providing a platform for student voices, this qualitative, intrinsic critical case study explored six high achieving low-income students&rsquo; views of their academic success and how that success was achieved. Participants were six fifthgrade students, their parents, and teacher, in a school-wide Title I urban public school. Data were collected over a 12-week period through individual interviews, observation, participation, and semiformal conversations. Using an immersive pattern analysis, four main categories emerged from the student interview data: student beliefs about their role; classroom structures; teacher practices; and family support. The study found four principal success factors: a dynamic effortdriven view of success and intelligence; a rigorous dialogic classroom that prioritized student voice, critical thinking, collaboration, and social imagination; an accountable classroom culture viii of high expectations and mastery learning; and the richly diverse experiences and teachings of parents and families as valuable funds of knowledge. Implications and recommendations are included for policy, practice, and future research.</p>

<p> This qualitative exploratory research study investigated the experiences of first-generation community college students who met specific momentum points toward transferring to a four-year university. The study participants completed 30 units and attended three consecutive semesters of college. In addition, the participants completed transferable levels of English and mathematics and maintained a GPA of 2.0 or higher. Four challenge themes and five discovery themes emerged from the data analysis. The study participants faced the following challenges: (a) managing expenses, (b) feeling alone, (c) overcoming obstacles, and (d) maintaining motivation.</p><p> Study participants made the following discoveries: (a) how to pay for college, (b) accessing college resources, (c) how to overcome obstacles, (d) the drive to complete college, and (e) hope for the future. The findings of this study inform community college policy and practice, and they highlight the need for inclusion of first-generation student status to inform equity policies and plans to address equity, disparities and disproportionate impact. Practices such as increasing face-to-face processes for students as they start college, supporting involvement of families in the college orientation process, providing early alert programs to make students aware of their need to seek assistance, and</p>

<p> The purpose of the study was to determine if the eight steps of the Continuous Improvement Model (CIM) provided a framework to raise achievement and to focus educators in identifying high-yield literacy strategies. This study sought to determine if an examination of the assessment data in reading revealed differences among schools that fully, partially, or did not implement the CIM. The research focused what happened during the school year 2011-12 in nine schools. The qualitative research attempted to discover the relationship among the eight steps of the CIM and the educators who implemented the model. The design of the qualitative research focused on the schools that implemented the CIM including the perceptions of participants regarding the impact upon reading/literacy proficiency. Interviews with leadership teams in six schools that implemented partially and fully were conducted. A survey was conducted among teachers from six schools that implemented the CIM. Quantitative data were collected from student results on the Tennessee Comprehensive Assessment Program Reading/Language Arts assessments for school years 2010-2011 and 2011-2012. The results showed practical and significant differences in achievement scores among those schools that partially and fully implemented the model compared to those schools that did not implement. The study also highlighted positive and negative perceptions of the model and identified high-yield strategies. The findings suggest a carefully orchestrated plan to address literacy should be implemented during the early stages in a child's education. The CIM provides a framework for educators to design a literacy plan that comprehensively addresses the needs of teachers and students.</p>

<p> The purpose of this case study was to examine the School-Wide Positive Behavior Support (SWPBS) impact on five selected student performance factors. A literature review revealed there have been many SWPBS research studies regarding traditional public schools. However, there have not been any published empirical SWPBS studies involving K-12 alternative public schools. Addressing this gap in the literature a Midwestern K-12 alternative public school involving 1,164 students was studied 2007&ndash;08 through 2010&ndash;11. Data were collected through several school information systems including School Administration Student Information System (SASI), School-Wide Information System (SWIS), and Power School. The independent variable SWPBS was investigated regarding its impact on the five dependent variables academic achievement, attendance, office discipline referrals, dropout rate, and persistence to graduation. Frequencies and percentages of each variable were analyzed using the Chi-square &ldquo;goodness of fit&rdquo; test (field, 2009).</p><p> Previous studies at traditional public schools reported SWPBS positively impacted the five student performance factors, however this case study did not yield any significant findings at the K-12 alternative public school. Specifically, there were no significant differences between the first year when there was no SWPBS and the fourth year when SWPBS was fully implemented. These outcomes raised more questions than answers. (a) Do the students at K-12 alternative public schools require a different threetiered level system as compared to those in the traditional public schools? (b) Does the process of advancing from one level to another take a longer time for these students? (c) Does professional development need to focus more on how to provide SWPBS strategies to at-risk and special needs students at K-12 alternative public schools? (d) Does the plan of gradually working through the SWPBS initial stages to full implementation take more years for the K-12 alternative public schools to achieve?</p><p> Since there are no empirical studies for K-12 alternative public schools to use as guides, future research is essential to answers these questions. The findings and conclusions of this case study will guide building level and school district leaders as they continue the quest for programs and strategies to enhance positive student behavior and academic success. Implications are addressed and recommendations made for further research. The dissertation findings will also add to the gap in the literature and provide a springboard for future research regarding SWPBS effects at alternative public schools. </p>

<p> This dissertation explored a type of qualitative case study based on the experiences of 11 graduates from Leadership Collier, a Naples, Florida-based leadership program, who had run for public office after completing the program. The researcher assessed the program goals, participant experiences and motivation with regard to community involvement and running for elected office. It was the belief of the researcher that there was a need for more qualified and effective leaders to run for public office at the local, state, and national levels of government. Therefore, the purpose of this dissertation study was to understand what leadership experiences gained through participating in a leadership training program could empower and motivate a person to run for public office. </p><p> Information provided in this dissertation includes an introduction, the study&rsquo;s purpose and research questions, methodology, critical terms, an examination of the literature review, study findings, researcher reflections, and recommendations for future studies. Data analysis codes in this study include sense of community, social capital, program design, confidentiality, diversity, bonding, empowerment, and motivation. Research findings showed that Leadership Collier has motivated and empowered select citizens to run for public office by providing experiences that have enabled individuals to develop leadership skills, become aware of community issues, develop confidence and a sense of community, expand social capital, and increase engagement in the community.</p><p> <i>Keywords: leadership, public office, empowerment, motivation. </i></p>

<p> Teacher attrition has become a concern at local, state, and national levels. As a result, a number of researchers have examined the factors that affect teacher job satisfaction and retention. However, in spite of all the efforts in research to find a solution, problems associated with teacher attrition have not significantly improved. This study was developed to examine new teachers' job satisfaction as based on their perceptions of principals' transformational and transactional leadership behaviors. Hezberg, Maunser, and Snyderman's 2-factor theory and Burns's and Bass's transformational and transactional leadership theory guided the research questions. A convenience sample of 71 new teachers with 1 to 3 years of experience participated in this study. Instruments used to collect data for the study were the Multifactor Leadership Questionnaire and the Job Satisfaction Survey. Pearson product-moment correlations and partial correlational methods were employed to examine the relationships between the variables. Findings revealed statistically significant positive relationships between new teachers' perceptions of principals' transformational leadership behavior and their overall job satisfaction. Further, the findings showed that perceptions of more transactional leadership behavior were significantly and negatively related to their overall job satisfaction. Results suggest that organizational leaders who adopt the transformational leadership model and implement effective leadership practices can cultivate positive change within the organization through the development of a team-centered environment that fosters inclusion, support, growth, recognition, stability, and satisfaction. </p>

<p> The purpose of this qualitative survey study was to explore the student performance expectations, classroom management and instructional practices, and related professional experiences and specialized training of Career Technical Education (CTE) instructors at a Regional Occupational Center in Southern California in order to learn more about how these instructors achieved 80% or higher CTE course completion rates for adult students for 2 or more consecutive semesters. The study was grounded in the <i>Pygmalion Effect Theory, </i> which postulates that instructors create a <i>Self-Fulfilling Prophecy</i> based on the instructors' perceptions of student academic abilities. </p><p> Data were collected from 6 CTE instructors and 126 adult students via an anonymous online survey that consisted of 18 questions for instructors and 14 questions for students organized into 4 categories. Analysis of the data resulted in 4 conclusions: </p><p> 1. CTE instructors who have high expectations for students promote high student achievement by exhibiting behaviors that require students to learn independently. Participating instructors implemented independent activities in which students had to seek answers prior to asking instructors for assistance. </p><p> 2. Instructors who have high expectations for student achievement utilize multiple and diverse instructional strategies, assess students frequently, and provide frequent feedback throughout the course. This approach provided students with sufficient opportunities to be successful in class. </p><p> 3. Establishing high expectations for classroom behavior when the course first starts and dealing with individual students when behavioral issues arise discourages inappropriate behavior. Participating instructors reviewed behavioral expectations throughout their courses. </p><p> 4. CTE instructors who participate in ongoing professional development after completing a credentialing program promote high student achievement. Each participating instructor participated in ongoing professional development after completing the credentialing program. </p><p> Based on the findings and conclusions of this study, it is recommended that: (a) CTE instructors continue to implement instructional strategies that are student-centered and fully engage students, (b) ROC/Ps continue offering and placing a heavy emphasis on professional development, (c) ROC/Ps require instructors to create and review the course syllabus on the first day of class to assist in establishing expectations for classroom behavior, and (d) CTE administrators continue to monitor new instructors' progress throughout the credentialing process.</p>

<p> This qualitative, practitioner research study, conducted by a school leader-as-researcher, was designed to gain insight into instructional leadership and teacher learning through the perceptions of high school teachers participating in a voluntary, school-based, self-organized, self-directed, cross-curricular teacher learning group within a diocesan, Catholic secondary school setting. Using qualitative research methods to gather participant perceptions, the study explored the work of the group, its impact on participants in relation to self, students, colleagues, and the larger school family, and the role of the instructional leader in relationship with the group. Using lenses of instructional leadership, adult learning theory, the relationships between knowledge and practice, and professional/teacher learning communities, I analyzed the legitimacy of this particular type of teacher learning and highlighted leadership dilemmas that may be encountered when a voluntary teacher learning group self-directs. These conceptual frameworks also allowed opportunities to think about issues and practices that matter to an instructional leader and to challenge assumptions about teaching, learning, and leading within a strong, academic tradition in a resilient secondary setting. The inquiry provided a rich analysis of one context through which educational leaders may expand their understanding of teacher learning in different educational settings.</p>

<p> With the many challenges that Chinese American churches are facing, together with the ever-changing needs of their members, Chinese American churches need to look for ways to nurture their members and to develop them into mature leaders. This thesis project is designed to explore the leadership development strategies of selected Chinese churches in North America that have demonstrated certain effectiveness and success in developing leaders, in hopes of discovering some common effective leadership development strategies. This author has interviewed eleven large Chinese American churches, with Sunday attendance ranging from 500 to 2600, regarding the strategies they use and the challenges they face in developing leaders. Using qualitative analysis, this author has discovered some common principles that have been used by these churches to develop leaders and has formulated some practical pointers that may be applicable to other Chinese American churches and beyond. </p><p> The findings reveal that faith and character development precedes skill training. Likewise, Christ-like character, spiritual maturity, and a willingness to serve are more important than a person's natural abilities and talents. In addition, the pastoral staff should be highly involved in designing and executing the leadership development programs. Moreover, the church should create a learning atmosphere by publicizing and offering life-relevant and need-based trainings through classrooms, small groups, or other venues. Outside resources such as guest speakers, seminars and conferences should also be utilized. Furthermore, opportunities should be provided for lay people to participate in service with the help of on-the-job training and ongoing support.</p>