<p> The purpose of this narrative inquiry was to understand the novice principals' experiences in the principalship and the support they received from their district to make recommendations for principal mentorship programs. The study reported on qualitative interview methods with three novice principals and two mentors to determine essential elements for mentorship programs and leadership development. The retelling of the stories validated the personal experiences the researcher had as a novice principal. The collective responses from the leaders provided new possibilities for the mentorship and support of novice principals. </p><p> The study investigated the relationships between the mentor/mentee, the structures of different mentorship programs, and the components that were delivered for training new principals. The key findings from the analysis constructed what novice principals and mentors determined were effective methods to better support school leaders. The following themes emerged to support novice principals: 1. Mentor with meaning and purpose 2. Prepare novice principals for the realities of the position 3. Leadership skills and professional growth 4. Students are the priority </p><p> The mutual benefits and support for the mentors and novice principals were used to design a Principal Mentorship Program. The program proposal is meant to have an effective leader in every school, create professional development and learning for principals, and align expectations for administrators across the district. The Principal Mentorship Program is designed for school districts to provide a systematic approach and structure to support new principals and mentors.</p>

<p> Findings of an initial case study revealed that a principal had used the core leadership practices of setting direction, developing people, and redesigning the organization. The enabling principles of<i> accountability, caring,</i> and learning were also present. This paper is based on a follow-up qualitative research study conducted at the same school with the same principal and includes: interviews, a focus group, observation, and primary documents. Research on the topic of sustainability is lacking. This research can add to leadership and sustainability findings and strengthen the body of literature present. Findings from this research, seven years later, revealed the same core leadership practices and enabling principles intact, with the prominent addition of <i>distributed leadership.</i> Sustainability was fostered by the principal and staff. During the research project there was a change in student demographics, school budget woes, high accountability, and the middle school was reconfigured into an intermediate school model. These challenges were managed by the principal through quiet passion, commitment, <i> relational trust,</i> and <i>elements of sustainability. </i></p>

<p>The history of public education in America is a history of school district mergers. Population growth and improvements in transportation and communication brought isolated communities together. Financial pressures and promises of economies of scale overcame reluctance to merger. In more recent times, federal and state legislation has provided impetus for school district consolidation. The merger that formed Twin Rivers Unified School District delivers a current view of the complexity of merging school districts. The purpose of this qualitative multiple-case study was to examine the merger that formed Twin Rivers Unified School District (Twin Rivers). The passage of <i>Measure B</i> in November 2007 formed Twin Rivers by joining three elementary districts and one high school district in Northern Sacramento County California. This qualitative multiple-case study was designed to explore what worked well and what detracted from the merger process. Six board members and seven district office administrators participated in semi-structured interviews designed to examine the merger that formed Twin Rivers. The study participants all served from the election or before the establishment of the district on July 1, 2008. The findings from the study indicate a need for a review of California laws related to school district mergers, personnel, and finance. The findings also indicate a need for those involved in school district mergers to be aware of possible pitfalls and resistance. </p>

<p>Through a quantitative, non-experimental design, the studied explored non-cognitive factor relationships to hybrid doctoral course satisfaction and self-efficacy, including the differences between the online and on-campus components of the student-selected hybrid courses. Descriptive, bivariate, and multivariate statistical analyses were used to analyze survey data from 139 doctoral students in healthcare fields, including both clinical and research-based doctorates. </p><p> The results reveal four key findings. First, the doctoral student experiences significantly differ between the online and on-campus components of a hybrid course for factors including task value (Wilks&rsquo; Lambda = 0.97, F (1, 130) = 3.93, <i>p</i> = .05) and faculty and peer support (Wilks&rsquo; Lambda = 0.97, F (1, 130) = 4.11, <i>p</i> = .05). On-campus task value was perceived significantly higher than online task value. Similarly, on-campus faculty and peer support was perceived significantly higher than online faculty and peer support. </p><p> Secondly, both online and on-campus student experiences with task value (r_p (139) = 0.59, <i>p</i> &lt; .001 (online), r_p (139) = 0.60, <i>p</i> &lt; .001 (on-campus)), faculty and peer support (r_p (139) = 0.39, <i>p</i> &lt; .001 (online), r_p (139) = 0.46, <i>p</i> &lt; .001 (on-campus)), and boredom and frustration (r_p (139) = -0.66, <i>p</i> &lt; .001 (online), r_p (139) = -0.56, <i>p</i> &lt; .001 (on-campus)) were correlated with course satisfaction. The correlations between task value and faculty and peer support were positive, whereby increased perceptions of task value and faculty and peer support correlate with increased course satisfaction. However, the correlation with boredom and frustration was negative, whereby increased boredom and frustration correlates with decreased course satisfaction. Online task value (&beta; = .25, <i>p</i> = .004), online boredom and frustration (&beta; = -.30, <i>p</i> &lt; .001), and on-campus boredom and frustration (&beta; = -.23, <i>p</i> = .01), predict course satisfaction. </p><p> Thirdly, both online and on-campus experiences with task value (r_p (139) = 0.50, <i>p</i> &lt; .001 (online), r_p (139) = 0.48, <i>p</i> &lt; .001 (on-campus)), faculty and peer support (r_p (139) = 0.37, <i>p</i> &lt; .001 (online), r_p (139) = 0.38, <i>p</i> &lt; .001 (on-campus)), and boredom and frustration (r_p (139) = -0.40, <i>p</i> &lt; .001 (online), r_p (139) = -0.33, <i>p</i> &lt; .001 (on-campus)) were correlated with self-efficacy. Regardless of whether online or on-campus, when students experienced high levels of either task value or faculty and peer support, self-efficacy increased. However, when students experienced high levels of online or on-campus boredom and frustration, self-efficacy decreased. Of all the variables, only online task value predicted self-efficacy (&beta; = 0.28, <i>p</i> = .01). Finally, the fourth key results indicated course satisfaction and self-efficacy were positively correlated, r_p (139) = 0.55, <i>p</i> &lt; .001, and positively predict one another (&beta; = .50, <i>p</i> &lt; .001 for course satisfaction predicting self-efficacy; &beta; = .47, <i>p</i> &lt; .001 for self-efficacy predicting course satisfaction). </p><p> By understanding the relationships between non-cognitive factors in hybrid doctoral courses, academic administrators and faculty would become more informed regarding initiatives that may improve hybrid doctoral education, retention, institutional effectiveness, and institutional success. </p><p> Bandura&rsquo;s social cognitive theory provided the theoretical foundation for this study and limitations included the single institution and use of a convenience sample. Future recommendations to expand the study include improving reliability, increasing quantity of participants, establishing a baseline for self-efficacy, and completing additional statistical analyses. </p><p> <i>Keywords:</i> non-cognitive, doctoral, education, hybrid, non-traditional, task value, boredom, frustration, support, graduate, Bandura, persistence, motivation, andragogy, social cognitive theory, self-efficacy, satisfaction </p>

<p> The growth in online education has led to the need for specific strategies that online instructors can use to assist students with the unique challenges of the modality. While many teaching theories can work online, adaptations need to be made to address issues with retention, persistence, and the immediacy that can arise in computer-mediated communication. Social presence is a strategy that faculty and students can employ to effectively interact in an asynchronous online discussion environment. Students that experience high social presence in a classroom do not feel that the computer-mediated communication is a barrier to their interaction with others, particularly their faculty members. The driving research question for this study was: Is there a difference in final grade, satisfaction, persistence, and retention based on whether faculty demonstrate high levels of social presence cues versus those that demonstrate low levels of social presence cues in online classrooms. This study added to the research on the impact that social presence has on student satisfaction with online faculty, student retention in the online course, student final grade in the online course, and student persistence through to the next online course by examining online classes at a for-profit postsecondary institution that serves primarily non-traditional adult students. Faculty who demonstrated high social presence scores had significantly higher student satisfaction ratings than faculty who had low social presence scores. In addition, faculty who demonstrated a moderate to high amount of social presence had significantly higher student persistence than faculty who had low social presence scores.</p>

<p>This study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools compiled by the California Department of Education for the 2007&ndash;2008 school year. The Academic Performance Index (API) scores for 136 schools districts in the study was retrieved and examined along with the following additional data: English-language learner, special education status, ethnicity (African American, Hispanic&ndash;Latino), and socioeconomically disadvantaged students. Academic Performance Index (API) is a yearly state performance measure was downloaded for all schools partaking in this study. Elementary, middle and high schools API scores were compared along with specific subgroups: Hispanic, English Learner, African American, socioeconomically disadvantaged, and special education students. Results indicate that Hispanic and English Learner sub groups at the Elementary and Middle school level for Professional Learning Community Schools academic achievement was significant. At the high school level Hispanic and English language Learner sub groups academic achievement was significant for the Non Professional Learning Community schools. </p>

<p> This study focused on how career academies were implemented at a large, urban, public high school. Research shows that the career academy model should consist of 3 core components: (a) a small learning community (SLC), (b) a theme-based curriculum, and (c) business partnerships (Stern, Dayton, &amp; Raby, 2010). The purpose of this qualitative case-study was to examine how the academy model was implemented and its impact on the 2 existing career academies at a comprehensive high school. </p><p> The researcher collected data by utilizing a variety of methods such as surveys, interviews, observations, and analysis of artifacts. All career academy teachers at the site participated in the survey and focal academy teachers were purposively selected based on their academy teaching experience and a willingness to participate in interviews and observations. Finally, academy artifacts were analyzed in the process of data triangulation. Findings indicate that small learning communities have a positive impact on building relationships; academy teachers must be well supported by administration; and that business partnerships are critical to career academies. </p><p> Findings from this study support several conclusions about the implementation of 2 career academy models: a) Both academies successfully implemented Small Learning Communities that led to more camaraderie within the academies, b) Teachers were not provided with the necessary training to integrate theme-based curriculum, and c) Business partnerships were nonexistent due to the lack of internship and job-shadowing opportunities provided for academy students. </p><p> Study outcomes recommend that only academy students should be enrolled in academy classes and academy teachers must be carefully. Academy teachers should have a common planning period and must be provided with initial training and ongoing professional development. Academies should form a steering committee consisting of representatives from businesses and post-secondary education. Finally, more collaboration must exist between academies and business partners. </p><p> Implemented properly, the career academy could be a highly effective model to provide students with a 21^st century learning experience. Although 2 of the 3 components of the academy model require immediate attention, findings indicate that proper teacher professional development and access to business partnerships may lead to more conducive learning environments and collaborative spaces.</p>

<p> The central office manages and directs a school system. In the wake of district and school reforms, the impact of the central office on schools and quality instruction has not been fully dissected. This study explores the role of the central office in the support of high quality instruction. Further, it analyzes the perceptions of those central office staff members who support schools and school-based staff. The study was conducted using qualitative methodology to determine and describe the impact of Executive Directors and Directors on instruction in schools. Specifically, interviews were conducted with 22 central office staff members in one urban school district. Interviewees were questioned about their roles and their practice of instructional leadership. In addition, individuals were asked about the current reality of their work and asked to consider how their work could be different given different circumstances or constraints. Central office staff members also gave recommendations for how the central office could better support high quality instruction. Ten issues were identified based on the content of the interviews. One important finding was the need for better recruitment of central office staff members with a focus on the specific skill set needed for their work. A critical discovery was the lack of direct influence and involvement of central office staff with school-based principals and other school-based administrators. The level of collaboration between central office staff and school based principals was largely absent which is ironic considering the current research on the importance of the principal in the process of school reform.</p>

<p> The purpose of this research is to capture for history the events and consequences of the racial desegregation of high school students within the Hickory Public Schools in Hickory, NC. The study includes a retelling of the events surrounding the desegregation of Hickory Public Schools, beginning with the <i>Brown v. Board of Education</i> ruling in 1955 and going through an analysis of four case studies of student conflict that disrupted daily high school life between 1966 and 1973. </p><p> The study is based on primary source documents including school board minutes, school district memos, articles in the local newspaper, and the high school student newspaper. Primary source documents were supplemented by oral history interviews with eight students who attended Hickory High School during the early years of integration. </p><p> The central finding is that desegregating Hickory Public Schools was a lengthy, complex process. At every step of the way through the desegregation of Hickory High, the school was left to handle the social changes that the community attempted to avoid. Four themes emerged in the stories of student conflict at Hickory High including loss, resistance, leadership, sports as a catalyst and arena for social change, and the power of symbols to represent a school. </p><p> Rather than viewing the student conflicts as examples of what was wrong with Hickory, they are evidence that the students were wrestling to create an inclusive school community that symbolically represented them all.</p>

<p> The investigator in the study compared traditional middle and high school teachers to alterative teachers regarding the perceived organizational support, self-efficacy, and retention. The purpose of the study was to determine if there was a difference in the level of self-efficacy between alternative school teachers and traditional school teachers. The researcher also examined the relationships between Perceived Organization Support and teacher self-efficacy between alternative school teachers and traditional school teachers. It was also examined whether alternative teachers perceived their own self-efficacy the same as traditional teachers. </p><p> The research design was a quantitative approach, using one survey for traditional and alternative teachers, in a causal-comparative design. The traditional middle and high school group served as a comparison group for the alternative school group. The survey used Likert-type scale scoring to gather quantitative data from traditional and alternative school teachers. </p><p> The conclusions for research questions one and three came calculating a mean scale score from taking the mean from each of the surveys item's score. The scale score (dependent variable) was then entered into a one-factor analysis of variance (ANOVA) to examine potential mean differences between teachers working at alternative and traditional schools (independent variable). The conclusion for research question two came from three separate simultaneous multiple regression approaches examining potential mean differences on the impact of teacher characteristics on self-efficacy comparing between the traditional and alternative teacher groups. </p><p> The researcher found that there were significant differences in teacher retention between traditional and alternative school teachers. Conclusions for this study suggest that teacher retention in alternative education warrants further comprehensive study.</p>