<p> There is a need to address behavior discipline problems in special and general education setting classrooms. Disruptive behaviors are a major concern as they create excessive stress and demands for classroom teachers and school administrators to address them. Effective interventions are needed to properly address them. Moreover, classroom disruptions affect the instructional process and learning outcomes. Disruptive behaviors do not just occur in regular school classroom settings, but in After School Program (ASP) classrooms as well. After school program classrooms that operate on regular school sites are important to students, school staff, and parents. Educational researchers found that there is a lack of evidence based interventions for ASP staff to address the behavior issues that impact the quality of the service that they provide students. The purpose of this study was to assess an evidence base intervention (EBI) called the Daily Behavior Report Card (DBRC) in an ASP classroom to address disruptive behaviors and academic disengagement. A single-subject multiple baseline methodology design was used to conduct a four week intervention study of the DBRC. Three students in a third grade after school program class were observed at different times during the intervention and the ASP instructor provided behavior ratings on a report card of the student's behavior. Analysis of the study consisted of a visual inspection of direct behavior observations and DBRC rating graphs to determine if the DBRC intervention changed behavior. Study results revealed that the DBRC intervention had some impact on the participants' behavior overall but did not result in decreasing disruptive behaviors of students in the third grade after school classroom. Interviews were also conducted after the study with the participants and the ASP teacher. However, results of the qualitative data showed positive attitudes towards the DBRC as a tool for communication and collaboration among parents and school staff in the ASP setting in the future.</p>

<p> Noting that colonial policies worked against the integral development of Nigeria, post-colonial administrations employed different policy initiatives to redress the situation. This case study aimed to measure the effectiveness of secondary school civic education in this regard. The Federal Capital Territory Abuja was chosen as the place of study due to its rich demographic variables. Fifty-four participants, covering six different segments of stakeholders were interviewed for analysis and results. The examination results in civic education at the end of the nine years of "Universal Basic Education" (UBE) program and the crime data of secondary school age students were also examined for enhanced credibility. The latter served as indicators of students' understanding of the content of civic education and the demand for effective citizenship respectively. Since civic education was introduced into the UBE program to shore-up dwindling national objectives through education, the study used Human Capital Theory as the theoretical framework. This study was conducted between April and September, 2013. The findings showed that ingrained ethnic consciousness in the community, bad leadership, distorted value outlook, and get-rich-quick syndrome diminished the effectiveness of secondary school civic education in the quest for the actualization of national objectives. </p><p> <i>Key Terms: National Objectives, Civic Education, Universal Basic Education, Human Capital</i></p>

<p> While questions exist about the effectiveness of online education, it is a growing part of the pantheon of educational choices available to students in America today. Though online education first gained popularity for advanced learners, increasingly at-risk populations are enrolling in online learning environments. Research in K-12 full-time, online learning environments is nearly non-existent. This mixed-methods study investigates student achievement in the full-time, online learning environment and the effect parents have on student success. Descriptive statistics and Pearson's Correlation's found statistically significant relationships between the variables of grade point average and socioeconomic status, family configuration, education of the parent, student grade level, gender and previous online experience. Themes from semi-structured interviews found parents of current or former students in a full-time, online school perceive multiple facets of student success in the online environment. The school can provide support to families by communicating, being transparent with tools, and individualizing instruction. Students must be self-motivated, engaged and participating, and accountable for their own learning. Parents should be available to monitor, mentor, and motivate students.</p>

<p> Professional Learning Communities (PLCs) provide the basis for meeting the challenges and expectations in today's educational environment. Effective PLCs provide the framework for school improvement and ultimately impact student academic success. School leadership is fundamental in this process (Bennis, 2009; Buffum, Mattos, &amp; Weber, 2009; Carter, 2007; Day, Leithwood, &amp; Sammons, 2008: DuFour &amp; Eaker, 1998; Fullan, 2001; Leithwood, Harris, &amp; Hopkins, 2008; Leithwood, Mascall, Strauss, Sacks, Memon, &amp; Yashkina, 2007; Marzano &amp; Waters, 2009; Spears, 2005; Steiner, Hassel, &amp; Hassel, 2008) and the building principal is the central figure. This project explored district-wide implementation of school level PLCs and the role school administration played in implementing a PLC culture. This mixed-methods study examined how district level administrative support helped establish a PLC culture of continuous improvement through quality professional development, role modeling, and observed expectations. Faculty members and administrators from a geographically diverse Eastern Idaho district participated in this PLC research study in an effort to answer the following questions: To what extent are the foundational principles of PLCs established throughout the district? What differences between elementary and secondary schools exist in the implementation of PLCs? What differences in teacher and principal perception exist regarding the implementation of PLC in a building?</p>

<p> Throughout history, music has consistently played a large role in helping to define the social, historical, and cultural awareness in human society. For children and young adults who have actively studied music in public school music education programs, music has enhanced their self-discipline, self-esteem, and creativity. Over the past 20 years, there have been several examples of how the business world has been turning to the music world for leadership and inspiration. </p><p> There are, however, few studies that compare the effects of public school music education programs on leadership in the workplace. Researchers have primarily focused their studies on the impact of music on learning and academic achievement in the public schools. As a result of shrinking public school budgets and an increased attention to standardized testing resulting due to George W. Bush's January, 2001 <i>No Child Left Behind</i> (NCLB) Educational Reform Act, there has been a decline in student involvement in music, and a decline of music teachers in public schools.</p><p> The purpose of this study was to examine what differences, if any, exist in current-day organizational decision-making, creativity, and learning styles between organizational leaders who participated in public school music education programs and those who did not. This study used a qualitative, phenomenological research design to evaluate and elicit information on the shared experiences of 16 Universal Music Group (UMG) executives. The researcher used a purposive sampling strategy to select 8 executives who participated in public school music education programs and currently serve in a leadership role at the company, and 8 who did not participate in such programs. </p><p> Semi-structured interviews were conducted. The data for the study was derived from each participant's transcribed audio recordings along with the interview notes. The information was analyzed and grouped by themes. The data from the 8 executives who participated in public school music education programs yielded 9 themes regarding key success traits, skills, and characteristics which are important to their success in the workplace. Data from the 8 executives who did not participate in public school music programs yielded 12 themes. </p>

<p> Purpose: The purpose of this causal-comparative research mixed methods study is to identify the SE teacher leadership skills that SE teachers and SE paraeducators perceive are most important to SDC team effectiveness in secondary special education programs that serve students with moderate to severe disabilities. </p><p> Methodology: A causal-comparative mixed methods study was conducted to identify the SE teacher leadership skills that SE teachers and SE paraeducators perceive are most important to SDC team effectiveness. A sequential exploratory design demonstrating the emphasis on the quantitative section of the study prior to examining relationships between the findings of the qualitative data was implemented. A descriptive survey was distributed among two school districts in Riverside County, and individual interviews also took place. </p><p> Findings: Special educators believe visionary leadership, professionalism, and maintaining integrity are key skills special education teacher leaders need to possess to develop or improve team effectiveness in the classroom. Participants expressed extremely similar responses in understanding the importance of the impact a special education teacher leader can have on the special day classroom's team effectiveness. Specific barriers and strategies were discovered in this study. </p><p> Conclusions: Several conclusions were produced from this study. Staffing and scheduling are the major issues in many special day classrooms impacting team effectiveness. Special education teacher leaders need to be visionary, to possess organizational skills, and to maintain integrity to develop trust. Special education teachers must provide respect and effectively communicate to build team effectiveness in the SDC. Additionally, special education staff need increased administrative and colleague support. </p><p> Recommendations: School administration must consider the importance of providing opportunities for special day class teams to collaborate on an on-going basis. Districts need to consider providing leadership training sessions specifically designed for special education teachers who are placed in situations with two or more paraeducators in their classrooms. Districts also need to reconsider providing on-going training for special education paraeducators, focusing on the paraeducator as a professional. Finally, school districts need to reevaluate the situation of substitutes for special education teachers and paraeducators.</p>

<p> The higher education environment is currently in a state of transition and uncertainty; institutions must locate, train, and maintain talented individuals in key administrative positions. Against this backdrop, the definitions and responsibilities of individual positions are being altered. Many mid-level administrators now are being expected to assume increasing leadership responsibilities as well as maintain managerial duties. The higher education registrar is a mid-level administrative role that is undergoing this type of transformation. The position of registrar typically is a mid-level administrative position, and the 21st-century registrar is considered to have both management and leadership responsibilities. The purpose of this qualitative study was to describe the management and leadership role of the higher education registrar and the skills needed to fulfill that role, as perceived by registrars, senior-level administrators, and faculty leaders at private, 4-year institutions of higher education in California. For this qualitative ethnographic study, data were collected through registrar job descriptions from 6 institutions and through in-depth interviews with 6 higher education registrars, 6 senior-level administrators, and 6 faculty leaders. All participants perceived the registrar as both manager and leader within the department, but there was disagreement regarding the registrar's role as the institutional leader. Participants identified a variety of factors that were considered to impact the registrar's role as a campus leader. Three management skills (articulate communicator, organized, knowledgeable about higher education) and 2 leadership skills (demonstrates interpersonal skills, visionary and able to see the big picture) were perceived by the study sample as particularly important for the role of the registrar. Each subgroup of participants identified additional skills as particularly crucial. The findings of the study may be used by institutions of higher education to define the registrar's role in the institutional governance structure and to strengthen their human capital. Additionally, the identification of desired skills allows for the development of training programs for current registrars to maximize their potential and succession planning for future registrars to be suitably prepared for this complex administrative role.</p>

<p> Community integration and involvement is the overarching goal in planning for the transition from high school to adulthood for students with disabilities. The provision of a continuum of services, based on each student's individual needs is, the cornerstone of special education and transition services. The focus of this study was on how educational leaders in the coastal region of a South Atlantic state ensure that the transition requirements of the Individuals with Disabilities Education Act of 2004 (IDEA) are implemented. The study included the identification of specific methods and practices used in that region. The researcher, driven by a desire to know more about the uniqueness of the case, interviewed educational leaders including school-based administrators, a division-based administrator, and a guidance counselor. Information was collected by surveying transition coordinators (<i>N</i> = 64) from the school divisions in the coastal region of a South Atlantic state with regard to career and vocational opportunities offered in the school divisions, transition planning practices within the school divisions, and the demographics of the participants. The researcher solicited the opinions of the participants concerning their knowledge base and their division transition practices. The researcher reviewed archival documents maintained at the state level pertaining to transition practices and transition outcomes for each school division included in the study. This was an intrinsic case study focusing on a specific group that is unique in geographic location, organization, and collaboration. The study was not intended to extend theory. The findings from the study identified (a) the proficiency of educational leaders in regard to their knowledge of transition practices and service delivery in their respective schools or school divisions, (b) the perceived education and training needs for educational leaders with regard to the transition practices and service delivery in their respective schools or school divisions, and (c) the specific transition practices and service delivery models utilized by the region's school divisions when reporting on the state indicators. Additionally, the findings added to the current research addressing a variety of approaches to transition planning for students with disabilities.</p>

<p> Academic Technology (AT) is a fast growing field that deserves attention given its dynamic nature and impact on educational practices. The field has evolved from information technology to concentrate on advancing technology to enhance teaching and learning. Yet, the field appears to be insufficiently mature or defined making it difficult for AT professionals to be categorized and characterized or to fully understand their changing roles. There is uncertainty as to the roles, responsibilities and positions of AT professionals both within and outside of the field. </p><p> Research in this area is minimal and highlights the need for strategic action to support the differentiation of instructional tasks and promote the influence of AT professionals (Kowch, 2013; Nworie, 2005). An online survey was conducted of 81 AT professionals to better understand the responsibilities and perceptions of their roles, concerns and influence. Statistical factor analysis identified five most cited responsibilities and compared the differences between what the professionals "do" and what they believed they "should" do. ANOVA was used to calculate gaps in performance based on the "do" and "should" responses. </p><p> The study findings concludes that the majority of AT professionals have influence on the AT decision making process at their institution of higher learning, AT decisions appear to be made based on technological rather than pedagogical considerations and AT professionals have an expanded responsibilities and obligations at their institution of higher learning. These findings are consistent with literature that indicates that AT professionals need to be in influential positions on campus and that decisions concerning technology for teaching and learning are not made by AT professionals who are unique in that they have knowledge and experience in both academia and technology (Kowch, 2005). </p><p> This study suggests more research is needed especially in the areas of AT in higher education and AT leadership. For example do universities have an AT strategic plan? If so, who is charged with implementation? Further research in these areas will enhance the field of AT and solidify the AT leadership position on campus.</p>

<p> The low rate of Latino graduate and professional degree attainment is a problem for the Latinos who are not attaining high levels of education, for their families, for the institutions of higher education that suffer from a lack of diversity, and for the local, state, and federal governments that lose tax revenue from the potentially higher income levels earned by advanced degree graduates. The purpose of this phenomenological study was to examine the professional school aspirations of Latino community college transfer students at the University of California, Irvine who are first generation college students. This study investigated the influence of both community college and university experiences on the participants' advanced study goals and explored the interconnections between the participants' advanced study aspirations and their career development. To empower students of color and acknowledge their sources of cultural wealth, this study gave Latino community college transfer students who are first in their families to attend college an opportunity to tell their counterstories about their aspirations to pursue advanced study. Through semistructured, individual interviews with a sample of six Latina students, the following five theme emerged: (a) the importance of family, (b) required success: responsibility, pressure, and burden, (c) turning adversity into strength, (d) the role of mentors and peers, (e) career choice and advanced study decisions. The dissertation includes recommendations for policy, practice, and future research related to the findings.</p>