Doctor of Philosophy / Curriculum and Instruction Programs / Sherri Martinie / This study examined the impact grading policies have on students’ mindsets in urban Midwestern middle schools. The components of this quasi-experimental, causal comparative survey research relied on the grading policies in place at the school level and the students’ reporting of their mindset. Data was collected using a questionnaire containing eight Likert-type questions from the Implicit Theories of Intelligence scale (Dweck, 2006), as well as additional questions seeking the students’ perceptions of grading practices implemented in their buildings. Descriptive statistics, frequencies, t-tests and ANOVA tests were run measuring the impact that a variety of perceived grading practices had on students’ mindset levels. The findings from the research demonstrated no statistically significant differences between the mindset levels of students from schools with different grading policies. Further analysis revealed inconsistencies between student perceptions of the grading practices and the schools’ actual stated grading policies. It appears standards based and traditional grading practices, although specifically stated at the building level, appear to have blended together in the large school district, which may have led to the inconclusive results. Of significance was the finding that students perceived to understand the meaning of their grade, even if it is misaligned with the schools’ policy, reported a growth mindset in comparison to students that reported they did not understand their grade. These findings begin to explore the impact grading practices have on students, especially during the transition from traditional to standards based grading. Further research is needed to fully examine the transition between grading practices and students’ perceptions of those policies. When students’ perceptions of the standards based grading policy do not align with the actual policy, it is assumed that it will have no impact on students’ mindset levels. Future research would seek to understand ways in which educators making a transition from traditional to standards based grading can seek clarity of policies, seek accuracy of implementation and monitor students’ perceptions in alignment with the policies and practices.

The purpose of this study was to examine whether the use of a middle school flexible interdisciplinary block schedule would increase eighth-grade students' reading scores, as measured by the Oregon Assessment of Knowledge and Skills (OAKS). A 90-minute middle school flexible interdisciplinary block schedule served as the independent variable and was evaluated to determine its impact on student reading achievement. Extant data from the OAKS was used to assess student learning. Extant data from two groups of students were examined. The treatment group had their eighth-grade language arts and social studies classes scheduled into 90-minute flexible interdisciplinary block periods, taught by the same teacher. The comparison group had their eighth-grade language arts and social studies classes scheduled into traditional 45-minute departmentalized periods, taught by two separate teachers. The overall amount of time allocated to language arts and social studies instruction within the academic year was the same for both groups. However, the way the time was flexed and utilized within the class periods differed between the two groups. Research Question 1 addressed the possible increase in mean OAKS reading scores over time. Research Question 2 addressed the possible differences in the mean OAKS Reading Achievement Standards cut scores over time. The results of the two-year treatment condition of a FIBS for language arts instruction did not result in statistically significant results, as measured by the OAKS. The results suggest that there may not be a significant achievement difference between schools that implement an interdisciplinary scheduled compared to schools that implement a traditional, departmental approach.

The happy productive worker (HPW) theory states that happy employees perform at higher levels than unhappy employees do. Despite the explanatory power of the HPW theory, it was unknown if a happy middle-level manager would be associated with productive direct reports. The purpose of this phenomenological study was to address that gap by exploring the impact of middle-level managers' well-being and happiness on the performance of their direct reports. Key research questions examined how middle-level managers' well-being and happiness influenced the performance of their direct reports and how middle-level managers' application of the HPW theory influenced social change. Twenty middle-level managers from varied organizations participated in semistructured interviews to generate data. Data were subjected to content analysis to identify emergent categories and themes. Findings showed that middle-level managers' well-being and happiness had both positive and negative influences on direct reports' performance in that reports tended to mirror their middle-level manager's level of well-being and happiness. Whenever the middle level manager was happy, their reports' productivity increased, and whenever the middle level manager was unhappy, reports' productivity decreased. The overall conclusion was that middle-level managers' well-being and happiness in the workplace are important and offer opportunities to help direct reports to grow and to flourish in their department of the organization. Recommendations include further study of the strategies middle-level managers use to influence direct reports' advancement toward their potential. Organizational leaders may apply these findings through professional development training to enhance the growth and improve the productivity of their direct reports.

Text in Afrikaans / Die doel van hierdie navorsing is om te bepaal tot watter mate waargenome leierskapvaardighede van die middelvlakbestuurders in 'n provinsiale hospitaal, 'n voorspeller is van topprestasie. Vanuit die literatuuroorsig word leierskapteoriee, die veranderende konteks van leierskap, leierskapstrategiee en -vaardighede bespreek. Die rasionaal vir topprestasie, visie in topprestasie-organisasies en die beginsels van topprestasie word ook bespreek. Die navorsingsontwerp is 'n beskrywende studie en maak gebruik van 'n gestratifiseerde ewekansige steekproef. Die leierskapvaardigheidsvraelys (Charlton, 1991) is vir die meet van die leierskapvaardighede gebruik en die PA VE-vraelys is gebruik vir die meet van die vlak van topprestasie in die organisasie-eenheid. Die resultate vertoon bemagtiging as die vemaamste voorspeller van topprestasie by die middelvlakbestuurders. Toekomstige navorsing kan temas insluit soos die rol en potensiaal van 'n gedeelde visie, volharding, en werkstevredenheid. Relevante sleutelwoorde is transformerende leierskapvaardighede, topprestasie, bemagtiging en middelvlakbestuurders. / The aim of this research is to determine to what extent perceived leadership competency of the middle level manager in a provincial hospital, is a predictor of peak performance. The literature highlights leadership theories, the changing context of leadership, leadership strategies and competencies. The rationale for peak performance, vision in peak performing organizations and the principles of peak performance are also discussed. The research design is a descriptive study which uses a stratified randomized sample. The leadership competence questionnaire (Charlton, 1991) is used to measure the leadership competencies. The PA VE questionnaire is used to measure the level of peak performance in the organizational unit. The results indicate empowerment as the most prominent predictor of peak performance of middle level managers. Future research may include the role and potential of a shared vision, determination and work satisfaction. Relevant keywords are transformational leadership competencies, peak performance, empowerment and middle level managers. / Industrial and Organisational Psychology / M.Com. (Bedryfsielkunde)

nÃo hà / Diversos trabalhos na Ãrea de ensino de FÃsica, assim como documentos oficiais, apontam uma necessidade da introduÃÃo de conceitos ligados à FÃsica Moderna e ContemporÃnea no nÃvel mÃdio. Nesse trabalho trazemos uma nova proposta para o ensino da Relatividade Restrita no nÃvel mÃdio, em que os conteÃdos sÃo divididos em blocos e distribuÃdos ao longo dos trÃs anos. O objetivo desse trabalho à triplo: (i) constatar atravÃs de pesquisa com estudantes que os mesmos sentem a necessidade de adquirir conhecimentos de Relatividade; (ii) os professores concordam com a inserÃÃo da Relatividade Restrita no ensino mÃdio e com o fato de que esta deve ser feita a partir da primeira sÃrie do EM; (iii) produzir um material didÃtico que proponha uma divisÃo dos conteÃdos de Relatividade Restrita aos longo dos trÃs anos e que possa ser utilizado por professores. Para fazer isso seguimos o mÃtodo construtivista de ensino, organizamos os conteÃdos de forma a abranger os trÃs anos e elaboramos um material didÃtico com vista na teoria da aprendizagem significativa de David Ausubel e os mapas conceituais de Joseph D. Novak. O resultado da aplicaÃÃo do material mostra que a Relatividade à capaz de despertar o interesse dos alunos pelas aulas de FÃsica e que tanto alunos quanto professores anseiam por uma abordagem sequenciada, que ocorra ao longo dos trÃs anos. / Several studies in the area of physics teaching, as well as official documents, indicate a need to introduce concepts related to Modern and Contemporary Physics at the secondary school. In this paper we present a new proposal for the teaching of Relativity at the average level of education, where the contents are divided in blocks and spread over the three years. The aim of this paper is threefold: (i) verify through research with students that they feel the need to acquire knowledge of Relativity, (ii) teachers agree with the inclusion of relativity in high school and with the fact that this must be made from the first series of EM, (iii) produce educational material to propose a division of the contents of Relativity to the three years and can be used by teachers. To do this follow the constructivist teaching method, arrange the contents to cover the three years and prepare educational material aimed at meaningful learning theory of David Ausubel and conceptual maps of Joseph D. Novak. The result of applying the material shows that Relativity is able to arouse students' interest in physics and the lessons that both students and teachers yearn for a sequenced approach, which takes place over the three years.

No description available.

AN ABSTRACT OF THE DISSERTATION OF Frances Keller Shafer, for the Doctor of Philosophy degree in Curriculum and Instruction, presented on October 16, 2008, at Southern Illinois University Carbondale. TITLE: AN INVESTIGATION OF SELECTED FACTORS THAT INFLUENCE MIDDLE-LEVEL TEACHERS' PROFESSIONAL DEVELOPMENT CHOICES MAJOR PROFESSOR: Dr. Joyce Killian Professional development is defined as methods to provide teachers with the knowledge and skills to improve instruction and increase student achievement. However, the availability of and participation in professional development activities often falls short of meeting both the teachers' and students' needs. This study investigated selected factors that influence middle-level teachers' professional development choices. The purpose of this study was to add to the researcher's knowledge about professional development choices made by practicing middle-level educators and to add to the body of knowledge about the factors influencing professional development choices. The research question was To what extent are middle-level teachers' professional development choices associated with selected factors? The factors investigated were as follows: (1) a greater than 50% assigned time curriculum director with responsibilities for coordination of professional development, (2) meeting criteria for designation as a middle school and (3) the availability of and participation in professional development activities at the school level, the district level, and the higher education level. No significant differences at the 0.05 level were found between the selected factors: (1) the presence or absence of a greater than 50% assigned time curriculum director and (2) designation of the site as a middle school. However, the findings indicated there was a significant difference between school, district and higher education levels in participation, F(2,151)=5.94; p=0.003. Teachers' participation in higher education level professional development activities/program was lower than participation in professional development activities at the school and district level.

Thesis advisor: Martin Scanlan / Thesis advisor: Nathaniel Brown / The COVID-19 global pandemic has had major implications on the work educational leaders do on a daily basis, including frequently attending to health and well-being matters as well as operations in order to ensure the safety of all community members. At the same time, school leaders are tasked with maintaining a focus on instructional leadership to close opportunity gaps that may have been exasperated due to the pandemic. One way to increase sustained improvement efforts is to maximize the impact of Middle-level Instructional Leaders (MILs) within the district. Yet, research on MILs is grim and rarely attends to cultivation of learning for these varying roles. In order to address this gap in research, the purpose of this study is to understand how MILs pursue and make sense of instructional leadership during a time of crisis. Through an analysis of 10 semi-structured interviews, two observations and a document review, this qualitative case study presents the perspectives of MILs within a single district, capturing a description of two Communities of Practice (CoPs): District MILs and school-based MILs. Findings indicate that MILs’ individual investment on vision and goals can supersede that of hierarchical accountability structures. In addition, the social-emotional well-being of students and teachers was an emergent and conflicting priority with instructional leadership. Workplace experiences and collaborative, experiential practices are amongst the exemplary practices that develop the capacity of MILs. However, limited enrollment capacity, lack of frequency of experiences, and ambiguous role expectations hinder the ability to develop the practice of MILs. These findings have implications for how to best maximize MILs to pursue instructional leadership, and identify additional areas to consider for future research. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

No description available.

The purpose of this study was to identify middle level leaders' perceptions of their responsiveness to students' developmental needs and their support of staff and structures related to meeting those needs. This study also sought a broader understanding of how transition programs aligned with the developmental needs of young adolescents. A mixed-methods approach was used to address the study's research questions. Participants in the study included middle school principals and assistant principals in two Virginia school divisions. Participants completed an online questionnaire reporting their self-perceptions about their responsiveness to their students' developmental needs and their support of staff and structures related to meeting those needs. Participants rated their responsiveness to their students' developmental needs as fairly often and their responsiveness to supporting staff and structures related to those needs as falling between frequently, if not always, and fairly often. Middle school leaders also shared how their schools' transition programs aligned to their students' developmental needs in focus group interviews. Participants identified that young adolescents need additional emotional, social-emotional and organizational support during the transition to middle school. They also shared the need and desire for training to best serve young adolescents. Overall, the findings aligned with existing research underscoring the critical role middle level leaders play in meeting the developmental needs of young adolescents when transitioning to middle school. This study provided implications for middle level and school division leaders and principal prep programs to emphasize strategic, on-going, and collaborative learning opportunities to prepare middle level leaders. / Doctor of Education / The purpose of this mixed method study was to identify middle level leaders' perceptions of their responsiveness to students' developmental needs and their support of staff and structures related to meeting those needs. This study also sought a broader understanding of how schools' transition programs aligned with the developmental needs of young adolescents. Middle school principals and assistant principals from two Virginia school divisions shared their levels of responsiveness to the needs of their students and how their school sites' programs aligned with their students' needs. Middle level leaders rated their responsiveness to their students' developmental needs as fairly often and rated their responsiveness to supporting the staff and structures related to those needs as falling between frequently, if not always, and fairly often. Middle level leaders identified that during the transition to middle school, young adolescents need additional emotional, social-emotional and organizational support. They also shared the need and desire for additional training and development to best serve young adolescents. Overall, the findings aligned with existing research underscoring the critical role of the middle level leader in meeting the developmental needs of young adolescents, particularly during the transition to middle school. This study provided implications for middle level and division leaders and principal prep programs to emphasize strategic, on-going, and collaborative learning opportunities to prepare middle level leaders.