Thesis (Ed.D.)--University of Wyoming, 2008. / Title from PDF title page (viewed on Nov. 20, 2009). Includes supplemental PDF file of case studies of Wyoming schools/districts. Includes bibliographical references (p. 103-111).

Researchers are finding that the No Child Left Behind legislation's mandatory testing provision has resulted in many schools reducing art instruction (Abrams, Madaus, & Pedulla, 2003). In addition to the reduction of art instruction in formal curricula, incorporation of art into classroom teaching strategies has also declined (Barksdale-Ladd & Thomas, 2000). While many schools neglect art to focus on subject areas addressed by No Child Left Behind mandated tests, others have embraced the arts as an instructional strategy to improve test scores (Rabkin & Redmond, 2006). Mississippi's Whole Schools Initiative, a school improvement program that infuses art throughout the curriculum, has stimulated and enriched student learning when it is seriously and systematically implemented (Corbett, Morse, & Wilson, 2004). This study investigated the process through which art infusion is taking place in a Mississippi Whole Schools Initiative model school. The research design was descriptive. The participating school was purposively selected. The emerging analysis of collected data directed the selection of key informants. Observations, interviews, informal conversations, and an examination of documents and other artifacts were used to collect data. The study found the following: (a) the school's staff felt art infusion is a more effective way to teach because it motivates students, involves parents and the community, addresses student learning styles and multiple intelligences, and enhances staff morale; (b) the site administrator was particularly concerned with hiring staff, staff development, planning, finances, and parental and community support; and (c) staff development, planning, specialists, artists in residence, fund raising, resources, parental and community support, classroom management, and instructional strategies are particularly important areas in infusing art throughout the curriculum. Recommendations are the following: (a) making Mississippi educators aware of the potential of art infusion as a school improvement strategy, (b) including art infusion instruction strategies in teacher education programs, (c) including art infusion strategies in local school district's professional development plans (d) employing at least one certified art teacher in every Mississippi public school, (e) increasing funding for Mississippi schools addressing school improvement through art infusion, and (f) conducting further research on specific strategies for enhancing instruction through art infusion.

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Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 224-229). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2008. / Additional advisors: Nataliya Ivankova, Foster Watkins, Martha Barber, Margaret Rice. Description based on contents viewed May 29, 2008; title from title screen. Includes bibliographical references (p. 224-235).

Thesis (Ed. D.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains x, 226 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 173-184).

Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 18, 2006. Dissertation Committee: Paul Baker (chair), Dianne Ashby, Elizabeth Lugg, Gregory Aloia. Includes bibliographical references (leaves 89-91) and abstract. Also available in print.

The purpose of the study was to describe the process of simultaneous implementation of the Indistar model of school improvement and the University of Virginia School Turnaround model of school improvement and how those models influenced school improvement practices in a rural Southwest Virginia school system. Best practices from each of the school improvement models were identified and adopted, which led to the establishment of a hybrid model of school improvement. The study documents how and why the practices were adopted and used in the hybrid model. The paper includes a literature review which examines the evolution of school improvement in the U.S. The description of the historical development of school reform sets the context for in-depth reviews of five current research studies. The studies selected for review, as well as the research study, focus on the role of the central office in school improvement. A synthesis of the studies' findings provided evidence that further research was needed. Data sources for the study include an individual interview of the superintendent, focus group interviews of central office administration and school leadership teams, archival records, and documents. The focus group interviews were conducted to describe the process of implementation of the two school improvement models and to identify school improvement practices that were adopted by the division. This study identifies the practices that were adopted and implemented throughout the rural Southwest Virginia school system. Best practices that are used in the hybrid model of school improvement are Professional Learning Communities, acceleration teams, 90-day school improvement plans, and a tiered remediation program. Barriers to implementation of school improvement were time, the initial lack of support in the Indistar model, involvement, and the understanding of data and data analysis. The themes of professional development, external and internal supports, and sustainability of school improvement are discussed in Chapter 5. Recommendations for practice and future research are presented. / Ed. D.

The purpose of this study was to identify the major school improvement needs and related strategies for two Bangladeshi secondary public schools based upon the perceptions of in-school professionals, parents, and students. To implement the study, I employed the constructivist/interpretive paradigm with a case study as my research design. The data collection techniques of document analysis, Nominal Group Technique (NGT) meetings, and individual interviews were utilized. For the purpose of NGT meetings, from each school, one teacher group, one parent group, and one student group were interviewed. After the completion of NGT meetings, individual interviews were held with one participant selected from each NGT group. I also interviewed the headmasters of the two schools. This study revealed that in a Bangladeshi educational context, major catalysts for improvement were market mechanisms and educational policies. The most significant finding of this study was that considering contextual applicability before implementing new initiatives was a critical strategy toward achieving sustainable school improvement in Bangladesh. The data indicated that in these schools, desired improvement efforts mainly consisted of two clusters: identifying the key school improvement needs and developing the strategies to meet those needs. The data revealed that the identified school improvement needs can be grouped into providing the resources and improving the school culture. To enhance school effectiveness, these Bangladeshi schools need to recruit more specialized teachers, implement effective instructional methodologies, elevate the image of teaching profession, and provide teacher-led professional development. Participants identified other suggested school improvement needs to be: low student-teacher ratio, good textbooks, more extracurricular activities, and more instructional materials (such as, computers, projectors, televisions, sound system, and so on). This study also revealed a strong perception that the role of collaboration in improving school culture is crucial. Participants explained that in order to successfully implement improvement initiatives, major challenges to the process need to be addressed. Participants identified three important barriers to implementation. These included lack of attention to the voices of all stakeholders during policymaking, the misuses of private tutoring or coaching, and lack of commitment among some of the teachers in their teaching. Findings affirmed that these barriers could be addressed by including all stakeholders voices in educational policy-making, addressing the misuses of private tutoring or coaching, and making teachers more accountable. A number of implications for theory, practice, policy, and further research arose from this study. Participants noted that teachers, parents, students, teacher-training authority, Bangladeshi Government, Non Government Organizations, school administrators, and district administrators were co-responsible within their own capacities to provide the necessary support and resources for school improvement in Bangladeshi context.