This research project was designed to obtain data on factors that influence whether state level Legislative policies affect the changes in practice at which they are directed. Specifically, the study examined a teacher evaluation short form option created in 1985, the original intent of the policy, and the resultant changes in practice. It examined the situations in which the option was utilized, and whether current practice reflected research on effective practices. Phone interviews were conducted to identify legislative intent and to develop study questions and forced choice items. Systematic sampling techniques were used to distribute surveys to principals in every sixth public school building in the state. The survey collected data on seven areas: respondent and school demographics, use of the option, effects of the option, changes in practice with the policy, perceptions of effective evaluation, and satisfaction with summative and formative evaluation. While 79.5% of teachers were eligible for evaluation with the short form, 19.6% were evaluated with it. Fifty-one percent of the administrators chose the option to save time. Forty-six percent did not know what effect the policy had been, while 40% perceived the policy to have had little or no effect. Since 1985 half of the principals had changed practice, 66% reported spending more time on teacher evaluation, and 60% report their current practices to be more stringent. Ten and a half percent report having changed practice as a result of the state policy. There was a correlation between staff size and option use. While the option did save time for summative evaluation, many reported spending additional time in formative evaluation. Use of the option was restricted by district level policy and by collective bargaining agreement. The decision not to use the option with eligible teachers was often based on utilization of informal data collection outside the classroom setting. Use of the short evaluation option does save administrator time, is effective for summative evaluation but is not effective for formative evaluation. Formative evaluation options need to be increased. Current policy only addresses summative evaluation directly. Current summative evaluation only provides for ratings of satisfactory and unsatisfactory. The study does indeed demonstrate that administrative practice does change to some degree as a result of policy, but does not necessarily result in the legislative intent of that policy.

No description available.

No description available.

The aim of this design thesis is to search for an architectural syntax, a harmonious arrangement of parts or elements, that can be nurtured to realize a particular work of architecture; a transitional institution for the homeless. The facility, to be located in the urban context of Georgetown in Washington, D.C., is to include housing along with support program functions comprising a center for the homeless community. / Master of Architecture

In today's climate of division, how can urban landscapes reflect unity? How can they remind us of what we have in common? In a city like Washington, D.C. that welcomes millions of visitors from all corners of the globe every year mainly for its many memorials, what would a memorial that invites reflection on issues that concern humanity at large look like? What would it be about? What is the best location for it? This thesis, based on the above questions, explores the memorialization of the resilience of human nature using site, water, different materials, and past and future events. The memorial will be located on Hains point, which is already a designated site for future memorials by the National Capital Planning Commission (NCPC). / This project investigates how to design a memorial with a universal theme that every visitor can relate to. The Memorial aims at providing a space that units, uplifts and invites to reflect on the Resilience of Human Nature in the face of tragedies around the world. It is a reminder that as humans we are more similar than we are different, a reminder that is needed today.

Intercommunication has been identified between the unconfined and uppermost confined aquifer systems underlying a portion of the U.S. Department of Energy's Hanford Site. Erosional thinning and fracturing of the basalt confining layer within the study area allows physical contact between the two aquifers, but the vertical hydraulic gradient (a required driving force) is small. To better conceptualize the distribution and volume of the leakage occurring between the aquifer systems, this study investigates the confined Rattlesnake Ridge Aquifer flow system, which appears to be more sensitive to the vertical leakage than the overlying unconfined aquifer.

This study compared recidivism rates of adult male completers and non-completers of correctional education programs in ABE/GED/high school, vocational, and college transfer programs over a five-year period. A total of 1382 releasees was studied for the five years following their release. Recidivism was the dependent variable. Recidivism was defined as re-admission to prison in the state. The dependent variable was compared to the independent variable of education program and the extraneous variables of release age, first crime committed, and type of admission. A Logistic Regression Analysis showed significance for all of the independent and extraneous variables. A Paritioned Chi-square found significance for the independent variable, while controlling for the extraneous variables. Those who completed higher levels of education showed significantly lower levels of recidivism as measured by Chi-square. More research is recommended. / Graduation date: 2000

This study was conducted to develop a holistic understanding of distance education by identifying factors and patterns of factors that foster or impede distance education. The Washington State Community and Technical College System provided the context for the investigation of four primary questions: 1. What is the community and technical college perception of distance education? 2. What factors affect the development of distance education? 3. Which factors and factor patterns foster distance education? 4. Which factors and factor patterns impede distance education? A literature review revealed three major themes related to this study: (a) change and transformation in higher education, (b) technology and learning, and (c) distance education. Further understanding of the context for this study was derived from a review of the history of distance education in Washington State. Data were collected from interviews, documents, and participant field observations. Interviews were conducted with one administrator and one practitioner from four community colleges and one technical college. The four community colleges were stratified by location and distance education history. Constant comparative data analysis generated four hypotheses from this study: 1. The five major factors that affect the development of distance education in community and technical colleges are: (a) institutional leadership, (b) technology, (c) support, (d) faculty and department acceptance, and (e) funding. 2. These five major factors are dynamically and interdependently linked to create a "whole" that is greater than the sum of its parts. 3. Distance education in community and technical colleges is advanced by coordinating and balancing these factors, rather than by focusing exclusively on any single factor. 4. Factors that have the potential to foster or impede distance education in the future, but little effect in 1997 include: (a) intellectual property, (b) governance, (c) contracts, (d) policies, and (e) accreditation. This study generated findings with implications for community and technical college distance education leadership, management, and practice. Additional research is warranted. It is recommended that statistical analysis of factors, validated by a modified Delphi panel, be conducted. / Graduation date: 1998

Thesis (Ph. D.)--George Washington University, 1988. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--George Washington University, 1988. / Includes bibliographical references. Also issued in print.