Education Commons^™

Promoting Equity In Education: Fostering Positive School Climates Where All Students Learn, Rebecca Bakkedahl, Jessica Bernier, Karen Hernandez, Samantha Koktan

Master of Social Work Student Policy Advocacy Briefs

Students of color and students with disabilities are disproportionately impacted by exclusionary discipline in our schools. Suspensions, removals, and expulsions do not work. There is strong evidence to suggest that such punitive practices do not deter misbehavior. They are a pathway to students dropping out of school and a gateway to involvement with the criminal justice system. Minnesota must end exclusionary disciplinary practices and replace these punitive approaches with practices that create opportunity and foster a positive, supportive, affirming school climate where all students can learn, grow, and thrive.

A Comprehensive Audit Of Professional Development For K-12 School Leaders In The Commonwealth Of Virginia, Melissa Davis Hill, Melisa J. Naumann, Timothy M. Tillman, Major R. Warner Jr.

Doctor of Education Capstones

The intent of this paper is to provide a mixed-methods audit of professional development provided to K-12 school leadership in Virginia's diverse landscape to include identification of providers, funding, effectiveness, and expectations.

In the Commonwealth of Virginia, geographical, political, and socio-economical differences across 132 school divisions cause variability in leaders' experiences with professional development. A mixed-methods approach was used, including a review of current literature, an online survey, virtual interviews, and virtual focus group discussions. This data collection results in a comprehensive audit of professional development provided to school leaders in Virginia's diverse landscape. The study defines effective professional development …

The Relationship Between The Average Number Of Principal Walkthroughs And School Accountability Grade Of Florida High Schools, Robert Leslie Bennett

Doctoral Dissertations and Projects

This quantitative correlational study sought to determine if the administrative time and financial investment in administrative walkthroughs is an effective practice that leads to improved student achievement. This study sought to determine if a predictive relationship existed between the predictor variable mean of principal school-wide walkthroughs, and the criterion variable school grade in Florida high schools. This study was designed to determine if the principal walkthrough is an effective tool to improve teaching practice to improve student achievement to meet accountability measures. The sample include 72 high school principals in Florida. Data was collected through a self-report survey in which …

Dnp Final Report: Changing Admission Criteria In A Vocational Nursing Program To Decrease Attrition, Gabrielle O. Davis

DNP Final Reports

By the year 2030 Texas will have a shortage of 33,500 Licensed Vocational Nurses (LVN). The LVN is responsible for providing safe, compassionate and focused nursing care to assigned patients with predictable health care needs. Most LVNS work in settings caring for our ever increasing and aged population. To combat the coming shortage VN programs need to graduate safe, competent, and compassionate nurses, but programs across the state are experiencing high student attrition rates. Admission criteria is a common method to determine student success in nursing programs. This evidence-based practice improvement project synthesized evidence and integrated best practices along with …

Expanding Full-Service Community Schools Into Rural Minnesota, Rachel Cox Raverty, Lindsey Gilbert, Jessica Goettl, Claire Otto, Korissa Smith

Master of Social Work Student Policy Advocacy Briefs

Communities throughout rural Minnesota would greatly benefit from full-service community schools to support academic achievement and contribute to thriving communities. Lack of health and human services, mental health disparities, and cultural divides are among the greatest concerns for students in rural areas. One in 5 children birth to eighteen has a diagnosable mental health condition and 1 out of every 10 children experience a mental health problem that is severe enough to impair how they function at home, in school, and in their communities. When youth come to school hungry or experiencing in-home trauma, academic success is hard to achieve. …

District Strategic Teaming: Leadership For Systemic And Sustainable Reform, Thomas L. Alsbury, Margaret R. Blanchard, Kristie S. Gutierrez, Chris M. Allred, A. Dell Tolin

Teaching & Learning Faculty Publications

Reform efforts in schools have become increasingly focused on the nature and direction of teamwork in efforts to achieve sustained and systemic districtwide capacity for innovation and needed change. The six-year study reported in this article involved development, implementation, and assessment of a unique collaborative process for districtwide reform in some of the most challenging and fluid educational settings in the United States of America. This reform process, called District Strategic Teaming, involved a representative vertical cross-section of members from the district office to school-based support staff. Participating schools are located in isolated, rural communities in the south-eastern region of …

Trending @ Rwu Law: Michael Bowden's Post: Celebrating Professor Tony Santoro 10-31-2017, Michael Bowden

Law School Blogs

No abstract provided.

Stop Truancy Before It Starts: Getting Every Kid To School, Everyday, Brittany Roulette, Hannah Twedt, Paula Skala

Master of Social Work Student Policy Advocacy Briefs

Attending school consistently builds a foundation for academic achievement and social success in the future. Students missing an excessive number of school days throughout childhood for any reason experience increasingly negative outcomes as they grow older. When truancy leads to dropping out of school, this costs individuals money in lost wages associated with reduced education levels. Truancy also costs society as a whole in reduced tax collection, increased crime, and increased need for public services. Research demonstrates that minority students and youth with other risk-factors are more likely to experience school disengagement leading to truancy. Punitive school policies such as …

Uno Plan For Postsecondary Education College, School And Department Proposal Form, Uno Office Of Academic And Student Affairs

Student Learning

Guidelines

• Answer each question completely.
• The length of this proposal should be approximately ten pages.
• The focus of this proposal should be on the organizational unit (and not on existing academic programs that will be moved under the umbrella of the proposed organizational unit).
• The proposal must go through the necessary college and department approvals before submission to the Office of Academic Affairs.
• The proposal should be submitted along with the budget table accounting for projected expenses and revenues in the first five years of implementation and a letter of support from the Dean’s office. The letter of support should …

A Case Study: Exploring The Experiences Of Administrators And Teacher Leaders In A Midwestern Turnaround School, Bary Habrock

Department of Educational Administration: Dissertations, Theses, and Student Research

Economic conditions too often create disadvantages for students and their achievement in schools (Reeves, 2004). Educators must better understand high poverty and high minority schools that overcome the odds to improve student achievement. Researchers have studied turnaround schools that improve student achievement in chronically low-performing schools in a relatively short time period (Herman, Dawson, Dee, Greene, Maynard, Redding, & Darwin, 2008). Still there is inadequate national research on the actual experiences of principals and teachers in these schools as told through their perspectives.

This study identified themes from participant interviews to add to the research currently available in this area. …

A Comparison Research Study On The Use Of School Uniforms And Graduation, Attendance, And Suspension Rates In East Tennessee, William Elihue Gouge

Doctoral Dissertations and Projects

Graduation rates in Tennessee are 8 points below the state goal of 90%. Implementation of a school uniform policy may be a way to improve these rates by giving students increased school structure. The purpose of this quantitative, causal comparative study was to examine whether a significant difference exists in graduation, attendance, and suspension rates between a school that has a school uniform policy and a school that does not. Two public high schools in East Tennessee, one with and one without a school uniform policy, with similar demographics were compared. A second comparison was made after the implementation of …

School And Community, Community And School: A Case Study Of A Rural Missouri Setting, Melia K. Franklin

Department of Educational Administration: Dissertations, Theses, and Student Research

How do a school and a community interact? This question guided this dissertation examining one rural school and community. The purpose of this case study was to investigate the relationship between the rural Marceline R-V School District (a K-12 school system) and its community, Marceline, Missouri.

The framework for this study included the time-honored theories of Ferdinand Tonnies, with the contemporary work of Joyce Epstein and Mavis Sanders. With structure provided by Bolman and Deal, this document examined both the school and community.

This study included artifacts and documents of both the community and school. Documents and artifacts included yearbooks, …

Nebraska School Facilities: Educational Adequacy Of Class Iii School District Structures, John M. Weidner, Sr.

Department of Educational Administration: Dissertations, Theses, and Student Research

In 2009, a replication of the Pool study was conducted. This study, however, focused on the school systems classified as Class III districts. Nebraska has 252 Class III districts. Compared with Class II (21), Class IV (1), and Class V(1) districts, the Class III districts offer a wide array of school settings, from urban to extremely rural, and from the third largest school system in Nebraska to a single school district occupying a county in the western sandhills.

The survey responses were sorted and analyzed by five indices: Class, Quartile of Valuation per Pupil, Population Change Category of the 2008 …

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

K-12 Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).

Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite

Teacher Education

A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).