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Full-Text Articles in Education

The Revolving Door: How Leaders Push Teacher Turnover, Suzanne B. Miller Dec 2010

The Revolving Door: How Leaders Push Teacher Turnover, Suzanne B. Miller

Educational Policy Studies Dissertations

THE REVOLVING DOOR: HOW LEADERS PUSH TEACHER TURNOVER

by

Suzanne Kay Bryant Miller

In today’s age of accountability leaders of schools cannot afford to lose quality teachers. The No Child Left Behind Act of 2001 requiring schools to staff all classrooms with “highly qualified teachers” creates a major challenge. Today, more than ever, school systems need to retain their experienced and effective teachers.

While many reasons have been attributed to the revolving-door phenomenon known as teacher turnover, this research suggests that school leaders’ behaviors play a major role in the issue. This qualitative inquiry focused on the perceptions of ...


Racial Uplift And Self-Determination: The African Methodist Episcopal Church And Its Pursuit Of Higher Education, Shannon A. Butler-Mokoro Dec 2010

Racial Uplift And Self-Determination: The African Methodist Episcopal Church And Its Pursuit Of Higher Education, Shannon A. Butler-Mokoro

Educational Policy Studies Dissertations

The African Methodist Episcopal (A.M.E.) Church, like many historically black denomination over the years, has been actively involved in social change and racial uplift. The concepts of racial uplift and self-determination dominated black social, political, and economic thought throughout the late-eighteenth into the nineteenth century. Having created many firsts for blacks in America, the A.M.E. Church is recognized as leading blacks in implementing the rhetoric of racial uplift and self-determination. Racial uplift was a broad concept that covered issues such as equal rights, moral, spiritual, and intellectual development, and institutional and organizational building. The rhetoric of ...


Controlling Type 1 Error Rate In Evaluating Differential Item Functioning For Four Dif Methods: Use Of Three Procedures For Adjustment Of Multiple Item Testing, Jihye Kim Oct 2010

Controlling Type 1 Error Rate In Evaluating Differential Item Functioning For Four Dif Methods: Use Of Three Procedures For Adjustment Of Multiple Item Testing, Jihye Kim

Educational Policy Studies Dissertations

In DIF studies, a Type I error refers to the mistake of identifying non-DIF items as DIF items, and a Type I error rate refers to the proportion of Type I errors in a simulation study. The possibility of making a Type I error in DIF studies is always present and high possibility of making such an error can weaken the validity of the assessment. Therefore, the quality of a test assessment is related to a Type I error rate and to how to control such a rate. Current DIF studies regarding a Type I error rate have found that ...


Filling Gaps In The Schoolhouse Floor: The Differential Effects Of Graduation-Targeted Intervention Services On 11th Grade Academic Achievement In 2008-2009, Jessica A. Broome Oct 2010

Filling Gaps In The Schoolhouse Floor: The Differential Effects Of Graduation-Targeted Intervention Services On 11th Grade Academic Achievement In 2008-2009, Jessica A. Broome

Educational Policy Studies Dissertations

This study aimed to explore the effectiveness of graduation coach services in reducing student risk factors for dropping out of high school and increasing student academic performance, a strong correlate of student persistence to high school graduation (Battin-Pearson et al., 2000). The study employed a quasiexperimental nonequivalent control group design utilizing student risk ratio and individualized Georgia High School Graduation Test (GHSGT) scores in English/language arts and mathematics as measures to compare students who received the services of a graduation coach to those who did not. The sample for this study included 39,326 Georgia students continuously enrolled in ...


We Must Grow Our Own Artists: Mary-Russell Ferrell Colton, Northern Arizona's Early Art Educator, William James Burns Mar 2010

We Must Grow Our Own Artists: Mary-Russell Ferrell Colton, Northern Arizona's Early Art Educator, William James Burns

Educational Policy Studies Dissertations

What were Mary-Russell Ferrell Colton’s contributions to the progressive education movement and the Indian arts and crafts movement in the Southwestern United States at a time when the region was still very remote? Artist, author, amateur ethnographer, educator, and curator; these were but a few of the talents of Mary-Russell Ferrell Colton, co-founder of the Museum of Northern Arizona and early art advocate on the Colorado Plateau. This study investigates how Colton contributed to the progressive education movement and the Indian arts and crafts movement through the work that she did at the museum. There, she labored to increase ...


Power And Bias In Hierarchical Linear Growth Models: More Measurements For Fewer People, Regine Haardoerfer Feb 2010

Power And Bias In Hierarchical Linear Growth Models: More Measurements For Fewer People, Regine Haardoerfer

Educational Policy Studies Dissertations

Hierarchical Linear Modeling (HLM) sample size recommendations are mostly made with traditional group-design research in mind, as HLM as been used almost exclusively in group-design studies. Single-case research can benefit from utilizing hierarchical linear growth modeling, but sample size recommendations for growth modeling with HLM are scarce and generally do not consider the sample size combinations typical in single-case research. The purpose of this Monte Carlo simulation study was to expand sample size research in hierarchical linear growth modeling to suit single-case designs by testing larger level-1 sample sizes (N1), ranging from 10 to 80, and smaller level-2 sample sizes ...


Finding Voice: Two Afro Caribbean Immigrant Members Of The Academy Writing ‘Home’, Janice B. Fournillier, Theodore Lewis Jan 2010

Finding Voice: Two Afro Caribbean Immigrant Members Of The Academy Writing ‘Home’, Janice B. Fournillier, Theodore Lewis

Educational Policy Studies Faculty Publications

Two Afro Caribbean immigrants share our individual experiences of navigating the United States (US) academy, and the strengths we derived in the process. We explore the questions: How do we make meaning of our experiences as members of the academe? What accounts for our ability to perform, develop, and grow as scholars in the US? We used the writings of local and international scholars as frames for the analyses of our experiences. Our reflections on the situated and peculiar nature of our dispositions as persons of African descent from the Caribbean are not meant to set us apart or create ...