Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 6 of 6

Full-Text Articles in Education

Perceptions Of Virginia Community College System Faculty And Administrators On The Purposes For And Composition Of A Comprehensive Evaluation System For Teaching Faculty Members, William H. Hightower Jr. Jul 2010

Perceptions Of Virginia Community College System Faculty And Administrators On The Purposes For And Composition Of A Comprehensive Evaluation System For Teaching Faculty Members, William H. Hightower Jr.

Educational Foundations & Leadership Theses & Dissertations

A survey instrument was developed to measure community college faculty and administrator views on the faculty evaluation process. Responses were then compared based on demographic characteristics such as primary area of instruction, supervisory responsibility, years of experience, and gender. Open-ended survey questions asked respondents to identify the strengths, limitations and changes needed for their current faculty evaluation plans.

A total of 404 faculty members and 67 administrators completed the survey. Significant differences were found between faculty and administrator responses with respect to the reasons for conducting faculty evaluations, the relative importance of including certain elements in the evaluation process, and ...


Evaluation Of Academic Policy Formulation And Implementation, Transmountain Early College High School, El Paso, Texas, Virginia Margaret Heidemann Jan 2010

Evaluation Of Academic Policy Formulation And Implementation, Transmountain Early College High School, El Paso, Texas, Virginia Margaret Heidemann

Open Access Theses & Dissertations

Transmountain Early College High School (TMECHS) opened in August 2008, created by a partnership between the El Paso Community College (EPCC) and the El Paso Independent School District (EPISD), and supported in its conceptualization, start-up, and first few years operation by grant funding and guidance from the Texas High School Project (THSP) and its major foundation funding partners, the Bill & Melinda Gates Foundation, the Michael and Susan Dell Foundation, and Communities Foundation of Texas. TMECHS is a T-STEM early college high school located in a large city on the U.S.-Mexico border.

As educational institutions begin implementation of ambitious reform such as that which provides the foundation for TMECHS, focus is inevitably on efficient, comprehensive design, yet even with reflection and ongoing revision of processes, there may not be sufficient opportunity to step back to view and evaluate processes and procedures with an unbiased, discerning eye. ECHSI and T-STEM policies are laid out in official documentation based on core values and criteria, federal and state public school requirements, and independent school district policies, but individually, schools are not only bound and guided by policy, but are designed, organized, and run based on discussions, negotiations, and decisions guided by funding agencies and made by local partners and school administrators. Organizational constraints, as well as a variety of ongoing and reflective decisions, continually impact processes.

This study was designed to evaluate how T-STEM and ECHSI goals and requirements were merged and formulated into processes by partners and administrators, then translated in implementation at a new early college high school. Data with regard to academic policy formulation and implementation was collected via open-ended interviews with administrators and document review. The principal investigator was a teacher at the school and so applied her own insight while avoiding bias. Analysis was conducted to build a case study and was guided by co-construction theory to reveal how actors and contexts interacted in a dynamic multi-directional manner to influence policy generalities and specifics.

Research revealed the policies, people and places that shaped the formulation and implementation of policies tied to academics at TMECHS. Major and minor issues relative to the merging of high school and college with a T-STEM focus were many and varied, but partners, faculty, and staff applied sound practices to address challenges and to support one other in the development and operation of the school. Future studies are recommended to build on the knowledge gained; studies that would allow educators to gather additional perspectives from teachers, students, and family members on process design and efficacy. Data could then be correlated with demographics and outcomes.

Several potential recommendations for partners and staff emerged out of themes ...


The Development Of And Relationship Between Elgin U-46'S Teacher Appraisal System And Mentor Program: 1998-2010, Joseph William Schumacher Jan 2010

The Development Of And Relationship Between Elgin U-46'S Teacher Appraisal System And Mentor Program: 1998-2010, Joseph William Schumacher

Dissertations

This study investigated the historical development of Elgin School District U-46's teacher appraisal system and teacher mentor program during the years of 1998-2010. In 1998 a formal mentor program was implemented for the first time in district history. Shortly thereafter, district and union leadership agreed to revamp the twenty-five-year-old appraisal system. The study aimed to explore how district and union leadership prepared for, adopted, and implemented appraisal and mentoring during this time period through the framework of Thomas Sergiovanni's (1992) sources of authority for leadership.

The research questions of this study focused on five topics: the historical development ...


Changing Faculty Perceptions And Perspectives: A Case Study At A Private, Midwestern, Liberal Arts University, Lucina May Kimpel Jan 2010

Changing Faculty Perceptions And Perspectives: A Case Study At A Private, Midwestern, Liberal Arts University, Lucina May Kimpel

Graduate Theses and Dissertations

This research was comprised of a case study conducted at Grand View University to determine faculty perceptions and perspectives of outcomes related to a Title III grant-funded, professional development program. The conceptual framework for the study was based on a systematic process called the logic model (W. K. Kellogg Foundation, 2004). A goal-free evaluation technique developed by Scriven in 1972 (Scriven, 1974) was the method utilized for conducting a utilization-focused evaluation (Patton, 1997). These evaluation processes were conducted through the use of semi-structured interviews of two focus groups and four key informants to determine the short-, medium-, and long-term outcomes ...


School Administrators' Perceptions Of The Contributions Of No Child Left Behind To The Achievement Gap, Paula Payne Jan 2010

School Administrators' Perceptions Of The Contributions Of No Child Left Behind To The Achievement Gap, Paula Payne

Walden Dissertations and Doctoral Studies

Under the federal No Child Left Behind law (NCLB), schools that fail to make adequate yearly progress (AYP) receive assistance and eventually are subject to corrective action if they do not improve. This qualitative case study used interviews with 10 elementary and middle school administrators from 8 public schools to assess the influence of NCLB on schools with a high percentage of students of color and students in poverty. This study was viewed through the lens of Toffler's conceptual framework of how change occurs, and on the current school reform climate surrounding NCLB and how its accountability system of ...


Making Sense Of Exit Exam Policies: A Phenomenological Study Of English Language Development Teachers, Scott N. Forrest Jan 2010

Making Sense Of Exit Exam Policies: A Phenomenological Study Of English Language Development Teachers, Scott N. Forrest

Walden Dissertations and Doctoral Studies

There is a lack of understanding regarding how sensemaking could be incorporated into a professional development program to improve teacher quality and student achievement. The lived experiences of high school English language development teachers as they interpret English language development and one state's high school exit exam instructional policies were explored in this phenomenological study. The conceptual framework that supported this study is based on the theory of sensemaking, the processes by which educators interpret and implement policies. The participants were English language development teachers of English learners who have not yet passed the exit exam. Data were collected ...