Education Commons^™

Do High Cohort Default Rates Affect Student Living Allowances And Debt Burdens? An Empirical Analysis, Robert Kelchen

Journal of Student Financial Aid

The federal government holds colleges accountable for their students’ cohort default rates (CDRs), with colleges facing the potential loss of all federal financial aid dollars if their CDRs are too high for three consecutive years. Yet a sizable portion of student borrowing is for non-tuition living expenses—funds that the college does not get to keep. In this paper, I examine whether colleges at risk of federal sanctions due to high CDRs respond by reducing living allowances in an effort to limit borrowing and if student debt burdens decrease after a college receives a high default rate. Using data from public …

Teachers’ Perceptions Of Reading Wonders: Is It Really A Wonder? A Program Evaluation, Myra A. Richardson

Dissertations

Reading programs are essential tools for leaders to use while building literacy. The transfer from instructional delivery to student knowledge should be easily recognizable in the end-of-year assessment data. As the principal analyzing the end-of-year data, I discovered a problem when I struggled to see this transfer in my data. The purpose of this program evaluation was to determine whether teachers perceived Reading Wonders to be an effective reading program for the school district as well as whether the assessment data aligned with teachers’ perceptions. A survey was used to collect responses from the participants and an Excel spreadsheet was …

Book Review: Beyond Test Scores: A Better Way To Measure School Accountability. Jack Schneider. Ma: Harvard University Press, 2017. 336 Pages., Seth Yocum, Derek Gottlieb

Journal of Educational Research and Innovation

Jack Schneider's Beyond Test Scores shows the way forward in accountability for scholars and practitioners alike.

Answering The “More And Cheaper ” Push Of The Completion Agenda: What Does It Cost An Illinois Public University To Deliver A Bachelor’S Degree?, Melissa R. Pitcock

Theses and Dissertations

Using readily available data, this study estimated the costs incurred by an Illinois public university to deliver a bachelor’s degree. Building on previous scholarship, the study used the transcript (based on the graduate’s path to the degree) and catalog (based on the major’s requirements listed in the university catalog) approaches to estimate costs, from three administrative purviews, for native and transfer students graduating from six different academic areas in fiscal 2015. Costs per credit hour were gathered from data prepared annually by the university for the state’s board of higher education.

A primary finding of this study was that costs …

The Evolution Of A Structured Writing Accountability Group (Swag), Alice M. Brawley Newlin, Chas. Phillips, Patturaja Selvaraj

Friday Forum

In this Friday Forum, Professors Chas. Phillips (Political Science), Alice Brawley Newlin (Management), and Patturaja Selvaraj (Management) will cover two key aspects of their ongoing Structured Writing Accountability Group (SWAG). First, we'll talk about we have varied the structure of the SWAG since Summer 2018, including our celebratory end-of-year conference in 2019 which was sponsored through the generosity of the Provost’s Office grants for Faculty Reading/Writing Groups. Second, we'll briefly highlight the projects and products we have accomplished through our SWAG. Though the principles of the SWAG are simple, participating in this group has greatly enhanced the rate and quality …

The Teacher Evaluation Conundrum: Examining The Perceptions Of Special Education Teachers, Gordon Brobbey

USF Tampa Graduate Theses and Dissertations

For more than a decade now, state and local education agencies have adopted high-stakes teacher evaluation systems in response to federal accountability mandates and the recognition of the critical role of teacher effectiveness in student achievement. Teacher evaluation systems have revealed relevant details regarding teacher effectiveness, especially in general education settings. However, no systems of teacher evaluation have been developed and evaluated for special education teachers and little is known about how special education teachers have fared under the accountability microscope. The study was informed by three significant issues pertaining to special education teacher evaluation: (1) the challenges surrounding evaluation …

Generation Z: Perceptions From Today’S Collegiate Athlete On The Coach-Athlete Relationship And Its Impact On Success In Athletics, Mandy R. Vance

CUP Ed.D. Dissertations

Members of Generation Z now fill not only the dorms of higher education institutions, but also the rosters of each collegiate athletic team. Dubbed by many as the tech generation, they are the digital natives that have—in many respects—grown up more connected than their predecessors, and yet self admittedly lack the relational connectedness that they desire. Coaches and athletic policymakers must recognize the defining relational characteristics and needs of this generation of athletes if they hope to maximize athletic success. Using a qualitative design, this study explored the coach-athlete dyadic relational needs of collegiate Generation Z athletes from various institutions …

Fundamental Attribution Error: Perspectives Of Principal, Teacher, And Parent Influence On Student Growth, Sonja Rayner

Dissertations

The primary purpose of this study was to determine principals’, teachers’, and parents’ attributions of their own and the other groups’ relative influence on student academic outcomes measured by standardized tests. The secondary purpose was to determine whether and how fundamental attribution error and self-serving bias predicts or explains the responses of each group. Descriptive analyses were conducted to compare responses from these three constituent groups. Additionally, repeated measures MANOVA was conducted in order to explain the effect the moderator variable, school performance level, had on the strength of the relationship between the independent (school rating and group) and dependent …

Teacher Burnout: A Comparison Between Title I And Non-Title I Elementary School Teachers, Sandra Anne Russell

Doctoral Dissertations and Projects

With school reform and teacher accountability on the forefront of the educational landscape, attention has turned to investigating why so many teachers leave the profession after a relatively short time. Burnout is often cited as a major contributor to this teacher exodus. While many studies have focused on teacher burnout relative to the specific tasks that teachers perform and on the populations they serve, there is no research on how teacher burnout differs between Title I and non-Title I schools in an urban school district in Virginia. The purpose of this causal-comparative study was to investigate if teachers’ perceptions of …

The Impacts Of Teaching Specific Engineering Group Processes To Cooperative Learning Groups In A Middle School Stem Classroom, Mollly Gareis

Masters of Arts in Education Action Research Papers

This action research investigation studied the impacts that teaching specific group processes to cooperative learning groups had on students’ success in a middle school STEM classroom. The participants of this study were fifth grade students enrolled in a STEM course. During the five weeks of this study, students were explicitly taught how to create accountability and interdependence in their cooperative learning groups by learning about specific group roles and communication strategies. Data was collected through weekly self-reflections, videos, teacher observations, daily exit slips, and pre- and post-assessments. The results of this study indicated that students were more engaged in their …

Departing From Tradition: Innovation And Accountability In Two Primary Schools In Denmark And The Usa, Pamela Evanshen, Charlotte Ringsmose

Pamela A. Evanshen

No abstract provided.

Schools' Mission Statements, Local Education Agencies' Strategic Plans, And School Accountability, Amber Holomshek

CUP Ed.D. Dissertations

This study examined the role alignment between a school’s mission statement and its LEA’s strategic plan had on their students’ overall academic performance in achieving any of the seven distinctions and a met standard rating on the 2016-2017 Texas Education Agency’s school accountability system. Data were used to determine if there was a higher rate of alignment between Title I or non-Title I schools’ mission statements and LEA’s strategic plan. The conceptual framework of this multiple case study was grounded in Tyler’s model of objectives-based evaluation, utilizing critical incident technique as an organizational tool, which called for three pieces of …

Evaluative Relationships: Teacher Accountability And Professional Culture, Rachel Garver

Department of Educational Leadership Scholarship and Creative Works

Research on recently adopted methods for teacher evaluation are largely focused on issues of validity and pay less attention to the consequences of implementation for the everyday practices of teaching and learning in schools. This paper draws on an ethnographic case-study to argue that the joint tasks demanded by neoliberal teacher evaluation policies structure interactions among teachers and between teachers and administrators in ways that erode professional culture. Implications for policymakers, school leaders, and teachers are considered.

Democratic Contribution Or Information For Reform? Prevailing And Emerging Discourses Of Student Voice, Jennifer Charteris, Dianne Smardon

Australian Journal of Teacher Education

While a range of typologies frame and critique the scope, purpose and power relations of different student voice approaches, it is timely to look at the direction that student voice literature has taken in recent years and map dominant discourses in the field. In the article the following questions are addressed: (a) What are the dominant discourses in student voice literature? (b) What are the ways forward, to ensure there is both systemic quality assurance and democratic (if not radical) student participation? The discourses named and interrogated in this article include: governmentality; accountability; institutional transformation and reform; learner agency; personalising …

A Framework For The Strategic Leveraging Of Outside Resources To Enhance Ctl Effectiveness, Thomas M. Brinthaupt, Laura Cruz, Sheila Otto, Mike Pinter

To Improve the Academy: A Journal of Educational Development

Many centers for teaching and learning (CTL) are challenged with developing new programs and services that are constrained by limited staff and resources. Tapping into on- and off-campus expertise is one way for CTL to expand their range of options for faculty development. In this paper, we present a framework that describes how CTL can assess the likely impact, value, and range of prospective leveraging opportunities when deciding whether to pursue on- and off- campus partnerships. We then discuss applying the framework as an analytical tool, developing leveraging strategies, and creating a strategic leveraging plan. Throughout this discussion, we provide …

The Impact Of Principal Leadership On Teacher Perception Of The Annual Professional Performance Review (Appr), Barry Alexander Finsel

Legacy Theses & Dissertations (2009 - 2024)

Teacher quality is the most important school-based factor affecting student learning and achievement. In 2009, the Race to the Top (RttT) federal education initiative provided an opportunity for states to compete for federal grant resources to reform their public education systems, which included revamping teacher evaluation systems to improve teacher (and principal) effectiveness. Consequently, New York State was awarded almost $700 million in 2010 during the second phase of RttT for its Regents Education Reform Plan, which established a new teacher and principal evaluation plan known as the Annual Professional Performance Review (APPR). Under its first version (§3012-c), APPR used …