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Full-Text Articles in Education
An Examination Of Student-Support Team Practices In One Urban Elementary Public-School Academy: A Model Of Intervention, Sherall Elaine Wade
An Examination Of Student-Support Team Practices In One Urban Elementary Public-School Academy: A Model Of Intervention, Sherall Elaine Wade
Master's Theses and Doctoral Dissertations
Under the federal laws, No Child Left Behind (NCLB, 2001) and Individuals with Disabilities Act (IDEA, 2004), school districts throughout the United States must provide struggling students with intervention strategies prior to diagnosis and placement into special-education programs (National Center on Educational Outcomes 2006). In 2004 Congress made many changes to the Individuals with Disabilities Education Act, and from it Response to Intervention (RTI) became one of the most notable terms (Hale 2008). RTI is conceptualized as a multi-tiered service delivery model, which includes primary, secondary, and tertiary levels of support. The focus of the first tier is intervention at …
Self-Efficacy And Instructional Leadership: Does Mentoring Make A Difference?, Julie Diane Helber
Self-Efficacy And Instructional Leadership: Does Mentoring Make A Difference?, Julie Diane Helber
Master's Theses and Doctoral Dissertations
The responsibility of principals has shifted significantly over the past few decades. During 1960s and 1970s school leaders were expected to be organizers and managers of schools and to serve as buffers to the organization to protect a weak technical core. Standards-based reform, beginning in the 1980s, was in direct conflict with this mindset. Instead of protecting a weak technical core, school leaders had to focus on instruction guided by standards and demonstrate alignment to such standards. Today, there is an increased attention on academic achievement and accountability in schools (Leithwood, Jantzi, & Steinbach, 1999). Principals are being held responsible …
Career-Technical Students In Baccalaureate Programs: Predictors Of The Intent To Persist And Satisfaction With Educational Pathways, Julie Uranis
Master's Theses and Doctoral Dissertations
This research explores the intersections of descriptive attributes, expectations, and influences (independent variables) and the degree to which they predict the intent to persist and satisfaction (dependent variables) of students enrolled in career-technical programs at four-year institutions. Little research exists for this population, and nothing based on the theoretical frameworks of Bean and Metzner (1985) and Lent, Brown and Hackett (1994). Expecting a significant relationship among several factors contributing to the intent to persist for career-technical students in degree programs, this research explores predictors for persistence in this population. This research revealed that there are simpler relationships among the variables …