Education Commons^™

Catching Up And Staying Out Of Trouble: Serious Juvenile Offenders’ Facility School Experiences And Their Transition To The Community, Lena Jäggi

Theses and Dissertations

Despite recent drops in rates, juvenile incarceration remains a serious issue in the United States (Hockenberry, 2013; Mendel, 2011). One shared part of the incarceration experience across different systems and facility types is the obligation for juvenile offenders to receive correctional education. Ample research demonstrates that increased academic achievement, attending community school, and being employed are connected to better community outcomes and desistance, yet little is known about how school experiences in the facility influences these outcomes. Applying life-course theory of the development of crime (Sampson & Laub, 1997, 2005), the present study investigates whether correctional education serves as a …

A Comparative Case Study Of The Relationships Between Policy Context, Design, And Implementation Of P-20 Educational Reform Movements In Texas And Tennessee, Stefani L. Thachik

Theses and Dissertations

More people are striving for increased levels of educational attainment as a result of a global shift towards a more knowledge based economy. Schools and communities have adjusted to this societal change by seeking alignment along the educational pipeline from preschool (P) to graduate school (20), otherwise known as P-20 reform. This reform often develops with the collaboration and guidance of specific P-20 leadership councils that exist at both the local and state levels. The main purpose of this qualitative study was to go beyond the mere descriptions of P-20 councils to examine the policy pathways chosen by P-20 councils, …

Understanding Teacher Morale, Jesse Senechal, Tamara Sober, Samantha Hope, Teri Johnson, Felicia Burkhalter, Teri Castelow, Debbie Gilfillan, Kenya Jackson, Autumn Nabors, Patrick Neuman, Rodney Robinson, Rob Sargeant, Stacy Stanford, Deanna Varljen

MERC Publications

This study emerged from discussions within the Policy and Planning Council of the Metropolitan Educational Research Consortium (MERC), a research alliance between Virginia Commonwealth University’s School of Education and seven surrounding school divisions.

The project has two goals. The first goal is to develop an understanding of the factors that impact teachers’ experience of their work in the current PK12 public school context. Although this topic could be, and has been, investigated through a number of lenses (e.g., burnout, trust, motivation), this project focuses on the idea of teacher morale, a choice that will be discussed in detail in the …