Education Commons^™

A Grounded Theory Of Individualized Learning Practices In New Jersey Higher Education, Dennis William Devery

Theses and Dissertations

The purpose of this grounded theory study was to develop a theory, grounded in data provided by faculty, administrators, and institutional document analysis, concerning why and how faculty and administrators at three New Jersey higher education institutions use individualized learning practices. Individualized learning practices, as defined in this study, are the actions, activities, and procedures performed by faculty and administrators at the course, program, and institutional levels that assist students as they progress through a higher education institution. The study found a variety of individualized learning practices are utilized by faculty and administrators at the course, program and institutional levels …

Executive Coaching As A Model Of Professional Development For School Superintendents, Timothy Brian Arnold Jr.

Theses and Dissertations

This study is a utilization-focused program evaluation that describes the impact of an executive coaching model on the professional learning of superintendents who participated in the IASA School for Advanced Leadership (ISAL). This program evaluation is a knowledge-focused, or lessons learned-oriented, formative evaluation of the ISAL cohort program. A qualitative approach is used to describe the lived experiences of superintendents who participated in the coaching model provided through the ISAL cohort program. The results were intended to inform general practice and to provide recommendations on the use of a coaching model in the professional development of superintendents for the ISAL …

Illinois Teacher Evaluation Student Growth Component: A Predecision-Making Policy Analysis, Joshua Robert Olsen

Theses and Dissertations

ILLINOIS TEACHER EVALUATION STUDENT GROWTH COMPONENT:

A PREDECISION-MAKING POLICY ANALYSIS

Joshua R. Olsen

122 Pages May 2015

Public school districts in Illinois are going to face massive changes to their evaluation systems in the coming years. Thanks to the adoption of the Performance Evaluation Reform Act of 2010 and Senate Bill 7 of 2011, teacher evaluation must contain student growth as a significant factor, beginning with the 2016-2017 school year. Not only must student performance on tests become part of the evaluation of teachers, but, moreover, teacher evaluation will play a greater role in the hiring, retention, and release of …