Education Commons^™

Stories Of Principals’ Roles As A Result Of High Stakes Teacher Evaluations In Louisiana, Jenna L. Galjour Chiasson

University of New Orleans Theses and Dissertations

In 2010, the Louisiana legislature passed Act 54, a law that requires public school teachers to undergo a performance-based accountability evaluation. COMPASS (Clear, Overall Measure of Performance to Analyze and Support Success) asks principals to evaluate teachers using a rubric with components of Charlotte Danielson’s Framework for Teaching to evaluate teacher effectiveness (Act 54). Act 1, passed in 2012, ties Louisiana public school teacher’s pay and tenure to their score on COMPASS. Principals of Louisiana are now asked to evaluate teachers in a high stakes evaluation that is linked to teacher tenure and pay.

A qualitative study using narrative research …

Technology And Legal Research: What Is Taught And What Is Used In The Practice Of Law, Rebecca Sewanee Trammell

CCE Theses and Dissertations

Law schools are criticized for graduating students who lack the skills necessary to practice law. Legal research is a foundational ability necessary to support lawyering competency. The American Bar Association (ABA) establishes standards for legal education that include a requirement that each law student receive substantial instruction in legal skills, including legal research. Despite the recognized importance of legal research in legal education, there is no consensus of what to teach as part of a legal research course or even how to teach such a course.

Legal educators struggle to address these issues. The practicing bar and judiciary have expressed …

Culturally And Linguistically Diverse Students' Standardized English Literacy Achievement And Language Redesignation Status: A Multiple Regression Analysis, Matthew R. Weyer

Electronic Theses and Dissertations

The initial No Child Left Behind (NCLB) legislation stated that by 2014 all students would reach proficiency in all subjects. However, this has not been the case as NCLB has had mixed effects for culturally and linguistically diverse students (CLDs) (Hopkins, Thompson, Linquanti, Hakuta, & August, 2013). Language redesignation policies, often termed reclassification, can be considered a significant contributor as the variation in policies and practices alone has led to significantly different achievement for CLDs across the country (Hill, Weston, & Hayes, 2014; Mahoney & MacSwan, 2005) and has created an expansive achievement gap with their non-CLD White counterparts (Reardon, …

The Environmental Health Of The Autistic Student In The Public School Classroom, Antonia Klein

Walden Dissertations and Doctoral Studies

Professionals have found autism to be an enigmatic condition. While necessary

biomedical research continues, a gap exists in the inclusion of parental opinions,

knowledge, and experiences in educational planning for their autistic children. The

purpose of this mixed methods study was to identify the factors that the parents felt

contributed to the academic success of their autistic child in the public school classroom

environment and ways in which their ideas might contribute to overall educational

planning and classroom design in structure, curriculum development, and intervention

strategies which might lead to reduced stress. Parental input was explored through

semistructured personal interviews …

Teachers' Perceptions Of The Impact Of Education Policy On Their Teaching, Professional Development, And Sense Of Efficacy For Literacy Instruction, David Clickner

Legacy Theses & Dissertations (2009 - 2024)

This study examined teachers’ (a) perceptions of the impact of policy on their teaching and professional development, (b) knowledge of policy initiatives and the protocols their schools have in place to support them, (c) perceptions of policy, and (d) self-efficacy for literacy instruction and professional development’s impact on it. The investigation focused on three policy initiatives: Response to Intervention, the Common Core State Standards, and the Annual Professional Performance Review program, New York State’s teacher evaluation system. The sample included K-4 classroom and special education teachers and literacy/reading specialists working in New York State. Results revealed that respondents’ perceptions of …

Comparing Organizational Configurations Of Principal Autonomy In Finland And New York, Harry Leonardatos

Legacy Theses & Dissertations (2009 - 2024)

This exploratory study compares organizational configurations of principal autonomy in Finland and New York State. Evidence from Finnish school site visits and surveys distributed to principals in New York State and Finland is utilized to compare principal autonomy in two distinct educational settings.