1941 research outputs found
Sort by
Examining the Relationship Between Personal Characteristics and Effective Practices of Middle Level Teachers
Get PDF181 leaves.
Advisor: Eunice MeredithA preliminary study was undertaken in January 2003 to investigate the personal
characteristics of effective middle level teachers along with the relationship of those
characteristics and the implementation of middle level core practices. A random sample
of 298 Iowa middle level teachers in grades five through nine yielded survey data from
five scales: ability to implement middle level core practices, importance of implementing
middle level core practices, satisfaction with the implementation of core practices,
agency , and personal characteristics. Statistical and predictive significance was found in
the independent-dependent variable relationship between persona characteristics and the
ability to implement middle level core practices. Recommendations for educators based on survey findings have been included
Intraspecific aggregation decreases local species diversity of arthropods
Get PDFKeith S. Summerville ia a professor of Environmental Science in the Department of Environmental Science and Policy at Drake University. He can be contacted at [email protected]. The aggregation model of species coexistence predicts that insect species diversity within a community is maintained by intraspecific aggregation among resource patches. An untested corollary of this prediction is that diversity within resource patches should decrease with increasing intraspecific aggregation. The recently derived species–aggregation relationship provides a general formulation of this prediction: as intraspecific aggregation increases within a geographic area, the species richness within samples of the area decreases. We tested this prediction by compiling and analyzing 76 data sets of arthropod species distribution and abundance. For each data set, we determined the mean amount of intra- and interspecific aggregation and three types of within-sample or local species diversity: species richness, evenness, and dominance. Using regression, we found a negative relationship between intraspecific aggregation and all three types of local diversity. Intraspecific aggregation explained a significant percentage of the variation in species diversity, typically between 20% and 60%. By comparison, interspecific aggregation usually explained <1% of the variation in species diversity. Our study provides empirical
support for the species–aggregation relationship as a general macroecological pattern that emerges from intraspecific aggregation
Large Secondary Schools Respond to State Policy
Get PDFv, 133 leaves. Advisor: A.P. Johnston.It is the purpose of this study to understand what happened in the implementation of Iowa’s 1998 education accountability law and to provide information to policymakers on how to improve their policy-making. This was one of seven FINE-supported studies to carry out this purpose.
The problem of this study was to describe and analyze the implementation procedures used by three large high schools in enacting the state accountability for student achievement policy and to provide recommendations from implementers for improved policy design.
Qualitative methodology is utilized based on the assumptions of naturalistic inquiry. Thirty semi-structured interviews were conducted at the sites. The interviews were taped and transcribed. The data was coded and themes were developed using the process of constant comparison. Building improvement plans, annual progress reports, and school/district publications were collected and reviewed. As a member check, schools were provided site reports. The cross-site summary and discussion accounted for the patterns and themes from within and across the site reports.
Implementers perceived the intent of the law was to improve student achievement, appease the federal government, and be held accountable to the taxpayers. Though leaders in these schools had addressed student achievement years before the law, the curriculum directors became key figures in complying with the newly mandated reform, citing both strengths and weaknesses in what they had to do. From the implementer view, the law narrowed curriculum to what got tested and placed more emphasis on aligning classroom instruction, professional development, and data collection analysis. Lack of time, insufficient buy-in, forced assessments, and workload were cited as barriers to those who know the system, provide funding if they want deep reform, and champion policy flexibility for districts at different stages of reform
Implementing State Educational Policy in Iowa: Voices from the Field
Get PDFv, 131 leaves. Advisor: Perry JohnstonThe problem: The problem of this qualitative policy implementation study was to describe and analyze what implementers understood as the intent of Iowa's Accountability for Student Learning Act as well as the processes and strategies used by
small public school districts to implement this policy. This study also sought recommendations from implementers regarding improved design for future educational policy.
Procedures: In-depth, one-on-one, semi-structured interviews were conducted with 29 teachers and administrators in three small, rural K-12 Iowa districts actively implementing HF 2272. Interview data were transcribed, coding schemes developed, and the constant comparative method was used to categorize data. Field notes and districts'
relevant documents were reviewed. Data were analyzed by first developing a site report
for each district. The researcher then looked across the site reports for themes. Discussion
of the findings includes a consideration of the literature on accountability, standards-based
reform, and policy implementation.
Findings: 1) 2272 did not impact community relations, 2) the perceived intent was increased accountability to raise student achievement, 3) districts increased their use of data, 4) districts developed more formal assessment systems, 5) barriers included lack of time, unclear policy expectations, and the external nature of the mandate, 6) supports included their AEA and a culture of professional development and distributed leadership, 7) unintended consequences included increased educator workIoads, increased stress levels, and a sense of losing local control, and 8) educators recommended policymakers
involve them in policy decisions.
Conclusions: 1) active districts' culture/infrastructure assisted in implementation,
2) voluminous public reporting does not increase community engagement, 3) state and legislative consideration of implementation was lacking,
4) AEAs were crucial in capacity building, and 5) implementation was an intense, stressful, and not always productive process.
Recommendations: 1) support Iowa's AEAs, 2) design flexible policy, 3) build capacity, 4) learn about policy instruments, and 5) involve educators in decisions that affect them
If I Tell Them, Will They Listen? Voices of Former Teachers
Get PDFviii, 298, [1] leaves. (Page number 281 is missing) Advisor: Pamela M. Curtiss.The Problem: The problem of this qualitative study was to identify reasons
teachers may be leaving teaching early in their careers.
Procedures: Twenty former Des Moines Public School (DMPS) Des
Moines, Iowa, elementary, secondary, classroom, and special education
teachers agreed to participate in this study. Each had been in teacher education
programs and coursework after 1986 and taught seven or fewer years between
1991 and 2001. Data records included (a) school district public documents, (b)
initial telephone conversations, (c) field notes, (d) transcribed audiotaped
interviews, and (e) journal writing. Analysis of data combined methodologies of
Strauss (1 987) and Clandinin and Connelly (2000): constant comparative and
narrative inquiry.
Findinqs: This analysis indicated the participants' decisions to leave
teaching were initiated by disillusionment with teaching. Disillusionment stemmed
from unexpected problems in motivating and disciplining students, in giving a fair
amount of time and attention to each student, and in overriding their own
emotions, particularly the empathetic stress from working with troubled students.
For 14 participants, teaching in out-of-field positions intensified the
disillusionment. Disillusionment combined with a lack of professional support, a
teaching environment of conflict and violence, overwork, and an inadequate
salary were other reasons given for leaving as well as teacher burnout. A few
teachers entered teaching as a stepping stone to other professions.
Conclusions: First, teachers leave teaching when they are unable to
overcome their disillusionment. Second, out-of-field teaching and lack of support
intensify the problems. Third, teachers leave when they work in an environment
of conflict and violence. Fourth, teachers leave when teaching does not meet or
interferes with the needs of themselves or their families, particularly due to
workload and salary. Fifth, teachers leave when they experience career burnout.
Sixth, teachers leave to fulfill their plan for entering another profession.
Recommendations. The following implications emerged from this study for
the DMPS. New teachers need: (a) increased administrative support in the areas
of motivation and discipline including no tolerance for abuse toward teachers, (b)
individualized induction programs particularly for teachers in out-of-field
positions, (c) increased professional support and planning time, (d) increased
salary, and (e) increased concern for teachers' stress and well-being. Other
implications emerged for teacher education programs. Preservice teachers need
increased: (a) exposure to more diverse teaching situations, (b) practice in
classroom management strategies, (c) understanding of emotions, workload,
politics, and lifestyle associated with teaching
Professional Development Schools: Yesterday's Theories, Today's Reform?
Get PDFvii, 98 leaves. Advisor: A. Perry JohnstonThe purpose of this study was to examine whether two theorized results had been realized by six Colorado high schools participating in professional development school partnerships.
A survey was distributed to certified teaching staffs of six demographically similar high schools that had been participating in professional development school partnerships for a minimum of three years. Attributes of the two theories were identified, and respondents were asked to identify the degree to which partnership involvement had
resulted in an increase in the identified attributes at their sites. Independent variables
utilized in the survey were respondents' number of years in education, level of education and involvement in partnership activities. Null hypotheses of the study were: 1. There are no significant mean differences in collaboration, allocation of resources, research and inquiry and interchange of roles for individuals by differing years experience in education.
2. There are no significant mean differences in collaboration, allocation of resources, research and inquiry and interchange of roles for individuals by differing levels of education.
3. There are no significant mean differences in collaboration, allocation of resources, research and inquiry and interchange of roles for individuals by differing levels of involvement in partnership activities. A between groups factorial design was utilized for the study. Survey data was
analyzed with multivariate analysis of variance. Narrative data from two open-ended questions was summarized and reported. Results of the study revealed no statistically significant relationships between years in education and level of education on the dependent variables. Significance was determined between level of involvement on three of the four dependent variables. Follow up ANOVAs revealed that there was significance between respondents who identified their level of involvement as high and
those who identified their level of involvement as average on the three variables. Narrative data supported the statistical findings of the study
A Learning Organization in a Lightning-Speed Economy: Can This Work?
Get PDFv, 184 leaves. Advisor: A.P. JohnstonThe problem: The study described and analyzed observations, insights, and recommendations from knowledgeable corporate players concerning how a
corporation can more effectively and efficiently plan, implement, and evaluate major change initiatives, and further use their experience gained to enhance the development of a learning organization.
Procedures: Twenty respondents who had experience in corporate change initiatives and who formed four knowledge elite groups--executives, project managers, information managers, and consultants-were interviewed using one of four sets of questions. Data was coded and findings developed.
Findings: Challenges to develop, implement, sustain, and learn from successful change initiatives stemmed from the fast-paced culture of the organization. To create successful changes, project teams needed time and resources to develop comprehensive, validated solutions, communicate about the change, and remain focused on a change initiative until post-implementation measurements showed that the change had been sustained. To capture and utilize key learnings from changes, experiences needed to be shared beyond the project team, and the organization needed to develop a learning environment.
Conclusions: There is tension between a fast-paced organization culture and the complex processes required for successful change. Skipping or rushing steps in a change initiative only undermines the success of the initiative and the
chances of a sustained change. Project teams must engage in complex yet practical thinking to develop a solution, and must act as leaders while managing the complexity of an initiative. Communication is critical to the success of a
change and to improving organization learning. Reviewing past initiatives and sharing those experiences is essential to improving future initiatives.
Recommendations: Further research should explore whether there is a return on investment for providing additional time and resources to thoroughly conduct all processes involved in a successful change initiative, and if there is a
return on investment for establishing and utilizing a knowledge management system
High School Hazing: A Study of the Autobiographical Memories of Entering First Year College Students
Get PDF225 leaves. Advisor: Catherine Wilson Gillespie.The problem: The purpose of the study is to determine if relationships exist between autobiographical memories of entering first year college students of their high school hazing experiences and demographic variables. Hazing is defined as any humiliating or dangerous activity expected of students when joining a high school group, regardless of their willingness to participate.
Procedures: The study is a systematic replication of the 2000 Alfred University study on high school hazing. A cohort of 458 students was surveyed at a private Midwestern university during the fall of 2002 yielding an 88% response rate. Four null hypotheses were tested using statistical analyses including logistic regression, multiple regression, frequency tables, cross tabulation with chi-square, and chi-square goodness-of-fit tests.
Two months after administration of the survey, a follow up focus group was conducted.
The focus group was analyzed with appropriate qualitative methods.
Findings: All four null hypotheses were rejected because statistically significant relationships were found between demographic variables and students' high school hazing experiences. No definitive demographic profile could be identified for the typical student or high school most at risk. Focus group participants added richness and depth to the survey data.
Conclusions: Students are at risk of being hazed in high school. Participants did not distinguish between "fun" and hazing. Adults must share more responsibility for stopping hazing.
Limitation: Students' views on high school hazing might have been impacted by the time frame in which the study was conducted due to the autobiographical nature of the study.
Recommendations: Future research could be conducted within high school settings or with entering first year college students at other types of educational institutions.
Additionally, multiple focus groups with students and adults could enable development of education and intervention programs
"Velocity Dispersion and Black Hole Mass in Seyfert 1 Galaxies"
Get PDFPaper presented at Carnegie Observatories Centennial Symposium I - Coevolution of Black Holes and Galaxies, 20-25 October 2002, Carnegie Observatories, Pasadena, CA.Bulge stellar velocity dispersions, sigma, in Seyfert 1 galaxies are combined with the M_bh -- sigma relation to validate reverberation mapping as a means of determining nuclear black hole masses. Seyfert galaxies follow the same relation as non-active galaxies, indicating that reverberation mapping is consistent with other methods. A similar result is obtained using new high resolution profiles of the [OIII] 5007 line for PG Quasars. Reconsidering the M_bulge - M_bh relation, we attempt to explain differences between Seyfert and non-active galaxies. We suggest that Seyfert bulges are systematically brighter than non-active galaxies, having lower M/L and younger stellar populations
Student Perceptions Of Faculty-Student Advisory Programs At Three Secondary Schools
No full textvii, 133 leaves. Advisor: Sally Beisser.The problem: The case study analyzed the faculty-student advisory programs of three secondary schools as perceived by participating students. The programs were described in terms of educational focus, relationships, sense of belonging, and communication.
Procedures: A 40-item survey was administered to 100 students at each of 3 large
Midwest high schools with graduating classes of more than 400 students. A 5-point
Likert scale was used to determine level of agreement with 33 statements that centered on the educational focus of their existing advisory groups, the relationships of the students and faculty in the advisory groups, the influence of the advisory program on sense of belonging, and the communication within the advisory group membership. Students added written information on the open-ended section of the survey. Two follow-up focus groups were formed at each of the three participating schools. One focus group in each school was comprised of students and the other of faculty. A follow-up 10-item survey was distributed to another 100 students at each of these three large high schools using a 5-point Likert scale in order to verify the 10 identified themes from the previous survey and focus groups.
Findings: Large schools provide more opportunity for isolationism of groups of students.
Students can feel disconnected. Ten themes were identified as student perceptions of the advisory program in the secondary school environment. Students perceived the advisory programs as most effective for relationship building (student to student and student to adult) and for improving communication. The educational component varied from school to school. Collectively students did not perceive this component to be effective.
Conclusions: The heart of the advisory programs at the secondary level was found to be in the areas of relationship building and communication. In large high schools the program provided for connections of students to students and students to staff. Advisory programs at the secondary level provide a vehicle for communication, connecting the students to their school. The impact of the advisory programs is dependent upon the implementation skills of the advisor