732 research outputs found
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Accountability Model for Alternative Education Settings
No full textSince 2001 professionals have worked to assist alternative education and juvenile court schools in navigating accountability connected to the 2001 reauthorization of the Elementary and Secondary Education Act, otherwise known as the No Child Left Behind Act. As alternative education programs struggle through the process of program improvement it seems as if there has to be a more accurate model to measure program effectiveness and student achievement in these settings. Under the current federal model, which is still aligned to the NCLB goals, a school could enter program improvement based on the proficiency of less than 15 students, out of the more than 250 which may enter and exit the program at any given time throughout the year. This study will provide criteria for accountability that may be used to determine educational policy for unique alternative education setting programs which include: community day schools, continuation education, county community schools, and juvenile court. The study will also add to the limited research available on accountability models that may appropriately and more accurately measure alternative program progress and effectiveness. As schools are asked to meet continually higher academic standards, alternative education programs are struggling to demonstrate effectiveness utilizing the same criteria expected of regular education settings. The timing of this study comes at a time when both state and federal education agencies are revising the accountability models by which all schools will be measured
The Superintendent as Transformational Leader: A Case Study Analysis of the Strategies, Initiatives and Processes used by Superintendents of Exemplar 21st Century School Districts to Implement District-Wide Change for the 21st Century
No full textThe purpose of this qualitative case study was to identify and describe the visions, frameworks, strategies, initiatives and change models used by eight superintendents of exemplar 21st century school districts as designated by the Partnership for 21st Century Skills, in order to successfully implement a district-wide 21st century learning model. Semi-structured interviews were used to provide rich narratives of the superintendents’ experiences with the transformational change processes in their districts as they implemented 21st century models of education. The interviews were coded and analyzed for common themes and patterns. The findings revealed that although the superintendents were system thinkers about change, they used organic rather than prescribed models of change. The initiatives most commonly implemented were: global and cultural literacy, college and career readiness, standards-based instruction and assessment, personalized learning, and technology. Successful strategies were: engaging the community, hiring for fit, allocating resources to the initiatives, building capacity through collaborative professional development, listening purposefully, recognizing and celebrating successes, building a culture of risk-taking and trust, maintaining a loose-tight relationship with site principals, and fostering organizational persistence and resilience
Comparison of Beginning Teachers\u27 and Experienced Teachers\u27 readiness to IntegrateTechnology as Measured by TPACK Scores
No full textDespite a growing awareness of the importance of technology in education, increased investment and attention to preparing teachers to integrate technology into the classroom, research shows that technology continues to fail to live up to its potential for transforming education. As schools move from standards based testing to implementation of the Common Core State Standards (CCSS), an expectation exists that teachers will be using technology to transform their teaching practices. There is also an expectation that schools are providing students with 21st century skills, including the use of technology. In exploring the reasons teachers are not using technology effectively, much of the research focuses on teacher beliefs. One of the biggest barriers identified by the research is that teachers lack confidence in their own abilities to use technology. Because younger teachers are more comfortable with the use of technology, there is an assumption that new teachers will be better equipped to integrate technology. The purpose of this study was to use the Technological, Pedagogical, and Content Knowledge (TPACK) framework to compare the readiness of beginning teachers to integrate technology with the readiness of experienced teachers. The survey, measuring their knowledge in the different TPACK domains, was administered to teachers within six school districts in Contra Costa County, CA. The results of the survey were then analyzed to examine the differences between the TPACK scores of beginning teachers and those of more experienced teachers. The study found that there was a negative correlation that was statistically significant between years of teaching experience with technology knowledge, and a positive correlation that was statistically significant in the TPACK domains of content knowledge, pedagogy knowledge, and pedagogical and content knowledge. The data also showed that there was a significant difference in the TPACK scores of beginning teachers and experienced teachers in the TPACK domains of technological knowledge, content knowledge, pedagogical knowledge, and pedagogical content knowledge. Finally, the data showed that there were significant differences in the correlations between TPACK scores of beginning teachers and experienced in some but not all of the TPACK domains
A Qualitative Exploration of Perspectives on the Management and Leadership Role of the Higher Education Registrar
No full textThe higher education environment is currently in a state of transition and uncertainty; institutions must locate, train, and maintain talented individuals in key administrative positions. Against this backdrop, the definitions and responsibilities of individual positions are being altered. Many mid-level administrators now are being expected to assume increasing leadership responsibilities as well as maintain managerial duties. The higher education registrar is a mid-level administrative role that is undergoing this type of transformation. The position of registrar typically is a mid-level administrative position, and the 21st-century registrar is considered to have both management and leadership responsibilities. The purpose of this qualitative study was to describe the management and leadership role of the higher education registrar and the skills needed to fulfill that role, as perceived by registrars, senior-level administrators, and faculty leaders at private, 4-year institutions of higher education in California. For this qualitative ethnographic study, data were collected through registrar job descriptions from 6 institutions and through in-depth interviews with 6 higher education registrars, 6 senior-level administrators, and 6 faculty leaders. All participants perceived the registrar as both manager and leader within the department, but there was disagreement regarding the registrar’s role as the institutional leader. Participants identified a variety of factors that were considered to impact the registrar’s role as a campus leader. Three management skills (articulate communicator, organized, knowledgeable about higher education) and 2 leadership skills (demonstrates interpersonal skills, visionary and able to see the big picture) were perceived by the study sample as particularly important for the role of the registrar. Each subgroup of participants identified additional skills as particularly crucial. The findings of the study may be used by institutions of higher education to define the registrar’s role in the institutional governance structure and to strengthen their human capital. Additionally, the identification of desired skills allows for the development of training programs for current registrars to maximize their potential and succession planning for future registrars to be suitably prepared for this complex administrative role
Assessment of Risk Factors and Mitigation to Adoption of the California Community College Online Education Initiative
No full textThe purpose of this study was to identify and prioritize a list of implementation risk factors and suggested mitigation measures for the development team of the California Community Colleges (CCC) Online Education Initiative (OEI) to improve the probability of successful implementation. This study led to the development of an authoritative and comprehensive prioritized list of risk factors and user-recommended mitigation strategies for the risks of a large-scale shared learning management system (LMS) implementation. The data collected and the conclusions derived from surveying college administrators and faculty are intended to augment the literature as well as advance the understanding of how to successfully implement a new shared LMS of this scale successfully. The participants in the policy Delphi study were 10 administrators, 10 full-time faculty members, and 7 adjunct faculty members from the cohort of the first colleges accepted to adopt the OEI. Two rounds of questionnaires were administered using the online electronic survey program SurveyMonkey. The first round asked participants to prioritize software implementation risk factors and make mitigation suggestions for the highest priority risks. The second round asked participants to rank the mitigation suggestions for the top 10 risks identified in the first round. Only 2 of the top 10 risk factors were statistically significant: underfunding of maintenance and support, and lack of faculty and staff responsibility, ownership, and buy-in for the project. There were no statistically significant differences in risk factor assessments based on job type, length of time in job, legacy LMS, legacy LMS experience, or size of college. OEI leadership and colleges should evaluate and implement the top mitigation suggestions for at least the first 2 risk factors and preferably all of the top 10. Engaging the early adopters in assessing potential implementation risks, prioritizing them, brainstorming mitigation measures, and prioritizing those measures yielded an actionable list the team can use to reduce implementation risks and improve the probability of success of the new OEI system
What Superintendents Should Do to Position Their Districts to be Prepared for the Changing Nature of Technology in the Next Ten Years: A Delphi Study
No full textOver the past twenty years, schools and districts have been faced with the challenge of integrating technology into their classroom instruction. The rapid rate of evolution that technology changes has placed new burdens on school and district leaders to plan meaningful professional development, create and develop effective policy, and focus on school and district culture. In the coming years, the changing nature of technology is not expected to slow down and most certainly will accelerate. The purpose of this Delphi study was to identify what K-12 superintendents should do to position their districts to be prepared for the changing nature of technology in the next 10 years. The expert panel for this study was comprised of K-12 superintendents from eight Northern California counties. This Delphi study consisted of three rounds. In Round 1, the expert panel identified 74 strategies that superintendents should do to position their districts to be prepared for the changing nature of technology in the next 10 years. Those items were thematically categorized and where then narrowed down into a list of 30 strategies in preparation for Round 2. During Round 2, the expert panel rated the 30 strategies on the level of influence it would have on preparing districts for the changing nature of technology in the next 10 years using a 6-point Likert scale. In Round 3, each panel member was given the mean rating for each item as well as their own ratings for each item. Each panel member was then given the opportunity to change their ratings to the Round 2 survey. The expert panel identified four strategies which had the highest combined mean and median scores as well as an interquartile range of less than two. Each of the strategies from Round 2 and 3 had a mean score of four or higher. However, consensus was reached on four strategies which were rated with the highest combined mean and median scores. The four highest rated strategies were represented by three categories: culture, professional development, and investment in infrastructure
Parental Expectations and Perspectives as They Relate to Their Children with Special Education Needs (SEN) During Transition From Early Intervention/Preschool to Kindergarten
No full textParental Expectations and Perspectives as They Relate to Their Children with Special Education Needs (SEN) During Transition From Early Intervention/Preschool to Kindergarten
By Arika Spencer-Brown
The purpose of this study was to define parent perspective and expectation as it pertains to their children with special needs transition process using a descriptive method. This study was designed to assess the perception and expectation of third year and first year Head Start families and provide insight into how effective their special needs transition was from preschool into kindergarten and the individuals related to the overall development of an Individualized Family Service Plan (IFSP) and the Individualized Educational Plan (IEP). Parents not only rely on their own instinct but the information supplied through the Individualized Family Service Plan (IFSP) and the Individualized Educational Plan (IEP) created by an early education team, also known as Information Agents. Information Agents is a group comprised of preschool administration, child’s teacher, mental health/disabilities coordinator, learning consultant, mental health consultant and intern, speech and language pathologist, physical therapist, behaviorist, outside Local Education Agency (LEA) (Eagan & Gillis, 2011), and The Special Education Local Plan Area (SELPA) which is a collaborative consortium that supports special education Needs (SEN) services for children and training for parents and educators in order to maintain healthy and enriching environments. Federal and state laws reinforce the importance of planning for the educational transitions of students within viii special needs. The essential nature of parent/child/teacher relationships consistently influence and impact the transition process. This study utilized a qualitative methodology approach to identify and describe parental expectations and perspectives related to their level of involvement, level of inclusion versus exclusion, and the effectiveness of the Information Agents who lead the process. Each affects the transition of preschool children with special needs to the primary grades. The qualitative methodology approach examines the decision making process teachers and administrators utilize and their ability to solicit parent perspective regarding a child’s capacity to deal with transition. Lastly, this qualitative study also examines critical aspects of the transition process related to children with developmental delays. Qualitative research was conducted through one on one semi-structured/open-ended interviews. The results were presented as discussion of themes based on words, not statistics using the Nvivo for qualitative research
Identification of Employee Engagement Practices Viewed as Critical to Retention: A Cross-Generational Comparison
No full textPurpose. The purpose of this study was to identify the employee engagement practices that millennial IT workers perceive as important to retention. The secondary purpose of the study was to determine whether a difference exists between the engagement practices that appeal to millennial IT workers and the engagement practices that appeal to remaining IT working groups, which include the baby boomers and generation X.
Methodology. A quantitative, descriptive, survey-based research method was chosen for this study. The population included information technology workers representing three generations of working adults, including baby boomers, generation Xers, and millennials. The sample included technology workers belonging to the Association of Information Technology Professionals (AITP) located in the Southwestern Region of the United States (Arizona, California, and Nevada). An online, 18-question survey was utilized to identify engagement practices found in research to be linked to retention.
Findings. Examination of data included feedback from a total of 44 participants. The research found that millennial IT workers are most engaged when they worked for an organization that valued their professional growth and continuous learning. The millennial IT workers rated the majority of the 18 statements slightly higher than their generation X and baby boomer counterparts. The most interesting finding was that all generations of IT workers reported that having a confidant in the workplace was the least important workplace practice leading to engagement and retention.
Conclusions. As the need for qualified, skilled, and fully-engaged IT workers increases, it will be imperative for human resources leaders, Boards of Directors, and company CEOs to implement policies that ensure the implementation of programs and practices that increase engagement and retention among IT workers in the three worker generations, baby boomers, generation Xers, and millennials. Equally important is the need for Universities to design and develop management curriculum that address the importance of engagement, and the contributing practices leading to increased retention in the workplace.
Recommendations. Further studies are recommended and include: (a) conduct the same study nation-wide through the Association of Information Technology Professionals (AITP), and include additional demographic comparisons by gender, job title/position, length of employment, and industry, and then determine if a difference exists between employees and contractual workers; (b) conduct the study with soon-to-be University and College information technology graduates; (c) replicate this study in the future, as the next generation of IT workers enters the workplace, to determine if the findings for this generation are similar or different from their counterparts; and (d) replicate this study with other populations outside of information technology
Knowledge of Special Education Law Among Administrators in a Southern California Special Education Local Plan Area
No full textThe purpose of this study was (a) to identify the knowledge of special education law among administrators within a SELPA in California and (b) to identify the training needs of administrators; 65 administrators participated in this quantitative study, yielding a response rate of 84%. A survey created on the six principles of IDEA was used with administrators (principals and assistant principals) who serve approximately 42,000 students at 50 public schools. Analysis of data revealed that Hypothesis 1, which projected that 51% or more administrators would perceive their knowledge of special education law as average or better, was supported. Hypothesis 2, which predicted that 51% or more administrators would not be able to attain the 70% criterion of basic knowledge on the survey of knowledge of special education law, was supported by the findings of the study. Hypothesis 3, which anticipated a positive gap between perceived and actual knowledge of special education law for administrators, was supported. Hypothesis 4, which predicted a positive relationship between administrators’ education level, position, years of experience as an administrator, and their actual knowledge of special education law, had partial support. A positive significant correlation was found between participants’ current position and their total knowledge of special education law. Hypothesis 5, which anticipated a positive gap between the administrators’ training needs and their actual assessed knowledge of special education law, was supported. Training areas of IDEA principles that require expanded emphasis include LRE, procedural safeguards, FAPE, evaluation, and parental participation. The results of this study will guide administrators to proactively and eagerly embrace the need to expand their knowledge, experiences, and professional acuity in special education. As for future research, effective communication and collaboration between administrators and parents should be studied in light of its impact on litigation. Additionally, a similar study, using the same survey, should be conducted with district superintendents and the results studied in light of their respective special education programs. Lastly, the field may benefit from a Delphi study utilizing a panel of experts to study and support the need for administrative training in special education
“Meeting Proficiency – Can Elementary Schools, With Subgroup of Students with Disabilities, Exit Program Improvement After 2014?” “A Study to Determine if Instructional Strategies and/or Inclusionary Practices, and Principal Support of These Practices, Contributed to Schools Reaching Safe Harbor, Meeting AYP Benchmarks or Exiting Program Improvement in the 2012-2013 School Year.
No full textIn 2002, President Bush signed into law the No Child Left Behind Act, which required all students to be proficient in English and Math by 2014. (Congress, 2002), including all subgroups. Students with disabilities were expected to meet the proficiency criteria along with all other subgroups. NCLB also required schools to report assessment scores to reflect the achievement of students as well as demonstrate all students were meeting, or at least making gains to achieve, proficiency. If students did not reach the expected benchmark the school was identified as failing and placed in Program Improvement. (CDE, 2011) Each school year, NLCB required a greater number of students in the schools to meet proficiency. This resulted in more and more schools, as the years progressed and the number of required students rose higher, unable to meet the required benchmarks, mainly because of the students with disabilities subgroup, and more schools were being placed into Program Improvement. However, there were a few schools that were meeting their benchmarks and exiting Program Improvement.
This is a mixed-methods study of Title 1 elementary schools, in four Southern California counties, with the subgroup of students with disabilities, regarding which instructional strategies and/or inclusionary practices Special Education teachers implemented, with school leadership support, to provide students with disabilities access to the general education curriculum and allow schools to exit Program Improvement, meet AYP criteria or reach Safe Harbor status. This study will benefit elementary schools, as they approach 2017 and PI status will be implemented again, to understand how to assist students with disabilities gain greater access to general education curriculum and develop skills to meet proficiency