1,721,007 research outputs found
Evaluation of a Laboratory Preschool: Utilizing a Theory Approach Logic Model
Get PDFUtilization-focused, process evaluations of university-based laboratory preschools in their associated role with teacher preparation programs are rare in current literature. The purpose of such studies is for administrators and instructors to acquire knowledge that would improve the instruction for students in teacher education programs. This paper describes a self-study evaluation undergone by a university laboratory preschool. The author used a theory approach logic model to illustrate the connections between educational theories and the undergraduate instructional activities designed to facilitate learning. Undergraduate students and laboratory school instructors were surveyed and interviewed. The data collected and the process of the evaluation itself were informative to instructors. Instructional activities were modified and the instructors continue to systematically reflect and improve upon their practice with the students in the teacher education program
Leadership Effectiveness During Implementation of Reader Intervention at Elementary Schools in Oklahoma
Get PDFThe magnitude of students attending schools today that demonstrate reading difficulty in the earliest of years continues to grow throughout the United States. Compelling research indicates that children who get off to a poor start tend to remain behind in reading (Juel, 1998; Mead, 2010; CIREA, 2001). The reauthorization of the Individuals with Disabilities Education Act (IDEA, 2006) coupled with No Child Left Behind (NCLB, 2001) emphasizes necessary improvements in special education as well as general education requiring curricula and instructional tools that demonstrate proven effectiveness. Through these endeavors "Response to Intervention" (RtI) has been recommended as a model of instructional delivery to students who fail to meet the minimum requirements in reading achievement.A quantitative approach (Creswell, 2009) was used to explore the effectiveness of leadership behaviors of school principals using the Principal Leadership Questionnaire ([PLQ], Leithwood & Jantzi, 1996; Valentine & Lucas, 2000) at 6 Oklahoma elementary schools and correlate results with the reading achievement of first-, second-, and third-grade at-risk students in each selected elementary school using the RtI model. The independent variables for this study included PLQ total scores and the three grade levels (first through third). Other related covariates\' were grade level and gender of students receiving reading intervention (RtI). The dependent variables were two aggregated DIBELS scores (beginning of the year and ending of the year).Students defined as at-risk failed to meet designated benchmarks on either the beginning of the year and the end of the year Dynamic Indicators of Basic Early Literacy Skills (DIBELS, Institute for the Development of Educational Achievement [Institute], 2002) assessments. Student assessment data for 1,038 students was collected and analyzed to determine the success of the reading initiative and its relationship to the Principal Leadership Questionnaire. Student scores were correlated to the perceptions the teachers held of their principal\'s behavior questionnaire (PLQ). A significant negative correlation was found (r = -.09, r2 = .01, p < .005) when the student\'s reading achievement was correlated to the total principal leadership score. Achievement was positively related to student grade level (r = .10, r2 =.01, p < .005) but not related to the student\'s gender (r = -.02, r2 = .00, p = .45)
PERCEPTIONS OF PARENTS OF PRESCHOOL CHILDREN WITH AND WITHOUT DISABILITIES REGARDING INCLUSION
Get PDFThis study compared perceptions of parents of children with and without disabilities attending an inclusive preschool program. One hundred and forty-nine participants in four states completed the Likert survey. The survey is a modification of a questionnaire designed by Rafferty, Boettcher and Griffin (2001) and used in New York State. The survey examined parental characteristics and the impact they have on parental perceptions regarding inclusion and inclusive preschool programs. In addition, child variables (disability status, type, severity and category) were examined to determine their significance regarding parental perceptions.Parents of children with and without disabilities support inclusion and inclusive preschool programs. This finding supports prior research indicating that parents are supportive of programs that allow children of all abilities to be educated together. However, parents of children with a disability perceived more risks associated with the impact of inclusion on children with disabilities, their families and the families of children without disabilities.This study also found that the disability category of a child has an impact on the extent in which parents agree on appropriateness of an inclusive placement. The data revealed significant differences in parental perceptions of inclusion when examining the variable of ethnicity. Parents of children with Down syndrome were found to be more agreeable to inclusion and inclusive placements, in general as compare to parents of children with disabilities other than Down syndrome.These findings warrant further research on perceptions of parents of children with specific disabilities, as the identification of children with disabilities and the need to provide quality inclusive preschool programs is increasing
An examination of Project Team Life: Two case studies.
No full textThe study revealed little difference in the curriculum development schemes between the two cases. Implementation occurred in both cases and was achieved in different ways. Of all the themes, the resources theme was found to have the greatest discrepancy between the two schools.Recommendations were made for future efforts in practice, policy, and research. Future practice recommendations included considerations for assessing teacher readiness, continued refinement and marketing of donation materials, and work by "agents of fit". Future policy recommendations addressed policy decisions utilizing poverty research, analysis of dropout trends, and a partnership with governmental agency to increase awareness about donation. Future research recommendations suggested work such as revisiting schools in the study in five years, comparison of a school which refused to participate in the federal study and a school which did participate, and investigation of two schools with predominately minority populations.This study explored the implementation of one instance of curriculum for character education in two schools. The multiple-case study design focused on two cases. Selection of Prairieland Middle School and Southville Elementary School as the subjects of the case studies was based on the combined average gain in student achievement from pre-test to post-test on the Project Team Life organ and tissue donation knowledge and attitude instruments as used in a federal grant program. The pilot students were given the knowledge and attitude pre-tests to assess baseline understanding and beliefs about organ and tissue donation and transplantation. The pilot teachers presented at least five lessons from the donation curriculum. Post-testing of students on the knowledge and attitude instruments occurred at the conclusion of the direct instruction.Examination of the two cases revealed factors that influenced the implementation of the curriculum. Culture, curriculum, change, and the organizational structure were preliminary constructs which guided this study. The data analyses disclosed the emerging themes of social and emotional learning, professional development, resources, and attitudes about donation.The study involved two extreme cases (the school with greatest gain and the school with least gain). The precision of the organ and tissue donation knowledge and attitude instruments was lacking and the instruments measured only verbal/linguistic skills.The influence of culture touches many arenas including policy decisions in education. Schools play a vital role in conveying cultural meanings to children and in preparing them for the future. The interdependent nature of the curriculum and culture focuses attention on the outcome of children who are knowledgeable, responsible, and caring in a rapidly changing world. Looking at curriculum with a particular cultural-orientation lens should help educators and the community in general to understand the powerful commitment to change which will influence the shaping of curriculum as well as the importance of this shaping
A study of the relationships between community power structures, school board types, superintendent leadership styles and the impact on student achievement in Oklahoma.
Get PDFThis study was designed to examine the degree to which relationships of community power structures, school board behavior types and superintendent leadership styles exist in Oklahoma public schools. The study also explored the impact these relationships have on superintendent tenure and student achievement in Oklahoma. The study is based on the 1971 research of McCarty and Ramsey, with follow up studies by Hess (1994), Smith (1998) and Lere (2004). The study is a descriptive inferential study using the results of surveys mailed to all public school superintendents and school board presidents in Oklahoma. The questionnaire was originally designed by Hess in 1994 for use in Wisconsin and modified by Smith in 1998 for use in North Carolina. The survey sought to determine if the four theoretical categories of community power structures, school board types and superintendent leadership styles exist in Oklahoma school districts and the impact they have on student achievement. In addition, selected economic, social, political and demographic variables were examined along with district API scores for possible affects on the relationship types and student achievement.There was a good (53%) return from the superintendents, but a little weaker (24%) return rate by the school board presidents. The return rate of paired districts (92, 17%) allows some limited inferred predictions. From the paired responses the prediction can be made that relationship types and demographics have some impact on student achievement in Oklahoma. It can also be assumed that the combination of the two will likewise have an impact on student achievement. The data revealed evidence that all categories of community power structures, school board types and superintendent leadership styles existed in Oklahoma school districts. This follows and supports prior research indicating a substantial relationship exists between leadership and student achievement. It was also observed that demographics have an impact on the relationship between superintendents and school boards as well as an impact on student achievement. Also discussed are the implications for a need of staff development programs for superintendents and school board presidents and possible need for future studies
THROUGH THE LENS OF SOCIAL JUSTICE THEORY: A CASE STUDY OF TEACHERS' RESPONSES TO STUDENTS' CHALLENGING BEHAVIORS
Get PDFThe aims of social justice in education are defined and procedurally mandated in tenets of special education law. The history of special education services is replete with examples of underrepresentation and overrepresentation of student populations. This case study sought to understand teachers' responses to students' challenging behaviors and their subsequent use of referrals for students for special education services through the lens of social justice theory. Teacher pre-interview questionnaires, interviews, surveys, and archival data were collected and analyzed for meaning. Findings and themes for the study revealed teachers' experiences with students who demonstrate challenging behaviors prompt referrals based on specific criteria, indicate needs for more and better training to support students with special needs, teachers address problematic and challenging behaviors, and teachers are unsure of the meaning and terms of educational equity and social justice, as well as the implications for students with special needs
Perceptions of female school superintendents.
Get PDFThis qualitative study involved female superintendents in the state of Oklahoma. A survey questionnaire designed to gather demographic information was sent to the 48 practicing female superintendents during the 2000--2001 school year. A 50% response rate revealed that the female superintendents in the state were younger than the national average. They spent an average of 8.45 years in the classroom before becoming administrators. The number of female rural school superintendents was 10% higher than the national average. The most commonly followed track to the superintendency was that of teacher, central office. In depth interviews were conducted with 15 female superintendents. The phenomenological methodology was utilized for data collection and data analysis. Thirteen of the 15 female participants belonged to the first generation of women that attended college in large numbers. The women in this study evolved into the superintendency; career options were limited to them when they graduated from college. Relocation and familial responsibilities were not barriers to the superintendency. Gender issues were present, but were not an obstacle. The women in this study received support from their spouses, family and community. They received mentorship and have mentored others in their organizations. These women had a commitment to their profession, their students and hard work; they believed they could make a difference. The female administrators in this study were successful in the superintendency primarily because of their internal beliefs rather than their management skills
Exploring the differences between traditional and alternative schools for educationally disengaged students.
Get PDFThe intent of both programs is to intervene with students whose academic and social behaviors are indicators of at-risk characteristics for not graduating from high school. The E.D.G.E. and F.A.M.E. Academies are both schools of choice and the decision to attend school is solely the students' decision.This descriptive case study investigated two alternative education academies designed to serve at-risk students for grades six through twelve. Both alternative academies are located in rural towns in Southwest Oklahoma. One program is a cooperative effort of blended students from five high schools and the other program is an extension of the local high school. The largest alternative academy in the case study has an enrollment of 107 students and the smallest alternative academy has an enrollment of 43 students. Both programs have been perceived successful as an intervention for at-risk students, that have dropped out of high school or are potential dropouts.Research was conducted at both academies during site visits and onsite observations. Data were gathered using three qualitative methods. On-site observation provided the researcher a first-hand lived experience as an insider. Document examination produced contextual information regarding a historical description of the programs and successful interventions for at-risk students. Focused, open-ended interviews with staff revealed descriptive information on how they help students be successful in alternative school and reasons they are not in traditional school. Surveys conducted with students classified, as sophomores through seniors were a source of quantitative data that enhanced and enriched the case study.Both academies have adopted acronyms for names of their schools. The largest academy is named The E. D. G. E. Academy (Environment Designed to Gain an Education) and the smaller academy is named The F.A.M.E. Academy (Facilitating Alternative Methods in Education). Each academy provides a self-paced, ability level and individualized instructional environment that fosters success. Both programs employ a strong counseling component that provides a combination of academic, group, individual and art therapy counseling.Information was recorded, transcribed and analyzed for emerging and recurring themes related to the existence and success of both programs. Data revealed that at-risk students come to the academies with negative labels from home, their traditional school or both. It is the researcher's endeavor to drop the negative label of at-risk students and refer to these students as educationally disengaged
Teaching with the data in mind: Using Oklahoma achievement test results to close the gap for No Child Left Behind.
Get PDFThis qualitative study investigated successful practices of "highly effective" elementary teachers as they used Oklahoma State achievement test data to close the gap for all student subgroups in fulfilling the mandates of the No Child Left Behind Act of 2001 (NCLB). Data from an initial survey of 30 "highly effective" third and fifth grade teachers in one Oklahoma district, in depth interviews with six of the 30 Survey participants, observation field notes, and various teacher artifacts were collected and analyzed. Using computer assisted qualitative analysis software NVivo, and steps outlined by Meriam (1994), seven themes emerged from the data. The six "highly effective" teachers shared proven practices in using state and classroom data that included: (1) Oklahoma State Standards; (2) Oklahoma Assessments and Blueprints; (3) Evaluation and Use of Data; (4) Classroom Interventions and Benchmarks; (5) Time for Planning; (6) Discipline and Parental Involvement; and (7) High Expectations for Students
Technology supported data-driven decision-making in an Oklahoma elementary school.
Get PDFPublic school educators need to know how to use data that support informed decision making in order to improve educational processes. Theoretical models provide scant explanations of how public school educators actually apply data-driven decisions leaving educators with many unanswered questions about the practice.The researcher found that a blend of external and internal forces contributed to data-driven decision-making implementation at this study's site. Other findings involve the similarities or differences between the practitioners' actual data-driven decision making processes and data-driven decision-making processes presented in literature. A major factor that influenced instructional decisions in order to address various students' learning needs came from computer-generated data that the practitioners reviewed.Inquiry into technology-assisted data analysis and decision-making may provide a clearer understanding between data-driven decision-making and school improvement plans. Also, investigating how educational practitioners completed data-driven decision-making processes as compared to literature-based data-driven decision-making processes may provide additional information to school practitioners in order to assist them in making informed school improvement decisions at a more competent level.The researcher collected and examined descriptions of the data-driven decision-making process from six elementary educators. The data were examined to three data-driven decision-making categories found in literature: (1) purpose of data-driven decisions, (2) processes of data-driven decision-making, and (3) contextual characteristics of data-driven decision-making
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