Recent Submissions

  • FACTORS THAT IMPACT END-OF-COURSE ASSESSMENTS IN INDIANA PUBLIC, NON-CHARTER HIGH SCHOOLS

    Harman, Donald Edward (Indiana State University, 2015-05)
    The purpose of this study was to determine whether a relationship exists between Indiana Endof- Course Assessments (ECA) in English 10 and Algebra I and the following indicators at the high school level: (a) socioeconomic status, (b) instructional expenditures per student, (c) attendance rate, (d) school size, (e) percentage of ELLs, (f) mobility rate, (g) minority rate, and (h) percentage of special education students. This study examined which indicators had the greatest effect on English 10 ECA scores and Algebra I ECA scores in Indiana. To expand the purpose of this study to a specific variable, the study also examined if there was a relationship between SES of a building and the instructional expenditures. The study used quantitative research data collected from all public, non-charter high schools in Indiana from 2008 through 2013. In this study, a significant relationship was found between SES and instructional expenditures per student. The impact of an increase on the percentage of a school’s SES significantly impacts a school’s instructional expenditures per student. Findings in this study concluded that five out of the eight factors analyzed had a significant impact on the passing rate percentage of English 10 ECA. Specifically, the significant factors for the passing rate percentage of English 10 ECA were SES, attendance rate, enrollment, minority rate, and percentage of special education. Factors that did not have a significant impact on the passing rate percentage of English 10 ECA were instructional expenditures per student, percentage of English limited learners (ELL) and mobility rate. Findings in this study concluded that two out of the eight factors analyzed had a significant impact on the passing rate percentage of Algebra I ECA. Specifically, the significant factors were SES and attendance rate. Factors that did not have a significant impact on the passing rate percentage of Algebra I were instructional expenditures per student, enrollment, percentage of ELL, mobility rate, minority rate, and percentage of special education. The finding that instructional expenditures per student did not have a significant impact on Algebra I ECA could be significant as educational leaders attempt to allocate funds in schools. It is also significant to evaluate the three factors that did not impact Algebra I ECA but did impact English 10 ECA.
  • ANALYSIS OF COMMUNICATION BETWEEN INDIANA SUPERINTENDENTS AND PUBLIC SCHOOL BOARDS

    Haire, Travis Brent (2015-05)
    This quantitative study examined the communication preferences of superintendents and public school board members. The data for this study were analyzed and interpreted using descriptive statistics, t test, and one-way ANOVAs. All public school superintendents and school board members in Indiana were eligible to participate in this study. This study administered a survey to all public school superintendents and school board members in Indiana. A total of 271 participants responded, 84 superintendents and 187 school board members. The survey measured the preferred methods and frequency of communication by superintendents and school board members. The survey was tested for reliability using a Cronbach’s alpha test, the result of this test was a .748, demonstrating strong reliability. Superintendents and school board members completed an on-line survey, which provided descriptive and inferential data for this study. Descriptive data were used to address Research Questions 1, 2, and 3. These questions focused on the preferences of communication skills and methods between superintendents and school board members. Research Question 4 utilized an independent sample t test to determine if there was a significant difference in regard to position type. Research Questions 5 and 6 utilized one-way ANOVAs to determine the differences in location and longevity. In conducting the research, there were significant differences between the urban respondents and their other two counterparts, rural and suburban. In each case, the urban respondents reported significantly less importance with regard to communication. The suburban and rural communication composite scores were not found to be significantly different. There were no significant differences on the communication composite scores based on the longevity of the position which the person held.
  • MYERS-BRIGGS TYPE INVENTORY AND ALTERNATIVE SCHOOL EDUCATORS

    Gutwein, Heidi Lynn (Indiana State University, 2015-05)
    The purpose of this quantitative study was to determine if a dominant MBTI preference in Indiana alternative school teachers predicted overall school quality within their respective schools. This study examined all four dichotomies: Extraversion-Introversion (EI), Sensing-Intuition (SN), Thinking-Feeling (TF), and Judgment-Perception (JP) as predictors of school quality. Factors that determine the quality of the alternative school are based on the average score of three areas of state-collected, outcome-based data specific to Indiana alternative schools (students who made adequate progress, students who obtained a high school diploma, and students who attained their individual service plan goals). Each participating Indiana alternative school has an average score based on the above criteria. Based on the findings, this study determined that there was a meaningful predictor among the alternative school teachers’ extraversion score and the school quality score (Question 1). As the extraversion score increased, the school quality score increased; therefore, an extraverted individual appears to get higher school quality scores. The sensing score for teachers within an alternative school (Question 2) was not a predictor of the school quality score; therefore, it did not serve as a significant predictor of the school quality score. There was a significant predictor between the alternative school teachers’ thinking score and the school quality score (Question 3). As the thinking score increased, the school quality score increased; therefore, a thinking individual appears to get higher school quality scores. The judging score for teachers within an alternative school (Question 4) was not a significant predictor of the school quality score; therefore, it did not serve as a significant predictor of the school quality score.
  • EFFECTIVE PRACTICES FOR STUDENT SUCCESS IN ALGEBRA

    Ginkins, Michelle M. (Indiana State University, 2015-05)
    The purpose of this quantitative study was to better understand the instructional strategies of Algebra I teachers and leadership characteristics of administrators among secondary public schools with high and low performance on Algebra I End-of-Course Assessments (ECAs). The impact of poverty on student achievement was also investigated in relation to first-time test taker Algebra 1 ECA passing rates. The study south to determine if schools’ free and reduced lunch rates, teacher characteristics, and/or principal characteristics were significant predictors of first-time test taker Algebra 1 ECA passing rates. Whether there were significant differences in implementation of Marzano, Pickering, and Pollock’s (2001) research-based instructional strategies and/or prioritization of McREL’s (Waters & Grubb, 2004) 21 leadership responsibilities based on school ECA performance levels was also investigated. The data used for these determinations was collected via teacher surveys that were sent to Indiana public high school Algebra 1 teachers and principals and data on 2012-2013 Indiana public high school free and reduced lunch rates and first-time test taker Algebra 1 ECA passing rates. Following a linear regression being run on the school free and reduced lunch rates and first-time test taker Algebra 1 ECA passing rates, it was determined that there was a significant, negative relationship between the two variables. Descriptive statistics were run and analyzed on data from both teacher and principal survey results related to implementation of Marzano et al.’s (2001) instructional strategies (teachers) and McREL’s (Waters & Grubb, 2004) leadership responsibilities (principals). Independent samples t-tests were run on the instructional strategies and leadership responsibilities composite scores for high- and low-performing schools. No significant difference was found between high- and low- performing schools for either of those areas. Multiple regressions were run on teacher characteristics and on principal characteristics and Algebra 1 ECA residual scores. For teachers, the characteristics were not found to be significant predictors of the ECA scores. For principals, the characteristics of school locale and principal educational degree attainment were found to be significant predictors of first-time test taker Algebra 1 ECA residual scores.
  • FATHERLESS HOMES AND IMPLICATIONS ON STUDENT ACHIEVEMENT

    Garland, Timothy James (2015-05)
    The primary purpose of this quantitative study was to determine if there is a relationship between fatherly involvement in students’ lives and select factors of student descriptors and school success. Specifically, the study sought to discover if there is a significant relationship between fatherlessness and student success and if there is a significant relationship between fatherlessness and select student descriptors. Descriptive statistics and linear regression were used to interpret and analyze the data for the study. There were 1,780 respondents who participated in the study. Respondents included seniors from rural, suburban, and urban public schools. In conducting this study, the following inferential questions were addressed and analyzed by a comparison of responses submitted by public school principals from Indiana public schools: 1. Are there differences on the proportions between fatherless homes and homes with fathers based on the socioeconomic status of the student? Specifically, the Pearson chi-square test was selected to determine goodness of fit and examined whether the distribution was higher in one group than expected. The result of the Pearson chi-square test indicated a significant difference in the expected and actual counts within the two-by-two design, providing justification to split the remaining null hypotheses into two different samples based on lunch status. 2. Is there a significant difference on academic achievement based on the presence or absence of a father in the home for students eligible for free-and-reduced price lunches? This question revealed there was a significant difference. These students, if they did not have a father in the home, scored lower on Indiana End of Course Assessments (ECA; i.e., English/language arts and Algebra I), and college admission standardized tests (i.e., ACT, SAT, PSAT). 3. Is there a significant difference on academic achievement based on the presence or absence of a father in the home for students not eligible for free-and-reduced price lunches? It was found that there was a significant difference. Students who do not have a father in the home scored lower on Indiana ECA (i.e., English/language arts and Algebra I), and college admission standardized tests (i.e., ACT, SAT, PSAT). 4. Does attendance, discipline, fatherlessness, grade point average (GPA), and gender serve as a predictor for academic achievement for students not eligible for free-and-reduced price lunches? This question demonstrated that discipline and GPA served as predictors for academic achievement for this group of students. 5. Does attendance, discipline, fatherlessness, GPA, and gender serve as a predictor for academic achievement for students eligible for free-and-reduced price lunches? It was found that attendance, fatherlessness, GPA, and gender serve as predictors for academic achievement for this group of students.
  • “THE LANGUAGES OF OTHER PEOPLE”: THE EXPERIENCES OF TUTORS, ADMINISTRATORS, AND STUDENTS IN A SOUTH AFRICAN MULTILINGUAL WRITING CENTER

    Nicole, Bailey (Indiana State University, 2016-03)
    This ethnography, conducted at Stellenbosch University in South Africa, conveys the experiences of tutors, students, and administrators in a multilingual writing lab. As the number of both multilingual and international students in American universities increases, more writing centers in the United States have begun to explore the idea of multilingual tutoring. This study offers implications for establishing American multilingual writing centers based on data that emerged from observations and interviews conducted at Stellenbosch. Several themes emerged from the data that have important implications for American centers. First, there must be a clear understanding of what defines a multilingual writing center. To that end, this study presents three different models from which American labs can choose. Findings also discuss the importance of a strong language policy to back up the work of the lab, as well as information on when and how multilingual tutors and students codeswitch in sessions. These findings are tied to theories of Ubuntu, social justice, developmental ecology, and literature on multilingualism. Given that this study took place at a time during which Stellenbosch students were protesting the university language policy, findings on the operations of the writing lab are tied to the greater context of student protests, which are now taking place in the United States as well as South Africa. One of the primary implications to emerge from this study was that writing labs can serve as a much needed safe space amid even the most stressful political and racial tensions. The overall finding was that the Stellenbosch University multilingual writing lab serves a social justice function in helping underrepresented students succeed in college.
  • ORGANIZATIONAL ROLE CONFLICT: THE LIVED EXPERIENCE OF THE LONG-TERM DEPARTMENT CHAIRPERSON IN HIGHER EDUCATION

    Frey, Susan (Indiana State University, 2021-05)
    This study is a hermeneutic investigation into the phenomenon of organizational role conflict as experienced by five long-term department chairpersons, four long-term department heads, and two former long-term department chairpersons working at universities and colleges located in Indiana, Illinois, and Massachusetts. Organizational role conflict for department chairpersons and department heads is a byproduct of their frontline manager position. By occupying a position between the collegiate and administrative branches of their institution, these managers serve as an important link in the chain of command, but suffer from ambiguous, contradictory, and competing expectations placed on them because of their hybrid status as faculty members and administrators. Over six decades of research has established organizational role conflict as elemental to the department chairperson position, yet people who occupy this position on a long-term basis are neglected in these investigations, while the conflict of department heads has not been fully examined. This study addresses these deficiencies in the research canon, as it provides an examination of the long-term frontline manager’s experience of organizational role conflict in academe. In-depth interviews and field notes were used to collect data, which were analyzed through the lenses of organizational role theory and organizational and management theory. Study findings indicate that the participants, guided by a strong sense of purpose and duty, mitigate their organizational role conflict while enacting their frontline manager role by employing strategies and embracing perspectives that reinforce their hybrid roles as scholar/educators and frontline administrators.
  • FACTORS CONTRIBUTING TO THE ACADEMIC SUCCESS OF LOW-SES STUDENTS

    Daanen, Lynn Kathryn (Indiana State University, 2015-05)
    The purpose of this study was to identify factors that may contribute to the success of some students of poverty to complete high school through graduation. The research examined if positive teacher–student relationship behaviors, the use of learning strategies, school locality or enrollment, years of experience as a principal, and years of teaching prior to becoming a principal had an impact on the non-waivered graduation rate of some Indiana poverty high schools. The study tested for a statistically significant difference between graduation rates or types of school locales on the relationship score and the learning style score. The study also examined if years teaching prior to holding an administrative position, gender of principal, enrollment size of the school, and years as principal might account for a significant proportion of the variance in the relationship score or the learning strategies score. The study’s results showed the participants’ current enrollment and years teaching prior to holding an administration position served as predictors of the learning strategies score. There was no significant difference between graduation rates or types of school locales on the relationship score or the learning style score. The participants’ years in current position, gender, and school location did not serve as predictors of the relationships score or the learning strategies score. The current enrollment of the participants’ schools and years teaching prior to administration did not serve as predictors of the learning strategies score.
  • THE PERFORMANCE OF LEADERSHIP: ALL THE SCHOOL’S A STAGE AND THE TEACHERS AND STUDENTS ARE MERELY PLAYERS

    Fenton, Christi Anne (Indiana State University, 2015-05)
    The purpose of this qualitative case study was to identify and better understand the performance qualities that are prevalent in successful principals. Specifically, acting and leadership tools previously identified and compared by Dunklee (2000) were used to gain a better understanding of the interview process utilized to hire K-12 principals in school districts with more than 10,000 students in the state of Indiana. Arguably, the roles of the principal are much like those of an actor who must think on his or her feet in multiple situations. It is hoped that this study contributes new knowledge to assist in the selection process of principals and help in developing an interview framework to use in identifying and hiring the most effective principals by acknowledging and capitalizing on performance qualities. The following research questions framed the interviews with practicing hiring managers: 1. In what ways does acting like an effective school principal, as understood through performance qualities, result in being an effective principal? 2. What performance qualities do hiring managers perceive their successful principals utilize? A case study methodology was selected to take a more in depth look into the hiring process in five large urban school systems in Indiana. A variety of demographic data were collected about the individual school systems, with a key focus on the interview process and desirable attributes for hiring principals. The major themes and subthemes were also identified. Primary themes include the following: (a) Hiring protocols are not focused on performance qualities, (b) Performance qualities were predetermined to inform the interview process, and, (c) Districts supported professional development for both aspiring and practicing principals. The primary theme of hiring protocols included the subthemes of (a) The use of a cattlecall approach (i.e., mass interviewing) in the interview process are consistent in all districts included in the study, (b) The practice of hiring internal candidates is a prevalent practice, and (c) Current interview rubrics and questions to identify effective principals. The primary theme of nine performance qualities were maintained as subthemes in this category and later reduced in number. The primary theme of training for aspiring and practicing principals led to the subthemes of (a) Internal and (b) External use of those professional development practices.
  • MEASURING SCHOOL ACCOUNTABILITY: PERCEPTIONS FROM TEACHERS, PRINCIPALS, AND SUPERINTENDENTS

    Bush, Keith Thomas (Indiana State University, 2015-05)
    The purpose of this study was to identify the multiple factors that are utilized by accountability models and to identify the perceptions of Indiana educators in regard to what these professional educators believe should be utilized to assess school accountability. No Child Left Behind and the Adequate Yearly Progress (AYP) accountability model frameworks have had an impact on all public schools in the United States. Under AYP, high stakes testing results are utilized to provide acknowledgement to schools that meet pre-established thresholds, as well as to provide consequences for schools that fail to meet these requirements. This study is significant because it measures the perceptions of educators in what variables they believe should be utilized to determine whether or not schools meet specific accountability thresholds. Potential reliability issues that are correlated to specific accountability models can be identified through the analysis of the composite score differences between the different accountability variables. Descriptive statistics, one-way ANOVAs, and a simple multiple regression were used to analyze and disseminate the data collected for this study. This study was conducted by administering an electronic survey to all public school K-12 teachers, principals, and superintendents throughout Indiana. A 17-item accountability perception survey was created to quantitatively measure the opinions and perceptions of teachers, principals, and superintendents as to the variables used measure school accountability. A total of 746 educators submitted responses to the Perception of Variables Utilized to Effectively Measure School Accountability Survey. Statistical analysis of the data included descriptive analysis for selected items as well as inferential analysis that included one-way ANOVAs and a simple multiple regression. The composite score was tabulated from the survey to determine if significant differences existed among dependent variables that included position type, locality, socioeconomic level, and school letter grade received from the Indiana Department of Education. By collecting the responses of teachers, principals, and superintendents, a composite score was determined as to the perceptions of the variables utilized to measure school accountability. A one-way ANOVA found a statistically significant difference among the composite scores when separated by position type. The teacher composite mean scores were significantly lower than the principal and superintendent composite scores. A one-way ANOVA found no statistically significant differences between locality (urban, suburban, rural), socio-economic level (0%–33%, 34%–67%, 68%–100%), or school letter grade received by the Indiana Department of Education (A, B, C, D or F) and the accountability variable composite scores. A multiple regression analysis determined that demographic factors (locality, number of years at current building, socioeconomic status, school size, Indiana A–F letter grade) do not serve as significant predictors of the composite scores for principals.
  • THE EXPERIENCES OF AFRICAN-BORN WOMEN FACULTY AND ADMINISTRATORS AT COLLEGES AND UNIVERSITIES IN THE UNITED STATES

    Afoaku, Oyibo H. (Indiana State University, 2015-05)
    The purpose of this study was to document the experiences of African-born women faculty and administrators at colleges and universities in the United States. The study explored the factors that motivated African-born women to immigrate to and extend their stay in the United States beyond completion of their education; factors they perceive as constraint on their quest for self-empowerment and identity as foreign students, college instructors, and/or administrators, and parents; and factors that have enabled them to adapt to their host culture and achieve their educational and professional goals even though they had to contend with multiple challenges associated with living in America as Black women. Eight women who are currently or previously serving as faculty or administrators were interviewed for this study. Participants were originally from Benin, Cameroun, Congo, Ghana, Mali, Nigeria, and Tanzania. Six of them were faculty and three were administrators. Ten themes emerged from the study: family-centered cultural orientation, multicultural perspectives, dealing with transition and culture shock, preservation of cultural heritage, American higher education culture, American higher education structure, American higher education curriculum, American higher education policy, limited leadership opportunity for African-born women, and alumni loyalty. The participants expressed reservations about the status quo and want to see significant improvement in diversity policy and practices on their respective campuses that will yield substantive outcomes for all stake holders, including foreign students, foreign-born faculty and administrators. The study concluded by recommending inclusive dialogue and communication, comprehensive policy process; broad leadership structure, and wide-ranging mentoring programs as steps that can enhance the experiences of African born faculty and administrators at colleges and universities in the United States.
  • How Effective Superintendents Select and Develop Principals

    Willman, Robert W. (Indiana State University, 2014-12)
    The purpose of this qualitative study was to determine how effective superintendents select and develop principals. Through this qualitative study, the perceptions of four superintendents explored several areas: a) the process by which principals are selected which includes qualities desired, interviewing, education, and internal versus external candidates and b) the professional development that takes place after the principal has been selected. The superintendents in the study were located in the state of Indiana and met the study criteria outlined in Chapter 3. The topics of related literature reviewed included the characteristics of instructional leaders, succession management and studies of professional development. In exploring these four superintendents, several elements emerged: a) the establishment of a clearly defined process of selecting principals, b) superintendents prefer to hire principals from within their districts but value external candidates in the process, and c) professional development for principals should be both global to the needs of the district as well as specific to their strengths and weaknesses. Insight gained from this study should assist superintendents in their efforts to create a selection process and a direction for professional development of principals that will work for their school districts.
  • EFFECTIVE LITERACY INSTRUCTION ACROSS THE CURRICULUM AT THE SECONDARY LEVEL IN INDIANA

    White, Paul Michael (Indiana State University, 2014-12)
    The purpose of this study was to discover school- teacher- and student-level factors that describe effective literacy instruction at the secondary level of high-performing schools. A sub-question of the study focused on whether high-performing schools practiced “literacy across the curriculum.” National data suggest only about one-third of secondary-level students in the United States read at a proficient level. A recent trend to improve secondary-level student literacy has been to emphasize literacy development in all content areas. A mixed-method approach was used for this study. A linear regression was executed for all middle and high schools in Indiana for spring 2011, 2012, and 2013 state language arts testing results. This was used to build a predicted language arts scale score based on free and reduced lunch status for all schools. Four schools (two middle schools and two high schools) with three consecutive years of posted language arts testing results above their predicted scores were selected for a qualitative multiple case study. Teachers and administrators were interviewed and surveyed regarding their school literacy practices. This study discovered common themes regarding the literacy practices of all four high-performing schools, which included (a) high levels of teacher collaboration among the language arts teachers, (b) the incorporation of high interest reading materials while working with students on their reading comprehension skills, (c) strong levels of teacher commitment and personal responsibility among the language arts teachers to see student literacy improve, and (d) a lack of a common instructional method to improve student literacy, and none of the four schools in the study presented evidence of a developed across-the-curriculum culture for literacy development. Based on the findings, this study determined that matters of professional teaching culture such as collaboration and personal commitment may be stronger factors in student literacy development than a particular instructional approach. School leaders are reminded that the language arts teachers of a school lay the foundation of effective student literacy development. Before school leaders embark on adopting any across the curriculum approach to literacy development, it is needed to first focus on the professional functioning of the language arts staff in a school, particularly in matters of culture such as collaboration, commitment, and an interest in sharing the challenge of improving student literacy with other colleagues. Finally, each high-performing school’s language arts staff demonstrated that one particular best-practice approach to student literacy development does not work for all. It is more critical for language arts teachers to be well-versed in a variety of best practice approaches to student literacy development, and work collaboratively with teaching colleagues to employ the best-practice approaches our students need at that time to improve their reading and writing skills.
  • OUT-OF-SCHOOL SUSPENSIONS AND ACADEMIC ACHIEVEMENT IN INDIANA HIGH SCHOOLS

    Voelker, Joseph A. (Indiana State University, 2014-12)
    The purpose of the study was to determine whether schools that impose more days of out-ofschool suspension as a discipline consequence in Indiana high schools have a relationship with the academic results of the school. The study was conducted by administering a survey to all Indiana public high school principals. Eighty-nine principals responded to the Principal Survey on High School Discipline. The Principal Survey on High School Discipline asked respondents the number of days a student would be suspended out of school for first time offenses to 18 common discipline infractions. The sum of out-of-school suspension days (called the suspension composite score) for each high school was then compared to each high school’s scores for the 2013 sophomore cohort on Indiana’s End of Course Assessments following the completion of English 10 and Algebra I coursework. Also analyzed in the study were whether there was a difference in the suspension composite score and the school’s size; whether there was a difference in the suspension composite score and the school’s location; whether principal demographics of age, years of experience, or years in education affected the suspension composite score; if out of school suspension makes students less likely to misbehave; and if zero-tolerance policies made an impactful contribution in maintaining order at their schools. Data were analyzed through one-way ANOVA and linear regression testing and the null hypotheses were tested at the .05 probability level or better. The data analysis did not display significant findings for any of the research questions. Some of the findings when analyzing the demographic data were urban schools were more likely to suspend but less likely to expel a student for issues such as drug possession or transmission and alcohol possession or transmission. Rural schools were the exact opposite. They were less likely to suspend but more likely to expel a student for those infractions. Small schools versus large schools followed the same pattern, but the data were not as pronounced. The principals were split as to whether zero tolerance policies make an impactful contribution in maintaining order at their schools. When zero tolerance policies were broken down by school size, small schools disagreed that it helped maintain order, but medium- and large-sized high schools had nearly 60% agreeing to 40% disagreeing.
  • A COMPARISON OF TEACHER PERCEPTIONS OF PRINCIPAL LEADERSHIP ACTIONS IN HIGHLY EFFECTIVE SCHOOLS AS MEASURED BY THE AUDIT OF PRINCIPAL EFFECTIVENESS

    Stephens, Michael (Indiana State University, 2014-09)
    The role of the principal has never been as multi-faceted or as scrutinized as it is in today’s schools. Principals are looked to for leadership and guidance in the processes, communications, relationships, instructions, and curriculum of today’s schools. Marzano (2013) listed 21 responsibilities of the principal of today. Principals of today wear many hats and are looked to have knowledge and skills beyond the scope of leaders in many other professions. The purpose of the quantitative study was to examine the perceptions of the teachers in Indiana high schools pertaining to their principal’s level of effectiveness as measured by the Audit of Principal Effectiveness. The results of this study can be beneficial to principals of all schools. Regardless of the grade assigned to the school, the study suggests the value of building relationships with administrative colleagues, the interaction with students, and the setting of high professional goals for all involved.
  • AN EXAMINATION OF PRINCIPALS IN EFFECTIVE HIGH-POVERTY MIDDLE SCHOOLS WITH HIGH ACHIEVEMENT

    Mull, Rhonda J. (Indiana State University, 2014-12)
    The purpose of this qualitative, multi-site case study was to observe and examine the strategies, techniques, and leadership styles of principals in effective middle schools with high poverty and high achievement. This study focused on defining a core of specific strategies utilized by staff members in these schools. Two high-poverty middle schools in Indiana that have done an exemplary job of attaining high scores on the state's standardized test were examined. Data for this research was collected via interviews of the school's principal, leadership team, and teachers. Classroom observations and teacher department meetings were also conducted. After the staff interviews and observations were completed, all notes and tape recordings reviewed, and all obtained infonnation was processed and analyzed, five themes emerged. These themes included the following: principal leadership, student scheduling, staff scheduling, building culture, and cmTiculum and professional development. Within these themes, some of the detailed strategies and techniques were similar at both schools and some were different. Based on the significant findings of the data analysis within the five themes, the following seven strategies were utilized by both principals and seemed to play a critical role in the high achievement of the students in both schools: (a) there was a strategic system in place to address the academic core; (b) the daily schedule was developed for student needs; (c) collaboration for teaching staff was invaluable and they wanted more time together; (d) teacher-led professional development was utilized; (e) data was used in a meaningful way; (f) though principal leadership styles differed, creating a strong team of teacher leaders was essential; (f) and the staff created a relational learning environment. These five themes and seven strategies appear to be critical and essential components that could hold true value for other schools attempting to make gains in their students' academic achievement.
  • CIRCLING THE WAGONS AND SHOOTING INWARD”: UNDERSTANDING HOW NURSING ADMINISTRATORS APPROACH THE POLICY PROCESS

    Moore, Jill M. (Indiana State University, 2014-12)
    The purpose of this qualitative study was to develop an understanding of factors that nursing education executives in higher education believe are essential to influencing and implementing sound policy decisions. This study sought to answer the following: (a) what characteristics and skills do nurse administrators in higher education believe are essential to positively influencing the policy-making process, and (b) what organizational features do these nurse executives believe impede or facilitate their ability to influence policy processes? This study utilized an exploratory qualitative design representing a collective case study. The sample selection was purposive and included in-depth interviews with nurse educators who had at least two years’ experience as nursing education executives. Themes emerging from the narrative data were that a collaboration leadership style, effective communication, and political awareness were considered essential skills for successfully navigating the policy process. The theme of complexity created by institutions and stakeholders involved in policy was observed. Implications of the study included (a) the complexity of higher education institutions regarding the need to interface with multiple internal and external stakeholders acts as a barrier to policy process, (b) lack of formal preparation to manage policy can be a barrier for nurse leaders who typically lack such preparation, and (c) collaboration is at the center of how these nurse leaders drive and implement policy in their educational institutions. Recommendations made for future research include, (a) complexity and nursing education, (b) preparation of nurse education for policy-making, and (c) understanding policy experiences of a more diverse group of nurse educators.
  • THE ESSENCE OF A GENTLEMAN: A PHENOMENOLOGICAL STUDY OF HONOR AND MASCULINITY IN WABASH COLLEGE’S GENTLEMAN’S RULE

    Isaacs, Jacob (Indiana State University, 2014-12)
    This dissertation examined how college men at Wabash College understand good behavior and masculinity while living under a subjective honor code: the Gentleman’s Rule. This included how students learned about and talk about the honor code and particular behaviors that students would identify as exemplifying the Gentleman’s Rule in action. To unearth this information, 12 current Wabash students were each individually interviewed for roughly an hour. Contributions from respondents were subjected to a phenomenological analysis to determine the essence of students’ experiences related to the Gentleman’s Rule. The study found that students typically learned about the Gentleman’s Rule as prospective students still in high school, and had formative conversations only up to the end of freshman orientation. Students also understood masculinity to be complex and not something to be narrowly defined. Most understandings of masculinity were entwined with their understandings of good character or gentlemanliness, with little agreement of any characteristics of masculinity that fell outside of gentlemanliness related to the Gentleman’s Rule. Meta-themes that emerged as connected to gentlemanly behavior included personal responsibility, respect for others, reasoned discussion, and self-awareness. This conflicted with negative stereotypes of hegemonic masculinity that college men are subjected to by society at large. These results inform higher education institutions about the ideals that college men associate with masculinity and good behavior/gentlemanliness and how those factor into the effectiveness of a subjective honor code. New modes of addressing and working with college men are called for to benefit college men and improve engagement and retention rates among men. Ideas for implementation of a subjective honor code are also given as well as opportunities for further study.
  • IDENTIFYING, CULTIVATING, AND UTILIZING ELEMENTARY TEACHER LEADERS

    Holder, April (Indiana State University, 2014-12)
    The purpose of this qualitative study was to investigate how elementary principals identify, cultivate, and utilize teacher leaders within high-growth elementary schools. For the purpose of this study, high-growth schools are schools that surpassed the state average of high growth for the bottom 25% and top 75% in English/language arts and math for two consecutive years based on the Indiana Department of Education A-F Accountability Report Card. Through this qualitative study, the roles of the principals in three similar Indiana elementary schools were analyzed in regard to the commonalities of the identification of teacher leaders, cultivating talent and leadership, and the utilization of teacher leaders to improve student achievement.
  • THE BALANCED APPROACH TO LITERACY INSTRUCTION IN MIDDLE SCHOOLS

    Helmberger, Tenicia Rae (Indiana State University, 2014-12)
    The purpose of this study was to determine if the frequency with which middle school teachers implement research-based literacy strategies serves as a predictor of success on the English/language arts portion of ISTEP+. The study looked at research-based strategies in fluency, comprehension, and vocabulary. Teachers of English, language arts, social studies, science, and a combination of the above subjects were surveyed. Seven questions from each area were posed relating to the frequency of implementation per quarter. The study was split into two groups, high-poverty schools and low-poverty schools. Of those teachers surveyed, teachers in low-achieving, low-poverty schools reported using research-based fluency strategies more often than those in high-achieving, low-poverty schools. However, there was no significant difference between the frequency of implementation of research-based fluency strategies in high-achieving, high-poverty schools and low-achieving, high-poverty schools. Statistical significance was found with the reported implementation of research-based comprehension strategies among lowachieving schools compared to high-achieving schools among the high-poverty schools in this study. There was no significant difference in the frequency of implementation of comprehension strategies in low-achieving, low-poverty schools compared to high-achieving, low-poverty schools. The reported implementation of research-based vocabulary strategies was not significant among low-achieving schools compared to high-achieving schools among the lowpoverty schools in this study. Likewise, the reported implementation of research-based vocabulary strategies was not significant among low-achieving schools compared to high-achieving schools among the high-poverty schools in this study. It was predicted that the ELA ISTEP+ pass rate decreased by .509 for every one percentage increase in the free and reduced lunch percentage while holding all other variables constant.

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