Welcome to Sycamore Scholars

Sycamore Scholars is a digital archive of scholarly works created by students, staff, and faculty at Indiana State University. Sycamore Scholars began as a means to enable ISU graduate students to submit their theses and dissertations electronically, but the repository can include journal articles, conference papers, technical reports, working papers, data sets, tutorials, music, photographs, and other digital items.

  • TEACHER INVOLVEMENT IN IMPLEMENTING STATE PERSONAL FINANCE MANDATES

    Franklin, Deanna M. (Indiana State University, 2015-05)
    This study examined strategies teachers are implementing for personal finance instruction in answer to the state financial-literacy mandates in Central Texas. One-on-one interviews, focus groups, and document analysis found that teachers are relying on personal experience, community resources, and Internet resources to instruct in personal finance in absence of personal finance curricula. No data emerged that school districts were providing resources; however, administrators are willing to provide resources if they were available. Teachers are using a variety of creative methods to enhance personal financial literacy in the classroom. Sporadic in-service/professional-development opportunities were available to train teachers in personal financial-literacy instruction; however, many teachers opted not to participate in those events, selecting to depend on their own personal experiences as background. Data from this study also found that there was no evidence of teachers being involved in the curriculum-change process for personal financial-literacy education.
  • 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.
  • A QUALITATIVE HISTORIOGRAPHICAL CASE STUDY OF THE EDUCATIVE PROPERTIES OF EUGENE V. DEBS AND JOHN DEWEY: 21st CENTURY IMPLICATIONS FOR EDUCATION

    Countermine, Bradley (Indiana State University, 2015-05)
    This study aimed to shed light on the current state of educational reform rhetoric through an analysis of previous attempts to shape public education for the benefit of all. Analyzing Eugene V. Debs’s and John Dewey’s views on democracy and education during the Progressive Era promotes a version and vision of education that inspires people to think critically, to navigate contemporary society, and to acknowledge current issues within public education and United States society at large. Because education both reflects society and has the power to transform it, the struggle for fair, equitable, and enlightening education is paramount to the success of future generations within any society. By linking Progressive Era educational reform rhetoric to issues prevalent in United States educational reform today, I illustrate the consistencies between both periods and the underlying fundamental social, economic, and political issues shaping both educational and societal reform in the 21st century. Further research can focus on intervening historical variables especially as they contribute toward the motivation behind the current corporate educational reform movement and the push toward privatization at the expense of public schools created to make education the great equalizer.
  • DETERMINING THE INFLUENCE OF THE NETWORK TIME PROTOCOL (NTP) ON THE DOMAIN NAME SERVICE SECURITY EXTENSION (DNSSEC) PROTOCOL

    Cold, Sherman J. (Indiana State University, 2015-04)
    Recent hacking events against Sony Entertainment, Target, Home Depot, and bank Automated Teller Machines (ATMs) fosters a growing perception that the Internet is an insecure environment. While Internet Privacy Concerns (IPCs) continue to grow out of a general concern for personal privacy, the availability of inexpensive Internet-capable mobile devices increases the Internet of Things (IoT), a network of everyday items embedded with the ability to connect and exchange data. Domain Name Services (DNS) has been integral part of the Internet for name resolution since the beginning. Domain Name Services has several documented vulnerabilities; for example, cache poisoning. The solution adopted by the Internet Engineering Task Force (IETF) to strengthen DNS is DNS Security Extensions (DNSSEC). DNS Security Extensions uses support for cryptographically signed name resolution responses. The cryptography used by DNSSEC is the Public Key Infrastructure (PKI). Some researchers have suggested that the time stamp used in the public certificate of the name resolution response influences DNSSEC vulnerability to a Man-in-the-Middle (MiTM) attack. This quantitative study determined the efficacy of using the default relative Unix epoch time stamp versus an absolute time stamp provided by the Network Time Protocol (NTP). Both a two-proportion test and Fisher’s exact test were used on a large sample size to show that there is a statistically significant better performance in security behavior when using NTP absolute time instead of the traditional relative Unix epoch time with DNSSEC.
  • 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.

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