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A school in South Carolina developed a strategic plan to implement a professional learning community structure in the school, where teachers work together to evaluate student data to improve instruction. However, teachers at the school did not understand how to use data-driven instructional practices to drive classroom instruction. The purpose of this study was to explore understanding of elementary teachers at this school in South Carolina how to use data-driven instructional practices. The framework for this study was the learning target theory of action, focusing on researching the data-driven instructional practices teachers used when working with data. The research questions were created to explore the data-driven instructional practices teachers at this school in South Carolina used and how they perceived the practices in their classrooms. A basic qualitative research design was used, and 10 semi structured interviews were conducted with kindergarten through fifth-grade teachers. The interviews were transcribed, and open coding was used to identify common themes. Teachers at the study site used a variety of assessment data to guide classroom practices, but few teachers could provide a clear account regarding their data collection methods. Based on the teacher documentation provided during the interviews, a 3-day professional development was created for collecting, recording, and using formative assessments. This study supports positive social change by providing teachers with strategies to collect and use formative assessment data to improve student performance on district and state testing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Food allergies are increasingly common and affect approximately one in thirteen students in the United States (US). Anaphylactic reactions can be unpredictable, severe, and sometimes life-threatening if not treated quickly and appropriately. School health policies and education surrounding food allergies vary substantially within and between states, as do guidelines that influence policy, and influence students' experiences of school with food allergies. Additionally, the COVID-19 pandemic has influenced students' experiences of their school communities. There is a limited research exploring student perspectives regarding food allergy policies, and none published to-date reflecting perspectives during the pandemic. Students' voices are not always included in food allergy management and policy research. The current study was conducted to elicit elementary students' voices during a unique moment in world history, the beginning of the COVID-19 pandemic. Elementary school students' stories, attitudes, and perspectives regarding food allergy management and school policies in New England were explored through semistructured, individual interviews (n = 7). A descriptive phenomenological approach was applied to the conceptualization of this project and thematic analysis of views shared. Parent (n = 29) and student (n = 11) questionnaire data were collected to supplement interview findings. Questionnaire results reflected student and parent experiences of variability in school-based food allergy policies and attitudes. Interview findings reflected that many students experienced COVID-19 precautions as protective against opportunities for exposure to allergens in school, wished that others knew more about food allergies, and reflected the general sense that food allergies were usually met with respect in school. Some called for increased education to promote awareness and practical knowledge within their school communities. Student impressions of food allergy management have diverse implications for policy. Student openness to improvements to education, in combination with the shared comfort expressed in others knowing about their unique food allergies, suggests that elementary school could be an appropriate place to integrate food allergy education. Additionally, food-allergy related comfort afforded by COVID-19 precautions indicates room for development in food allergy policy development and education to enhance perceptions of safety at school among students with food allergies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Since their early days, community colleges have maintained a pivotal role as a provider of education to the diverse populations they serve. Over the years, these institutions of higher learning have been tasked with expanding access to education to those who had been denied even the possibility on the basis of race, economic stability, and a host of other factors. As leaders of these great institutions, community college presidents are seen as visionaries who are called to serve as the bridge between their institution and the communities they serve. In the past, the presidency has been a role largely reserved for White men with significant academic experience alone; however, in recent decades, sitting presidents have begun to retire, leaving institutional decision makers scrambling to identify new talent in a decreasing pool. While the ranks of presidency have been diversifying, men and women from racially marginalized communities still struggle to break through the glass ceiling. Within this qualitative study, I employed an interpretative phenomenological analysis approach to explore the lived experiences of African American males who have successfully ascended to the role of community college president. The research question is how do African American males experience their career progression to the role of community college president? To address this question, eight semi-structured interviews were conducted with sitting African American male presidents to understand their experiences. I applied a critical race theory lens to understand how each participant narrated their career progression as Black men. The findings of my study included five significant themes: (a) Black Experiences; (b) Can't do it Alone; (c) Pressure to Perform; (d) Finding the Path; and (e) Racism exists but not a Barrier. Each of the findings represents acknowledgement of the challenges, opportunities, and experiences held by participants throughout their career journey. The implications of this study include an understanding that racism exists in the community college leadership structure and has an impact on the career decisions of Black men. This structural racism has the potential to limit the available talent pool for new community college presidents and must be addressed if these institutions are going to continue doing the critical work of providing access to education for the masses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This mixed method study examines HRD professionals' decision-making processes when making an organizational purchase of training. The study uses a case approach with a degrees of freedom analysis. The data to analyze will examine how HRD professionals in manufacturing select outside vendors human resource development programs for training, coaching, and developing employees. The purpose of this study is to better understand how HRD professionals select training once the decision has been made to purchase rather than design internally. Specifically, the study will (a) Identify the theory (rational, bounded rationality, political, or garbage can) that best describes HRD professionals decision-making in relation to external vendor use for training and development; (b) Describe the counts on a prediction matrix based on theories of decision-making regarding how HRD professionals select external vendors for training and development; and (c) Describe the process used in relation to the theory most often used by HRD professionals when deciding which external vendor to use for training and development. This study uses a case study research design with a degrees of freedom analysis (DFA) approach. The DFA was used to create a prediction matrix that sorted decisions on which vendors to use into four decision-making models: the rational model, bounded rationality model, political model, and garbage can model. (Abstract shortened by ProQuest.). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

A practicum was designed to change the traditional methods of writing instruction which had not been effective in meeting the developmental needs of first-grade children. Twenty-two teachers responded to two surveys to provide problem documentation data. Four goals and instructional plans were selected to address the problem. The first goal, of placing emphasis on content and on stimulating the imagination rather than on the mechanics of writing was met through the establishment of writing centers. The second goal, of providing children with extended writing opportunities using a variety of writing forms and audiences was met through a home writing plan. The third goal, of giving children opportunities to read and display their stories was met through a writing exchange program; and the final goal, of giving students unstructured time to write on subjects of their own selection was met through changes in classroom management. Strategies included giving a needs assessment survey, determining specific areas of concern to be addressed, involving parents, giving process writing inservice to teachers, organizing and maintaining writing productions, and evaluating the program. Analysis of the data showed school-wide interest in process writing as an alternative to traditional writing instruction. Students gained the image of being capable writers through meaningful writing experiences and ownership of their literacy efforts. (Two tables of data are included and 63 references are attached. Appendixes include writing surveys, sample childhood writing, letters and permission slips to parents, news clips, mid-evaluation of programs, and children's airplane stories and illustrations.) (Author/MG)