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This qualitative case study aimed to investigate and gain a greater insight into understanding distributed leadership and the experiences of individuals at an elementary school who participated in the process of obtaining Indiana STEM-school certification. The ultimate objective was to explore the leadership interactions of multiple participants in a highly dynamic education environment. An interview protocol was created, and seven faculty members from an elementary school in one school district were interviewed. Four themes were developed from the data collected, including a realization that the framework of the certification process itself created an environment that fostered a form of distributed leadership. Secondly, the individuals within the school shared a common set of beliefs and culture centered around what is best for kids. In addition, the concept that administrative leadership was willing to embrace and encourage the leadership of all individuals within the school was apparent. Finally, through this shared culture and framework, individuals felt comfortable becoming involved in leadership activities regardless of their officially designated title within the school or district. The interaction of all four themes created an environment where distributed leadership helped the organization achieve its ultimate goal of obtaining Indiana STEM-school certification. [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.]

Local, state and national data show that graduation rates for African Americans lag behind White students. This problem has existed for decades, and African American students may not have the proper support to succeed. Further, research has shown that bonding or school connectedness can lead to better graduation outcomes. One approach that may help to alleviate this problem is to provide a transition mentor program for ninth graders to encourage school connection and bonding. This study aimed to examine an existing transition mentor program in one high school to determine how it promotes school connectedness. Specifically, this study's intention was to review key indicators of school bonding shown to influence the retention of African American high school students. The five areas are school involvement, academic motivation, school attachment, teacher support, and peer relations. The study was informed by the research of Chung-do et al. (2015) that measured five factors of school bonding and was conducted in collaboration with the high school administration and program lead teacher. The survey was administered by school staff to 367 ninth-grade students, and results were obtained from 88% of the students. Analyses of survey results suggested that the transition mentor program was viewed positively by the students, specifically in areas of peer relations and teacher support. Further, the survey has the potential, with further exploration, to provide a useful tool for evaluating and monitoring the transition mentoring program in the current and future high school settings. [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 qualitative case study explores the experiences and sense of belonging for Valiant Region College (pseudonym) students who served as club leaders/officers during the 2020-2021 and 2021-2022 school year. Twelve students total were interviewed either individually or within focus groups and shared their personal experiences, trials and triumphs as they navigated through the COVID-19 pandemic. The findings of this study highlighted four themes: (a) the importance of in-person activities, (b) participants felt a sense of belonging with face to face (F2F) engagement prior to the COVID-19 pandemic, (c) students struggled to create involvement activities during the COVID-19 pandemic, and (d) students felt like an outsider at the institution during the COVID-19 pandemic. Implications for practice are discussed. [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.]

The purpose of this qualitative descriptive study was to understand how low-income Black male community college students who attend a male engagement program describe their experiences with the intersection of race and gender plays a role in their persistence towards graduating in Midwest, Ohio. Through 45-120-minute, semi-structured, open-ended, zoom interviews, and a 45-minute, focus group where participants discussed their views on their experiences with understanding the intersection of race and gender plays a role in their persistence towards graduating in Midwest, Ohio. The sample included 20 low-income Black males who are currently enrolled in the male engagement program at a community college in Midwest, Ohio. The target population and location were selected because the community college has an active interest in improving the persistence rate for low-income Black males who are enrolled at the community college. Research Question 1: How do low-income Black male community college students who attend a male engagement program define the intersection of race and gender? Research Question 2: How do low-income Black male community college students who attend a male engagement program describe their experiences of the intersection of race and gender in their persistence towards graduating? There were four themes that emerged. Themes 1 Self-determination and Theme 2, Racial Battle Fatigue aligned with research question 1. Theme 3 Self Identity and Theme 4, and Collective Consciousness aligned with both researcher question 2. [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 qualitative research study explored how the special education teachers describe the administrative support needed to stay in the profession and the barriers to obtaining administrative support in the school district of southcentral Maryland, United States. This study answered two research questions: first, on how the special education teachers describe the administrative support needed to stay in the profession, and second, the barriers to obtaining administrative support. Data were collected from 18 participants (i.e., twelve for one-on-one interviews and six in the focus group) employed at the school district of southcentral Maryland, United States. The study sample was selected using purposive sampling. The researcher utilized NVivo software and Braun and Clarke's thematic analysis to identify the codes, categories, and themes. The initial codes were predetermined based on the five dimensions of Parker's relational work model. Data analysis resulted in a number of themes: fostering supportiveness through communication, rapport, receptivity, respect, and involvement in non-academic events; delegating leadership responsibility to aspiring teachers; promoting capacity building to teachers through professional development; giving recognition to deserving teachers; treating teachers unfairly as manifested by favoritism, racial discrimination, position, and student distribution; and showing lack of support through limited availability and bullying. The findings of this study can benefit school administrators by recommending the types of administrative support needed by special education teachers to stay in the profession. [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.]

Residential living requirements benefit students in a variety of meaningful ways. Living on campus can be an effective conduit in helping college students feel more committed and connected to their institutions. Existing research has demonstrated that students who live on-campus tend to be retained at higher rates, achieve higher grade point averages, and are more likely to graduate in four years. Some colleges in the United States have live-on requirements to help maximize the benefits of these academic outcomes for students. Presently, it is unclear if those benefits are extended to students who live-on campus for more than one year. At the same time, universities are adding two-year residential requirements with the hope that second-year students will experience the same or improved success increased outcomes as first-year students. There are relatively limited comprehensive research projects on student housing, and even fewer projects which study academic and student success outcomes of sophomore (second year) students. The purpose of this study was to gain a better understanding of the relationship between living on-campus for the first two years of college and key measures of student success. The study utilized quantitative methodology with a non-experimental comparative design. Variables known to influence retention and graduation rates were analyzed via hierarchical multiple regression analysis and those predictors were used to test models to determine the extent to which there was a significant positive relationship between living on campus for two years and select metrics. Living on campus for two years was found to be a statistically significant positive predictor of retention, GPA, graduation, and student involvement. Future research could address the limitation of the study being conducted at a single institution and hopefully demonstrate broader generalizability. [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.]

Growing evidence points to increased female involvement in the juvenile justice system and a correlation to adult justice system involvement (Morris & Perry, 2017). However, there is an absence of individual perspectives and lived experiences from within the school-to-prison pipeline (Cole and Cohen, 2013). This qualitative study investigates the perceptions of formerly incarcerated females regarding the influence of K-12 educational experiences on their involvement in the school-to-prison pipeline. Specifically, student characteristics, school experiences, and school engagement levels were examined. Additionally, this study highlights a theoretical model of ecological systems theory and complexity theory. Eight formerly incarcerated females, ages 19 to 25, were selected through purposeful sampling to participate in individual interviews. Three interview protocols were used during each interview to reflect the stages of the schooling journey: elementary, middle, and high school. The interview transcripts were coded and cross-referenced for commonalities and phenomena related to the topic and the research questions. In this study, female student life factors and school experiences emerged and highlighted potential commonalities between the lived experiences of female students and their trajectory through the school-to-prison pipeline. Themes of interpersonal student-teacher relationships, school discipline, traumatic experiences, and academic and behavior interventions emerged as influencing participants involvement in the school-to-prison pipeline. Finally, this study concludes with recommendations for school leaders, teachers, and juvenile justice personnel to address these areas to deter female involvement in the school-to-prison pipeline, and to potentially bolster school safety and ensure a more productive learning environment for all students. [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.]

The purpose of this narrative research is to develop an understanding of the mindset of the incarcerated individual towards education and if the experience had an impact on criminal activity. By understanding the mindset, research questions and solutions can be developed that will have the greatest impact on a course of action in deterring criminal behavior. If one can determine the main problems and narrow the list to the ones that could potentially be solved, then one can develop meaningful questions and establish a clear and concise purpose for the framework of prevention. In discussing the problems within the educational system, one must consider the possible nature of the initial problems and the effects they have on those prone to incarceration. The focus of this study was to develop a foundation for further research in educational experiences of inmates and to develop an awareness of the impact teachers and administrators have on students and potentially create the importance of positive interactions on influencing future behavior and actions. In addition, this research project may change the mindset of inmates, so they can be released back into society and have a positive impact on the community. [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 project was developed and implemented to improve an open library program by increasing parent involvement. Through initial surveys, questionnaires, and the author's personal experience, it was determined that the problems experienced by parents, teachers, administrators, and students in the open library program were due to the ineffectiveness of involving parents. By means of surveys, interviews, research, and meetings with administrators, staff, parents, and students, the author with the help of a task committee developed strategies to increase parent participation in the open library program. All the program objectives were met with the target group improving dramatically in all areas. The objectives for the program were: to increase the attitudes of teachers toward the open library program, increase the number of students participating in the program, increase the number of parents reading to children, to have at least 50 percent of the 650 students read or be read to by parents a minimum of 25 books, to train parents reading to children in inferencing questioning, to increase parent volunteerism school-wide. (Appendices include a pre- and post-survey cover letter and questionnaire to faculty members and parents, a pre- and post-questionnaire to students, pre- and post-comments by faculty members, parents and students, library parent reading log, student/parent sign-in log, reading record form, and an inferencing questions evaluation form.) (Contains 14 references.) (Author)

This study explored what African American college students perceives as contributing to their Academic success. This study moved to determine what factors significantly influence or impact how African American college students advance in their academic journey, which was hypothesized as an important component related to academic success and degree attainment. A semi-structured interview was conducted with 10 undergraduate students in their sophomore, junior, and senior years of college. Participants' age ranged from 20-25 years of age, with a mean age of 22, and each participant identified as African American. Nine participants attended a mid-size public university in the San Francisco Bay Area, one participant attended a mid size public university out of the state; all student attended full time. Eight major themes and six subthemes emerged from the interviews: 1. Family support for education; (subtheme; emotional support, financial support); 2. Family as Motivation for success; 3. Peer influence; 4. Activities/group Involvement (subthemes; Campus based organizations, Culturally centered organizations); 5. Academic Study Environment (subthemes; Home setting; University Setting); 6. Self-Perception.; 7. Sense of Responsibility; (subtheme; Family responsibility; Social responsibility; 8. School Climate. Results of the study along with limitation, implication for practice and suggest for future research are discussed. [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.]

Researchers and policy makers have established that family involvement is related to student academic performance. Family participation at a school in a southern state in the United States was declining after the third grade level, and educators at the school needed more information to address this problem. Self-efficacy and ecological theories of Comer, Bronfenbrenner, and Bandura informed this study. Research questions explored the perspectives of families regarding family involvement at the school and the recommendations the participants had related to enhancing family involvement. Data were collected from 13 parents/families using an open-ended questionnaire. Purposeful sampling was used to identify parents who noted a lack of involvement on the questionnaire, and 5 of those agreed to be interviewed individually. Data from both questionnaires and interviews were analyzed using typological and inductive analyses supported by a combination of a priori and coding. Findings revealed participants knew the value of involvement in their children's lives and were constrained by transportation, time, and communication. The need for fostering genuine relationships between parents, administrators, and staff was highlighted. Recommendations included scheduling events around parents' work schedules and keeping parents informed of school events and policies. Implications for positive social change would be to create solid partnerships and establish outreach programs with schools and communities in order to keep families involved. [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.]

First-generation students are more likely than non-first-generation students to depart from a postsecondary institution before a degree is attained. Factors that could impact academic persistence among first-generation students include low self-efficacy, lack of financial resources and parental support, poor college planning, and minimal school involvement at the collegiate level. A 49-item research instrument was administered to freshman students enrolled at The University of West Florida in the spring of 2011. There were obvious discrepancies between research results and previous literature. However, The University of West Florida has launched several programs to assist first-generation students with persisting toward degree attainment. [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.]

The purpose of this mixed method study was to explore perceptions of students with disabilities in a predominantly Hispanic serving institution. Factors of transition from high school to college, campus involvement, engagement in student organizations and their perceptions of campus climate were investigated through both a survey with 104 participants and in-depth interviews with 11 participants. This study also explored how undergraduate students with disabilities perceive their academic success and what are influential factors that impact their college experiences. Data were analyzed and interpreted through Tinto Interactionalist Theory of Student Departure, a Social constructivist perspective, Attribution theory, Rendon's model of validation, and Bronfenbrenners (1979) ecological systems theory. Overall findings indicate that disabled students who participated in this study seemed comfortable in the environment and felt rather positive about themselves and their communication with others. These findings suggest that disabled students have perceptions of positive interactions with faculty, staff, and fellow students. Equally important, they seem to feel a part of the campus. This conclusion is further supported by positive perceptions regarding the transition services, nature of adjustment to college, campus involvement and with the technology that are seen as characteristic of the campus environment. The uniqueness of characteristics of disabled students was apparent through some of the individual responses that reflect their own experiences based on how they perceive accessibility and interactions with others. A significant finding of this study is that most students reported that typical interactions with faculty tend to be more formal, brief, and need-based versus informal (i.e., access formal accommodations such as extra time on exams). Tinto (1975, 1993) emphasizes the importance of interaction with both faculty and student peers. This model (Tinto, 1975, 1993) suggests a socialization process whereby students who become successfully socialized into the campus academic and social systems are more likely to persist. Since Tinto's theories also find a strong link between faculty support and student retention and especially with non-traditional students, this study suggests that UTEP needs to be more strategic and systematic in finding ways to develop faculty-student interactions for students with disabilities who are predominantly first-generation and working-class college students. I argue that as UTEP serves non-traditional students thus Rendon's validation model is more applicable. Some of the issues that students revealed in the study included social barriers stemming largely from a lack of friends, feeling socially alienated, and lack social support. Some students also felt that they were misunderstood by faculty, those faculties are not aware about different disabilities that are not visible. Some students are reluctant to request accommodations for fear of invoking stigma. Some also felt they had to spend considerably longer hours in completing coursework than nondisabled peers. Even though the study finds few instances of negative experiences with some of the faculty members, the study suggests that changing the attitudes of faculty toward students with disabilities is critical to promote social inclusion and equal opportunities. ADA is a civil rights legislation to prevent discrimination. While it is not written into the law itself, a subsequent impact of these laws is to improve the attitudes of individuals without disabilities towards individuals with disabilities. However, in order to create more positive attitudes through legislation first thing that is important is to foster an atmosphere of integration for individuals with disabilities in society. However, this can occur only with a change in the attitudes of the individuals within that society (Livneh, 1988). It is ironic that the programs and supports that we have on university campuses focus mostly on removing the academic and physical barriers, but apparently do not work on removing the attitudinal barriers to reduce the social gap, stigma, and social isolation experienced by many students with disabilities, especially invisible disabilities. In addition, most research and discussions on the inclusion of students with disabilities focus on their academics, and neglect the implications of social barriers on their social integration in society at large. Research has shown that lack of informal social interactions between people with disabilities and people without disabilities can be barriers to social integration into higher education. True success or the goal of ADA will only be achieved when these social barriers are also removed. Thus this study calls for academic institutions, student affairs directors, student organizations, and policy makers to promote social integration programs, as part of the services provided in higher education institutions. If students with disabilities are able to remove these social barriers at this college level, this will also help in their future workplace. Two main areas of concerns are identified through this study--communication and awareness of disability and psycho-social needs of students with disabilities. (Abstract shortened by UMI.) [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 qualitative study explored how informal community networks (i.e., faith based organizations, community cultural centers and service agencies) provided information to culturally and linguistically diverse families. The goals of this study were, first, to gain a better understanding of the methods the informal community networks used to communicate with CLD families. Second, the participants' perceptions about what their CLD families believed about transition planning and services (i.e., disability, employment, adulthood, school involvement, and authority figures in the school) were explored. The final goals were to determine strategies for collaborating with informal community networks and discover how the participants used information given to them. The informal community network represented African American, Hispanic, Asian, and Multicultural families. The data for this study was gathered primarily through focus groups with informal community network providers. Interviews and documents were also used. All focus groups were video and audio taped and transcribed. An audit trail and member checks were conducted to ensure trustworthiness of data. The data was analyzed using a three phase process (Morningstar, 1995) that organized and reduced raw data, generated categories and codes, and interpreted patterns and themes. Results of this study showed that while there were three methods by which informal community networks distributed information, certain methods were more effective. In addition, the roles of individuals within organizations as well as within the family structure should be considered when disseminating information. The participants shared their perceptions about CLD families' beliefs about transition planning and services such as disability, employment, adulthood, school involvement, and authority figures. The informal community networks responses revealed commonalities and difference within each cultural group as well as across groups. Several recommendations were given to support transition professionals in developing relationships with community cultural networks who work with CLD families. Finally, results indicated how the participants used the information from the focus group or interview. [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 dissertation examines the literacy practices and parental school involvement of a group of seven first-generation Mexican immigrant mothers who participated in native language literacy classes designed for parents at their children's school. Using ethno-graphic methods to detail the mothers' lived histories, cultural moorings, and current practices at home and at school, the study found that the mothers participated in their children's schooling--and their own--in a variety of ways, regardless of their individually varying levels of access to print and formal schooling. Specifically, the mothers enjoined their own "family literacy networks," engaging their children in needed literacy tasks at home that supported school-based literacies in kind. These social networks involved print and non-print literate members in exchanges of various forms of assistance, print-related and otherwise. In parent classes, framed as a safe haven for readers and writers at all levels, the mothers similarly engaged in exchanges of print literacies and other forms of cultural capital, such as knowledge about school and community doings. Through words and actions, the mothers defined parental participation as support for their children's schooling in seven broad moral and material categories, many of which have yet to be recognized in much of the academic literature. Specifically, the mothers defined and enacted parent involvement typologically as: parental presence on the school grounds; networking with other parents, teachers, or administrators; participating in school or community activities; literacy and numeracy support; providing material support for their children such as food, clothing, shelter, hygiene, and transportation; providing moral support such as encouraging children or keeping after them as needed; and acting as positive role models for their children. The study suggests that viewing parental involvement from parental perspectives may give educators and researchers greater insights into the efforts, achievements, and challenges of parents from a variety of racial, socioeconomic, and cultural backgrounds. [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.]

As mentoring is receiving increasing attention as a method to improve youth educational outcomes, it is important to continue to examine the effects of mentoring on these youth outcomes. This study uses secondary data from Waves I and III of the National Longitudinal Study of Adolescent Health (Add Health) and transcript data from the Adolescent Health and Academic Achievement Study (AHAA). In seeking support for the compensatory model of resilience, this dissertation uses multiple and logistic regression analyses to examine the direct effects of youth risk factors and the compensatory factor (mentoring) on the educational outcomes: cumulative grade point average (GPA) and graduation from high school. The moderating effects of mentoring on the relationship between youth risk factors and these educational outcomes are also examined. The findings from this study suggest the following characteristics are risk factors for a lower cumulative GPA: younger age, academic risk, racial/ethnic minority status, low maternal education, living with less than both biological parents, lower levels of parental closeness, and lower levels of parental school involvement. On the other hand, only academic risk, low maternal education, and lack of parental participation in school fundraising and volunteering appear to be risk factors for not graduating from high school. Findings also indicate that the compensatory factor, mentoring, is significantly associated with a higher GPA, but is not significantly associated with graduation after controlling for youth risk factors and demographic factors. In support of the protective factor model, two significant moderating relationships were found in terms of predicting graduation between mentoring and the risk factors of living with less than both biological parents and lack of parental participation in school fundraising and volunteering. This study also found that cumulative risk (cumulative risk score was composed of 5 of the risk factors examined) is significantly related to both GPA and graduation, suggesting that youth with more risk factors have worse educational outcomes. The findings of this dissertation add to the existing literature on mentoring and youth educational outcomes. This dissertation's implications for theory, social work, educational practice, policy, and research are discussed as well as this dissertation's strengths and limitations. [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.]

The purpose of this quantitative study was to analyze the effects of summer school remediation on elementary student achievement, while controlling for the effects of gender, socio-economic status (SES), and ethnicity, by comparing the differences between pre-test and post-test scores on the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) for matched pairs (based on pre-test scores) of summer school participants and non-summer school participants for each of five years. The independent variables included summer school participation, gender, SES, and ethnicity. The dependent variables included the student post-test NWEA MAP scores in each of three subject areas (language usage, reading, and math) for each grade level (2-5), in each year of the study. The covariates included the student pre-test NWEA MAP scores in each of the same subject areas and grade levels for each year of the study. Study participants were convenience samples of summer school students and their non-summer school counterparts in grades 2-5 from multiple elementary school sites within a single school district in northeast Indiana. As summer school programming remained the same for each year of the study, scores from each of the five years were combined for analysis according to subject and grade level to lend an overall perspective. For language usage, data was collected for 850 matched pairs of students. For math, there were 828 matched pairs. The study also included 853 matched pairs of students for reading. Analysis of covariance (ANCOVA) at the 0.05 probability level (p = 0.05) was used to determine if there was a statistically significant difference between student post-test scores for summer school participants and their non-summer school counterparts, while controlling for gender, SES, and ethnicity. In order to isolate the effects of summer school for each grade level (2-5), there were 4 separate analyses, one for each elementary grade level, and 3 sub-analyses within each grade level--reading, language usage and math-leading to a total of 12 sets of ANCOVA analyses. The results of ANCOVA analysis showed a significant interaction effect between summer school participation and SES for both language usage and math in grade 2. However, there were no significant interaction effects or main effects of the independent variables on post-test reading scores for second graders. For third grade, ANCOVA analysis showed a significant interaction effect between summer school participation and SES for language usage. Participation in summer school was shown to have a significant main effect on post-test reading scores with summer school students scoring significantly lower than their non-summer school counterparts. In grade four, ANCOVA analysis revealed a significant interaction effect between summer school participation and gender for language usage. SES showed a significant main effect on post-test math scores, with paid lunch students performing significantly better than their free/reduced lunch peers for both summer school and non-summer school student groups. Participation in summer school was shown to have a significant main effect on post-test reading scores in fourth grade, with summer school students scoring significantly lower than their non-summer school counterparts. For grade five language usage students, each of the main effects of gender, ethnicity, and SES were statistically significant. Ethnicity was shown to have a significant main effect on post-test math scores with White students scoring significantly higher than students of all other ethnicities, regardless of participation in summer school. There were no significant interaction effects or main effects of the independent variables on post-test reading scores for fifth graders. These results indicate a need of review, revision, and refinement at all grade levels (2-5) and in all subjects (language usage, math, and reading) of the summer remediation programming within the study in order to effectively serve the needs of its students. Further, the study serves as a model and a call to action for educational administrators who are ready to engage in an objective analysis of summer school program effectiveness and are willing to embrace whatever shifts in operational or instructional paradigms may be needed for improvement. [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.]

Increasing the number of advanced degree recipients is more than an educational issue; it is also a key social issue. "A college-educated population results in pivotal benefits to society" (The National Center for Public Policy and Higher Education, 2004, p. 1). Although African Americans have made steady and notable progress in doctorate degree attainment, there is still more room to grow. Therefore, it is important to understand the experience of earning the doctoral degree to make sure we can disseminate this information to the greater community and help others to achieve these positive outcomes. This qualitative study explored the experiences of African American females who have obtained the doctorate degree. The selected sample was composed of 7 African American women who had obtained a doctorate degree from a traditional university during the past 15 years. The data collection method was structured interviews conducted throughout a 1-week period. Interviews were audio recorded and transcribed. In accordance with literature on qualitative study, triangulation and member checking were some of the methods utilized to ensure credibility. Six themes emerged from the data that connected the doctoral journeys of all 7 participants and were categorized as: (a) High educational expectations by a teacher, counselor, or parent promote college degree attainment; (b) Early academic achievement and school involvement motivate future study; (c) Student support services and institutional integration aid in doctoral student persistence; (d) Mentors and social supports play a critical role in students' persistence and success; (e) Clear educational goals and self-determination are crucial to doctoral degree completion; and (f) A dissertation chair and committee members who are supportive aids program completion. Based on the results of the study, parents should set high expectations for students early and encourage participation in extracurricular activities. University administrators and doctoral advisors should provide academic, social, and emotional support for doctoral students by way of formal program orientations, mentors, counselors, and writing resource centers. [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 study was designed to determine the relationship between Florida School Recognition Program (FSRP) participation and adequate yearly progress (AYP) criteria met during school years 2004-2008. It also intended to discover whether schools' socioeconomic status, minority rates, and levels moderated this relationship as well as a difference in average AYP criteria met for schools that maintained FSRP participation and those that do not. The study further sought to determine whether these school characteristics and schools' grades predicted maintenance of participation in the FSRP. A quantitative method, including three statistical analyses, was employed to respond to 6 research questions and test 14 corresponding null hypotheses. Three thousand and seventy-seven schools were identified for data collection and analysis. Six independent variables were defined as school level, average socioeconomic status, average minority rate, average percentage of AYP criteria, aggregate number of years 100% of AYP criteria was met, and average school grade. One dependent variable was defined as aggregate years of FSRP participation. The study found that there was a relationship between participation in the FSRP and AYP criteria met, and school level, socioeconomic status, and minority rate moderated this relationship. While school level and minority rate moderated a difference in average percentage of AYP criteria met in schools that maintained participation in the program and those that did not, socioeconomic status did not. Moreover, all independent variables served as predictors for maintenance of participation in the FSRP. The study found that schools' demographic characteristics influence student achievement and participation in incentive pay programs. Six implications for future research were identified to further explore the FSRP and AYP relationship, the unintended consequences of the No Child Left Behind (NCLB) Act, the appropriateness of incentive pay plans in education, the distribution of FSRP award dollars in schools, and student achievement by school level. Recommendations were to add an AYP criterion to the FSRP, assess the effectiveness of inducement policies in education, and add a provision for program evaluation to the FSRP statute. [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 exploratory research examined the impact of motivation to lead on college students' cocurricular involvement. The question driving this research was: Is motivation to lead a predictor of cocurricular student involvement? A 52-item questionnaire that included the Motivation to Lead Self-Report Questionnaire (Chan & Drasgow, 2001) was used to measure the variables of interest. The sample consisted of 550 undergraduate students at a private residential Christian college. Motivation to lead was found to be correlated with quantity of student involvement, quality of student involvement, and total student involvement. Stepwise multiple regression analysis was used to calculate the best weighted linear combination of the variables of interest as well as the covariates. Results indicated that high school involvement, housing, academic interest, year in college, social normative motivation to lead, and working off campus predicted quantity of student involvement. Further, total high school involvement, year in college, off campus work, total work, affective identity motivation to lead, and housing predicted quality of student involvement, total high school involvement, year in college, housing, academic interest, and off campus work. Finally, affective identity motivation to lead predicted total student involvement. Implications and recommendations for future research are also discussed. [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.]

Scope and method of study. This is a qualitative study about faculty engagement with their college's and university's assessment programs viewed through Etzioni's Compliance theory. Findings and conclusions. All three educational institutions visited were perceived as using normative power when viewed in relation to assessment. Two of the institutions used both normative and remunerative power. The use of two or even all three types of influence (normative, remunerative and coercive) are not an unexpected finding (Etzioni, 1968). When normative power was used, participants from all three institutions were able to provide examples of moral involvement with assessment. Faculty engagement had occurred because it was the right thing to do and their involvement was recognized and praised by the administration. In the matter of assessment, all three organizations used their normative power in an effective manner. When remunerative power was used some participants responded with calculative behavior while others did not. This incongruency generally does not lead to an effective organization (Etzioni, 1975). Only one institution was perceived as using some form of coercive power. The expected alienative response may have been observed but overall the institution was not described as using primarily coercive power in order to motivate faculty to become involved with assessment. Additional analyses of the participants' responses to the questions corroborated the importance of a faculty driven assessment program with support and collaboration between administration and faculty (Cross 1997; McEady, 2006; Priddy, 2007). Faculty who were engaged with assessment were cognizant of the value of assessment and its relationship to the accrediting agencies and stakeholders call for accountability of student learning. [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.]

The purpose of this exploratory case study was to identify, investigate, and describe factors that contributed to the academic success of Phelps High School, a rural, isolated, Appalachian high school in Pike County Kentucky. The academic index of the school in 2000 was 48% and in a six year period the academic index of the school improved to 94%. This case study described the activities and practices of teachers who were at the school in 2000 or hired to teach in the school between 2000 and 2002. After interviewing the participants, the data was analyzed using appropriate literature to assist in the identification and explanation of factors that emerged from the interviews. The analyses of the data obtained from the interviews allowed the researcher to develop five propositions about the factors that contributed to the academic improvement and success at Phelps High School. These propositions include the following: (1) the greater the attention of the principal to nurturing a collaborative school environment, the greater the likelihood that teachers will improve curriculum and instructional methods; (2) The more teachers work collaboratively to improve curriculum and instructional methods the greater the likelihood that students will learn at higher levels; (3) the greater the effort of teachers and administrators to establish interpersonal relationships with students in the school, the greater the likelihood that students become academically engaged; (4) the more student-centered the school, greater the level of student academic engagement; (5) the greater the level of student academic engagement, the higher the level of student academic performance; (6) the greater the emphasis on active learning, the higher the level of student academic engagement; (7) the greater the level of student engagement, the higher the level of student academic performance; (8) The greater the level of collaboration between and among teachers, the greater the commitment to continual improvement of instructional strategies; (9) the greater the commitment of teachers to continuous improvement of instruction, the higher the levels of student academic performance The aforementioned propositions allowed the researcher to develop a grounded theoretical explanation. Research findings of factors that influenced high student achievement are summarized in a grounded theoretical statement below: High performing, rural Appalachian schools that demonstrate high student achievement have principals who involve teachers and students in the school to create a more positive culture through teacher-student connections and professional learning communities. [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 study explores mechanisms involved in small scale schooling and student engagement. Specifically, this study questions the validity of arguments for small scale schooling reforms that confound the promised effects of small scale schooling "structures" (such as smaller enrollments, schools-within-schools, and smaller class sizes) with the effects of the "school climates" assumed to follow from these structural changes. Data to address this issue was drawn from the Philadelphia Educational Longitudinal Study--one of the few publically-available datasets to include student-level measures of school-within-a-school participation and relative quality--and supplemented by school-level data from the National Center for Education Statistics' Common Core of Data. Regression analyses were designed to examine whether academic press and/or personalized teacher-student relationships--two aspects of school climate often associated with small scale schooling--mediate the relationships between small scale schooling structures and student engagement. The results suggest a pattern of widespread connections between small scale schooling structures and students' emotional engagement in school, but only a loose connection between these structures and students' behavioral engagement in school. Furthermore, school climate does, in fact, mediate many of the relationships between small scale schooling structures and emotional engagement; however, it does not fully mediate the relationship between small scale schooling structure and behavioral engagement. Findings relating student engagement to the quality of small learning communities relative to others in the same school suggest that comprehensive schools that are broken down into smaller within-school units may create a new mechanism for tracking students. Those who participate in relatively high quality small learning communities like school more and participate in more extracurricular activities/sports than students who participate in relatively low quality small learning communities or in no small learning community at all. These relationships are not mediated by school climate. Overall, the findings of this study suggest that the results of small scale schooling reforms are largely dependent on the school climates where they are instituted. [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.]

York College of Pennsylvania, which has moved from a junior college to a four-year institution in the last decade, has responded to accreditation reports that suggested changes in the college's governing structure. A review of the literature showed that faculty should participate in governance on a shared-authority basis. The study was designed to survey the faculty to see how they perceived the governance of the college. The survey was divided into areas of leadership, motivation, communication, interaction, decision-making, setting goals, and feedback control. Particular recommendations were made in areas that were found deficient. The results of the survey demonstrated that the faculty perceived the governance structure somewhere between the benevolent authoritative and consultative forms. The ratings, calculated from highest to lowest, were communication, setting goals, interaction, leadership, motivation, feedback controls, and decision-making. The highest rated question concerned the accuracy of upwards communications; the lowest, the level at which decisions were formally made. Specific recommendations were made for each area involved that had serious deficiencies. In general, the recommendations were to make the governance structure or the college more participatory. (Author/LBH)

This document describes the planning and implementation of a comprehensive program to facilitate the adjustment of newly arrived Puerto Rican pupils and parents to the school and the surrounding East New York community. The program encompassed the following areas: improvement of school atmosphere, training of teachers and para-professionals, more effective use of instructional materials, greater emphasis on Puerto Rican history and culture, instruction in the Spanish language for staff members, and parent and community involvement. A process evaluation of all program components was made bi-monthly by the program participants. Objectives of this evaluation study are to determine the operational status and objectives, population served, staff utilization, specific activities and methodology, parent and community involvement, facilities and materials used, and effectiveness for each of the enumerated components. The program is said to be processing with satisfactory results. In order that the needs of new arrivals will be met on a permanent and on-going basis, a bilingual educatinal program for the school is proposed. This proposal along with samples of materials employed in the training program, manuals for in-service courses, materials pertaining to parent activities, curriculum areas for teaching in a bilingual program for grades 1-3, and recipes for Puerto Rican food dishes are included in the appendices. (Author/AM)

Parental involvement has consistently been associated with a child’s academic performance. However, much less is known about the effects of parental involvement of Hispanic English language learners (ELLs) in high schools. This study addressed parental involvement of Hispanic ELLs in the high school setting where there is currently very little research. The purpose was to test the theory of overlapping spheres as it relates parental involvement to high school grade point average (GPA) of Hispanic ELLs. The research design for this study was a non-experimental, correlational design. The participants of this study were a convenience sample of parents of Hispanic ELLs from five high schools located in central North Carolina. Parents completed the Parent-Teacher Involvement Questionnaire (PTIQ) and student GPAs were calculated at the end of the spring semester. A multiple regression analysis was used to analyze the predictive level of each sub-scale of the PTIQ on GPA. The linear combination of predictor variables were found to be significantly related to high school GPA. Frequency of parent-teacher contact, school involvement (volunteering), and parent endorsement were also significant predictors of GPA. Day & Dotterer (2018) also found that among Hispanic adolescents, parents should use a combination of parental involvement strategies to include academic socialization, home-based involvement, and school-based involvement as it was linked to higher GPAs. Recommendations for further research include using a different instrument, using multiple reports, and combining quantitative and qualitative research, and then replicating this study in additional school districts across the United States.

The goals of this study were (a) to explore Korean immigrant parents’ perceptions of school involvement and school support and (b) to investigate key factors that affect Korean immigrant parents’ school involvement. A qualitative research design based on grounded theory was employed. The final grounded theory of “Key Factors Affecting Korean Immigrants’ Parental School Involvement” was developed from interview data with eight Korean immigrant parents. The most important core theme was saving the child’s chi (“기 살리기,” Gi Saligi in Korean). The four other secondary themes were (a) personal factors; (b) interpersonal factors; (c) situational factors; and (d) environmental factors. The personal factors were derived from self-determination motivations, parenting styles, the parent’s gender, English proficiency, and acculturation. The situational factors included parents’ time pressure and expected and unexpected changes in family life. The interpersonal factors included parents’ relationships with school teachers, other parents, and people they met through online communities such as MissyUSA. Finally, the environmental factors were identified from school and Korean community support. Theoretical and practical implications are discussed along with limitations and conclusions.

Using Delgado-Gaitan and Trueba’s (1991) empowerment/disempowerment definition as a framework, this dissertation investigated how Korean immigrant mothers perceived and practiced parental involvement in their children’s schooling, and how an empowerment/disempowerment process occurred during their involvement. To inquire into the research questions, this study used the qualitative case study method, and five Korean immigrant mothers were the cases. The interview method was used to gather data, and an unstructured interview protocol, as well as a semi-structured interview protocol, was used for the interviews. Each mother was interviewed three times. From this study, I found these things: For the concept of schooling, all the Korean mothers in this study agreed that schooling is all activities relevant to acquiring abilities related to having a better school life, and that the concept of parental involvement includes all the activities to support their children’s schooling, regardless of activity types. In a comparison of their beliefs and their practices for involvement, they show accord in terms of the comprehensive nature of parental involvement. However, there were also discrepancies between their perceptions and practices of involvement. To get an understanding of the discrepancy issue, their involvement experiences were explored, based on an empowerment/disempowerment framework. The Korean immigrant mothers showed distinctive features in empowerment and disempowerment while they were involved in their children’s schooling. First, they felt contradictory feelings—guilt and pride-- toward their identity, and this influenced their empowerment and disempowerment. The second feature was the struggles that the Korean immigrant mothers reported: cultural differences, exclusion, and a lack of English skill for involvement. Last, the most salient feature to influence their empowerment/disempowerment was the standard they were using to evaluate their involvement. These findings were discussed in terms of the features of empowerment/ disempowerment and the factors that influenced their empowerment and disempowerment. The Korean mothers’ standard of evaluation was discussed in depth, since it was determined to be the most basic issue to impact their empowerment/ disempowerment experiences. Based on the findings, this dissertation concluded with presenting implications for teachers, educational administrators, and Korean immigrant mothers themselves, and with suggestions for future research.

Research has demonstrated much evidence for the positive effect of parent involvement on academic achievement in children (Jeynes, 2003, 2007; Hoover-Dempsey, Walker, Sandler, Whetsel, Green, Wilkins, & Closson, 2005; Fan & Chen, 2001; Griffith, 1996). As children from low income and ethnic minority families are at the greatest risk for academic failure, it is important to study the processes that lead parents to become involved within at-risk populations. A comprehensive model such as the one proposed by Hoover-Dempsey and Sandler (1995, 1997) provides a map of important constructs to study. Research using this model appears promising as a way to conceptualize the processes that lead to parent involvement (Walker, Wilkins, Dallaire, Sandler, & Hoover-Dempsey, 2005). However, there are few studies that have tested this model with minority populations, and none that have focused on a primarily Latino population. Parent involvement research indicates inconsistent findings regarding the role of family background variables in the process of parent involvement (Ho & Willms, 1996; Griffith, 1998). The purpose of this study was to examine the effects of parent perceived invitations for involvement on parent involvement behavior with a primarily low-income, urban, Latino population. Two levels of the Hoover-Dempsey and Sandler model were tested: parent perceived invitations for involvement (child invitations, school invitations, and teacher invitations) and parent involvement behavior (home-based and school-based). Child invitations and teacher invitations were both found to be important types of invitation for total parent involvement (home-based and school-based combined). Home language, employment status, and parent education level moderated the effect of child invitations on total parent involvement. When parent involvement was differentiated into home-based and school-based involvement as separate dependent variables, child invitations had a significant effect on both types of involvement. Home language, employment status, and parent education level moderated the effect of child invitations on home-based parent involvement. For this population, child invitations for involvement appear to be the most important means to invite parent participation. Future research should continue to investigate the utility of Hoover-Dempsey and Sandler’s model of parent involvement with specific ethnic groups, and consider family background variables due to their potentially moderating role.

Using a multidimensional conceptualization of parent involvement, this study examined the relations between academic achievement and parent involvement across three informants (parents, teachers, and children), explored the dimensions of parent involvement that best predict student academic achievement, and examined the extent to which children's perceptions of involvement mediated the relationship between parent involvement and academic achievement. Participants were 275 elementary school students, their parents, and teachers from a rural school district. Measures of parent involvement were completed during the 3rd quarter of the academic year based upon perceptions of parent involvement during the first two quarters of the year. The parent involvement dimensions assessed included parent educational expectations, home involvement/supervision, and school contact/participation. Teacher and parent reports were found to be strongly associated. Reports of parent involvement from the child perception differed significantly from parent and teacher. Across all predictors, parent educational expectations (as perceived by parents and teachers) were found to be the strongest predictor of academic achievement, accounting for 9.4 to 19.6 percent of the variance in GPA (depending on the model), beyond that accounted for by socioeconomic status. Parental education, family configuration, and socioeconomic status played a significant role in the relation between parent involvement and academic achievement. Implications and future directions are presented.

From 1990 to 1999, almost 15 million children in the United States experienced the divorce of their parents. Children experience varied effects from the divorce process, and they carry these effects with them into the classroom. By knowing what possible effects may occur, educators can be better equipped to effectively teach the children from divorced families who are in their care. It is the purpose of this thesis to explore both the possible effects of parental separation and divorce on children and to discover ways schools can provide support to help the children thrive. A unique characteristic of this study was its setting in a Christian school of approximately 700 students.

The purpose of this study was to compare perceptions of parental involvement of families who have children with special needs and families who have children without special needs from preschool through grade three. A survey of families with regard to parent involvement was conducted in Ohio. Responses from a sub-sample of 781 families who did not have children with special needs and 145 families who had children with special needs was analyzed. In general, few significant differences were found between the perceptions of parents of children with and without special needs. The differences found were related to the importance of family support and learning at home. In addition, differences in how well schools initiated and implemented parent involvement were found in volunteering and decision making dimensions. Specifically, parents of children with special needs placed more importance on receiving information about community services and discussing hopes and future plans for their children than did parents of children without special needs felt the schools did a significantly better job of inviting parents into the classroom to help. In addition, although both groups of parents rated serving on decision making committees low, parents whose children did not have special needs rated this dimension more satisfactory. No other areas within the six dimensions for both the importance of parent involvement and how well schools initiated and implemented parent involvement were found significantly different between the two groups of parents. Overall, parents perceived the schools as being moderately receptive to parental involvement.