Thesis In Educational Administration

Thesis In Educational Administration-21
Standards-based reform and the proliferation of legislative mandates to improve the quality of teaching and learning in K-12 education are two of the most hotly contested and complex educational issues in contemporary U. In efforts to give voice to teachers, this qualitative multiple-case study explored middle and high school English and Mathematics teachers' perceptions of both the value and effects of standards-based reform in relationship to curriculum, instructional practices, and the quality of student learning. Although teachers are the main agents of implementation of these legislative mandates, they remain absent in this debate and their voices continue to be relegated to a lesser rank in the design and implementation of educational reforms.

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The four themes that emerged were: Core: Always a Nurse; Character: Playing the Part; Context: Facing the Issues; and Connection: Creating Solutions.

By connecting with their core as a nurse, the deans were able to draw upon their nursing experiences in performing their role and creating solutions to their challenges.

Although a significant number of students return to adult secondary programs, most fail to change their dropout status as they fail to complete their programs.

The large body of available engagement research pertaining to K-12 and higher education students appears to be a promising source from which to address the issue of poor persistence of adult secondary students.

This qualitative study explored the experiences of 13 nursing school deans to understand how their personal characteristics and nursing background influence how they perform their role and manage challenges as dean.

The conceptual framework, based on role theory and Mintzberg's Model of Managing, provided a lens through which the nursing dean's journey from practitioner to dean and her role as dean could be explored.The challenges, which the deans perceived as being mainly related to student, faculty, and resource concerns, required that they adapt and blend their roles to create solutions.The solutions focused on meeting the students' needs and included getting resources and results, setting the course and boundaries, letting others have the glory and control, and netting internal and external bonds.The purpose of this quantitative study was to explore the persistence rates of first-generation, low-income, African American female students involved in Extended Opportunity Programs and Services (EOPS) and Cal WORKs.More specifically, the study compared persistence rates for such students in EOPS and Cal WORKs.This core, shaped by their strong sense of self as a nurse, their journey to the deanship, their past experiences, and their gender influenced who they became as dean and the parts they played.In playing these parts, they performed informative, supportive, and active roles that were congruent with Mintzberg's information, people, and action planes.The literature review covered general aspects of community college student persistence theory that identified factors influencing attrition.Additionally, the literature review examined a wide range of support programs associated with retention and persistence practices of community college students.The purpose of this study was to examine the structure of engagement for students in an adult secondary program and to investigate how different components of engagement are associated with persistence.This study utilized a quantitative methodology, specifically employing a survey research design.


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