Abstract: "The purpose of this qualitative case study was to provide an understanding of how collaborative teacher teams become successful and to discover the nuances that contribute both negatively and positively to their work. Evidence was collected from individual and focus group interviews of teachers and administrators from a large suburban high school in Ohio. Additional data sources included student demographic data, grant reports, and a collective efficacy survey completed by the school's teachers. Themes from interviews showed several keys to implementing teacher collaborative teams: (a) teachers' trust in the process, in the school administration, and in colleagues; (b) professional development; (c) time to meet face-to-face and build relationships among team members; (d) buy-in to the process, including open-mindedness and willingness to analyze and act on student performance data, and belief that the work will produce results; (e) teacher empowerment and teacher leadership; and (f) administrative support via long-term planning and research, consistency, and a clearly articulated vision. The results of the survey showed that the teachers in this school had a high level of collective efficacy. The stories of the teachers and administrators contained numerous examples of mastery experience, vicarious experience, and social persuasion, as described in the collective efficacy and professional learning community literature."

Abstract: "This qualitative, phenomenological study provides insight into the perceptions, beliefs, and experiences that six, twelfth grade students held regarding their experiences from kindergarten through twelfth grade. The purpose of this study was to better understand the experiences they lived and to learn about how these students created racial or ethnic identities. I, (a) gained tangible information from six African American students regarding how they might limit their own academic achievement based upon the experiences they have had with teachers, (b) have brought to the forefront the challenges African American students have creating racial identities and how that development can lead to poor academic achievement, and (c) show the need for more awareness and culturally relevant teaching in schools and pre-service teacher preparation. This study adds to the research regarding the (a) blocked opportunities framework, (b) the attitude achievement paradox, (c) the development of ethnic identities, (d) false empathy, (e) expectations of students by parents and teachers, and (f) the self-fulfilling prophecy by attempting to highlight personal experiences of African American students within a particular school district."

Abstract: "This study explores the differences in perceptions among educators regarding whether an empathic connection between themselves and students has a positive impact on the learning process and social issues like bullying. The exploratory study is based on responses to four survey statements regarding empathy based on a 7-point Likert scale. An independent t-test analyzed the data after a split half reliability test established the survey instrument as reliable. The data were analyzed in response to two research questions: Is there a difference between perceptions of empathy by those serving as school support personnel as opposed to those serving as teachers, and is there a difference in perceptions of empathy among those classified as limited longevity educators as opposed to those classified as veteran educators? Of the eight areas of analysis, the findings of this study concluded there were two areas that had statistically significant different outcomes from respondents. Both instances of statistically significant differences occurred within the demographic grouping of school support personnel and teachers with the differences in perceptions being in (a) whether they feel equipped as educators to be empathic with their students, and (b) if they believe that teaching empathy can have a positive effect on bullying."

Abstract: "Just as in other subjects, student growth in music is measured based on a number of factors. Based on the data collected from twelve music teachers ranging from grades kindergarten through twelve, I discuss the most frequently utilized factors and approaches employed by music teachers to measure student growth in the classroom. In addition to the inclusion of components such as rhythm, tone, scales, and sight-reading, music teachers made use of both a formal, individual, one-on-one observational approach, as well as an informal, “on-the-fly” individual observational approach within a group. Tacit knowledge along with professional expertise, in conjunction with individual experiences of both the teacher and the student established the framework under which student growth is measured. The findings suggest a potentially unique interaction between teacher and student where student growth is measured differently for each student-teacher encounter."

Abstract: "A growing amount of research and literature supports a relationship between student success at the college level and the implementation of student-centered learning. Millennial students report higher levels of persistence and satisfaction in institutions that understand and try to adapt to their unique learning style, which is unlike the learning styles of their Boomer and Generation X faculty and administration (Debard, 2004; Noel & Levitz, 2009; Oblinger, 2003). What are institutional members of organizations such as the Council for Christian Colleges and Universities (CCCU) and the Association for Biblical Higher Education (ABHE) doing to understand and adapt to the change in generational trends and attitudes toward learning? Recent literature consistently indicates Millennial students have certain expectations about learning. Organizations must address these expectations so Christian higher education institutional effectiveness does not experience negative consequences in our changing global society."

Abstract: "Coaching processes have changed over the years, as have the young people who play sports. Because the field of coaching is so dynamic in nature there will always be a need to explore ways to improve and modify coaching techniques. The study of transformational leadership in coaching is a subject that deserves further examination, as such inquiry has the potential for cultivating better coaching methods. Studying a transformational leader who is also a very successful coach will help in positively shaping coaching styles and habits. This investigation was a single qualitative case study where a successful coach was studied. Thirteen interviews were conducted with parents, former players, fellow coaches, and colleagues to get a well-rounded view of the kind of leadership characteristics and behaviors demonstrated by this individual. A focus group with seven current players was also conducted in order to capture the contemporary team and player perspective on this coach. All interviews and the focus group were recorded and transcribed. The transcriptions were then analyzed to reveal eight major themes and characteristics of the subject coach. The results showed that a successful coach should have passion, humility, a strong work ethic, a positive outlook, integrity, a presence with others, an empowering style, and be an over-all unique individual. The findings of this investigation present a framework for how to successfully coach and lead a team with a transformational leadership style. The field of coaching studies would benefit from further examination of this and other successful coaches who use similar styles of leadership in order to continue to develop positive and effective coaching traits. "

Abstract: "Through this qualitative study, the story of the African American male as a learner in the public school system was investigated. There were 12 adult Black male participants, six of whom dropped out of school before completion, and six of whom graduated with a high school diploma. From their earliest memories, they shared their lived experiences in the public school setting. The findings from this study indicated that a supportive network, such as that provided in a two-parent household or by an adult mentor, was the critical factor in the success or failure of the African American male relative to graduating from high school."

Abstract: "There exists a considerable lack of school improvement literature related to the implementation of the Turnaround Model. This exploratory case study illuminates the perceptions and experiences of principals, instructional coaches and teachers associated with the process and impact of the school improvement Turnaround Model during its first year of implementation in three urban, Midwestern elementary schools. Participants’ perceptions were explored using interviews, focus groups, and surveys. Responses were analyzed based on their alignment with predetermined themes derived from the model, as well as with regard to the gaps exposed within the model by emerging themes. Participant perceptions highlighted the significance of human capital engagement and leadership development. The results of this study are employed for formulating clear recommendations for future building level implementations of the model, as well as for providing considerations for further research and policy development."

Abstract: "The purpose of this exploratory, phenomenological study was to uncover the common experiences of doctoral student completers in one leadership program. It was conducted using qualitative methodology in a bound, case study format. Survey and interview data were collected and analyzed for common themes based upon the predetermined themes of leadership identity development and job and career paths. Sub-themes for leadership identity development included the following: (a) increased confidence, (b) identity affirmation, (c) personal learning and self-development, and (d) emphasis on collaborative relationships. Sub-themes related to job and career paths were as follows: (a) perceived expansion of field of work, (b) emphasis on collaborative relationships, and (c) goal attainment. One additional, separate theme identified was pride and self-fulfillment. Findings provided a voice to the doctoral students and added to current research on leadership identity development, graduate student career paths, and assessment of doctoral programs. Further exploration into the sub-themes uncovered in this study may offer insight into adult development as well as the concepts of human and social capital. Additional research into perceptions of leadership identity and career paths of non-completers as well as the impact of specific doctoral program components such as advisor relationships, cohort models, and mentorship projects may be of value."

Abstract: "Project-based learning (PBL) is a teaching method that has the potential to address the Common Core State Standards and 21st Century skills. I described four teachers' experiences with implementing PBL in middle school science and its effects on teacher self- and collective-efficacy. Pre- and post-implementation administrations of the Science Teachers Efficacy Belief Instrument (STEBI) indicated that teachers' overall self-efficacy did not change; however teachers experienced moments of changing self-efficacy, and high effort indicated high efficacy. Belief in the ability of the group indicated high collective efficacy. Some of the teachers had to adjust their concepts of teaching and learning. The findings are a call to school leaders to provide collegial support for implementing new curriculum and methods."

"This study explores the racial attitudes and preferences among 164 children between three and seven years of age. The study is a partial replication of the Clark and Clark (1958) Doll Test which concluded that segregation, along with prejudice and discrimination, caused feelings of inferiority and self-hatred in African-American children. Significant changes to the original doll test are introduced in the current study. This study is based on an embedded mixed method design which utilizes Chi-square, cross-tabulations, and free-choice interviewing. The data were analyzed in response to research questions designed to test the racial attitudes and racial preferences of the participants. The findings of this study concluded that the participants can identify and have an awareness of racial differences, show doll preference, and display positive self-image. Qualitative themes that emerged from the research concluded that the participants liked the doll that looked most like them (or a family member), had a skin tone they liked, or was pretty. Themes associated with why participants did not like the doll that looked like them included skin tone and miscellaneous responses such as facial features and because the doll did not resemble the child's doll at home. The findings of this study are compared to the results from the Clark and Clark (1958) Doll Test."

Abstract: "This study explored the impact of Value-Added reports on teachers' perceptions of their efficacy. This research study was completed in a middle school in Ohio and the data were analyzed through the grounded theory methodological approach. A pilot tested interview protocol was used to collect data from six study participants. Participants' interview responses were transcribed and were triangulated with their reports. The data analysis process led to the emergence of a theory regarding the impact of Value-Added on teachers. Participants reported an impact with four themes: impact of Value-Added on self, perceived inaccuracy of Value-Added, practices that led to Value-Added, and privacy with the reports. In sum, the participants reported that their self-efficacy is not impacted by their Value-Added ratings."

Abstract: "The purpose of this grounded theory study was to explore and conceptualize how teacher leaders are trained, developed, and supported both formally and informally to be effective in their roles. The study furthered examined teachers perceptions of the Ohio teacher leader endorsement and its impact on them as teacher leaders. The study was conducted in an urban and suburban school district located in central Ohio. The eight teachers were selected to participate in the study because they held the Ohio teacher leader endorsement and work as teacher leaders in either a formal or informal role in their district. Five themes emerged from this study: (a) Formal training and support is essential for teacher leaders and can provide teachers with credibility among their colleagues, (b) Teacher leaders in both formal and informal roles are necessary to impact change in their organization, (c) Formal teacher leaders can lead from the classroom, (d) Informal support for teacher leaders, and (e) Stronger connections between statewide initiatives and the work of teacher leaders are necessary for educators to make sense out of the work of teacher leaders."

Abstract: "This study explores whether teacher leaders within a professional development school will take on leadership responsibilities while they are in the midst of learning new district and state change initiatives through the documentation of the formation and implementation of a professional learning community (PLC) within a professional development school (PDS). An ethnographic case study was used to gather information about how 20 teachers within a school worked through change initiatives and collaborative practices. Teachers presented book study topics to colleagues on PLCs and implemented the studied work in their collaborative practices. A Lead Teacher Questionnaire gave teachers an opportunity to express their understanding around PLCs, collaborative practices, and professional development. Teachers completed a SWOT analysis to measure the effectiveness of the book study and presentations. This study reveals that too many initiatives presented to staff leads to issues around district initiatives and changes. District leadership teams are responsible for establishing trust with staff, offering immediate feedback around instructional practices, ensuring that initiatives are streamlined, and that the goals of the initiatives are clearly articulated to staff. Clearly articulated goals helps staff members to know and master expectations. The study participants reflected on their collaborative practices and realized that they need to trust one another to engage in collaborative practices that promote optimal growth and learning for all individuals. "

Abstract: "This study explored the perceptions of Honduran children, teachers, parents and administrators of children with disabilities and how these perceptions impacted the education of students with disabilities in rural areas of Honduras. Preexisting literature indicates that children with disabilities in rural Honduras often do not attend school due to access, negative stigma, teacher preparedness, and poverty. This study advances our understanding of the access and equity challenges facing these students. The study consisted of a collective multi-site case study. Observations, interviews, focus groups and children's drawings were used to identify the following four themes: (a) culture, (b) government, (c) poverty, and (d) education process. Findings from the research suggest that the cultural perceptions related to an environment of corruption, drugs, and violence led to disintegrated families which negatively impacted their ability to provide support for the educational needs of their children with disabilities. The high level of poverty, in conjunction with a lack of understanding and apathy on the part of the government, kept funds that were designated for education from reaching the rural schools. Results, implications and future research are discussed."

Abstract: "This quantitative study reports on the preparation of teachers for the online environment. Data were collected from a survey of current K-12 online teachers (n=395) across the United States. Results showed teachers felt prepared to meet the iNACOL Standards for Online Teaching. The study also established the standards are reflective of the necessary skills for online teachers. Findings from the study revealed there is no correlation between years of classroom teaching experience and perceived preparation to meet the standards, nor is there evidence to show a specific type of teacher preparation program resulted in teachers who felt more prepared to meet the standards."

Abstract: "This mixed methods study explored the factors that lead to job satisfaction in a changing educational environment. The study was completed in a rural school district in the central Ohio area. The data were collected through the administration of Hackman and Oldham's Job Diagnostic Survey along with conducting individual interviews and focus groups. Multiple sources of data were collected from participants at varied times. Themes from both quantitative and qualitative approaches were cross-checked, while findings were compared to the literature review. The data analysis led to the following themes: importance of instructional support from administration and colleagues, commitment to student success, teacher self-efficacy, and a belief in job significance. Data also revealed that educational changes have resulted in the participants' break in psychological contract, which has triggered feelings of fear and loss of confidence."

Abstract: "Technology has become ubiquitous at all levels of education. The purpose of this exploratory study was to determine what technology is currently being used in Ohio's community college ESL programs and at what level of the substitution, augmentation, modification, redefinition (SAMR) model the technology is being used or integrated. This study was conducted using mixed methods methodology and a cross-sectional survey design. Survey and interview data were collected and analyzed for common themes. Data suggest that Ohio's community college ESL instructors are just beginning to realize the potential of using technology in their ESL courses. Although few community college ESL instructors are using technology in their ESL courses, those who are use a variety of educational technology mainly at the substitution and augmentation levels of the SAMR model."

Abstract: "This study explored factors associated with the persistence of middle- and late-career African American female principals. In addition to the central focus, this study also sought to determine what roles race and gender, identity shifts, psychological contracts and role definition played in the persistence of these principals. There is limited research surrounding the lived experiences of African American female principals with little emphasis on middle- and late-career females. This study employed a qualitative design utilizing five principals from the same Midwestern state. All participants had served as principals for a minimum of ten years, and were involved in in-depth interviews. Once interview and document data were collected, several themes emerged: a) Personal characteristics, b) Servant leadership, and c) Spiritual Guidance. Issues surrounding the persistence of middle- and late-career African American female principals within past and present educational settings are discussed in this study, followed by implications, and researcher reflections. "

Abstract: "In this study, I identified institutional actions that reduce student attrition using a mixed-methods research design. The research question asked, “What multitheoretical retention levers can be identified to reduce student attrition at CVU?” A theoretical framework influenced by Braxton's (2000) research on the complex problem of student departure guided the study. Quantitative data from a student satisfaction survey were used to develop and implement a qualitative protocol. A thematic analysis of phone interviews resulted in the generation of a number of institutional actions that are known to improve student retention. These included providing students with clear lines of communication about campus goals, values, policies, and procedures; communicating expectations related to academic policies and course requirements; and optimizing the advisor-student dynamic. The research findings demonstrated that multitheoretical retention levers can be identified using a mixed-methods design."

Abstract: "This study explores youth perceptions on youth leadership development programs (YLDP) in urban Baptist churches. Understanding youth perceptions is a primary source for information that is generally overlooked. Ultimately, this study provides a rubric for YLDP's. The research question addressed what youth perceived as effective and ineffective practices of YLPD's. Data was collected from interviews and focus groups with youth. The data generated seven themes: (a) communication (b) preparation (c) learning (d) helping (e) encouragement (f) friendship (g) fun. The findings of this study concluded that youth valued communication as a primary source for leadership growth. Youth felt that the YLDP prepared them in terms of growth and guidance in their personal development. The concept of learning was expressed by the youth as a key component of the YLDP. Youth also identified how they received encouragement to strive for excellence from participating in the YLDP. The idea of having fun was strongly shared by the youth, and was a primary factor expressed. A primary reason youth expressed for participating in the YLDP was friendship. The results are aligned with literature which identifies the importance of communication in reference to youth voice, personal development, and the important role of youth and adult partnerships."

Abstract: "This mixed-methods study reports on the mathematics anxiety that is experienced by middle-level students and the factors and experiences that lend to or create the anxiety. Data were collected from a survey of middle-level students (n = 162) in one rural north central Ohio school and student interviews (n = 8) with eight students ranging from fifth grade to eighth grade. Results showed students at one rural north central Ohio middle school maintain a low level of mathematics anxiety when completing the Mathematics Anxiety Scale-Revised survey (MAS-R). Findings from the study revealed that teachers, family, perspective, peers, and emotions influence mathematics anxiety."

Abstract: "This study explored four school leaders in a small, rural school district in a case study during the Great Recession of 2007-09. The exploratory study was based on their experiences and actions throughout the financial crisis. Many of the changes they created restructured their individual situations. The result of the recession provided a wide range of institutional changes for all of the school leaders. The study was based on semi-structured interviews, detailed observations, and carefully reviewed documents. The data were analyzed in response to two research questions: "What was the financial and leadership role for the school leaders of the small, rural school district during the Great Recession?"; and "What financial and operational changes made within the small, rural school district would be retained as the New Normal after the Great Recession waned?""

Abstract: "School choice has become increasingly popular as a mechanism to increase student achievement and to induce systematic school improvement. This study analyzed the relative school productivity of sending and receiving interdistrict open enrollment districts in Ohio to determine the impact of Ohio's system of open enrollment funding on school productivity. It was found that receiving districts achieved higher student performance while spending less on per pupil instructional expenditures, resulting in higher productivity factors, than sending districts. Ohio's open enrollment system transfers public funds from the district of residence to the district of enrollment, rewarding the receiving districts, but the potential threat of competition for students has not resulted in systematic improvements or the contraction of less productive schools as theorized by proponents of the market theory's application to school choice. The introduction of the use of school productivity factors as a measure of school effectiveness and the return on investment of public funds has implications for both current practice and future research."

Abstract: "This study explored the factors that contribute to mid-career teacher attrition. A secondary focus was to explore how recent policy initiatives have impacted mid-career teacher attrition. Preexisting literature focuses on the attrition of beginning teachers, largely ignoring the problem of experienced teachers leaving the field. This study advances our understanding of the attrition problem and addresses the identified gap in the literature. A multiple case study design, wherein, seven former teachers who recently left teaching during the mid-career stage were interviewed. Additionally, two administrators served as supporting participants. Data were collected through in-depth interviews, document analysis, and field notes. Four themes emerged from the in-depth analysis of data: (a) psychological contract violations due to policy implementation, (b) leadership/administrative support, (c) lack of work-life balance, (d) feeling disrespect and devalued. These findings, their implications, and suggestions for future research are discussed."

Abstract: "This qualitative study was conducted in the Midwestern U.S. It examined the resilience stories of Puerto Rican educators in an urban school district. The sample consisted of 12 adult participants who were asked to describe their experiences with resilience in different stages of their personal development. Participants articulated how their meaning of the construct impacted their interactions with students and their beliefs regarding the development of resilience. The findings from this study suggested that resilience is an interactive process involving key personal attributes of the individual and environmental factors within that individual's home, community, school, and culture that results in the human ability to thrive in the face of adversity. Implications and recommendations for further research are discussed."

Abstract: "The purpose of this qualitative study was to examine the lives of twelve female social studies teachers. Specifically, through a phenomenological approach, the lived experiences, personal thoughts and professional journeys of the twelve participants were examined in order to identify those experiences that are unique to being a female social studies teacher. The themes that emerged were: (a) treatment of participants as a result of gender; (b) the role of the Catholic Church and Catholic schools in the lives of the participants; (c) the appeal of social studies education to the participants; (d) the benefits and contributions of female social studies teachers; (e) the participants' journeys in to the field of social studies education; (f) the lack of representation of females in social studies education; (g) the devaluing of social studies education; (h) the importance of social studies education; (i) the characteristics of a successful female social studies teacher; and (j) the coachification effect in social studies education."

Abstract: "This study is an analysis of 24 variables associated with employee attitudes, behaviors and outcomes. A total of 140 college graduates participated in the study. Utilizing exploratory factor analysis (EFA) techniques, the research examined relationships among the following variables: perceived fit, job satisfaction, cognitive ability, vocational personality, academic achievement and gender. Components were extracted using Principal Components Analysis (PCA) and orthogonally rotated resulting in three component solution. A simple, interpretable structure was revealed, demonstrating a strong but differentially related association among three forms of perceived fit and facet level job satisfaction. The person-trait variables in the study were minimally related to perceived fit and satisfaction."

Abstract: "Obesity in young children and adults has become an issue within the United States of America. It has been found that obesity is one of the top three reasons why middle school student-athletes drop out of organized sports. One of the areas in which we can address this issue is in physical education class. This phenomenological case study investigated the indirect impact of the Carol M. White Physical Education Program (PEP) Grant on a semi-rural school district's physical education program. Five physical education teachers with diverse experiences and backgrounds were interviewed. Two middle school and three high school physical education teachers were interviewed twice for approximately sixty minutes per interview. In addition, there was a two-hour focus group meeting held with these same five physical education teachers at their board of education office. Furthermore, the five physical education teachers in this study were observed teaching at their site on two occasions for approximately one hour. The sites were in the gymnasium and physical fitness exercise rooms. As a result of this PEP Grant, this study investigated three research areas."

Abstract: "This dissertation focused on teachers' reasons of why they were willing or reluctant to have discussions of a controversial nature. This dissertation used vignettes in an emergent grounded theory approach. Interviews and focus groups consisted of eight male and 27 female middle school teachers in central Ohio. A division of teachers into two groups of willing and reluctant revealed numerous findings. Willing teachers employed teachable moments through educationally relevant discussions and understood adolescents' struggles through moral development. Reluctant teachers resented the lack of teaching time or were uncomfortable with controversial discussions in their classrooms. The results of this research recommended that teacher education programs provide additional information about moral developmental of middle school students."

Abstract: "The purpose of this study was to examine mental health consumers' perspectives on traditional mental health services versus peer-run services. Three mental health consumers, a family member of each, and a mental health worker of each were selected using purposive selection and were interviewed one time each about traditional mental health services and peer-run services. Several themes emerged in addition to traditional mental health services and peer-run services, including alcohol and other drugs (AOD), family issues, boundaries and ethics, and medication issues. I found that these mental health consumers preferred traditional mental health services over peer-run services. The limitations of the study included the small sample size and purposive sampling which could affect validity. Future research directions should include the connection between mental health consumers and AOD and the effectiveness of peer-run services as an adjunct therapy for mental illness."

Abstract: "The purpose of this mixed-method case study was to uncover the common experiences of 69 first and second year mathematics coaches, bound by their participation in the Mathematics Coaching Program (MCP). Evidence supporting MCP implementation and the evolution of instructional practices were also investigated and reported. Interview, document, and observation data were collected and analyzed for common themes. These themes included (a) establishing identity, (b) planning for coaching, (c) the coaching process, (d) instructional approaches consistent with the MCP, (e) greatest coaching accomplishments, (f) greatest challenges, and (g) professional development support. These findings provide a voice to MCP coaches, add to current research on the impact of coaching, and highlight the need for supportive structures to promote success."

Abstract: "This qualitative case study, conducted in the Midwestern United States, explored the perceptions of teachers at two different elementary schools as they implemented a physical activity program during the school day. The program engaged students in daily physical activity through brief, organized, structured physical exercise. Interviews and classroom observations uncovered six primary themes. There were differences between urban-suburban schools, primary-intermediate grades, gender, teacher participation and enthusiasm, relationships to other lessons, variety in music selections, student leadership, and combining singing or chanting with physical activity. Teacher perceptions and researcher observations reported a positive impact on student motivation, school climate, attitude, self-esteem, and energy for academic tasks. Through these themes a deeper understanding of program implementation was gained, and recommendations for future implementation were created."

Abstract: "This qualitative study was conducted in the Midwestern U.S. It explored the stories of 27 educators who participated in a four-year instructional coaching project in a large urban school district. Subjects shared their perceptions of and meanings they constructed as a result of their experiences in the coaching project through participation in a series of focus group discussions or by individual interviews. The subjects also put forward nearly 100 recommendations for the success of future coaching projects. The findings included 12 themes that emerged regarding (a) the meanings coaches constructed as a result of their experience in the Perry Coaching Project, (b) coaches' definitions of a case of coaching success, (c) the importance of context on the project's success, and (d) coaches' recommendations for the success of future coaching projects. The coaches recounted their experiences chronologically across the four-year implementation. In spite of the many challenges they faced across the years, the strong majority of coaches believed that their participation was worthwhile and meaningful, and that the potential of coaching to bring about change in teachers' instructional practices was strong."

Abstract: "The relationship between components of the local school district report card, school district typology, and the outcome of public school tax levy requests were examined in this study. A correlation research design was used to measure the relationship between the independent variables (performance index, average yearly progress, value added, economically disadvantaged, school district typology, and designation) and the dependent variable, the outcome of a school district tax levy request. Preexisting data obtained from the Ohio Department of Education's interactive local report card site and Ohio Secretary of State's election result site from the November 2011 General Election were analyzed to answer two research questions: is there a relationship between the outcome of public school district tax levy requests and components of the Local School District Report Card and is there a relationship between the outcome of a public school district tax levy requests and school district typology? A Pearson correlation with an alpha level of .05 was used to determine the significance and direction of the relationship between the variables. The study results suggest that components from the local school district report cards and school district typology do not serve as a good predictor of school district tax levy passage."

Abstract: "The purpose of this study was to have a better understanding of what rural superintendents are looking for in new first-year teachers, and to provide that information to future teaching candidates and colleges of education that are preparing teachers for the 21st Century classroom. Over the past twenty years, superintendents have not changed in what they value in new teachers. Rural superintendents ranked these characteristics of new teacher applicants as most important in this order: self-motivated, certification, communication skills, works well with others, and a tie among strong teaching skills, cooperative, and enthusiastic. When teacher applicant skills were grouped into personal skills and professional skills, rural superintendents gave statistically significantly higher ratings to the personal skills. Rural superintendents in Ohio value the principal's involvement and the interviews as the most important part of the district hiring process. Rural superintendents feel there are gaps in the partnership between school districts and colleges of education, and they desire to see colleges provide more preparation with new teacher candidates in teaching experiences, student teaching, classroom management, communication skills, common core knowledge, and assessment knowledge."

Abstract: "A distributed leadership model is aimed at creating leadership at multiple levels of an organization through the use of teams. The Ohio Department of Education has operationalized a distributed leadership model in the Ohio Improvement Process (OIP). The OIP is part of the overall improvement plan for school districts in Ohio failing to meet the targets of the No Child Left Behind Act, 2001. The purpose of this study was to gain greater understanding of the impact of the OIP on teachers' commitment and empowerment levels to the school district where they are employed. A posttest research study was designed with the OIP as the independent variable and commitment and empowerment used as the dependent variables. The results of the research suggest that when a recognized and organized team approach, such as the OIP is implemented to assist in school decision-making there are greater feelings of empowerment and higher levels of commitment among teachers. The overall effectiveness of a distributed leadership model was also found to be enhanced when the implementation was supported by adequate professional development for the staff."

Abstrace: "This study explored a triangular relationship among teachers, students, and administrators at an English as Second Language (ESL) learning center in a mid-sized, private, non-profit university in the Midwest in the United States. Through the use of critical theory, this study simultaneously gave the three groups of stakeholders voices, interwove their comments, and emerged a system thinking: a whole picture of an ESL learning center. The result from this study revealed administrators' pressure, five teachers' frustration, and nine students' learning agonies. In terms of the findings, this study grounded a leadership theory of an ESL learning center management."

Abstract: "In an attempt to ensure the hiring of the most effective teachers from the candidate pool, many school districts rely on teacher selection instruments such as the TeacherInsight™ (TI) from The Gallup Organization. Teacher-level value-added data are also now available to measure the effectiveness of teachers. The purpose of this research study was to determine how well teacher-screening instruments predict the highest quality teachers from the candidate pool. The study used a sample of teachers for whom TI scores as well as a value-added measure, the teacher growth index (TGI), had been recorded. The analyses found a very weak positive relationship between the TI score and TGI score for English/reading teachers. There was no relationship between the TI score and TGI score for mathematics teachers. Until there is additional research into the effectiveness of the TI score to predict effective TGI scores, school systems will need to be cautious with using only the TI score to screen applicants."

Abstract: "This dissertation is a study of the leadership development process of community mental health center (CMHC) executive directors in Ohio. CMHCs are tasked with providing services to individuals struggling with complex mental and emotional diagnoses. In Ohio these centers are nonprofit organizations that offer a multifaceted array of services paid for by a variety of third party funding sources. Many executive directors of Ohio CMHCs begin their careers as clinicians and must acquire the skills necessary to effectively lead their organization. In this study six Ohio CMHC executive directors who began their careers as clinicians were interviewed to discover the clinician-to-director developmental process. The data revealed two primary themes each with subthemes that describe the phenomenon experienced by the directors."

Abstract: "Due to the increased attention college readiness metrics, such as the ACT, receive from colleges, preparatory practices for these metrics are becoming common among high school students. The purpose of this study was to determine the predictive capability of a practice test given to high school juniors, and a number of confounding variables cited in the literature as influential to ACT scores, individually and simultaneously. Findings showed that even after controlling for these confounding variables, with statistical significance, practice still accounted for variability in final ACT scores. Further, data from the study showed statistically significant lower performance for various groups of students, such as females, as well as students with lower GPAs, from lower income schools, and from certain ethnic groupings."

Abstract: "This study used multiple linear regressions to test the assertion that school level value-added gain scores are not affected by student demographics and school and community context factors using fourth and eighth grade Ohio value-added gain scores in reading and mathematics. The study also compared the effects of these factors on Ohio's other accountability measures. Further, the study tested the effects of family and school capital on value-added gain scores and Ohio's other accountability measures. The study found that these factors had statistically significant effects that explained less than ten percent of the variance in value-added gain scores and more than 50 percent of the variance in Ohio's other accountability measures. The implications of these findings are discussed."

Abstract: "This study begins to explore the efficacy scores of teachers who are employed in a school that is both failing with regards to state achievement tests as well as one that has been negatively impacted by school choice. The study uses the Ohio State Teacher Efficacy Scale to survey 196 teachers in a large rural school. Analytic tools such as an Independent Sample t-Test as well as a One Way ANOVA were used. The results show that Elementary teachers have a higher efficacy score in Engagement than either Middle or High School teachers. Female educators scored higher in Efficacy of Engagement than Males. Educators with 25 or more years of experience scored higher regarding Efficacy of Management than educators with less than ten years. Educators holding a Masters Plus scored higher with regards to both Efficacy of Engagement and Management than did those teaches who held a Baccalaureate. With regards to overall Global efficacy scores Caucasians scored higher than non-Caucasians; Elementary educators scored higher than both Middle and High school educators; and females scored higher than males."

Abstract: "This study focused on the comparison of a modern Christian school and a classical Christian school in the Midwestern United States. The modern Christian school used in this study was a member of the Association of Christian Schools International (ACSI) and the classical school was a member of the Association of Classical and Christian Schools (ACCS). A 37 question survey was developed and used to measure and compare the spiritual formation of students in fourth, eighth, and twelfth grade attending each school. Survey questions of Christian knowledge, belief, and action were the focus of the survey. Answers to the survey questions were compared between grades, between schools, and within schools to determine the different levels of spiritual formation and commitment to the Christian faith in the students at each school. Special attention was given to the Trivium of classical education compared to current modern instructional methodologies. Statistically significant differences were determined to exist between the students attending the two schools and Fowler's Development Theory was used to explain the results. The results from this study suggest that the classical Christian school produces students with a higher level of Christian faith formation than the modern Christian school."

Abstract: "Student teaching abroad programs provide American students who major in teacher education an opportunity to complete their student teaching internship either partially, or wholly, abroad. This is an important professional opportunity for American student teachers who would like to build their global teaching experiences, especially as the issue of diversity becomes increasingly important for the United States. In this study, I interpret the experiences of former participants of a student teaching abroad program through participant interviews. This study helps to unearth how the effects of these teachers' international experiences cognitively and professionally persist or dissipate once they return to the U.S. and begin their teaching careers. Based on the findings, I discuss the most significant ways that student teaching abroad impacts individual teachers as professionals and its impact on the teaching profession as a whole."

Abstract: "Working memory provides the important function of remembering and being able to process information. A child with low working memory may demonstrate deficits in academic achievement. A pragmatic interpretivist research approach asked if working memory and general intelligence could be improved for students. The purpose of this quasi-experimental study was to determine whether the computerized program Jungle Memory® could improve working memory for intermediate grade students. The study followed the Baddeley and Hitch theoretical framework of working memory. Data were collected from pre and post assessments in working memory and general ability. Verbal working memory and general ability did not increase after the intervention using the Jungle Memory® brain training program. Visuo-spatial working memory did increase with a medium effect size (d =.51). Pretests showed verbal working memory had a positive correlation with general ability (r =.455, p < .01). Posttests showed visuo-spatial working memory positively correlated with general ability (r =.624, p < .01). Verbal working memory and visuo-spatial working memory did not correlate, substantiating the Baddeley and Hitch framework of working memory mediated by the phonological loop and visuo-spatial sketchpad. The study did not substantiate an improvement in working memory for students with deficits in working memory ability."

Abstract: "This study looked to see if there was a difference in perceptions between teachers who have had value added training and teachers who have not received such training regarding teacher compensation factors. Also, do teachers who have had value added training and teachers who have not received value added training report differences in what should be included in a teacher's salary schedule? Additionally, do teachers who have and have not received value added assessment training report different concerns with respect to the use of value added assessment? Qualitative and quantitative data were gathered through a survey instrument in pursuit of these questions. Five themes emerged from the teachers' concerns about value added assessment and teacher compensation. Those five themes were what the student brings to the classroom, trust in the system, not an accurate assessment of student achievement, factors a teacher can't control that affect achievement scores, and accountability for parents and students."

Abstract: "The purpose of this study was to understand how a rural elementary school achieved high student performance. The study was a case study of one elementary school. Data were collected through observations, interviews, and document reviews. This study provided a detailed description of one rural elementary school's culture and instructional practices that were adopted by the staff to improve the educational program from a state ranking of Academic Watch in 2001 to Excellent in 2005. This study identified key components of two intervention programs, a professional development plan, and the change process which took place at the school as well as instructional practices in establishing and monitoring goals, using graphic organizers, engaging students in activities, and increasing instructional time."

Abstract: "The purpose of this study was to explore the affects of experiencing Appreciative Inquiry on a group's Emotional Intelligence. The authors of Appreciative Inquiry call for a study of organizations in which evolving, social constructions change and transform the capacity of the organization to possibilities not probable in a hierarchical ordered system (Cooperrider, Barrett, & Srivastva, 1995). In order for organizational leaders to provide a structure in which optimal change processes may occur, they must understand, as in the instance of using Appreciative Inquiry, what affects it may have on individuals. Both quantitative and qualitative data collection and analysis contribute to this research. This study examined one consequence of change that may be useful to leaders as they work within organizations to accomplish goals and move to increased levels of effectiveness for the organization."

Abstract: "An ex-post facto approach was used to construct a history of Ohio school finance from 1980-2003 to show links between policy decisions and changes in the equity of the system. Through economic analysis, litigation analysis and review of literature, the effect of education funding policy changes in the state of Ohio between 1980 and 2003 were examined. The research began with determination of years of major policy changes and was followed by assembly of the database, including the Adjusted Current Expenditures (ACE) for school districts in the state of Ohio. Adjusted Current Expenditures (ACE) for each school district in each year was calculated using a formula similar to the formula used by Arbogast (2005). The measures of equity chosen were the Gini coefficient and the McLoone index. The Gini coefficient and the McLoone index values were analyzed to determine if the trends in those values changed between successive time periods of the four periods marked by FYs 1980-83, 1984-91, 1992-97, and 1998-2003. The analysis was conducted using multiple linear regression models. The findings suggest that the passage of the state income tax in 1983 increased equity levels, as measured by the by the McLoone index. In addition, in Period 3, the equity fund increased the equity trend, as measured by the Gini coefficient and, as measured by the McLoone index of per pupil spending for Ohio school districts."

Abstract: "Although much has been written about the various value-added models from a statistical point of view, there is a considerable lack of literature related to the professional development implications of value added once a particular model has been chosen. This study illuminates and describes some of the professional development implications related to Ohio’s scale up of its educational value-added assessment system from the perspective of those responsible for teaching its implications to others at the local level—the District Value-Added Specialists. Six research questions were explored using a survey instrument that was developed by the researcher. The results were reviewed and discussed. The practical implications of instituting a value-added assessment model include using value-added data with other forms of data in order to improve instructional practices. Suggestions were provided specific to Ohio’s value-added scale-up and its impact on educators."

Abstract: "Changes in education have placed increased pressure on school superintendents. Some states have implemented mentoring programs to aid new superintendents in adjusting to the role. This study looked at Ohio's formal mentoring program employing in quantitative-qualitative approach. The study used an instrument based on Cohen's Principles of Adult Mentoring Survey to compare perceptions of mentors and mentees of the mentoring experience. The instrument measured two dimensions of the mentoring experience: structure of perceived mentoring relationship and quality of perceived mentoring relationship. The study found that there were differences in both dimensions between mentors and mentees, and by years of experience. Qualitatve data was gathered from participant feedback to the program to explain the differences in perceptions."

Abstract: "The purpose of this study was to better understand the mathematics placement process currently used at Tiffin University as well as to compare the respective accuracy and success rates of four different placement methods historically utilized by the college. Interviews with the mathematics department chair brought forth the expert judgment in making decisions based on multiple measures. Quantitatively, the math subscore of the American College Test, Course Placement System data, online placement testing, and expert teacher judgments of 1508 students were analyzed statistically. In short, although the accuracy rates of the methods varied within three course levels, the accuracy rate of the expert teacher was most often higher than the other methods. There was no pattern to the success rates."

Abstract: "The purpose of this qualitative, grounded theory study was to determine what obstacles—if any—educational leaders in a Division III athletic conference believe exist between the alignment of Division III college sports and educational values. The researcher conducted interviews with chief academic officers, faculty athletic representatives, and athletic directors at Old Dominion Athletic Conference institutions. Participants pointed to the positive utility of intercollegiate sport, but also identified a negative or indifferent faculty perceptions about the utility of college athletic programs, ever increasing emphasis on competitive success and the pursuit of national championships, and a pervasive sports culture at the youth and high school levels as particularly troubling obstacles to the alignment of intercollegiate sport and educational values."

Abstract: "This dissertation examined perceptions of collaboration from the perspectives of parents of children with disabilities and service providers. Fourteen parents of sixteen children with identified disabilities were individually interviewed about their collaborative experiences with school personnel. Service providers who were recommended by parents as exemplifying positive collaborative models were interviewed. Findings suggested that collaboration produces a consistent educational program for students with special learning needs. The data further suggested that service providers take the initiative in developing trust on the part of parents through regular and frequent communication, a demonstrated knowledge of disabilities, and empathy and respect for the unique situations of families of children with disabilities. Stories about two families' experiences with special education illustrated successful and unsuccessful collaboration."

Abstract: "This exploratory research investigated teachers' emotions toward change processes in education and the role that emotions play in school reform. The phenomenological nature of this study examined emergent themes from eight research questions regarding teachers' emotional responses to educational change. Qualitative data gathered from individual teacher interviews revealed that positive school change was commonly linked to cognition, as it related to higher student achievement and increased teacher knowledge; whereas, negative perceptions of change generally related to emotional expenditures. Results indicate that teachers want administrators to modify leadership by implementing humanistic concern, communication, consideration, and cultivation of innovations. The complexity of school reform efforts will not excel if humanistic aspects like emotion are not integrated into school change processes."

Abstract: "Through a holistic perspective of the review of literature and the Emil Local Schools Study a future researcher created greater opportunities for our students. These opportunities for our students would facilitate them entering into the 21st century and allow no student to be left behind. School districts have used limited resources while struggling to find mechanisms that facilitate meeting the educational needs of all students. Through a quasi-experimental design with the standardized data from Emil Local Schools, this research attempted to find out if the use of an Interactive Whiteboards in an elementary math classrooms in grades three through five, was positively associated with a student's achievement on the Ohio Math Achievement Test. The results indicated that it was statistically significant that the mean of the fifth grade Ohio Achievement Math Test scores were higher for the groups of student that utilized the IAW than the groups that did not use the IAW, adjusting for the fourth Grade Ohio Achievement Math Test and gender. On the contrary in grades three and fourth the null hypotheses failed to be rejected."

Abstract: "The purpose of this study was to identify the obstacles to implementing successful co-teaching teams between general and special education teachers. The research questions were first, to identify why schools are not able to implement effective co-teaching teams, and second, to identify what are the issues or obstacles to the implementation of these teams. Fifteen respondents, general education teachers, special education teachers, school administrators, university professors, and experts in the field of co-teaching were selected. There were three respondents in each category. Interviews were conducted to identify the major themes. These themes were categorized into logistical, philosophical, and relationship issues. The study found that the most essential strategy was professional development prior to and during the implementation of co-teaching."

Abstract: "The purpose of this study was to investigate the possible connections between ethical leadership behavior and collective efficacy levels as perceived by teachers. Second, this study examined the possible links between teacher characteristics and perceptions of a supervisor's ethical leadership and a school's collective efficacy. This study used two questionnaires to collect data. The Ethical Leadership Scale was used to gather perceptions of ethical leadership behavior. Four weeks later, the Collective Efficacy Short Form was used to collect data on perceived staff efficacy. The sample was 209 educators who were taking graduate education courses at a comprehensive Midwestern university in summer 2008. The first research question dealt with discovering any connections between perceptions of ethical leadership and perceptions of collective teacher efficacy. The overall indication is that there is a strong correlation. The second research question investigated demographic characteristics that might help explain any connections. The one characteristic that was most likely to produce significantly different responses was whether the teacher taught in a regular public school, a charter school, or a private school."

Abstract: "Although some school improvement literature has suggested that schools will improve when unions are removed from the school system, unions have rarely been isolated in the research. This study involved a mixed method case study approach to explore whether support of the local teacher union affected perceptions of school climate, as measured by the Organizational Health Inventory. The study found that teachers who supported the union had more positive perceptions on several of the organizational climate dimensions than teachers who were not supportive of the union "

Abstract: "There have been limited qualitative case studies exploring effective urban dropout prevention programs. Specifically, few studies have presented a conceptual orientation based solely upon the polyphonic voices of dropouts themselves to solve the dropout crisis in America’s public schools. The aim of this study was to bridge this literature gap by presenting the collective stories and ideas from 12 adult urban dropouts who left their public high school to attend an urban dropout prevention program. Framed upon three major strands to predict reasons students depart from school, data produced new knowledge of what I refer to as a potential cure to the silent epidemic. Consequently, this study added to the literature by emphasizing (a) social/emotional concerns that are associated with students’ decisions to quit school, (b) interventions and practices implemented by effective dropout recovery programs to increase graduation rates, (c) reasons students desire alternative educational designs, (d) reasons students do not desire online recovery programs, and (e) vital warnings for administrators of dropout recovery programs."

Abstract: "The purpose of this study was to assess the treatment of ethics in core MBA curriculums in Ohio in response to the passage of the Sarbanes-Oxley Act of 2002. MBA programs are venues where students learn the critical skills needed to succeed in the world of business. In response to business scandals such as Tyco, Enron, and WorldCom, Congress required businessmen as a matter of law to act ethically. This action combined with increased public displeasure over inappropriate behavior increased the demand for more ethically skilled business leaders. This study determined that MBA programs in Ohio failed to adjust their core curriculums in response to the new demand for increased ethics instruction created by the Sarbanes-Oxley legislation. Private and public institutions reacted to the legislation in a similar manner; however, private and public institutions approach the teaching of ethics differently. "

Abstract: "Technology has become increasingly saturated into the very fabric of students’ daily lives. They are exposed to and use technology in every facet of their lives, including their schoolwork. With millions of dollars being spent by school districts on technology and its infrastructure, this study used an on-line survey to gather data on how teachers in one school district assessed their use of technology in their classrooms. Teachers also submitted detailed lesson plans as examples of best practices using technology integration. The study found that there were several barriers to the full integration of technology into teachers’ classrooms, and that teachers rated themselves much higher on the on-line survey in terms of technology integration than what their lesson plans indicated they were doing."

Abstract: "This study explored the quality of life of employed college graduates with disabilities. A mixed methods approach was utilized. Quantitative elements involved the measurement of self-efficacy and purpose in life perceptions. The results were comparable to the general population. The qualitative elements employed a case study approach. Participants reported strong parent advocates, possessed appropriate interpersonal skills, demonstrated determination, developed helpful social networks, and acquired the ability to become self-advocates. In the educational setting, participants reported benefiting from the principles of universal designs such as differentiated instruction and the incorporation of technology. The results of this study also indicated a need for schools to do more to recognize individual potential and put emphasis on successful transitions for individuals with disabilities."

Abstract: "This study utilized a mixed-method design in order to investigate the alignment of secondary science teachers’ instructional methodologies and their homework designs. Surveys were distributed to educators from a Center for Ocean Sciences Excellence Education (COSEE) database. Coding rubrics were developed to categorize the participants’ responses to a series of open-ended questions. Chi-square tests were utilized in the determination of the degree of association between the participants’ instructional methodologies and their homework designs. Overall, no statistically significant association was discovered between the two variables. Likewise, a statistically significant association for alignment, based on various demographic characteristics of the participants, was also unable to be determined."

Abstract: "This study compares the succession of urban principals working under negotiated collective bargaining agreements and conferred “memorandums of understanding” with particular school boards in three of Ohio's major cities: Cincinnati, Cleveland, and Toledo. Relying on the following information: tenure, licensure status, professional experience, and gender, as predictive indicators of individual principal movement, isolating common factors of those moved over a five year period, utilizing the Ohio Department of Education public access data base as the primary source of information to verify stability as one advantage of collective bargaining."

Abstract: "This study investigated similarities and differences between teacher and superintendent views toward factors to be included as a component of a teacher compensation system. A survey instrument designed to gather quantitative and qualitative data was used. The study sought to answer the following research questions: First, between superintendents and teachers, Is there a difference in perceptions about teacher compensation between superintendents and teachers? Second, Compared to teachers, do superintendents report differences in what should be included as a component of a teacher compensation system? Third, Compared to teachers, do superintendents differ in their level of comfort with reference to the components of a teacher compensation system? The study revealed statistically significant differences between views of teachers from a previous study and superintendents in this study."

Abstract: "This project replicated a previous study by Simons, Bosworth, Fujita, and Jenson (2007) examining the existence of an athletic stigma on a university campus. For this investigation, the researcher adapted the original instrument and surveyed 252 athletes on a comprehensive Midwestern NCAA Division II university campus. The survey provided both quantitative and qualitative data. The first research question examined how athletes believed professors at the institution perceived and treated them. Despite only 12% of the participants indicating a negative perception from professors, the qualitative data confirmed the presence of a stigma from some professors. The second research question compared this study’s results to the previous study. Overall, the participants indicated a more positive perception from faculty at this institution than in the original study."

Abstract (1st paragraph): "Using qualitative methodology, this case study of action research investigated how fifteen elementary teachers used the results of an informal reading inventory, the Developmental Reading Assessment, second edition (DRA2). First-, second-, and third-grade teachers, in addition to intervention specialists, took part in this study. Data sources consisted of interviews, group session recordings, field notes, questionnaires, and typed minutes. Four research questions guided this study: What similarities and differences do teachers show in ways they use scores? What consensus do teachers reach about the use of DRA2 scores? How does action research work as a vehicle for professional development? How do intervention specialists perceive that they can use the DRA2? "

Abstract: "This dissertation describes research designed to investigate the influence of select teacher and school characteristics on the perceived professional development needs of in-service physical educators in the state of Ohio. Data were collected using a self-report survey instrument comprised of the Professional Development Needs Questionnaire-Physical Education (Conkle, 1994), and the Teacher Concerns Questionnaire-Physical Education (McBride, 1993). Additional demographic data were collected and categorized according to grade level taught (elementary, middle school, high school, or some combination), and school setting/location (urban/inner city, suburban/small city, and rural). Descriptive statistics and Pearson correlation coefficients were analyzed to determine the strength of the relationship between the independent and dependent variables. Multiple regression using stepwise method was further conducted to determine the degree to which a teachers' stage of concern, grade level taught and school setting influenced their perceived professional development needs. Results indicated that participants' perceived professional development needs were driven primarily by issues of concern rather than teaching situation (e.g. grade level taught; school setting/location)."

Abstract: "The purpose of this study was to learn what teacher educators think is important in forming our future teaching force. This study showed that most teacher educators feel they have quality programs. Teacher educators believed their programs prepare graduates well for their first year of teaching. They felt most programs are of quality in the state of Ohio. They were pleased with the current emphasis on pedagogy, subject area, and general education requirements. Teacher educators were concerned about the importance of quality in field and clinical experiences. The overall quality of teacher education programs in Ohio is better than in the past."

Abstract: "In the era of educational reform, many models have been used to improve student learning. One characteristic found often in successful reform models was the change in culture of the school. Although no one model worked for everyone, choosing a model whose values and ideals closely matched the school culture was important. This ethnographic case study investigated the implementation of the Baldrige in Education Initiative as one high school developed building level improvement processes. Data were collected relating process development and group collaboration to provide evidence of culture change. The research found that over the six years bounded by this study, the organization used the Baldrige framework to develop its own processes for change and used those processes as an accepted method of operation. The staff also developed a collaborative culture through the use of small school improvement teams called Design Teams. The staff used these teams to implement their change process. The collaborative decision making through the Design Teams became the accepted method of making change represented a change in culture."

Abstract: "Master's-prepared nurses from clinical settings across a Midwest state were surveyed to determine factors that signified career choice satisfaction or dissatisfaction. Evaluation and comparison of demographic data and correlation tests were used to assess and contrast individual factors to those of a recent national nursing faculty study. Individual factors were identified, which statistically and significantly correlated career choice to satisfiers and dissatisfiers, based on years in clinical roles. Findings in this study revealed similar age, gender, education levels, and anticipated retirement years for the sample group when compared to a more comprehensive nursing faculty study. Consistencies among groups linked motivation factors to professional fulfillment and purposeful work, whether the career choice involved clients or students. Motivators (intrinsic factors) provided greater value than hygiene (extrinsic) factors to pursue, stay in, or think about leaving their current role. Implications exist to support the development of models that identify, recruit, and develop future nurse educators for severe current and future workforce shortages."

Abstract: "This study explored the nature of one group of teachers' experiences in a staff development initiative and their reflections on the consequences of participation. The study examined the effects of collaborative inquiry and the processes of professional dialogue and critical self-reflection on teacher beliefs, instructional practices, and self-efficacy in the instruction of students with disabilities in the general education classroom. Program evaluation methodology was employed to investigate program design, fidelity of implementation, and the effectiveness of the program activities and processes in meeting the desired outcomes. Evidence from this two-year study suggested that teacher beliefs, instructional practices, and efficacy are positively impacted when staff development is on-going and designed to meet the developmental needs of the participants."

Abstract: "A quasi-experimental design was used to examine the interactive effect of mastery learning instruction and conventional instruction with gender and the cognitive entry behaviors of pretest performance, aptitude, and prior achievement on students' science achievement. Eighty-four seventh graders were assigned to two treatment groups and participated in the administration of a pretest, instruction on specific objectives, and administration of a posttest. Results of a multiple linear regression model indicated no statistically significant two-way interaction effects between treatment and gender, pretest performance, prior achievement, and aptitude. A second multiple linear regression model tested the relative effectiveness of mastery learning and revealed that mastery learning students did not benefit significantly more than conventional instruction students. These results conflicted with the interactive relationship between cognitive entry behaviors and instructional methods as postulated by Bloom. Based on the findings, future examination of the professional development and ongoing support needed for an effective implementation of mastery learning is needed."

Abstract: "The purpose of this qualitative research study was to determine whether a Japanese professional development tool called lesson study could fit into teachers' existing work culture. In addition, data was collected concerning teachers' attitudes and beliefs about the lesson study process. After the release of the Third International Mathematics and Science Studies (TIMSS) in 1995 and the TIMSS-R in 1999 the Japanese model of lesson study gained attention as a professional development tool that built teachers' instructional skills. As a professional development tool, lesson study also put teachers in a leadership role for improving their classroom practices. Lesson study was specifically designed to standardize math and science lessons to focus the curricula in order to improve test scores of U.S. students compared to peak performing countries. However, educational researchers like Stigler and Lewis started professional development initiatives around the country that took lesson study to the next level in the teaching process. Instead of focusing on test scores, lesson study developed as a professional development tool to increase teachers' content knowledge and their research skills. In this research study nine teachers, three administrators, a professor and two focus groups, engaged at various stages in the lesson study process, were interviewed on their attitudes and beliefs. Six common themes and seventeen sub-themes emerged from the data collected. This research study concluded with predictions about the future of lesson study and whether it could be sustained in the U.S. teaching culture in order to change teaching strategies in American classrooms."

Abstract: "Research has focused on identifying and defining at risk students; however, little attention has been paid to interventions that assist these students in being more successful in school. Staff at an urban middle school identified students who had experienced poor performance in school and designed an intervention program for them. This qualitative case study evaluated both student outcomes and the implementation processes of the intervention. Of 23 students who were in the program for two years, 15 improved in all three areas of grades, attendance, and discipline. According to the participants, the most effective components of the intervention were (a) personal contact with caring adults, (b) low student-teacher ratio, and (c) involvement of parents and families."

Abstract: "This study investigated the gap between elementary school principals' rankings on current and ideal allocations of time for staff, student, managerial, curriculum, strategic, fiscal, and community activities as a function of career stage. Most principals surveyed preferred to spend more time on curricular and strategic activities than they were currently spending, and less time on student and managerial activities. Chi-square tests of independence found that these preferences were not related to career stage, years as a principal, years as a professional educator, or gender. Parallels between work-related stages of development and Erickson's adult developmental stages were drawn. Recommendations included finding a balance between internal and external demands and adapting professional development ideas from the psychology and sociology fields to fit the principal's unique needs."

Abstract: "This exploratory study focused on the relative spirituality and religious activities of Ohio's public school superintendents. An anonymous 44-item mailed survey was utilized to explore the relationships between the reported attitudes and beliefs regarding spirituality of the superintendents, as measured by H. Beazley's (1998) Spirituality Assessment Scale™, and various organizational and individual factors. Definitive and correlated dimensions of spirituality scores were determined for 221 participants (74%) of the initial stratified random selection of 300. The spirituality scores, as well as demographic data, were subjected to descriptive analyses, and correlations and linear regression analyses were used to determine which independent variables best predicted the dependent spirituality scores. Results indicate that 83% of public school superintendents in Ohio have a relatively high level of spirituality as defined and measured by the scale. Interaction effects are discussed for the various independent factors measured in this study."

Abstract: "The purpose of this book is to examine African American leadership and its impact on the African American community. Various leadership styles are studied in an effort to gain insight with regard to community gains that are presently eluding the African American community. Using the talented tenth theory that DuBois originally envisioned for the African American community to introduce intellactivism, my model for African American leadership, I will explain why this theory can still be effective if we use a different lens to identify talented tenth membership (African American leaders)."

Abstract: "The purpose of this descriptive study was to examine the characteristics of students who begin a post-baccalaureate teacher licensure preparation program at Ashland University in Ashland, Ohio. Data were collected through a researcher-developed survey administered to students in Fall 2005, and were analyzed using descriptive analysis, cross tabulation, and factor analysis. Three factors that influenced late-entry teachers' choice of teaching emerged from the data: (a) meaningfulness of the work, (b) nature of the work, and (c) characteristics of the occupation. The study identified four factors that influenced students' choice of Ashland University's program: (a) program access, (b) people, (c) fiscal considerations, and (d) physical aspects. Findings included the impact of five-year teacher preparation programs on post-baccalaureate programs."

Abstract: "Due to the increased attention on school accountability by state-mandated testing for students, educational leaders are investigating quality improvement programs to help school districts raise test scores. In this study, test scores from school districts involved with the Baldrige-based Ohio Award for Excellence program were compared to their similar school districts. Two research questions were constructed to determine whether the trends in the percentages of students who pass the five portions of the fourth- and ninth-grade Ohio Proficiency Test for each school district involved with the Ohio Award for Excellence Program differ from the corresponding trends for its similar school districts. Two statistical models were constructed to determine the trend and significance of the percentage scores for the proficiency tests. Forty research questions were tested using simple and multiple linear regression. The results of this study reveal that the Baldrige-based Ohio Award for Excellence does not seem to have a significant positive impact on test scores."

Absract: "The purpose of this study was to examine the following research question: "What options do public school superintendents and chief executive officers of private corporations consider when they must make financial cutbacks in a constrained financial environment?" A second question emerged following the collection of data in the Winter 2006. "Were there significant differences in the options considered by public school superintendents and chief executive officers of private corporations when they must make financial cutbacks in a constrained financial environment?" No statistically significant differences existed between the superintendents and CEO's responses when analyzing the overall survey. However within the survey the labor contract was considered to be of greater importance by superintendents and competition was considered to be of greater importance to the CEO's."

Abstract: "Increased accountability has caused administrators and teachers to search for assessments that can be used to identify students who are at-risk of passing state mandated tests. This study used a logistic regression model to identify students who were at-risk of failing the Ohio Grade 3 Reading Achievement Test. A sample of 190 third-grade students was used for the study. Four interaction variables as well as four main-effect variables were tested by the model. Each student's Lexile level and score from the Grade 2 Reading Diagnostic Test (Diagnostic), Section B, Form C were used as predictor variables to determine which students would and would not pass the Grade 3 Reading Achievement Test. Additionally, two other predictors were used in the study, student gender and whether or not a student qualified for free or reduced priced lunch, also termed economically disadvantaged. Two variables were found to be statistically significant the Student SRI score and the Student score on the Diagnostic"

Abstract: "This exploratory study was two-pronged. It examined the current attitudes of teachers regarding cursive writing instruction in select Ohio public school districts. Cursive writing is a non-tested skill and was used as an example of what may be happening to other non-tested curricular areas. It also examined the role of teachers in curriculum decision-making and the impact of standards and high-stakes testing on the curriculum decision-making process. A concurrent mixed method approach was used in this study. A qualitative and quantitative survey was developed and administered. Results showed that cursive writing has been de-emphasized in the elementary school curriculum in an effort to focus on tested skills. The study also found that teacher roles are changing as they are experiencing a shift in control of curriculum decision-making, with this process shifting to administrative personnel, state agencies and state mandates. This study also reflects the growing interest of federal and state government in curriculum decision-making."

Abstract: "The purpose of this study was to examine ways to engage citizens in the work of the schools and encourage school leaders to look to the community as a valuable resource in the districts' goal-setting process. The problem investigated in this case study was how to implement a means by which input could be gathered from the community and how that input might be used to shape the improvement plans for the district. The action research model described in this case study had six steps: (a) select the area of interest for the research, (b) collect data using questionnaires and focus groups, (c) compile and organize the data, (d) analyze and interpret the data, (e) establish and implement a strategic plan, and (f) evaluate the effectiveness of the plan. The data were collected and analyzed over the course of two consecutive school years, 2004-2005 and 2005-2006. A questionnaire was used to arrive at topics or subjects of particular interest regarding the district. The administrative team then used the questionnaire data to determine final specific topics to be presented to the focus groups. Focus group responses were weighted by participants and analyzed to arrive at major themes of particular interest to the community. These themes then became the basis of the district's strategic planning."

Abstract: "The purpose of this study was to investigate the relationship between the Interstate School Leaders Licensure Consortium and a school Districts Local Report Card and their effect upon a superintendent's practice. This study was comprised of Ohio local school district superintendents responses. The data were analyzed using the Statistical Package for Social Sciences (SPSS ®) version 13.0 (2004). The major findings of this study included: (1) Experience as a superintendent is not related to the importance of the four job domains: (a) fostering school board relations, (b) developing and maintaining an effective school and district staff, (c) collaborating with and involving the community, and (d) providing professional development for school and district staff within the Interstate School Leader Licensure Consortium Standards. (2) A District's Local Report Card's standing is not related to the importance of the three job domains: (a) fostering school board relations; (b) developing and maintaining an effective school and district staff; and (c) developing, implementing, and evaluating curriculum and instruction within the Interstate School Leader Licensure Consortium Standards."

Abstract: This ethnographic study examines the relationship between the Ethiopian Orthodox Church in Columbus, Ohio, and the Ethiopian community in terms of the cultural, spiritual, and practical connections between them. Data were collected through interviews, surveys, and observation. Archival materials were consulted as well. Interviews were conducted with the clergy at the Ethiopian Orthodox Church, staff members at the Ethiopian Community Association, and various Ethiopian individuals in and outside the church. The findings indicated that the church offers Ethiopian immigrants spiritual guidance, helps them maintain their cultural identity, and provides educational, health, and charitable services. It directs them to social service organizations to receive counseling, to learn English, and to find jobs, as well as to get medical and translation services. For this reason, the church has become essential to lives of the Ethiopian immigrants."

Abstract: "This qualitative case study examined school funding in Ohio and its historic and contemporary effects on Southern Local Schools, a plaintiff school district in DeRolph v. The State of Ohio. The purpose was to develop a narrative of that district, from the participant-observer perspective, by looking at conditions in the district ten years before and ten years after DeRolph, and determine whether conditions had improved, remained the static, or deteriorated. A 2006 evaluation of the funding system was conducted using the Miller and Walter Tests as well as Supreme Court mandates. It was found that the system was not "thorough and efficient" and remained unconstitutional. It was also found that, aside from physical conditions; little had improved in Southern Local Schools."

Abstract: "The purpose of this phenomenological study was to investigate the experiences of African-born female professors in U.S. academia. Through semi-structured interviews, data on their experiences as immigrant professors were gathered, analyzed, and coded for underlying meanings. The findings revealed similar themes as found in the literature on other Black and foreign women, but also uncovered divergent themes regarding their levels of success in spite of added challenges of identity, accent, and Africanity. Their previously unheard voices yielded new perspectives on racialization, double discrimination, difference, citizenship, and scholarship. A tapestry of theoretical frameworks--Black feminist thought, Africana feminism, and critical race theory--underscores the purposes and findings of this study. Implications for understanding race relations and scholarship are discussed"

Abstract: "This qualitative study used a phenomenological approach to understanding some of the lived experiences for twelve educators who identify as lesbian. The study depicted the experiences, thoughts, and feelings of three different aged groups of women: four women in their twenties with less than six years of teaching experience, four women between 40 and 44 who had between 15 and 18 years of teaching experience, and, finally, four women between the ages of 54 and 60 who had at least 30 years of teaching experience. The primary focus of this study was to develop an understanding of the lived experience of twelve lesbian educators and how each interpreted and negotiated the effects of homophobia and heterosexism in the school environment. The four themes that emerged from the interviews included negotiating professional and personal relationships with colleagues at school, interactions with students perceived to he gay, strategies used for negotiating existence as a teacher who is lesbian, and dealing with homophobic attitudes within the context of school."

Abstract (1st Paragraph): "One of the concerns often expressed in discussions of the values of secondary education distance learning projects is the loss or reduction of human interactions and the increased isolation of the participants. This study was designed to explore some of those concerns through an examination of teacher and student perceptions about human interactions in an actual high school distance education course. This exploratory case study involved fourteen students and their two teachers who willingly participated in one-on-one audio taped individual interviews. The interviews focused on each participant's perceptions of the human interactions during the various course activities. "

Abstract: "Many students with disabilities are being educated in a general education classroom by teachers who have little, if any, formal experiences with these children in their teacher preparation programs. Some teacher education preparation programs require field placements with children with disabilities. This study attempts to discover the influence of the intensive special education field placement on pre-service teachers' suggestions for early childhood general education teacher preparation programs for inclusion through individual interviews, and focus groups discussions. It is realized that these experiences influenced the pre-service teachers as they formed recommendations regarding field placements, and curricular changes."

Abstract: "This study identified the professional development needs of entry-year second-career teachers who have completed Ashland University's Bachelor's Plus Program for licensure. These needs were compared to the professional development needs of traditionally prepared entry-year teachers as reported in literature. Findings revealed the needs identified by second-career teachers were congruent with slightly over 50% of the top needs identified by traditional entry-year teachers in literature. The top ranked needs of the second-career teachers were not found in the top 12 needs of traditional teachers. Due to varying differences between individuals in personal and professional needs, professional development practitioners were urged to design differentiated professional development that utilized leadership, adult learning theory, career stages, and resources."

Abstract: "A comparative case study approach was used to investigate the emotional intelligence of three school administrators and their reactions to emotional intelligence coaching. The administrators were assessed before and after four months of coaching, using the Genos EI™ assessment tool, which gathered data from the administrators themselves, as well as from their superiors, peers, and direct reports. Five dimensions of emotional intelligence were assessed: recognizing and expressing emotions, understanding of emotions, making decisions, managing emotions, and controlling emotions. Data also included transcriptions of the coaching sessions plus individual and group interviews. The data revealed that school administrators grew in their emotional intelligence and believed that the coaching was beneficial to their work."

Abstract: "School administrators have spent considerable time and money on security measures to make schools safe and secure from negative outside forces. Unfortunately, members of some schools' student bodies have caused the tragedies that have taken place. The students involved have been described as lacking a sense of belonging with the school. First, this dissertation compares new and established students' sense of belonging with school. Second, the dissertation compares male and female students' sense of belonging with school. Third, the dissertation examines participation in extracurricular activities, academic achievement, and number of friends in order to determine if there is a relationship between these factors and students' sense of belonging. Fourth, the dissertation compares students' sense of belonging at the beginning of the school year and students' sense of belonging after the first two months of school using a belongingness survey administered at the beginning of the school year and administered again after two months of school. Friend support was an important component in developing a student's sense of belonging. The number of friends was related to a sense of friend support. Friend support is especially important to females. The making of friends was an effective way for new students to develop a sense of belonging with school. Participation in extracurricular activities was also related to an increase in number of friends. Promoting and encouraging unfamiliar students to get involved may be an effective strategy to increase a student's sense of belonging. Teachers play a major role in fostering a student's sense of belonging. The study highlighted the need to monitor freshman female students regarding their sense of teacher support over the first two months of school. A student's sense of belonging is a key component in promoting a school that strives for academic achievement, positive interaction between students, and positive interaction between students and teachers."

Abstract: "The primary purpose of this study was to empirically determine the relationship between staff acceptance of the Baldrige Model as a school improvement innovation and types of staff development. The secondary purpose was to establish from the literature the relationship between staff acceptance and school improvement. Professional development strategies used by four Ohio school districts to implement the Baldrige Model were analyzed. The methodology included administering, electronically, the CBAM SoCQ to measure staff acceptance of the Baldrige Model in three of the school districts and by a paper survey in the remaining district. An ANCOVA was conducted in which each stage of the SoCQ was analyzed by each pilot district considering the variables of number of years teaching and number of years using Baldrige concepts. Site visits were made to each school district to conduct focus groups and interviews with staff regarding professional development strategies. Results indicated that there were significant staff acceptance differences in the Awareness, Informational, Management, Consequence, and Refocusing stages of concern. There were no significant differences noted for the Personal and Collaboration stages. There were differences in the professional development strategies used by the four districts. Districts that provided training for all staff members and utilized a building-based approach had fewer staff concerns regarding acceptance of the Baldrige Model and increased utilization in the classroom. This study indicated there are useful tools and techniques that enhance successful implementation of change and monitoring schools’ progress toward the institutionalization of the change process."

Abstract: "The purpose of the study was to describe the change process for reorganizing elementary schools to meet the requirements of a changing instructional curriculum and to clearly define the type of facility necessary to support the educational needs of the community. Through qualitative study methodology, this study provided a detailed description of one district's plan to reorganize its elementary schools into a new facility that reflects community expectations and high academic goals. This study identified key characteristics for reorganizing elementary schools including: facilities, planning, transformational leadership, facilities and the learning climate, community involvement, and resource allocation. Relevant subcategories were: history, heroes, and rituals, professional development, school size and grade level configuration, class size, learning and the use of time."

Abstract: "Teacher self-efficacy has proved to be strongly related to a number of educational outcomes such as teachers' perseverance, commitment to instructional behavior, as well as student outcome. A review of some of the major measures that have been used to identify efficacy provided the basis for a possible new instrument specifically addressing the synchronous distance learning environment. Subjects were 167 Kindergarten through Grade 12 teachers attending a SchoolNet conference in a midwestern state. A factor analysis revealed nine factors of teaching in a synchronous distance learning environment reflecting the seven characteristics of successful instruction in that environment. Analyses of the initial validity and reliability data appear to provide support for the use of the instrument. A new direction for research was explored. "

Abstract: "The research explored the effect of a computer-based and text-based Scholastic Aptitude Test (SAT) remediation/tutorial programs on multicultural high school students. The goal was to determine what method of enhancing a student's SAT scores is most effective after a first SAT examination attempt. The study compared the effect on SAT scores of two types of test preparation, a computer-based and a traditional test self-study or book program. To study this issue, three groups of high school students were identified on the basis of low scores achieved during a first attempt at the SAT. The first group received no assistance in preparing for retaking the examination. The second group was provided with textual self-study SAT preparation materials. The third group used the computer-based SAT study program. The research moved from an extensive review of literature focused on issues relevant to the SAT and to studies of the efficacy of different methods of preparing a high school student to retake the SAT after an initial test indicates unacceptably low scores. It compared three conditions: no subsequent preparation for a retake, traditional text-based preparation for retaking the examination, and the use of a computerized SAT preparation program. Post test scores were analyzed for treatment and group differences. The present study has offered a tantalizing taste of remediation potential. "

Abstract (1st paragraph): "he purpose of this study was to investigate the relationships between moving from old to new high school facilities and student behavior and staff attitudes in selected Ohio schools. This study comprised 13 rural, small cities, and suburban high schools. There were no new urban schools in the study. Data from two years prior and two years after the move into new school facilities were examined. Fifty-one of 66 surveys were completed by four school personnel groups: (a) superintendents, (b) high school principals, (c) assistant high school principals, and (d) high school guidance counselors. The survey assessed student behavior, student and staff attendance, pride, and morale. Student and staff attendance, and student graduation rates data were obtained from the Educational Management Information System (EMIS) which is an Ohio accountability system for schools. EMIS and survey data on student and staff attendance rates, and graduation rates were analyzed using the Wilcoxon Signed Ranks Test. Data on student suspension and expulsion rates were analyzed using a Paired Samples t-Test. Survey opinions were rated on a Likert scale from 1 to 6 either “disagree or agree.” Items rated “disagree, (1–3) and “agree,” (4–6) were compressed into two values for statistical analysis using the Binomial Test. These two values were either “1” equals disagree or “2” equals agree. This data compression was necessary due to the lack of responses across all ratings. This study was guided by five null hypotheses. The major findings of this study, after moving into new facilities, included: (1) A significant reduction in the number of reported student suspensions and student expulsions. (2) No significant increase or decrease in the student attendance or graduation rates. (3) A significant positive change in staff attendance rates. (4) A significant positive change in overall staff perceptions of student pride and morale (attitudes), and staff pride and morale (attitudes). (5) A significant positive change in overall staff perceptions of student behavior."

Abstract: "The purpose of this dissertation is to determine if four factors can predict a teacher's acceptance of change. Sixty-one elementary teachers participated in a survey which measured how four factors related to their level of acceptance of a central office mandated innovation. One of the four factors used to analyze this dependent variable was the teachers' perceptions regarding the degree of participative management style present in the school. The other three factors related to teacher characteristics. Specifically, these factors were: (a) tenure status, (b) years working with the principal, and (c) years of teaching experience. The findings of this study supported only one factor: teachers with more years working with their principals are more accepting of change than teachers with fewer years working with their principals adjusting for the differences in tenure status, years of teaching experience, and perceived management style scores. This study uncovered two major findings that educational leaders must consider while guiding teachers through the change process. The first deals with the need for educational leaders to understand and correctly utilize the change process as it relates to each individual teacher. The second finding describes a method by which those who are leading the innovation can monitor and assess the teachers who are responsible for implementing the change. Hall and Hord (1984) developed the Concerns Based Assessment Model (CBAM), an assessment tool used to measure the stage each teacher is in during the change process. Not only is the CBAM a good instrument for assessing teachers' progress as a group as they move through the change process, but also it is a useful tool for determining what phase each individual teacher is in at any time. Once educational leaders know where each teacher is in the change process, they can meet the individual needs of each teacher. This personalization of the change process can reduce the anxiety associated with change and augment the motivation experienced by each teacher. This should result in a more efficient implementation of the innovation."

Abstract: "Educational researchers are proclaiming that improving teaching quality through professional development lies at the center of current education reform. Primary to these reforms is the recognition that capable teachers are the most critical link to higher achieving students. By studying the conceptions and practices of professional development across school types, this study was designed to better understand teachers' perspectives of their own professional development needs, the importance of the work context, and the kinds of organizational and structural supports that are needed for successful reform to be realized. The qualitative, multiple case study investigated data sources from interviews, observations, and documentation among three school types (public, private, parochial). Contextual factors related to organizational design, school mission or purpose, strategy selection, leadership, money, and time, emerged as significant variables impacting school approach and teacher perceptions of meaningful professional development. "

Abstract: "This study followed the first year of four Indian teachers as they began teaching in an American, urban school district. The district, needing to fill numerous open positions, sent recruiters to India to find qualified candidates. Fifty-one teachers were hired, and four of them were assigned to teach math and science in one of the district's high schools. A qualitative methodology was chosen. The teachers were interviewed three times with questions focusing on teachers' backgrounds and personal lives, induction and acclimation, and professional development opportunities. Data were analyzed by integrating the responses and observations of the teachers and making comparisons to written documentation. The findings showed that although problems existed, the teachers were a welcomed addition to the school."

Abstract: "In an effort to cut through the myths about the effects of tax abatement on public schools, this research study was an in-depth exploration of the impact of tax abatements on a medium sized Ohio city school district. The study began with a review of the history of tax abatement in the school community. Then the effects of the 19 current tax abatements were calculated on both local and state school revenues with and without the abated values. The study concluded with an account of the advantages and disadvantages to the school district due to the existing tax abatements. This study provides data that can be useful to other school districts in understanding the impact of tax abatement. "

Abstract: "The purpose of this study was to determine what identification factors exist among high school students that predict participation in career and technical education programs. The research determined that identification factors, non-academic and academic, located in the transcripts of 11 th grade students were different between two groups of students, those enrolled in career and technical programs and those not enrolled in career and technical programs. Students from eight high schools, representing urban, city and suburban geographic areas that fed into one career center in Northeast, Ohio were the focus of the study. As a comparative analysis, this research was quantitative in nature examining a total of 418, 11th grade students comprising two comparative sample groups of 209 students. Univariate and multivariate discriminant analyses were used to determine a predictor model “of best fit” which placed 71.1% of the students into the correct original sample group (155 out of 209 career and technical students and 142 out of 209 non-career and technical students)."

Abstract: "The purpose of this study was to examine the personality characteristics of gifted and talented high school students as measured by the Overexcitability Questionnaire (OEQ) to gain a better understanding of the manifestations associated with extreme scores, those at least three standard deviations from the mean of the group. Additional data were collected from the Myers-Briggs Type Indicator®, the High School Personality Questionnaire, the Rokeach Value Survey, high school and college transcripts, and in-depth interviews with the participants and people of significance to them in order to present the five life-story case studies and cross-case analysis. The resulting description of a Tall Poppy is presented."

Abstract: "A unique business and school partnership to explore the array of possibilities for a career in the healthcare industry for academically talented high school students provided the impetus for this case study, which combined quantitative and qualitative research methods. Students were engaged in a yearlong health oriented academic course while immersed in the daily routines and work life of healthcare professionals. Early results of this partnership showed benefits of engaging academically talented students in a well-designed, real-world learning environment to prepare them for post-secondary education and a career as a healthcare professional. The career academy model has implications for educators and business professionals to collaborate and design quality educational experiences that ensure competent and capable healthcare professionals for the future."

Abstract: "Education reform initiatives have been plentiful since the 1980s however, little success in improving the quality of public education in the U.S. has been realized. When designing policy, policymakers must pay attention not only to the intent of the policy initiative, but the implementability. This study was designed to examine the implementation process of a specific reform initiative: Baldrige in Education. Using survey methodology, this study examined the implementation of four Baldrige Criteria. Commonly perceived barriers to implementation were lack of stakeholder buy-in, insufficient information or training, lack of time, and lack of administrative buy-in. However, not all were associated with a decreased likelihood of implementation. The number of training sessions attended was associated with an increased likelihood of implementing the four criteria."

Abstract: "Special educators and speech therapists use numerous teaching techniques and teaching strategies to instruct students with disabilities. Technological equipment and special needs equipment, electronic switches, enabling devices, and communication devices are selected based on students' abilities. Although technology use has increased in our classrooms, professionals in the field of special education are not certain how much information students are receiving and comprehending. Additional scientific based research using qualitative and quantitative methods is needed for analytical assessments of assistive technical devices and computer hardware and software programs to determine if they prepare students for technical education. Using learning technologies to teach students with disabilities has created new forms of instruction and has changed abilities into possibilities."

Abstract: "Industrial Shores City School District is a poor, urban, academic-emergency school district. This qualitative in-depth phenomenological case study interview focuses specifically on how former youth gang members portray their experiences in gangs, how youth gang membership impacts adulthood, and how gang membership affects attitudes about and parental involvement in the schools of their own children. Seven themes and 19 sub-themes regarding family structure, reasons for gang affiliation, benefits of gang affiliation, costs of gang affiliation, impact on adult life, parental attitudes, and parental involvement emerged from this study. This research provides valuable insights into the dynamics of the youth gang, the effects of gang affiliation on youth transitioning to adulthood, and the implications of both for educators and schools."

Abstract: "Professional development offers teachers the training for new instructional practices that support student learning. To assist school leaders implementing professional development programs, the National Staff Development Council's Standards for Staff Development serves as a valuable guide. This study was designed to determine the number of Ohio public schools aligned with these standards using a questionnaire, alignment schema, and scoring rubric designed by the researcher. Of the 58 Ohio public schools that participated in this study, 20 were considered aligned with the National Staff Development Council's standards. Of the schools not aligned with these standards, the family involvement standard was typically not implemented. The major challenges experienced by school leaders when implementing professional development opportunities were resources and the change process."

Abstract: "The Care Team is an intervention program implemented in a rural school in a mid-western state. This case study investigated how the staff and students involved made sense of their experience. A goal of this inquiry was to determine the necessary steps taken to implement a social service-to-school linkage program. Five members of social service agencies, along with school staff and students, were interviewed to determine each participant's role in student academic and social improvement. The study found that placing outside agency representatives in the school building, encouraging collaboration between these professionals and the educational staff, and allowing the educational administrative team to direct the project, were essential to the success of the program. Additionally, an entire school cultural change was authored and led by the administrative team."

Abstract: "Technology has increasingly worked its way into schools over the past several decades in a very scattered and decentralized fashion. Successful educational technology leadership and coordination continues to be a significant challenge. In this study, phenomenological case studies were conducted with nine individuals nominated for the 2004 Ohio SchoolNet “Technology Coordinator of the Year” award. The primary research questions in this study addressed the similarities and differences between technology coordinators, provided a thorough description of the nature and demands of the position, and resulted in a comprehensive listing of common characteristics and traits of successful technology coordinators."