Dissertations / Theses on the topic 'Priority School District Program'
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Littlefield, Joanne. "Program Reduces Pesticide Use in Phoenix School District." College of Agriculture, University of Arizona (Tucson, AZ), 2003. http://hdl.handle.net/10150/295813.
Full textBower, Andrew D. (Andrew Douglas). "Priority queuing for raw material receiving." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/92225.
Full textThesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2014. In conjunction with the Leaders for Global Operations Program at MIT.
"June 2014." Cataloged from PDF version of thesis.
Includes bibliographical references (pages 46-47).
The Amgen Manufacturing Ltd. facility in Juncos, Puerto Rico faces a challenge encountered by manufacturers across industries: How can they make the best use of their existing resources? As production volume and product mix increase, how are costs kept from increasing as well? This LGO internship looked to answer those questions in the context of raw material receiving for biopharmaceutical manufacturing. Over the course of the seven month project, an analytical planning tool centered on scheduling optimization and priority queuing was developed, highlighting areas for improvement. Based on insight gained from the tool, a plan was established which can reduce turnaround time (TAT) by 50% and work in process (WIP) by 45% in the raw material sampling area. The improvements will not only provide financial and operational benefits to the organization, but serve as a foundation for continuous improvement as the findings from this project are applied elsewhere. This project highlights the importance of understanding how process inputs affect process output. In the case of raw material sampling, the variable mix of incoming materials exceeded the capacity for processing, particularly for solid materials, elevating the average TAT and WIP. Aligning sampling's capabilities to the input work makes it more flexible and better able to handle future demand. However, the ideal state for the area involves working with the upstream group, supply chain, to level-load arrivals. In this case, WIP can be reduced over 60% from its current level while maintaining TAT adherence at the 50% improved rate. Further utilization gains are possible, but only through value stream analysis and enhanced collaboration between functional groups.
by Andrew D. Bower.
S.M.
M.B.A.
Wilcox, Trisha G. "Program evaluation in education : school district practice in British Columbia." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29376.
Full textEducation, Faculty of
Educational Studies (EDST), Department of
Graduate
Gross, Jennifer. "A Mixed-Method Program Implementation| Overcoming Obstacles Life Skills Program in a Medium-Sized Suburban School District." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125127.
Full textWhile many educators viewed transition as a one-time event, it often proved to be more of a process than simply an occasion (Cohen & Smerdon, 2009). The researcher observed through the role as a school counselor that students with high anxiety tended to exhibit low resilience during times of transition. In order to assist students as they moved from eighth to ninth grade, the school of study implemented the Overcoming Obstacles Life Skills Program (OOLSP) using student mentors. This study explored student perception of anxiety and resilience in relation to participating in this program. The researcher utilized the Connor-Davidson Resilience Scale (CD-RISC) and Spence Children’s Anxiety Scale (SCAS) as pre- and post-tests, and conducted a z-test for difference in means analysis. Attendance rates were studied, due to the high correlation found in research between attendance and achievement, using a Pearson Product Moment Correlation analysis. Perception questionnaires were completed in December and May by 287 freshmen, 45 mentor students, 16 teachers, and 315 parents. Interviews were conducted with 10 freshmen, nine student mentors, and six teachers.
Results from the surveys and perception questionnaires proved inconsistent. The SCAS scores indicated a significant change in student anxiety levels, especially on the generalized anxiety disorder, obsessive-compulsive disorder, and panic disorder subscales. Interestingly, students’ perceived anxiety decreased based on questionnaire responses. Results from the CD-RISC suggested students’ resilience did not change, while responses from the questionnaire showed a significant increase in students’ perceived resilience. Attendance rates had a moderately strong relationship, indicating a correlation between eighth and ninth grade attendance. Perceptions from freshmen, student mentors, teachers, and parents suggested that the relationships formed during the program implementation had more influence than the program itself.
Based on the inconsistent results, the researcher recommended discontinuing the use of the OOLSP, as it was implemented in this study. The researcher recommended maintaining the mentoring program and improving upon pre-existing structures. Future researchers were encouraged to conduct further exploration on the OOLSP using more traditional implementations, as well as investigating student-perceived anxiety and resilience in comparison to documented experiences of anxiety and resilience.
Deering, Tanya Marie. "A Co-Teaching Program Evaluation in a School District in Missouri." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682282.
Full textThis study was a program evaluation on the co-teaching model within the Smallville School District (a pseudonym) measuring its effectiveness defined by the perceptions of leaders in the field of special education. This study filled the gap of previous co-teaching studies by investigating a rural school district, across all buildings. The researcher selected the tools of classroom observations; convenience sample interviews; administrator, teacher, student, and parent surveys; and secondary data from High Quality Professional Development (HQPD) and the school budget.
The researcher collected data with surveys, observations, and interviews to determine the perceptions of all stakeholders involved in the co-teaching experiences in the Smallville School District. Results included four essential emerging themes compiled from all interviews and surveys noted by the researcher. These themes were a lack of professional development, lack of common plan time, lack of consistent collaboration, and lack of emphasis on co-teaching due to extensive curriculum writing, during the 2013-2014 school year. When taking the MAP data and applying it to a t-test by two unequal samples at each level, the researcher found significant differences in the general education and special education scores at the elementary Communication Arts 2013 data, secondary Mathematics 2013 data, and the secondary Communication Arts 2013 data. Special education students in the co-teaching setting showed an overall increase in tests scores than their counterparts in the special education setting. The general education students in a co-teaching classroom, maintained or their scores decreased on the MAP and EOC.
Robertson, Donald. "A Case Study Of: A Principal Preparation Program in One School District." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26532.
Full textPh. D.
Bernard, Ladale Lemoine. "District and School Leadership Perceptions of School Turnaround and Teacher Advancement Program (TAP) Reform Practices." Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10846513.
Full textWith an increased focus on school accountability and school improvement, efforts to quickly improve or turnaround low performing schools are on the rise. School turnaround is a complex concept with a myriad of social, political, and economic aspects (CPRE, 2013, p. 8). While each school is different, there are generally several practices and changes, that if addressed will result in quick improvements among most low performing schools. This dissertation addressed perceptions of district and school leaders, the importance of climate and culture in the turnaround process, and the support needed to sustain the positive efforts in the turnaround process. The overarching research question that guided this study was, what leadership practices do school leaders and district leaders believe are vital to the turnaround process?
Sharp, Margaret Virginia Torre. "An evaluation of the Fast ForWord program in the Christina School District." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 105 p, 2007. http://proquest.umi.com/pqdweb?did=1397911841&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Full textWilder, Samuel David. "Ninth grade transitional program in a Georgia metro school district case study /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/samuel_d_wilder/Wilder_Samuel_D_200801_edd.pdf.
Full text"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 128-139) and appendices.
Robinson, Waide Lee. "The Sarasota County, Florida School District Leadership Training Program - a Descriptive Case Study." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29911.
Full textEd. D.
Sutherlin, Lindsay. "A Mixed-Methods Investigation of an Attendance Program in a Missouri School District." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268200.
Full textIn pursuance of analyzing attendance at Midwest High School (a pseudonym), the researcher examined the attendance program’s effect on the junior class. The goal of the researched attendance program was to find what worked in the program, what needed to be changed, and how effective was the program. In order to evaluate the program, the researcher used a software system, Pulse, to collect all quantitative data. The data system gave all numerical information covering attendance from the 2015–2016 school year. Qualitative data was used to analyze the students’ reactions and responses to the then-current attendance program. Students who were juniors in the 2015–2016 school year were asked to take a voluntary survey about the attendance program. This data was coded and used to make recommendations regarding changes to be made and essentials already within the program. A focus group was also held and led by a student at Midwest High School. The focus group’s answers were used to elaborate upon the program’s faults and positives. The researcher analyzed both the quantitative and qualitative data and compared answers of the students to find out what were the most popular and least popular aspects of the attendance program, along with how the students perceived the program. Additionally, the rate of attendance was measured and analyzed to validate if the program was working by examining the percentage of students attending school. The data showed the program as working, and many of the students in the survey and focus group liked pieces of the program. Overall, a theme emerged that the program worked, but changes needed to be made. The researcher suggests that incentives be added to the program and contact with parents shift from weekly to a modified grouping of students who are in need of reminders and on a bi-weekly basis.
Nelson, Laura Piveral Joyce Messner Phillip Eugene. "Utilization-focused evaluation of the program evaluation process of a Missouri school district." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/5488.
Full textWilliams, Edward Jr. "An investigation of potential benefits of an eighth to ninth grade transition program in an Atlanta metro school district high school on attendance, grades,and discipline referrals as comparable high school without a transition program in a comparable high school without a transistion program in another metro school district." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/284.
Full textGoodman, David. "Research of the effectiveness of the River Ridge technology education program." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007goodmand.pdf.
Full textCorwin, Jami H. "The Reading Intervention Program Making Connections Intervention and Tennessee Comprehensive Assessment Program Scores in One East Tennessee School District." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3108.
Full textLittmann, Kathi. "Rethinking the Schoolhouse Boundaries: A Program Design for Urban District Transformation." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/557.
Full textWillis, Renee T. "The Effect of a Dropout Prevention Program for Black High School Males in the Cleveland Metropolitan School District." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1340288622.
Full textPETTMAN, ANDRÉ. "THE INFLUENCE OF THE BEN’S BELLS KIND CAMPUS PROGRAM ON SCHOOL CLIMATE IN A SCHOOL DISTRICT IN TUCSON, ARIZONA." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613421.
Full textCruz, Jeannette. "Understanding the Relationship between the Talented Twenty Program and College Aspirations for High Ranking Students at a High Priority School." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/359.
Full textLaRoche, David. "A case study of a career ladder pilot program within a large Florida school district." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001915.
Full textChavez, Michelle L. "Research and Evaluation of an Organics and Recycling Program in a Large Urban School District." Thesis, Prescott College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1557311.
Full textThis paper evaluates an organics and recycling program in a large urban school district over a three year period 2010-2013. Student researcher evaluates the effectiveness on organics and recycling via a K-12 program. Is the school district closer to reaching its organics and recycling goals? What are the cost savings to the school district? What are the best practices from other schools in the United States? District waste is compiled over a course of three years and analyzed. An on-line data tracking system was created to evaluate the program. Student creates recommendations for maximizing cost savings to the district and benefits to the environment.
Retzer, Barbara J. "EFFECT OF NEW SODIUM REGULATIONS ON NATIONAL SCHOOL LUNCH PROGRAM MEAL CONSUMPTION OF MIDDLE SCHOOL STUDENTS IN A NORTHEASTERN OHIO SCHOOL DISTRICT." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428788827.
Full textHickling, Alexandra K. "Teacher Leadership Implementation: Change Agents in a Large Urban School District." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862874/.
Full textKirkland, Rosemary Dunkley. "Developing a fitness program for Summit Intermediate School." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1136.
Full textJordan, Mary Ann Huffman Jane Bumpers. "Third-year evaluation of the University of North Texas/Dallas Independent School District/Southern Regional Education Board Leadership Development Program." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3956.
Full textMcElwee, Allison. "Spicing Up School Lunch: A Look at One School District's Attempts to Remedy America's Convoluted School Lunch Policies, Case Study Analysis of Claremont Unified School District." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/303.
Full textCurtin, Robert Patrick. "Public safety internship program at the Riverside Community College District." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1889.
Full textDocimo, Chelsey L. "A mixed methods approach to examining an Advanced Placement program in one Connecticut public school district." Thesis, University of Bridgeport, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570678.
Full textThe purpose of this eleventh grade Advanced Placement (AP) program study was to determine factors associated with AP placement and subsequent student performance. This research was considered to be a mixed methods case study with elements of arrested action research. One hundred and twenty-four students, four guidance counselors, three AP teachers, and one administrator provided information used to determine if a problem existed in terms of the influx of students into the AP program without a comprehensive set of research-based supports designed to assist struggling students. Student data included instrument measures, structured written response questions, and secondary source information which was obtained from 124 eleventh grade students in 11 different AP classes between these two comprehensive high-schools in this district. Secondary source data was used to gauge academic ability and preparedness which included collecting: Preliminary Standardized Achievement Test (PSAT) scores, cumulative Grade Point Averages (GPAs), AP final class grades, and AP exam scores. All 124 students also completed three self-report measures designed to gauge test anxiety, academic locus of control, and executive functioning. These students also wrote brief responses to five structured written response questions that were aligned to the self-report measures. Four counselors, three AP teachers, and one administrator were interviewed to better understand their views concerning current AP placement practices and strategies used to support academically at-risk and traditionally underserved students. The analyzed data was then used to create a Professional Development (PD) Module inclusive of feasible and low-cost strategies to improve AP grades and exam scores. This PD Module was subsequently implemented for a short duration in three AP classrooms as the first cycle in an action research project. The three AP teachers were then interviewed in order to garner feedback and ideas on how to improve this PD Module.
Keywords: Advanced Placement (AP), Preliminary Standardized Achievement Test (PSAT), cumulative Grade Point Average (GPA), test-anxiety, academic locus of control, executive functioning, case study, arrested action research, mixed methods, Professional Development (PD)
Ruiz, Eddie. "Senior-Level School District Administrators' Perceptions of the Effectiveness of a Florida Preparing New Principals Program." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5853.
Full textEd.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
Rankin, David. "Predictors of Success for High School Students Enrolled in Online Courses in a Single District Program." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3062.
Full textKrovoza, Mary K. "An assessment of the Drug Abuse Resistance Education (D.A.R.E.) program in the Barron Area School District." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998krovozam.pdf.
Full textRosado, Felix A. "A historical case study of Bethlehem Area School District and the transition from the bilingual education program to the English-immersion program." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.
Full textWhite, W. Quinn. "An investigation of the accelerated reader program in one small school district students', teachers', and administrators' perceptions /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133211638.
Full textSmith, Thomas L. Fisher Robert L. "A formative evaluation of a training program for mentors of new teachers in a midwestern school district." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803739.
Full textTitle from title page screen, viewed June 8, 2006. Dissertation Committee: Robert Fisher (chair), George Padavil, Donald Kachur, Marilyn Moore, Kenneth Jerich. Includes bibliographical references (leaves 118-122) and abstract. Also available in print.
Stamm, Amy H. "A Program Evaluation: Fidelity of Implementation of the Wilson Reading System in A Mid-Atlantic School District." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1530192432.
Full textAbrego-Meneses, Juvenal Enrique. "A Program Evaluation of the One-To-One Chromebook Initiative in a Rural School District in Virginia." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1550153965.
Full textFortier, Denise Marie. "Building bridges developing effective school-family-community partnerships: an evaluation of the School District of Phillips, Wisconsin, Families and Schools Together Program /." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999fortierd.pdf.
Full textFinkbiner, Bradley Wayne. "Can a One-Size-Fits-All Parental Involvement Framework Be Applied to an Entire School District? A Comparative Case Study of a District Magnet Program." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5479.
Full textKirk, Kathryn. "PERCEPTIONS OF STATE-FUNDED, SCHOOL DISTRICT-BASED PRINCIPAL PREPARATION PROGRAMS IN VIRGINIA 2004-2006." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2275.
Full textNealon, Kaitlyn Louise. "Oral drug delivery as an alternative to needle-based injection for large molecules : an assessment of the field & evaluation of high-priority technologies." Thesis, Massachusetts Institute of Technology, 2018. https://hdl.handle.net/1721.1/122838.
Full textThesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, in conjunction with the Leaders for Global Operations Program at MIT, 2018
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 140-151).
Oral delivery of large molecules is widely considered the "holy grail" of drug delivery, but attempts to achieve this within the past century have been met with a lack of success, confounded by low bioavailability. Novel mechanisms need to be assessed in order to deliver a clinically relevant amount of drug into systemic circulation, while protecting the drug from pH denaturation and the harsh enzymatic environment of the gut. To assess the field, this thesis evaluates startup companies and academic labs focusing their efforts on the oral delivery of biologics. The holistic, phased analysis of the field includes the following items: ** Value proposition assessment as applicable to Amgen's pipeline; ** Literature review into historical barriers; ** Technology landscape of the current space; ** Down-selection to highly valued technology prospects; ** Risk assessment and mitigation planning activities.
The approach outlined above led to the identification of two promising technologies (Tech A and Tech B) that use novel methods to deliver drug through the lining of the small intestine into systemic circulation. Both early stage technologies hold a significant amount of promise for Amgen if they enable both systemic and localized GI delivery successfully, but have multiple risks to address prior to use as a platform delivery option. Risks that have been prioritized for evaluation include: health concerns over long term damage and infection, low bioavailability, limited payload capabilities, and large final device size. In Silico modeling in COMSOL Multiphysics of the mechanism of action of Technology A and the resultant spread of drug product into the lining of the small intestine was completed as a preliminary test of the risk of low bioavailability.
Results from this model indicate that Technology A can be optimized via nozzle diameter and ejection threshold pressure to deliver liquid drug product into the desired locations within the small intestinal wall for optimal drug uptake into systemic circulation. If these technologies prove to be successful, the resultant product offering could prove highly disruptive in the industry and allow Amgen to revolutionize the manner in which patients interact with their medications.
by Kaitlyn Nealon.
M.B.A.
S.M.
M.B.A. Massachusetts Institute of Technology, Sloan School of Management
S.M. Massachusetts Institute of Technology, Department of Mechanical Engineering
Kistler, Timothy S. "A curriculum guide: for the freshman level program at Upland High School." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/765.
Full textFinkbiner, Bradley W. "Can a One-Size-Fits-All Parental Involvement Framework Be Applied to an Entire School District? A Comparative Case Study of a District Magnet Program." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3688335.
Full textThis study investigated a district magnet program that required high levels of actual parental involvement. The district that houses this program uses Epstein's framework of parent involvement to reach out to all families. The research sought to match parent responses with the magnet program expectations and the Epstein framework. Interviews were conducted and completed with twenty-four participants including diverse backgrounds. Particularly sought after were parents from different ethnic groups and gender within two separate middle schools. The research also endeavored to learn how the district school choice program forced parents to navigate their child's enrollment, whether at the elementary school or middle school levels.
My findings suggested that the parents in this study fit into more than one framework. During the study, two more frameworks emerged that better place parent engagement with the student choice program along with that of Epstein. My working hypothesis was that a "one size fits all" parent involvement framework does not exist for parents who chose this magnet program.
My study suggests that school districts need to reach out to all parents in whatever form works for both parties: the parents and school programs. School districts are charged with developing the flexibility needed to meet families where they are and provide support necessary to sustain higher levels of parent involvement. This action will lead to more success in the familial journey through their child's educational experience.
Stevenson, Mary-Jean Paula. "Barriers to development and implementation of school district nutrition and wellness policies in San Bernardino County, California." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3215.
Full textMpozembizi, Ben Alexandre [Verfasser]. "Examining the Impact of Homegrown School Feeding Program on Literacy Improvement in Rutsiro, District, Rwanda / Ben Alexandre Mpozembizi." München : GRIN Verlag, 2021. http://d-nb.info/1231793465/34.
Full textRocco, Andrew L. "Experiences of Elementary School Principals Who Have Implemented the Leader in Me Program in a Large Urban District." Thesis, Sage Graduate School, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811928.
Full textABSTRACT EXPERIENCES OF ELEMENTARY SCHOOL PRINCIPALS WHO HAVE IMPLEMENTED THE LEADER IN ME PROGRAM IN A LARGE URBAN DISTRICT Andrew Rocco The Sage Colleges, Esteves School of Education, 2018 Dissertation Chair: Jerome Steele The origins of the American educational system have always included a character education component. Teaching students moral values and the ability to know right from wrong is a component of the educational mission of our society. Character education evolved over the centuries, yet the core values of implementing right from wrong and the necessity of building moral values into our nations fabric has not changed. As we continue to move into the 21st century, technology and social issues have evolved, and character education programs and curriculum must adapt and evolve to our modern times in order to meet the needs of all students, as well as our society as a whole. The purpose of this qualitative study was to explore how principals have implemented The Leader in Me (TLIM) program in elementary schools in a large urban school district. Through interviews with 12 principals, the researcher gathered information about their experiences with the TLIM program, including why and how the principals implemented the program, how they measured its success, what they have learned, how they have adapted the TLIM program for their own school environments and cultures, what they would change, and what advice they would give to other school leaders. The findings from this study suggest that all 12 participants agreed that TLIM program had a positive impact on the culture and communities of their schools and that although the program is costly, many participants were eligible for TLIM grant funding. Additionally, the results revealed that the participants acknowledged the all-inclusive nature of TLIM program and were able to measure the success of TLIM through multiple evaluation systems. Participants saw a decrease in disciplinary referrals as well as student suspension rates. Additionally, the findings revealed that participants found implementing TLIM in their schools had little to no push back from the school community. Participants acknowledged that they had autonomy in celebrating success of TLIM in their schools as well as autonomy in the orientation and implementation process of incorporating TLIM in their schools. The insights gained from this study will inform and assist other schools leaders in implementing TLIM and other character education programs.
Green, Maureen M. "A Case Study on the Use of Best Practices within the MRI Program in a Midwest School District." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842598.
Full textThe ability to read proficiently is a comprehensive skill necessary for success at all academic levels. Students who consistently read below grade level continue to struggle throughout their school years with little chance of recovery. The administrative leaders of the Ocean View School District (a pseudonym) noticed a decline in reading scores and recognized a need for a significant shift in its instructional practices to reach its struggling readers.
The purpose of this study allowed school leaders an opportunity to investigate the effectiveness of the Gradual Release of Responsibility (GRR) reading strategy within the structure of the Missouri Reading Initiative Program (MRI) regarding student achievement in reading at a small mid-western urban elementary school. During the study, the small mid-western urban school’s Reading Specialists utilized two gradual release models, a Three-Step gradual release method and a Four-Step gradual release method in Grade 3 through Grade 5. The Primary Investigator collected secondary data in the form of reading and Missouri Assessment Program (MAP) scores, to evaluate student outcomes.
The implementation of Reader’s Workshop at the Valley Breeze Elementary School (a pseudonym) led to a discussion of the effectiveness best practices, balanced literacy, and small group instruction on student achievement and reading levels. Increase in student reading levels was gauged by an increase as assessed by the Fountas and Pinnell (F&P) Reading Assessment.
The Primary Investigator formulated two hypotheses organized around the following questions: (1) How do reading scores differ in comparison to the implementation of two different models of Gradual Release of Responsibility within the Missouri Reading Initiative program? (2) How do ELA MAP scores differ in comparison to the implementation of two different methods of Gradual Release of Responsibility within the Missouri Reading Initiative program?
Overall, the Primary Investigator determined the results of the study as inconclusive. However, trends in growth due to student moving levels during a given school year, as well as, a positive average growth percentage of reading scores was noted. The Primary Investigator recommended another form of assessment to validate the increased achievement of student readers.
Kinoshita, Kyle. "Critical inquiry, instructional leadership and closing the achievement gap : principal learning in a university-school district professional development program /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7820.
Full textReed, Craig B. "A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091760.
Full textJayaraman, Uma Devi. "Classroom implementation of the practices learned in the Master of Chemistry Education Program by the School District of Philadelphia's High School Chemistry teachers." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/39882.
Full textEd.D.
This dissertation reports the results of an exploratory case study utilizing quantitative and qualitative methodologies intended to ascertain the extent and differences of implementation of research-based instructional practices, learned in an intensive 26-month professional development, in their urban classrooms. Both the extent and differences in the implementation of practices were investigated in relation to the lesson design and implementation, content, and classroom culture aspects of research-based practices. Additionally, this research includes the concerns of the teachers regarding the factors that helped or hindered the implementation of research-based practices in their classrooms. Six graduates of the Master of Chemistry Education Program who were teaching a chemistry course in a high school in the School District of Philadelphia at the time of the study (2006-8), were the case. The teachers completed a concerns questionnaire with closed and open-ended items, and rated their perceptions of the extent of implementation of the practices in their urban classrooms. Additionally, the teachers were observed and rated by the researcher using a reform-teaching observation protocol and were interviewed individually. Also, the teachers submitted their lesson plans for the days they were observed. Data from these sources were analyzed to arrive at the findings for this study. The research findings suggest that the group of teachers in the study implemented the research-based practices in their classrooms to a low extent when compared to the recommended practices inherent to the MCE Program. The extents of implementation of the practices differed widely among the teachers, from being absent to being implemented at a high level, with inconsistent levels of implementation from various data sources. Further, the teachers expressed the depth of knowledge (gained in the MCE Program), formal laboratory exercises and reports, administrative support, self-motivated students, and group/collaborative work as several factors that enabled or would have enabled the implementation of practices. Among the many factors that hindered the implementation of the practices in their urban classrooms were, the core curriculum and pacing schedule, followed by test preparation, administrative paper-work, large class-size, students not prepared for student-centered work, poor math and reading skills of students, students' lack of motivation, unsupportive department head, unresponsive administration, and lack of resources.
Temple University--Theses
Jordan, Mary Ann. "Third-year Evaluation of the University of North Texas/ Dallas Independent School District/ Southern Regional Education Board Leadership Development Program." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3956/.
Full text