Department: Educational Administration and Supervision ![[clear]](close-x.png "Remove this limiter")
16 matches in the database.
These are records: 1 - 16.
1.
Alotaibi, Sharifah A.
The Experiences of Young Women Taking Online High School Courses: Implications for Teenage Mothers.
Degree: EdD, Educational Administration and Supervision, 2012, University of Toledo
► Women with children in the U.S. often drop out of high school,…
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▼ Women with children in the U.S. often drop out of high school, and the country has limited opportunities for those women who want to complete their high school diploma requirements. To understand what options might be possible for these young women who have dropped out of traditional high school, this study explored young women’s experiences in online schools in the United States in their quest to achieve a high school diploma. This study investigated the online learning experiences for young women with and without children in the United States in order to determine if their experiences helped those young mothers to complete the high school requirements, obtain a diploma, and then go on for further education in college and better opportunities in workplace. Data for the study were collected through survey questions that were distributed to young women with and without children who are currently enrolled in online high schools. Results of this study provide valuable information about the online learning experiences of young women with and without children that might be applied to improving educational avenues for young mothers in the U.S. and in general.
Advisors/Committee Members: Staub, Nancy.
Subjects: Education
Keywords: Young women, young mothers, teenage mothers.
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2.
Barnett, Ward Desmond.
A Comparative Analysis of the Academic Outcomes of Ohio Public K-8 Charter Schools and Their Comparison Districts.
Degree: EdD, Educational Administration and Supervision, 2009, University of Toledo
► The purpose of this study is to analyze the academic quality of…
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▼ The purpose of this study is to analyze the academic quality of Ohio K-8 charter schools as measured by the Ohio Achievement Test. For the purpose of answering the research questions, this study utilized an ex post facto, quantitative research design. Student performance data are compared between the non-traditional schools of choice option known as charter schools and traditional comparable public schools. Achievement is analyzed via an evaluation framework for charter school quality developed by the National Consensus Panel on Charter School Academic Quality. The percentage of students who pass the reading and mathematics of the Ohio grades 3,5 and 8 achievement test, reported on the individual charter schools and their comparable traditional district school’s local report card (LRC), was the dependent variable. From the sample population of charter school buildings, LRCs were collected from the Ohio Department of Education website for at least 3 years of previous Ohio Achievement Test data. The percentage of students who have passed the Reading and Math sections of the Ohio Achievement Test for grades 3, 5 and 8 was collected. Descriptive statistics and paired t-tests were used to determine the difference between means for each sub-test between charter schools and the traditional comparable school district. Academic achievement was significantly better in 8th grade reading for African American students in charter schools when compared to African American students in the comparable traditional district school. Traditional comparable school districts outperformed charter schools in overall reading and mathematics.
Advisors/Committee Members: Roettger, Lloyd.
Subjects: Education
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3.
Cruickshank, Cameron Scott.
Baccalaureate Degree Completion: A Test of Holland’s Congruence Assumption Using Four-Year Public College Students in Ohio.
Degree: PhD, Educational Administration and Supervision, 2005, University of Toledo
► Holland’s (1997) theory of vocational personalities and work environments, extended to educational…
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▼ Holland’s (1997) theory of vocational personalities and work environments, extended to educational environments, was used as the theoretical framework that guided this study, which investigated the relationship between the degree of vocational interest-educational environment congruence and academic achievement. The population of 20,187 first-time, full-time students who entered four-year state-supported institutions of higher education in Ohio in 1998, and who completed the ACT Assessment, the Revised Unisex Edition of the American College Testing Interest Inventory (UNIACT; Swaney, 1995), and the student profile section of the ACT Assessment were used as the subjects. Descriptive statistics were computed for the predictor variables, Pearson product moment correlation coefficients were determined for all variables under consideration, and a stepwise multiple regression model was utilized to determine the proportion of variance in the attainment of a four-year degree that can be explained by the extent of person-environment fit. A total of 19 independent variables correlated with the dependent variable. The stepwise logistic regression analysis produced a model that consisted of 10 predictor variables that accounted for 17.8% of the variance in the outcome variable of graduation from college (BACHDEGREE). The experimental variable, CONGRUENCE correlated positively (r = .018, p < .01) with the outcome variable BACHDEGREE, but was not included in the regression model. Therefore, the experimental variable, CONGRUENCE was found not to be predictive of graduating from college.
Advisors/Committee Members: Meabon, Dave.
Keywords: Holland's Theory; congruence; vocational personality; college major; baccalaureate degree completion
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4.
Eldeib, Aalaa Mohammed.
Experience Versus Grade Level Taught: An Analysis of the Factors that Contribute to Student Achievement.
Degree: MS, Educational Administration and Supervision, 2005, University of Toledo
► This study sought to determine the prevalence of teacher-centered or student-centered beliefs…
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▼ This study sought to determine the prevalence of teacher-centered or student-centered beliefs and practices based on grade taught and years of experience. The most prevalent concepts related to student-centeredness were individualization, collaboration, high expectations, and meaningfulness. The least prevalent concepts were in assessments, interpersonal relationships, and relevance of content. Teachers with less than six years of experience had slightly higher mean scores than those with more than six years, with no statistically significant difference between their mean performances. Teachers who taught grades 7 – 12 also had slightly higher mean scores than those who taught grades K – 6. There was no statistically significant difference between their mean performances. The findings shed light on both experienced and less experienced teachers. It also poses a different way of looking at teachers, no matter the grade level they teach. More research should be conducted, with the possibility of extending the sample regionally and nationally.
Advisors/Committee Members: Roettger, Caroline.
Subjects: Education, General
Keywords: student centered learning; student achievement; years of experience; grade level taught; teacher centered; student centered; all students can succeed; achievement; english language learners; special education; bilingual education; brain research
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5.
Fauver, Kristine Siesel.
Perspectives and Practices of Ohio School Leaders Using School-wide Positive Behavior Supports.
Degree: EdD, Educational Administration and Supervision, 2008, University of Toledo
► This research was a qualitative study of how school leaders perceive and…
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▼ This research was a qualitative study of how school leaders perceive and practice School-wide Positive Behavior Supports (SWPBS). This study was designed based on an assumption that educators' attitudes and actions toward discipline are interrelated.Three Ohio elementary schools using SWPBS provided the opportunistic sample for this study. At each school site, the principal and a teacher were interviewed about SWPBS perceptions and practices, observations were recorded, and documents and artifacts were collected. The data were analyzed in three ways: a descriptive analysis of each site, a comparative analysis within each site and among sites, and an interpretive analysis. Major themes emerged linking the SWPBS perceptions and practices: acquiring and adapting perceptions, and then instilling and inspiring practices. In essence, the perceptions that are favorable toward SWPBS appeared to be acquired through formative experiences and through formal SWPBS trainings. These perceptions were adapted through collaborative discussions among staff. Through congruent practices, PBS was instilled on a school-wide basis. Finally, the effectiveness of these practices inspired future SWPBS practice. The study findings were connected to theoretical constructs in sociology and psychology. School-wide positive behavior support practices and perceptions were associated with transformational leadership and democratic and social values. The climates in the three elementary schools in this study were characterized by openness, warmth, positive regard, and high academic aspirations The general perceptions of SWPBS leaders in this study included: desiring to make a difference among students, envisioning more effective behavioral practices, and valuing the community. The prevalent SWPBS practices among leaders in this study were: collaborating with one another, posting of core rules prominently throughout the buildings, using a matrix to depict behavioral expectation throughout the school, giving reward tickets to students who exemplify expected behavior, communicating with staff regarding behavior expectations, charting behavior, and using office referral forms to record and respond to inappropriate student behavior Applications for school practice, policy development, and training are offered. Considerations for further research in school discipline practices are provided.
Advisors/Committee Members: Bleyaert, Barbara.
Subjects: Education; Educational psychology
Keywords: school discipline, educational leadership, positive behavior support
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6.
Grime, Jamison J.
The Educational Effect of Forced Separation on Twins.
Degree: EdD, Educational Administration and Supervision, 2008, University of Toledo
► Current research studies have concluded that separating twins in school before they…
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▼ Current research studies have concluded that separating twins in school before they are ready can lead to internalizing issues and behavior problems (Tully et al., 2004 & van Leeuwen et al., 2005). Despite the current research, there are schools in the United States that practice an arbitrary policy of separating twins into separate classrooms against their wishes. Research has shown that these schools cite developing individuals as their main reason for separating twins (Preedy, 1999). There is minimal evidence from empirical studies that suggests classroom separation of twins aids them in their intellectual or emotional development (Hay & Preedy, 2005). This qualitative research study is designed to examine the educational effects forced separation has on twins. This study used a purposive sample of three sets of twins between the ages of six and nine who were forced into separate classrooms from their co-twin and the mothers of these twins. A series of structured interviews and drawings from the twins depicting their emotions concerning the separation was used to collect the data. Interviews were recorded and transcribed verbatim to ensure accuracy of the data. Analysis of the transcriptions provided the basis for major themes and codes to emerge. Interview data collected from the twins showed that forced separation produced feelings of sadness, anger, fright, and loneliness that impeded the twin’s ability to succeed in school. Twins reported their grades were lower due to a problem with focusing in class. Focusing was perceived by the twins as being difficult due to the urge they possessed of having to know where their co-twin was and what they were doing. Data showed the negative feelings displayed by the twins at school impeded their ability to make friends and socially interact with peers. Data from the mothers concluded that completing separate homework packets, unequal educations due to teacher differences, and helping the twins cope emotionally with the initial separation was taxing on the family structure and mental health of the family. Further research in this area should focus on the value school principals place on current educational research and initiatives schools can undertake to promote individuality amongst twins without separating them.
Advisors/Committee Members: Roettger, Caroline.
Subjects: Education
Keywords: Multiples, Twins, Separation
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7.
Gunning, Barbara L.
The Role that Humor Plays in Shaping Organizational Culture.
Degree: PhD, Educational Administration and Supervision, 2001, University of Toledo
► Workplace humor has not been extensively explored in naturalistic settings to provide…
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▼ Workplace humor has not been extensively explored in naturalistic settings to provide insight into organizational culture. The purpose of this study was to explore the role that humor plays in shaping organizational culture. A qualitative study using focus groups and participant observation was conducted to develop an analytic description of humorous interplay as it relates to such topics as identification and cohesion; influence, power and control; and conflict management. During the participant observation activities, workers of every hierarchical level were surreptitiously observed in small and large groups and their humorous interactions were documented. Focus group participants were randomly selected into one of five groups based on hierarchical level and job function. Participants were asked to share their perceptions, beliefs, and experiences related to workplace humor. The use of humor is purposeful and serves a number of psychological and social functions. Workers reported that they use humor mostly to reduce tension and stress; to entertain; to build rapport; to share positive feelings; and to illustrate a point. This was in contrast to what was observed: humor is often used to demean or insult others; to express superiority over others; and to transmit verbally aggressive messages. In some ways humor was created and experienced similarly by workers in all hierarchical levels, however, most of the time humor is perceived and experienced differently by workers in the various levels of the organization. Likewise, humor was often used to meet different goals depending on the rank of the worker. Many benefits to humor use were identified and few negative consequences. Humor serves to socialize workers to the beliefs, values, and rules of agency behavior, and once they have been socialized, it functions to maintain these norms. Humor is both a cultural artifact and a culture-encoder that is affected by and effects organizational structure and practices. Observing and interpreting humorous interplay was a fascinating way to explore this agency’s culture; however, humor cannot be used as the sole mechanism to learn about an organization. To obtain a complete picture other artifacts must be noticed and other tools must be used.
Advisors/Committee Members: Maynard, Jack.
Subjects: Education, Administration
Keywords: Humor; Workplace Interaction; Organization Culture; Educational Administration
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8.
Hickey, Deitra Jamra.
Assessing the Opinions of Ohio School Board Members about HIV/AIDS Policy and Curriculum: Developing an Approach to Raise Awareness of HIV/AIDS Related Educational Issues.
Degree: EdD, Educational Administration and Supervision, 2009, University of Toledo
► The purpose of this study is to raise HIV and AIDS awareness…
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▼ The purpose of this study is to raise HIV and AIDS awareness while evaluating the educational strategies and policies in Ohio public schools. Approximately 53,000 Americans acquire the HIV virus each year, and at least one in four Americans who are infected with the disease do not know it. Over half of the newly infected cases are between the ages of 13 and 19 (Centers for Disease Control and Prevention, 2008). The opinions of Ohio School Board members were obtained through survey research inquiring about their beliefs on whether or not HIV/AIDS education should include a comprehensive component, which would include preventative measures in combination with abstinence education in the curriculum. In addition, participants were asked if they felt that they, as well as students, parents, and school personnel in their district, had an adequate awareness of the issues surrounding HIV/AIDS, including the current laws, Title IX, their districts’ policies that protect infected students, and other specifics surrounding HIV prevention and awareness practices. The research revealed that over 75% of respondents are in support of preventative measures being included in Ohio’s curriculum. In addition, participants overwhelmingly felt that their district was not adequately equipped with the necessary information surrounding HIV/AIDS related issues.
Advisors/Committee Members: Roettger, Lloyd.
Subjects: Academic guidance counseling; Biostatistics; Communication; Continuing education; Curricula; Demographics; Developmental psychology; Ecology; Education; Educational evaluation; Educational psychology; Educational sociology; Elementary education; Experiments
Keywords: HIV/AIDS; assessing opinions; infected students
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9.
McLeod, Ryan Patrick.
An Examination of the Relationship between Teachers’ Sense of Efficacy and School Culture.
Degree: EdD, Educational Administration and Supervision, 2012, University of Toledo
► Although a relationship between the constructs of teacher efficacy and school culture…
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▼ Although a relationship between the constructs of teacher efficacy and school culture has been suggested in the literature (e.g., Beard, Hoy, and Hoy, 2010; Deemer, 2004; Tschannen-Moran and Woolfolk Hoy, 2001), no studies have actually examined the relationship directly. The purpose of this quantitative study was to examine the relationship among the components of school culture and the factors of teachers’ sense of efficacy. The perceptions of Michigan middle school teachers (n = 387) were obtained using an online survey via random cluster sampling. The survey included a professional demographic survey, the School Culture Survey (SCS) (Saphier and King, 1985 as modified by Edwards, Green and Lyons, 1996), and the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran and Woolfolk Hoy, 2001). Correlations were used to examine the relationships among the TSES factors (Efficacy in Student Engagement, Instructional Strategies, and Classroom Management) and the SCS factors (Teacher Professionalism and Goal Setting, Professional Treatment by Administration, and Teacher Collaboration). The study showed weak significant positive relationships between SCS and TSES in 13 of the 16 correlations conducted. All of the relationships determined in the study were found to have small effect sizes. The greatest correlation values occurred between the SCS factors and teacher efficacy in student engagement. In addition, the SCS factor of professional treatment by administration had the highest correlations with each of the factors of TSES. Finally, teacher efficacy in classroom management did not have significant relationships with two of the three SCS factors or the SCS composite scores.
Advisors/Committee Members: Snauwaert, Dale.
Subjects: Education; Educational Leadership; Educational Psychology; Educational Sociology; Education Philosophy; Education Policy; Middle School Education
Keywords: school culture; teacher efficacy; teacher sense of efficacy; culture; efficacy; teachers' sense of efficacy
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10.
McVey, Ann Francis.
Third Grade Teachers' Views and Perceptions of the Participation of Students with Disabilities in Statewide Testing.
Degree: EdD, Educational Administration and Supervision, 2008, University of Toledo
► This qualitative study was designed to gain an in-depth understanding of the…
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▼ This qualitative study was designed to gain an in-depth understanding of the views and perceptions of third grade teachers regarding the participation of students with disabilities in statewide testing. This phenomenological study was prompted by the testing and accountability mandates under No Child Left Behind. Three questions guided this study. First, what are the views and perceptions of third grade teachers regarding the participation of students with learning and language disabilities in statewide testing? Second, what are teachers’ perceptions of the intended outcome of increased student achievement? Third, what are the unintended outcomes of statewide testing?Research for this study was conducted with ten third grade general education teachers. Interviews were completed according to a semi-structured format. The interviews were recorded, transcribed, and analyzed. Several themes emerged from the analysis of data including testing experience, level of achievement, impact on curriculum, impact on instruction, number of identified students, and instructional setting. The teachers in this study reported that the testing experience for students with disabilities was not always positive. Teachers shared that students with disabilities are often overwhelmed by the testing experience. For the most part, teachers felt that a single standardized test score was not an appropriate measure of a student’s level of achievement. Teachers did not feel as if the achievement gap between students with disabilities and students without disabilities was closing. All teachers viewed their curriculum as better aligned to Ohio’s Content Standards as a result of mandated testing. They shared mixed results regarding whether the curriculum had expanded or narrowed. Teachers reported that their instructional strategies had changed and that teaching was not as fun for them or for their students as it had once been. More students with disabilities are receiving their instruction in the general education classroom. Most teachers predicted a decline in the number of students identified as having a disability, even though most reported that student needs have increased. The data in this study indicated a need to examine current educational practices. Recommendations for further study include: (a) rethink the school game, (b) examine educational training, and (c) evaluate methods of assessing achievement.
Advisors/Committee Members: Roettger, Caroline.
Subjects: Education; Educational evaluation; Elementary education; Special education
Keywords: No Child Left Behind; Students with Disabilities; Statewide Testing; Educational Reform Policies; Teachers' Views and Perceptions
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11.
Pfefferle, Kevin.
The Effects of the After School Program Kids Unlimited on Students' Academic Performance on the Ohio Achievement Assessment.
Degree: EdD, Educational Administration and Supervision, 2011, University of Toledo
► This study investigates whether students who regularly attend the after school program…
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▼ This study investigates whether students who regularly attend the after school program Kids Unlimited show greater academic gains on the Ohio Achievement Assessment than students at the same schools who do not attend Kids Unlimited. This study also investigates whether there is a difference in Ohio Achievement Assessment scores between students who regularly attend Kids Unlimited and those who do not based on gender, grade level, socio-economic status, special education status, race, or school site. And finally, this study investigates whether students who have attended Kids Unlimited for more than one academic year attain higher Ohio Achievement Assessment scores than students who have attended Kids Unlimited for a maximum of one school year. The results of the study show that no significant differences were found in Ohio Achievement Assessment scores for students who regularly attended the after school program Kids Unlimited when compared to students at the same schools who did not attend Kids Unlimited. Statistical differences were found in Ohio Achievement Assessment scores for reading based on gender, grade-level and race and significant differences were found for math achievement scores based on school site, grade-level and race. These differences should be interpreted with caution due to similar significant results for non-Kids Unlimited students and low sample sizes. Finally, no significant differences were found in achievement assessment scores for students who attended Kids Unlimited for more than one academic year when compared to students who attended Kids Unlimited for a maximum of one school year.
Advisors/Committee Members: Beekley, Cynthia.
Subjects: Education; Educational Evaluation; Educational Leadership
Keywords: Out of School Time; Attendance; Reading Achievement; Math Achievement
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12.
Piotrowski, Deborah.
The Effects of Kindergarten Entrance Age and Gender on Students’ Performance on the Ohio Third Grade Reading Achievement Assessment.
Degree: EdD, Educational Administration and Supervision, 2011, University of Toledo
► This study investigates whether gender and kindergarten entrance age affect students’ achievement…
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▼ This study investigates whether gender and kindergarten entrance age affect students’ achievement on the Ohio Third Grade Reading Achievement Assessment. More specifically, this study investigates whether kindergarten children with late birthdays (after July 1) and who reside in northwest Ohio score lower on the literacy component of the Ohio Third Grade Reading Achievement Assessment than their older peers with birthdays prior to July 1. The sample for this study is composed of 2,296 third-grade students who attended schools within 10 different school districts in rural northwest Ohio over a three-year period (2007, 2008, and 2009). The sample data consisted of total reading scores, birth dates and gender of the students in the sample. Analysis of the data was conducted using two statistical models: simple linear regression analysis, a series of two-sample t-tests, and a General Linear Model. Overall, the results of the regression analyses indicated a slight negative correlation (not statistically significant) between the age at kindergarten entrance and reading achievement scores, suggesting that the reading iv achievement scores for both boys and girls decreases as their age at kindergarten increases. Based on the t-test results, it can be concluded that there is no significant difference in the scores between boys with birthdays after July 1 and girls with birthdays after July 1 on the Ohio Third Grade Reading Achievement Assessment. The General Linear Model analysis indicated there were significant differences between the participating districts.
Advisors/Committee Members: Carr, Eileen.
Subjects: Educational Tests and Measurements; Education Policy; Elementary Education
Keywords: Kindergarten entrance age; gender difference on standardized reading assessment
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13.
Reffert, Lori A.
Autism Education and Early Intervention: What Experts Recommend and How Parents and Public Schools Provide.
Degree: EdD, Educational Administration and Supervision, 2008, University of Toledo
► Autism is a lifetime neurobiological disorder that is not curable. Children are…
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▼ Autism is a lifetime neurobiological disorder that is not curable. Children are being diagnosed with this affliction at an alarming rate, which is greatly affecting and overwhelming both families and school districts. The National Research Council recommends 25 hours a week, year around of one-on-one or small group early intervention as the key to overcoming many of autism's limitations. This research compared what rural, suburban, and urban school districts in the Midwest states of Michigan and Ohio do to meet these recommendations. Additionally, parental input was obtained regarding their children with autism spectrum disorder (ASD) and what services are received from both the school district and private sector. The main findings of the research indicate that school districts are not following the recommendations set forth by the National Research Council's 2001 study, Educating Children with Autism. Intervention programs are severly lacking in the states of Michigan and Ohio as school districts are either not knowledgeable about what constitutes best practice regarding children with ASD, or do not have the resources necessary to implement these best practices. Intervention based on ABA principles is shown to help change the core symptoms of autism, and it should be a sound and logical addition to a school district's early intervention program. According to results obtained from this research study, a full 50% of the 74 school districts that responded indicated they used an intervention program that was not Applied Behavior Analysis (ABA), Discrete Trial Training (DTT), TEAACH (Treatment and Education of Autistic and Related Communication Handicapped Children) or Floor Time. Additionally, of the 35 parents that responded to the research survey, 62.9% indicated that their child's school did not use ABA, DTT, TEACCH or Floor Time as the program used for intervention. Furthermore, 57.1% (20) of the 35 parents that responded indicated that their child received ABA or DTT not provided by the school. Understandably, the cost associated with small group intervention is expensive. Many school districts balk at one-on-one instruction and do not take into consideration that by utilizing an early intense behavioral intervention (EIBI), later education costs can be reduced.
Advisors/Committee Members: Roettger, Caroline.
Subjects: Education; Elementary education; School administration; Special education; Speech therapy; Teacher education
Keywords: autism; autism early intervention; autism early education; autism and public schools; autism and services; ASD; ABA; TEACCH; DTT
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14.
Righi, Rebecca A.
The Impact of Laptop Computers on Student Learning Behaviors as Perceived by Classroom Teachers.
Degree: MEd, Educational Administration and Supervision, 2012, University of Toledo
► The purpose of this study was to determine the impact of laptop…
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▼ The purpose of this study was to determine the impact of laptop computers on student learning behaviors. Each student and teacher was equipped with a laptop computer in which they had 24/7 access. Qualitative research methodology was used in this study and the data consisted of classroom observations, a review of the teachers’ lesson plans, and in-depth interviews with five classroom teachers. The results of this study revealed that laptop computers had a positive impact on student learning behaviors. Students were engaged in the learning process, produced higher quality work, and had improved communication with their teachers when they had access to laptop computers. Through analysis of the data, the researcher suggested that the changes in student behavior occurred because of personalized learning for each student, access to multiple materials and media, and the laptop computer serving as assistive technology.
Advisors/Committee Members: Beekley, Cynthia.
Subjects: Education; Educational Technology
Keywords: one-to-one program; laptop computers; learning behaviors; student engagement; deep learning
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15.
Scarr, Gail Diane.
Teacher Perceptions of Trust with their Principal.
Degree: EdD, Educational Administration and Supervision, 2011, University of Toledo
► The primary purpose of this study was to seek teacher perceptions of…
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▼ The primary purpose of this study was to seek teacher perceptions of trust with their principal. The research questions focused on three areas including how do teachers perceive issues of trust between themselves and their principal, how do teachers perceive trust as it relates to open and honest communication with their principal, and how do teachers perceive trust as it relates to the power dynamics and working relationship with their principal? The target population consisted of 10 regular education elementary teachers who volunteered to talk openly about their perceptions of trust, communication, and their working relationship with their building principal. A two-part interview protocol was used to guide the conversations and discussions, and the interviews were transcribed verbatim. A thorough and extensive analysis of the data revealed patterns and themes related to the various components of trust. The research participants provided useful data regarding perceptions of trust between themselves and their principal. The majority of teacher/participants felt a lack of total trust in their administrator and this negatively impacted their ability to communicate effectively with their principal. Most of the teacher/participants felt that they could provide accurate and honest information to their principal, but they also felt that the communication they received from the principal was not mutually accurate or honest. The majority of teacher/participants also felt that their diminished perception of trust impeded their overall working relationship with their principal. Furthermore, the teacher/participants indicated that the higher their perception of trust with their principal, the more open and honest their working relationship was with their principal. Conversely, the lower their perception of trust, the less open and honest their working relationship was with their principal. Related components which surfaced through discussions of trust included aspects of communication, leadership characteristics, and general characteristics necessary to build avenues of trust between two individuals. Recommendations include suggestions for further research in the area of trust and its impact on education.
Advisors/Committee Members: Snauwaert, Dale.
Subjects: Communication; Education; Educational Leadership; Educational Theory; Teacher Education; Teaching
Keywords: trust; perceptions of trust; communication; leadership; leadership characteristics; power dynamics; school improvement; education
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16.
Schmidbauer, Hollace J.
The Effect of the Use of the Ohio Baldrige Initiative Training in the Pilot Districts on the Sustained Use of Quality Tools by Classroom Teachers.
Degree: EdD, Educational Administration and Supervision, 2010, University of Toledo
► In the late 1990s, teachers in five pilot districts in Ohio were…
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▼ In the late 1990s, teachers in five pilot districts in Ohio were trained during the Baldrige in Education Initiative (BiE IN). Training included Baldrige’s theory, quality process and quality tools. The study was a follow-up to determine the effect of the use of the Ohio Baldrige Initiative training in the pilot districts (and other early innovator districts) on the sustained use of quality tools by classroom teachers in grades three through six. The study also examined reasons teachers may have discontinued to use the tools in their classrooms. For the purpose of answering the research questions, this study followed a descriptive, quantitative research design. The sample population included 124 teachers in grades three through six in four school districts in Ohio. The Spearman rho (ρ) statistical analysis, Kendall Tau statistical analysis, paired t-tests and descriptive statistics were used in the study. The data collection was completed using an online survey program, Survey Monkey™. The findings of the study indicate that there is a relationship between professional development training and the continued use of quality tools for the teachers in grades three through six. The study also found that there is no relationship between teachers' perceptions of produced benefits in their grades three through six classrooms and the teachers' perceptions of their students' academic improvement when using quality tools. Additionally, the study considered factors that teachers cited for discontinuing the use of quality tools. The researcher analyzed scores from both users and non-users of quality tools, using paired t-tests and comparing the 2007-08 passing rate percentage to the passing rates in 2004-05, to look at the percentage of students who passed the reading and math Ohio Achievement Tests. The 2004-05 passing rates were then compared to the passing rates in 2005-06. Other variables, in addition to the use of quality tools, account for differences in passing rates on the OAT. The results of the study indicate that further research is needed in professional development training and the implementation of monitoring systems in schools, to ensure the continuation of changes when new administration takes over district leadership.
Advisors/Committee Members: Roettger, Dr. Caroline.
Subjects: Education
Keywords: quality tools; Baldrige; change
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