EdD, University of Cincinnati, 2012, Education, Criminal Justice, and Human Services: Urban Educational Leadership

This research study was developed to gather an understanding of what characteristics as well as the perceived experiences of leaders and teachers in high-poverty, high-performing schools. Further, to focus on and learn what characteristics along with practices leaders and teachers in high-poverty, high-performing schools are doing that transforms kids at risk to children of promise. What practices and characteristics enable them to be successful despite the odds being stack against them? The purpose of the study is to examine high poverty; high performing schools and investigates the environmental and personnel characteristics that supported their success. Investigating the role and characteristics of the school's principal and teachers it is hoped that the information from this study would lead to other leaders and teachers understanding how others are successful in high-poverty, high performing schools and influence other schools with similar demographics, where children who live in poverty are not succeeding to succeed. After this study of high poverty, high performing schools my research should add to the knowledge about rigorous curriculum and relevant instruction in high poverty schools since the fact that there is a growing population of low socioeconomic status students who are beginning to affect a large numbers of school districts. Additionally, the significance of this study will allow schools to have a blueprint on how to close the achievement gap between races and incomes. Schools need to start using strategies that address the achievement problems of students in high poverty schools students in high poverty schools.

Committee: Lionel Brown EdD (Committee Chair); Doris L. Frye EdD (Committee Member); Vanessa Allen-Brown PhD (Committee Member); James Koschoreck PhD (Committee Member) Subjects: Educational Leadership

Master of Arts, The Ohio State University, 1963, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1964, Graduate School

Committee: Not Provided (Other) Subjects:

Doctor of Education (EdD), Ohio University, 2022, Educational Administration (Education)

In addition to equipping high school students with the knowledge and skills needed for college success, secondary school leaders must also consider if, how, and to what extent students are learning career skills and habits that add value to an ever-changing global economy. To address this need, some school leaders are turning to Career and Technical Education programs of study. Using Seidman's three-series approach of interviewing, this qualitative, collective case study examined the college and career readiness perspective and practices of seven comprehensive high school administrators in Central Ohio who lead CTE programs in their respective schools. From the analysis of the data, nine thematic leadership implications emerged, which include: (1) equipping students with the knowledge and skills to be college and career ready, (2) embracing CTE programs as technology advances, (3) keeping CTE programs in comprehensive high schools due to limited access in career centers, (4) focusing CTE programs on the needs and interests of students, (5) engaging high school students in CTE programs despite challenges, (6) supporting staff and repurposing spaces with resiliency and creativity, (7) partnering with higher education and industry to provide post-secondary experiences, (8) encouraging policymakers to interact with students to cause positive change, and (9) articulating CTE program needs to central office leadership to improve student outcomes. These findings provide fresh insights on the role that comprehensive high school administrators play as the synthesizing agent to meet the needs of students as well as the expectations of industry through the implementation of CTE programs of study.

Committee: Dwan Robinson (Advisor); Edward Fletcher Jr. (Committee Member); Emmanuel Jean-Francois (Committee Member); Peter Mather (Committee Member) Subjects: Educational Leadership; School Administration; Secondary Education

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2022, International Institute for Innovative Instruction

This quantitative, causal-comparative, ex post facto study examined the effectiveness of alternative schools in the United States, with a geographic focus on Dayton, Ohio. Dayton schools were chosen as representative of nationwide issues faced by alternative schools, also referred to as Dropout Recovery Schools (DORPs) or last chance schools, which primarily serve students classified as at-risk. These DORPs function as public community schools, typically operate independently of local school districts, and have accountability metrics measured through an alternative state report card, and typically serve students at risk of dropping out of high school. Reasons being deemed as at-risk for dropping out include academic detachment, lack of intrinsic and extrinsic motivation, poor attendance patterns, economic issues, inadequate student-teacher relationships, lack of hope, and inequitable education offerings. Therefore, this study briefly explored the history and factors leading to necessary education reforms and the development of nontraditional public schools. It examined whether DORPs were viable for the at-risk students they service and compares academic performance and graduation metrics against the local school district in which the DORPs are located. Ex post facto data were used from the Ohio Department of Education, covering achievement, enrollment, school district income levels, and student poverty levels. These data were analyzed to determine whether or not Dayton's five DORPs positively or negatively impact at-risk youth. The analysis yielded several insights relevant to those working to level the educational playing field for at-risk students considering nontraditional education in Dayton, Ohio, and similar urban cities.

Committee: Niccole Hyatt (Committee Chair); Sherry Abernathy (Committee Member); Donis Toler (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1986, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1966, Graduate School

Committee: Not Provided (Other) Subjects: Education

Master of Arts, The Ohio State University, 1961, Graduate School

Committee: Not Provided (Other) Subjects:

Doctor of Philosophy, The Ohio State University, 1952, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Education (Ed.D.), University of Findlay, 2016, Education

Parental involvement in schools has been accepted as essential in effective education. In the present study, the researcher determined if parental access to student web portals had an impact on academic outcomes for students in grades 7-12. The study utilized 600 pre-existing student data sets that included parental log entries into student web portals. Using the same sample, the researcher determined the information parents accessed most from student portals and examined how parents used the information. No significant relationship was found between the academic outcomes for students whose parents accessed their web portals. Results indicated that parents accessed student grades and interacted with their child most often after logging onto web portals. These findings suggest that educators should not rely solely on web portals as means to foster parental involvement in their schools.

Committee: Kathleen Crates Ph.D (Committee Chair); Melissa Cain Ph.D (Committee Member); Gregory Lesinski Ph.D./MPH (Committee Member) Subjects: Educational Leadership; Educational Technology

Doctor of Education (Educational Leadership), Youngstown State University, 2004, Department of Educational Administration, Research, and Foundations

The purpose of this study was to determine the presence of statistically significant differences in the perceptions of the correlates of academic achievement held by professional educators in selected union and nonunion Catholic secondary schools in Pennsylvania. The study also sought to determine the presence of statistically significant differences in the perceptions of the correlates of academic achievement held by professional educators in selected union and nonunion Catholic secondary schools within selected demographic, experiential, educational, and institutional variables. These variables consisted of gender, age, years of teaching experience, educational level, school enrollment, average class size, diocesan location, and present position. Perceptions of the correlates of academic achievement were obtained through responses to a 25-item survey instrument developed by the researcher. In addition, participants were asked to respond to 15 demographic, experiential, educational, and institutional background statements. The instrument was mailed to 449 administrators, language arts teachers, and mathematics teachers in 49 selected Catholic high schools located in seven Pennsylvania Roman Catholic dioceses. Chi square tests of independence were used to analyze the data. Results of the study indicated statistically significant differences in the perceptions of respondents from union and nonunion Catholic secondary schools for specific correlates of academic achievement. The study also found similarities in the perceptions of union and nonunion respondents for certain correlates.

Committee: Robert Beebe (Advisor) Subjects:

MS ARCH, University of Cincinnati, 2006, Design, Architecture, Art and Planning : Architecture (Master of)

Combining a specific educational methodology with a specific approach to building can be an effective way to study the impacts of physical environment on learning capabilities. The outcome of this study will create a better understanding of the connection between Montessori teaching and the built environment. This thesis will investigate the relationship between the concepts of Montessori teaching and the process of building high performance sustainable facilities. The concept of combining Montessori teaching methods with high performance facilities will be investigated in this thesis to create a better system for learning. The result of this system will advance the Montessori teaching methods by better integrating the philosophies with the physical environment, which will make the overall learning experience more meaningful

Committee: Gordon Simmons (Advisor) Subjects: Education, Elementary

Doctor of Education, Ashland University, 2008, College of Education

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.

Committee: Carla Edlefson PhD (Advisor); Nathan Myers PhD (Committee Member); Herb Broda PhD (Committee Member) Subjects: Curricula; Elementary Education; Teaching

Master of Arts, The Ohio State University, 1950, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1961, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1960, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1960, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1963, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1914, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 1965, Graduate School

Committee: Not Provided (Other) Subjects: