Master of Social Work, The Ohio State University, 2019, Social Work

Ongoing research on the Community Collaboration Model for School Improvement (CCMSI) has provided support for individual- and school-level impacts (Anderson-Butcher et al., 2008a; Anderson-Butcher 2018). However, more research is needed to further understand facilitators and barriers to implementation in relation to context and time. Mixed methods were utilized to explore progress toward adopting and implementing the CCMSI in two schools, and also explored specific facilitators and barriers impacting progress. Specifically, interviews were completed with six stakeholders at two school implementing the CCMSI. Additionally, differences in teacher/staff perceptions of school climate, school connectedness, teachers/staff commitment, student supports for basic needs and community services and supports were examined across four time-points. Overall, the findings of this study point to the successful adoption and implementation of the CCMSI in these two schools, as well as showcase key barriers and facilitators across specific points in implementation. For example, outcomes from the CAYCI-SES showed significant differences in three areas to teacher/staff perceptions (i.e., perceived school climate, community supports and services, and support for students' basic needs). In addition, barriers and facilitators were mostly found to impact one milestone, expanding partnerships, programs and strategies. Variability was seen between both schools in the differences between teacher/staff perceptions as well. Implications are drawn for research and practice for schools implementing the CCMSI.

Committee: Dawn Anderson-Butcher PhD, LISW-S (Committee Chair); Alicia Bunger PhD, MSW (Committee Member) Subjects: Social Work

Doctor of Education (EdD), Ohio University, 2015, Educational Administration (Education)

A study has been conducted in order to pursue an enhanced understanding of the accountability-focused work of high school principals in a large Ohio school district. This study examines the use by the principals of climate data for the purpose of school improvement planning. This study also identifies the data sets used by principals when creating annual School Improvement Plans (SIPs), especially when engaging in the Data-Driven Decision Making (DDDM) process. Interviews were conducted with seven principals in the district, which annually provides its principals with formal climate data. These data have been collected by the district and the teachers' association (union) from parents, students, and teachers. Principals, in this particular district, are required to create annual SIPs, but are not mandated to use any particular forms of data when creating such plans. This investigation sought to understand if the principals used the formally collected school climate data when creating SIPs and engaging in the DDDM process. Furthermore, the study sought to understand the manner in which and the extent to which the principals use climate data when creating their SIPs. The qualitative data from the interviews have been analyzed by the researcher through an emergent coding system. The study revealed that while the principals indicated that they value school climate data, they typically did not focus on the available formal school climate data when creating their SIPs and engaging in the DDDM process. Instead, the principals focused on using data sets related to state and federal school improvement mandates measured by Adequate Yearly Progress (AYP) standards. Furthermore, the principals in this study described having little or no training on the use of school climate data as part of the DDDM process for school improvement. This study suggests that principals may need to focus on understanding and improving school climate, in order to make plans for continuous improvem (open full item for complete abstract)

Committee: William Larson (Committee Chair); Gordon Brooks (Committee Co-Chair); Jerry Johnson (Committee Member); Amy Taylor-Bianco (Committee Member) Subjects: Education; Educational Leadership; Organization Theory; School Administration

Doctor of Philosophy, The Ohio State University, 2008, ED Policy and Leadership

This qualitative study explores engagement experiences of low income and minority parents in the work of schools since the implementation of No Child Left Behind in order to understand relationships between parental involvement, school improvement, and parental support for student academic achievement. This inquiry observes an urban, Midwestern school district that has implemented parent liaison programs designed to empower parents toward active participation in the academic lives of their children. Through this qualitative study, I explore district-wide parental engagement efforts to assess how low income and minority parents are included in parent involvement initiatives. Specific methodology for this study includes observations, interviews, focus groups and document analysis. Case study data from two schools is examined in depth. Findings from the case studies are then used to compare to overall district patterns. Data from this research is analyzed using literature on parental engagement and school improvement, and theoretical frameworks of social capital, implementation theory, and democratic theory.

Committee: Philip Daniel PhD (Advisor); Ann Allen PhD (Committee Member); Michael Glassman PhD (Committee Member); James Moore PhD (Committee Member); Jill Rafael-Fortney PhD (Committee Member) Subjects: Education

Doctor of Education, Ashland University, 2014, College of Education

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.

Committee: Ann Shelly PhD (Committee Chair); Carla Edlefson PhD (Committee Member); James Olive PhD (Committee Member) Subjects: Education; Education Policy; Educational Leadership

Doctor of Education , University of Dayton, 2024, Educational Administration

This critical participatory action research study lays the groundwork for a bottom-up evaluation framework for dropout recovery high schools, also known as Type I Alternative Education Campuses (T1AECs). By gathering qualitative data documenting the unique experiences and goals of T1AEC students, the research seeks to amplify the voices of young adults who reclaim their educational journey in alternative settings. The findings aim to construct an evaluation framework that centers on students' needs, supports meaningful engagement, and captures a broader range of outcomes than traditional accountability measures allow. The study holds potential to inform policy recommendations, improve school evaluation practices, and ensure that alternative education programs meet the diverse needs of students who are disenfranchised by traditional high schools.

Committee: Matthew Witenstein (Committee Chair); Carol Young (Committee Member); Satang Nabaneh (Committee Member) Subjects: Education; Education Policy; Educational Evaluation; Educational Tests and Measurements; School Administration; Secondary Education; Vocational Education

Doctor of Education (EdD), Wright State University, 2023, Leadership Studies

The state of youth behavioral health in the United States was a public health crisis before the overwhelming challenges presented by the coronavirus disease 19 (COVID-19) pandemic, and now, the situation is even more dire. The impacts of youth behavioral health challenges are pervasive and long-lasting for youth, their families, and the entire community. It is critical to identify innovative ways that youth behavioral health is being addressed in schools and understand how comprehensive school mental health systems including multi-tiered system of support teams are functioning. This comparative case study investigated the functioning of two high school multi-tiered system of support teams in the context of responding to students with behavioral health needs. This study was investigated through the lens of Bronfenbrenner's Bioecological Model of Human Development with a focus on the student, school, and community level. Individual interviews were conducted with nine MTSS team members from two Midwest high schools. One team utilized a traditional school behavioral health model, and the other school had a school navigator. The data were analyzed and organized into 27 different codes, five of which were represented in all participant interviews and were representative of the broader themes: Structure, Division of Labor, Behavioral Health Resources, Barriers, and Student Needs. Structure, division of labor, data and evaluation were identified as key challenges for the functioning of MTSS teams. The utilization of universal behavioral health screening and knowledge of behavioral health resources for students were two of the most critical differences in team functioning. While there were differences that were meaningful to the functioning of the teams, there were more similarities than differences in their functioning. Opportunities to support student mental health, expand the development of comprehensive student behavioral health systems, and further support education pro (open full item for complete abstract)

Committee: Noah Schroeder Ph.D. (Committee Chair); Jennifer Hughes Ph.D. (Committee Member); Josh Francis Ph.D. (Committee Member); Adrianne Johnson Ph.D. (Committee Member) Subjects: Behavioral Sciences; Education; Educational Leadership; Mental Health; Psychology; School Administration; School Counseling; Secondary Education

Doctor of Philosophy, Case Western Reserve University, 2023, History

Education remains one of the most polarized areas in American society. However, this is not a new phenomenon. From the 1950s to 1980, Congress, the executive branch, and judicial branch significantly increased their funding and oversight in public education. 1965 marked the year Congress passed legislation with the hopes of creating a more equitable system for all socioeconomic classes. However, conservatives also began to coalesce in the 1970s over segregation, helping spur the 1980 Reagan Revolution. 1981 marked the first year in over two decades where Congress cut the education budget for integrative services and changed how the federal government funded programs for low-income students. These changes were integral to the Reagan administration and conservative Congress's goals to reduce social services in an effort to reduce the budget and expand the economy while simultaneously preserving tax loopholes and cuts for the wealthy. Federal funding for social services like education saw cuts that hurt many of the gains that low-income school districts had seen over the previous two decades. One often overlooked piece of legislation–the 1981 Education Consolidation and Improvement Act (ECIA)–caused many of these changes. This act removed the protective language and funding that had helped lower income, bilingual, and segregated communities receive federal aid for the previous fifteen years. While creator John Ashbrook's initial intent for the ECIA was to give more power to local and state governments over education– something that conservatives thought was an important goal–the ECIA also ended integration programs and removed barriers to ensure funding went to high needs schools. These changes have affected education to this day.

Committee: Peter Shulman (Committee Chair); Renee Sentilles (Committee Member); John Flores (Committee Member); Timothy Black (Committee Member) Subjects: American History; Education; Education History; History; Public Policy

Ph.D., Antioch University, 2021, Leadership and Change

The intent of this qualitative critical incident study was to explore the interpretation of equity by White equity-trained suburban educators (WETSE) and minoritized parents (MP) in a Midwestern suburban school district to address and change inequitable student outcomes. WETSE and MP participated independently in focus groups. The research design used critical incident technique (CIT) as the methodology; focus groups as the data collection tool; and thematic analysis (TA) as the analytical tool. Zones of Mediation (ZONE) and Transformative Leadership Theory (TLT) were used to distill and categorize the research findings. WETSE and MP established an agreement on four themes thought to represent impediments to achieving equity in schools (implicit bias, White privilege, diversity, and power). Two divergent themes (WETSE—deficit thinking and MP—stereotyping) and one emergent theme (Equity Training) were generated. The singular stand-alone theme, assimilation, was a complete outlier, and it was generated by MP. All themes were categorized as “normative” or “political” elements of ZONE, demonstrating that technical changes are disconnected from WETSE and MP equity perspectives. Transformative leadership theory (TLT) is composed of eight tenets. WETSE and MP prioritized two of the eight tenets as essential to achieving equity. These findings indicate that changing mindsets (tenet #2) and redistributing power in more equitable ways (tenet #3) are central to achieving equitable school conditions. This study contributes to existing, albeit minimal, literature detailing longitudinal equity training's effectiveness at deconstructing beliefs and ideologies of White equity-trained suburban teachers and comparing them to minoritized parents' interpretation of equity using critical incidents. There is a disconnect between this study's findings and what researchers and practitioners are doing to achieve equitable school outcomes. This dissertation is available in open access at AUR (open full item for complete abstract)

Committee: Donna Ladkin Ph.D (Committee Chair); Laurien Alexandre Ph.D (Committee Member); Carolyn M. Shields Ph.D (Committee Member) Subjects: Education History; Education Philosophy; Educational Leadership; Educational Theory

Doctor of Education, Miami University, 2021, Educational Leadership

This dissertation sought to answer questions about the sensemaking processes of teacher leaders in a middle school that was part of a state-wide improvement process called the Ohio Improvement Process (OIP). The context of the research was a historically under-performing school that had been part of the OIP for 6 years at the time the research was conducted. This case was chosen in part due to significant growth in academic student outcome measures that were reflected in changes in the building's report card grade shared by the state. It was also chosen because this researcher was already an active participant in the systems such that access to ongoing conversations and authentic reflection could be possible. Data were gathered using semi-structured individual interviews, and they were supported by review of historical records from the leadership team's work over the past 3-4 years. These data were analyzed in part through the use of definitions of teacher leadership from Moller & Katzenmeyer (2009) and of sensemaking from Spillane (2005). This study largely tells a shared narrative, and the story itself is the primary "finding" of the research. This study also may suggest an overall theme that teacher leaders can be more effective when they are empowered to engage in sensemaking so much that they serve as the final interpreters of policy. This can allow them to become policy makers themselves, not just policy implementers.

Committee: Lucian Szlizewski Dr. (Committee Co-Chair); Joel Malin Dr. (Committee Co-Chair); Nathaniel Bryan Dr. (Committee Member) Subjects: Education; Education Policy; Educational Evaluation; Educational Leadership; School Administration; Teaching

Doctor of Philosophy, The Ohio State University, 2019, Educational Studies

The purpose of this study was to examine how charter school authorizers conceptualize and navigate policy implementation as intermediary organizations. Through a phenomenological multi-site case study design, fifteen Ohio charter school authorizing staff across three organizations shared the ways in which they operate, navigate policy, access resources, and respond to the use of incentives and penalties in policy. With Honig's (2004) theory of intermediary organizations as a conceptual framework, I explore the role of charter school authorizers as mediating actors of state-level policy. Three major findings are shared: 1) while charter school authorizers largely conceptualize their roles to be innovators and gatekeepers, the demands of policy requires them to be more; 2) authorizers rely heavily on the state-issued performance rubric in determining their organizational priorities; and 3) authorizers access a variety of organizational processes and resources in navigating policy implementation. Additionally, findings indicate that authorizers are generally unresponsive to the promises of incentives but do modify behavior to prevent the receipt of penalties. The dissertation concludes with a discussion on the isomorphic pressures of policy on organizational structure, implications for stakeholders, and recommendations for future research.

Committee: Karen Beard (Advisor); Belinda Gimbert (Advisor); James L. Moore III (Committee Member) Subjects: Education; Education Policy; Educational Leadership

Doctor of Philosophy, The Ohio State University, 1962, Graduate School

Committee: Not Provided (Other) Subjects: Education

Master of Education, University of Toledo, 2016, Educational Administration and Supervision

Although the education system of Saudi Arabia has gone through several improvement efforts by the Ministry of Education and other agencies such as King Abdullah Bin Abdulaziz Public Education Development Project (Tatweer) and Public Education Evaluation Commission (PEEC), the need for further improvement is still calling. Initiating a vision for Saudi Arabia 2030 in 2016 has guided the work of Saudi citizens to fulfill the vision goals in all fields. The vision gave considerable focus to education, which guided the Ministry of Education to set eight strategic objectives and 36 initiatives for the National Transformation Program 2020. Accordingly, this paper targeted four areas of school improvement: professional development, student-centered learning model, developing students' core life skills, and school-family partnership. The strategy used to study the identified areas is comparing them to the same areas in the American education system, and then make recommendations for improvement based on the successful practices in the American system that align with the Saudi education system.

Committee: Nancy Staub (Committee Chair); Edward Janak (Committee Member); Chiarelott Leigh (Committee Member) Subjects: Educational Leadership

Doctor of Education (EdD), Ohio University, 2016, Educational Administration (Education)

The purpose of this study was to determine whether or not the state requirement of participation in the Ohio Improvement Process has an impact on teacher-student interactions and/or relationships. The following research question was addressed: What are the salient characteristics of teacher-student interactions in two rural high schools with similar demographics but different connections to Ohio's protocol for educational improvement: One school required to participate in the Ohio Improvement Process (school A) and one that chooses not to participate in the Ohio Improvement Process (school B)? Two schools were selected for the study based on location, demographic make-up and their connection to Ohio's protocol for educational improvement. Teachers were asked to complete a short survey and complete Hoy's Teacher Academic Optimism Scale for Secondary Teachers (TAOS-S). The principal of each school was interviewed by the researcher utilizing questions similar to those in the teacher surveys, as well as additional questions regarding the implementation of new academic initiatives. Findings from the study indicate that stress between schools for male teachers was found to be statistically significant. In addition, teacher's stress between schools regardless of gender was found to be statistically significant; and teachers' self-efficacy between schools regardless of gender was found to be statistically significant. Finally, data from the interviews found that principal A lacked the knowledge and leadership skills necessary to implement the Ohio Improvement Process. This was reinforced in the data collected from teachers at school A, who also reported higher levels of stress and lower academic optimism scores.

Committee: Charles Lowery Dr. (Committee Chair) Subjects: Education; Educational Leadership; Secondary Education; Teaching

Doctor of Education (EdD), Ohio University, 2016, Educational Administration (Education)

Due to the accountability requirements of the No Child Left Behind federal legislation, school districts that do not meet federal and state achievement standards must engage in a strategic planning process that is intended to improve instruction and raise district test scores. Even after engaging in such efforts for multiple years, few districts in Southeastern Ohio have been successful in transforming school buildings to substantially increase student achievement and meet the federal requirements. This is especially true for districts with substantial Economically Disadvantaged and Student with Disabilities populations. This phenomenological case study focused on one successful school, South Elementary. The researcher investigated the processes used by school personnel in transforming the school from a low achieving to a high achieving organization, as measured by state accountability standards. The central questions of the study included: What changes have occurred in organizational leadership, culture, and practices in this rural Southeastern Ohio school that have led to its improved academic performance? • How is organizational leadership provided at the school? What changes in leadership have occurred? How have these changes influenced the school's improved academic performance? • What are the shared values, beliefs, and customs that guide the school? What changes in culture have occurred? How have these changes influenced the school's improved academic performance? • What school practices have changed? How have these changes influenced the school's improved academic performance? Results of this study are organized in three categories: leadership, culture, and practices. The six themes developed from the data collected include collective responsibility, rural sensibilities, continuous improvement mindset, positive and professional staff relationships, collegial practices, and commitment to effective practices. Overall, the findings suggest that the cu (open full item for complete abstract)

Committee: Charles Lowery Ed.D. (Committee Chair); Krisanna Machtmes Ph.D. (Committee Co-Chair) Subjects: Educational Leadership

Doctor of Education (Educational Leadership), Youngstown State University, 2000, Department of Educational Administration, Research and Foundations

The continuous improvement process has become important to all Ohio School districts as a result of Senate Bill 55 which was enacted to make schools accountable for the quality outcomes of students. This doctoral study investigated the perceptions of high school principals and superintendents regarding specific aspects of continuous improvement: a viable mission statement, the principal's leadership role and philosophy, the change process, the use of collaborative decision-making, and methods of collecting and disseminating data. Data were collected by using a quantitative survey. To triangulate the data, an unsuccessful attempt was made to schedule focus groups to obtain data for qualitative research. As an alternative, a questionnaire was sent electronically to all the superintendents and principals who participated in the quantitative survey. Based on the results of the study, the principals and superintendents appear to be aware of the continuous improvement process. The data indicated there was little consistency in the perceptions of all the specific aspects of continuous improvement, indicating a potential fragmentation in the implementation of the process. Comparisons of perceptions of the district superintendent and the respective principal were made to determine if the perceptions of the key administrators were the same. Many of these comparisons indicated discrepancies. Overall, the results indicate districts are engaged in the continuous improvement process; however, there seems to be a lack of integration of the specific aspects of continuous improvement identified in this study.

Committee: Linda Wesson (Advisor) Subjects:

Doctor of Education (Educational Leadership), Youngstown State University, 2003, Department of Educational Administration, Research, and Foundations

Research informs us that parental involvement and support enhances student academic achievement. Title I guidelines require parental participation in planning programs. The need to gain parental perspectives has become a challenge for school administrators and teachers. This research serves the goal of gaining parental participation and collecting the perceptions of parents whose children participate in federal sponsored programs such as Title I, National School Lunch Program (NSLP), and School Breakfast Program (SBP). Collaboration with a social service agency, offering services to parents in a specified region, was key to meeting the goals of this project. The collaboration fostered a connection with a social worker that could provide recruitment strategies and facilitate the focus groups in that she already had an existing relationship with parents whose children received services from federal school related programs. Results from the focus group interviews have provided feedback on how programs are viewed by clients and how school administrators can improve those programs.

Committee: Glorianne Leck (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2012, EDU Policy and Leadership

This phenomenological case study explored the experiences of 5 transformation coaches who led the implementation of a federal school improvement grant at four urban high schools in a public school district in the southern United States. The knowledge generated from this inquiry provided new insight into the role of the transformation coach. The research question driving this study was: What is the lived experience of the transformation coach during the first year of implementation of the transformation intervention model? Naturalistic inquiry was used to collect qualitative data through semi-structured interviews and document analysis including researcher field notes and learning community agendas. The data were explicated using open codes and memoing, then categorically coded leading to the identification of 5 themes represented as tensions: formal vs. informal authority; ambiguity vs. clarity of expectations; closed vs. open relationships; vision vs. reality; and turnaround vs. instructional leadership. The interpretation of these themes revealed 5 assertions that captured the experiences of the transformation coaches: (1) Holding a position of formal authority yet protected from conducting teacher evaluations is necessary for transformation coaches to provide receptive support and feedback to teachers; (2) Clear expectations and ongoing professional learning experiences are necessary for the preparation, support and alignment of transformation coaches; (3) Establishing strong, open, trusting relationships with teachers and students is essential for transformation coaches to overcome resistance to change and move the turnaround initiative forward; (4) A high degree of administrative and managerial skills including prioritization, documentation, and multi-tasking are required of transformation coaches to effectively and efficiently meet the demands of the school improvement grant; and (5) Instructional and turnaround leadership responsibilities are shared by trans (open full item for complete abstract)

Committee: Belinda Gimbert PhD (Advisor); Helen Marks PhD (Committee Member); Anika Anthony PhD (Committee Member) Subjects: Education Policy; Educational Leadership; School Administration

PHD, Kent State University, 2011, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

Incorporating the concept of the first 100 days, referenced mainly when discussing government and business leaders, this study aimed to understand the transition experience of middle school principals, during their first 100 days, in public schools in Ohio who have led their current schools to improvement. Research centered on the experiences of these principals, actions implemented by these principals, external and internal circumstances and individuals that influenced those actions, their perceptions of how those actions influenced their schools' future improvement, and the perceptions of the principals regarding effective transitions. Participants for the study were 10 middle school principals who had been in their current position for less than four full years and whose schools had shown improvement on the state report card based on an increased designation during their leadership. The study was informed by grounded theory methodology regarding data collection and analysis, in order to develop a framework of the transition into the middle school principalship that was grounded in the data. The data revealed a transformation process: positioning self into the new principal role, establishing self in the new principal role, and transforming self from the new principal to the principal. Within each phase of the transformation process, these principals' experiences included their transformation focus, as they reflected on and attended to themselves, others, and the middle school. This transition framework may prove useful in informing practice and policy regarding leadership transitions for current and future middle school principals, as well as schools, districts, and administrative organizations.

Committee: Catherine Hackney (Committee Co-Chair); Susan Iverson (Committee Co-Chair); Paula Snyder (Committee Member) Subjects: Educational Leadership

Doctor of Education, Ashland University, 2009, College of Education

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.

Committee: Jane Piirto PhD (Committee Chair); David Kommer EdD (Committee Member); Ann Shelly PhD (Committee Member); David Silverberg EdD (Committee Member) Subjects: Education; School Administration

Doctor of Education, University of Akron, 2008, Educational Administration

This research study investigated the effects of Supplemental Educational Services (SES) on student outcomes. A secondary focus evaluated the strengths and weaknesses of specific program services, and offers findings concerning SES provider contributions to student outcomes. Data were collected, ex post facto, from two district SES providers. Learning gains on academic assessments for reading and mathematics, pre-test and post-test scores for mathematics, survey responses, and observations produced from 2004-2007 were used in this investigation. The evaluation consisted of eight samples which were representative of SES students in Ohio. SES were offered, in-house, by school districts functioning as providers. This study yielded relevant and applicable findings regarding student participation in SES, student achievement, and provider practices. A meta-analysis was conducted to investigate the relationship between student achievement gains in reading and participation in SES. Six studies were used in the meta-analysis with a total of 395 participants. The combined weighted effect size was r = 0.48, which Cohen (1992) considers to be a medium effect. A meta-analysis was conducted to investigate the student achievement gains in math. Two studies were used in the meta-analysis, with a total of 136 participants. The combined weighted effect size was r = 0.04, which Cohen (1992) considers to be a statistically insignificant. The meta-analysis provided evidence that SES has the potential to affect student learning outcomes in reading when implemented according to the provider standards outlined by ODE. The effect size indicated that participation in SES may produce a medium effect on learning outcomes, especially in the content area of reading. Learning gains were compared to parent survey responses and indicated that communication was a main element in increased student achievement. This finding was replicated in the qualitative analysis of administrative, teacher, and p (open full item for complete abstract)

Committee: Sharon Kruse Ph.D. (Advisor) Subjects: Education