Dissertation

Author: Shane A. Medlin
American students in the 21st century are growing up with Internet accessible technology available at their fingertips. Considering this and the continued pressure to compete in a global society, The United States’ Department of Education’s National Education Technology Plan (NETP) (2010) calls for educators to leverage technology in order to provide more meaningful and authentic learning opportunities for students. Not only is technology being harnessed for instruction, but the push for online assessments as a part of The Race to the Top federal initiative has compelled school districts to continue to pour funding into technology. While student motivation, collaboration skills and critical thinking skills are often reported as benefits to students’ access to technology, the impact of these computing initiatives on student achievement has been inconclusive.
The purpose of this quantitative study was to better understand the impact of 1:1 technology on 4th grade student achievement on the computerized Missouri Assessment Program. For the purpose of this study, 1:1 technology is an Internet connected device provided by the school district that students have direct access to throughout the school day. The researcher examined state standardized testing data to determine the impact of 1:1 technology usage on student achievement at the 4th grade level in communication arts and mathematics. Analysis of the data associated a statistically significant difference in overall student achievement in the areas of communication arts and mathematics with students in schools with access to 1:1 technology performing below their peers in schools without access to 1:1 technology. As technology advances, so must our instructional best practices to ensure teaching and technology work together to support student learning.

Author: Lori Sallee
Appropriately meeting the needs of gifted students by implementing research based practices is a challenge for public education. According to Davis and Rimm (2004), gifted students are a unique group of learners who have a higher intellectual ability or creativity than their same-age peers. Implementing research-based practices is an important issue to consider when educating gifted learners. Three research-based practices of gifted education are acceleration, enrichment, and ability grouping. Studies have been conducted which determine the effectiveness of each of these practices, including John Hattie’s (2009) meta-analysis. His research showed acceleration was the most effective practice, with an effect size of .88. Colangelo, Assouline and Gross (2004) defined acceleration as an intervention that progresses students through their educational program at a quicker rate or a younger age.
A Nation Deceived (2004) was written over a decade ago. This publication resulted in new attention to the programming of gifted students in this country, specifically regarding acceleration and its cost effectiveness and benefits in educating gifted learners. However, acceleration is not a universally used intervention, and research is being conducted as to why. There is limited research in the state of Missouri regarding research based gifted education practices.
This quantitative research study focused on the practice of acceleration in the state of Missouri and examined administrator attitudes and beliefs regarding acceleration. Statistically significant differences were found in both the research based gifted practices scale and the acceleration scale. Significant differences were found in the gifted practices scale between districts with a state approved elementary gifted program in the practices of grade skipping, curriculum compacting and ability grouping. Significant differences were found in the acceleration scale in the demographic factors of level of education, district size, district location, and position. After analysis of the data, it could be concluded that administrator attitudes toward acceleration were not positive in the state of Missouri and that acceleration was the least occurring research based practice in the state. The occurrence of acceleration is similar to the number of districts with acceleration policies and procedures. There was a great variance in perceptions about the practice of acceleration. There was also a frequency of neutral responses that shows a hesitation or lack of knowledge toward some ideas about acceleration, including the research supporting acceleration. The Missouri Gifted Advisory Council recommendation to require districts to develop an acceleration policy may spur administrators in the state of Missouri to be aware of the research behind the practice of acceleration. The advisory council should provide models and research about the practice of acceleration, as well as the potential financial benefits of the practice.

Author: Amanda Boyer
Students with disabilities often start their school career in an Early Childhood Special Education program. The Individuals with Disabilities Act (IDEA) of 2004 mandates school districts to allow students with disabilities as much access to the general education environment as possible. Research has shown Universal Design for Learning (UDL) an imperative framework to ensure this occurs.
In the state of Missouri, 253 school districts serving students with special needs in the ECSE setting were surveyed on their usage of UDL guidelines. Teachers and administrators from these programs were surveyed using the Universal Design for Learning Inventory tool developed through research specifically for this study. The sample included teachers of low incidence, self-contained and integrated ECSE classrooms, process coordinators, principals, and special education directors. These teachers and administrators were certified in areas including special education, early childhood, and early childhood special education and also served students with special needs and non-disabled peers.

Author; Lynn D. Coffey
Educational reform has taken on many faces but current trends focus on college readiness. While educators believe dual credit courses improve college readiness little research has been done to see the true effects. This study examines dual credit course work and the impact it has on graduation rates and number of academic semesters it takes to earn a college degree.
Data collected from universities and colleges across Missouri was compared using independent t-test and ANOVA data analysis tools. The data sample included 20,881 student records collected from a sampling of the colleges and universities in Missouri. The data gathered from the student records was consolidated into a large excel spreadsheet for ease of statistical analysis. The data included the number of dual credits freshmen students had upon entering college, their college graduation rates, and the number of academic semesters it took them to earn a college degree.
Results showed that dual credit coursework taken in high school had a significant impact on graduation rates and the number of academic semesters it took to earn a college degree. It also showed that the number of dual credits earned had a significant impact on both graduation rates and the number of academic semesters it took to earn a degree. Recommendations included revisiting dual credit programs and their requirements, reviewing current legislation and higher education requirements for these programs, and finding ways to encourage dual credit programs for more students. This study added to the body of research on dual credit and its impact on college readiness and gave credibility to dual credit as an option to bridging the gap between secondary and postsecondary education.

Author: Addie Colleen Ratcliff
Diverseness within our society has children entering Kindergarten with a wide variety of early experiences and learning opportunities. Developmental screening prior to Kindergarten entrance has become a common factor for children near five years of age. How they perform on this screener is varied, but used to determine the degree of readiness for formal learning. This study compares 539 students who participated in the DIAL-4 screening prior to Kindergarten entrance. Comparison is made between those students who report no formal preschool attendance, those who attended a public preschool, a private preschool, Head Start, or participated in Parents as Teachers only. Another value examined is the combination of formal preschool and Parents as Teachers. The areas of Motor, Concepts, Language and Total score are analyzed, as well as percentiles to determine if children are entering Kindergarten ready to learn.

Author: Sonia Shedd Kuessner
Education in the 21st century is subject to standardized testing with financial implications associated with testing. Under continued focus at the federal level to close the socioeconomic achievement gap, equitable distribution of funding is critical to ensure all schools have resources available to offset impacts of low socioeconomic status on student achievement. Some research (Bradshaw (2006) and Morrison (1999) indicates federal property may serve as a geographical barrier limiting economic development of the area and contribute to the rurality of some counties. Little research exists on the impact of federally tax-exempt property on national county poverty rank and student academic achievement. This study provides a method to analyze student ACT scores compared to national county poverty rank and revenue intended to offset the impact of federally tax-exempt property on student achievement in poor rural counties in Southeast Missouri as an initial step in identifying a true achievement gap related to economic status and isolating causes to begin finding solutions.

Author: Steven Patrick Bauer
Standards-based education has been cited for decades as a means to increasing student achievement. Standards-based grading (SBG) has been identified as a possible method to support learning of standards. While SBG has received much attention it is still a relatively uncommon practice in most schools. This quantitative study attempted to identify Missouri middle school principal perceptions of obstacles to implementing SBG.
A survey of obstacles to implementing SBG which supported the scales of the study, instructional foundation, culture and climate, and resources was not located. Therefore, the researcher developed a survey to support the study goals. One of the study outcomes was the development of a valid and reliable survey instrument. Factor analysis and Cronbach’s alpha were utilized to establish the results were valid and reliable.
The population size was 379 Missouri middle school principals. The final study data reached a sample size of 175. Statistically significant differences were found in six areas. Most notably there was a difference in perceptions of obstacles on the instructional foundation scale and the culture and climate scale for schools implementing SBG for 1 – 3 years compared to those not implementing SBG.
The study did not examine the impact of SBG on achievement on high stakes testing, attendance, retention, and graduation rates. A study of achievement outcomes in schools currently implementing SBG is recommended. Studying student, parent, and teacher perception of culture and climate in SBG schools is also recommended.

Author: Jason Weaver
Research identifies several grading practices considered ineffective for their negative impact on the accuracy of the report of student achievement they yield. The ability to positively impact student achievement is the definition of a teacher’s sense of self-efficacy. This study examines the two factors to determine if a relationship exists between the grading practices of a teacher and their level of self-efficacy.
Teachers across the 20 counties that make-up southwest Missouri were surveyed using two instruments: the Grading Practices Inventory developed through research of best practices specifically for this study and the existing Teacher’s Sense of Efficacy Scale developed by Dr. Anita Woolfolk-Hoy. The sample included teachers from kindergarten through grade 12, from districts ranging in size from less than 500 students to over 10,000 students, and with a broad range of years experience and degrees earned. The sample also included teachers who report single overall letter grades and those who report grades separated by individual standards or competencies.
Though results failed to demonstrate any relationship between the two factors, analysis of the results of each scale across several demographic factors produced several significant relationships between sub-groups of the demographic which helped to understand the nature of grading reform and served as the basis for recommendations. Recommendations included greater professional development for teachers about effective grading practices and further study into possible relationships between specific grading practices and efficacy levels of teachers.

Author: Rachel Louise Tennison
With a lack of reflection, distrust, and teacher isolation prevalent, principals rely on programs instead of eliciting deeply embedded practice (Fullan 2001; Reeves, 2009; Schmoker, 2004). What is needed is a deeply embedded practice of thinking, reflecting, collaborating, and self-directed learning. This study aimed to define what deeply embedded practice looks like in the elementary school setting through the lens of Cognitive Coaching. The study explored principals' perceptions of the implementation process and determined factors that facilitated and inhibited building-wide implementation. This study also considered the perceptions of teachers and staff members working within the school environment who embraced Cognitive Coaching as a means for professional growth. The problem in existence is that it is difficult to create a deeply embedded school reform initiative. This case study examined two school cultures and gained insight into what a deeply embedded Cognitive Coaching environment looks like, according to principals’ perceptions. A qualitative methodology of a case study was utilized as the design of this study.
The qualities of successful schools outlined in the review of literature and the interviews, observations, and documents collected through research all support the same five essential ingredients in creating a deeply embedded Cognitive Coaching culture. In order for the tools of Cognitive Coaching to be effectively utilized, a school must (a) establish trusting relationships within the school, (b) create a culture of collaboration, (c) facilitate opportunities in which reflection takes place, (d) produce self-directed persons, and (e) develop organizational learning to take place within the school.
An unintended result emerged through this study, that the identity as a mediator of thinking is a crucial element in establishing a deeply embedded Cognitive Coaching environment. Information throughout the interviews and observations supported the thread of identity as a Cognitive Coach being woven throughout the school sites. The realization emerged that every principal or teacher, everyone who has been trained in Cognitive Coaching has his or her own journey. The reason the identity was so strongly woven throughout was because each human being had a very significant journey in the process.
The realization of this research project is that all humans have their own journey in developing an identity as a Cognitive Coach.

Author: Jeremie Akins
Effective grading practices in the classroom as well as reporting practices such as standards-based grading (SBG) is one way to report learning (Marzano, 2010). The focus of this particular study was to address alternative ways to tackle the issue of grading and grade reporting in comparison to the traditional grading methods. Specifically, this study explored the perceptions of lead high school principals regarding effective grading, traditional grading, and leadership implementation of grading and grade reporting. In order to provide a successful research platform the development of a reliable and valid survey instrument was conducted. The pilot version of the instrument was completed in various settings to gather results commendable of making predictions and descriptive statements that emphasized the educational public and the sample population. Revisions were necessary after seeing the results from the pilot survey and a final survey was distributed for principal’s perceptions.
The sample population consisted of lead principals in approximately 700 high schools within the entire state of Missouri. Respondents were overall favorable to all three scales on the survey— (1) perceptions of grading and grade reporting, (2) leadership of grading and grade reporting, and (3) perceptions of traditional grading and grade reporting. There were a number of statistically significant differences; however, the results suggested that schools are someone open to better grading and grade reporting implementation. It seems apparent, according to the survey results, that some schools have the primary platform or at the very least, desire to make grading changes. Further study is recommended on how to proceed from mere knowledge to application in the secondary setting. Many elementary and some middle schools are moving toward standards-based grading, but high schools seem to be primarily traditional. Another avenue this study could take would be to evaluate the perceptions of students and the effect of different grading practices, especially at the high school level.

Author: Lenae Lazzelle
The study was conducted within the gifted programs offered at a public school district of approximately 25,000 students located in the Midwest. The researcher focused on students‟ perceptions of learner engagement within the gifted education program in which they were enrolled. The intention of this study was to determine students‟ perceptions of engagement while attending the full-time and part-time gifted programs. The study enabled comprehensive insight into student perceptions of the gifted program in which they are enrolled.
The mixed design case study included 208 sixth, seventh, and eighth grade students enrolled in part-time or full-time gifted programs. Students responded to statements rated with a Likert scale and a short open-ended questionnaire for students to add more depth to their survey answers. The statements focused on their levels of engagement as determined by enjoyment, interest, challenge, and choice regarding the educational experience.