VTechWorks Repository :: Browsing by Author "Carlton, Patrick W."

Browsing by Author "Carlton, Patrick W."

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The age factor in leadership
Blanton, John B. (Virginia Polytechnic Institute and State University, 1986)
This study was conducted to investigate a set of relationships which comprise a theory of leadership effectiveness based upon time in position and age-related characteristics of leaders. The interrelationships among age; time in position; interiority; conformity to organizational rules; two measures of leadership behavior, initiating structure and consideration; and effectiveness were examined. Appropriate subscales of the California Psychological Inventory; the Leader Behavior Description Questionnaire, Form XII; the Purdue Rating Scale for Administrators and Executives; and a Conformity Scale developed by A. P. MacDonald, Jr. were used to measure the variables. Path Analysis was applied to test the relationships. Of the specific relationships hypothesized in the proposed models, only four were consistent with the theory: conformity was negatively associated with consideration (b = -.155, p < .05), consideration was positively associated with intellectuality (b = .146, p < .01) and productivity (b = .043, p < .05), and initiation of structure was positively associated with orderliness (b = .064, p < .01), intellectuality (b = .164, p < .01), confidence (b = .113, p < .01), and productivity (b = .052, p < .01). The remaining significant relationships—age and consideration (b = .116, p < .01), interiority and conformity (b = -.102, p < .05), conformity and initiating structure (b = .205, p < .01), and time in position and confidence (b = -.040, p < .05)—were inverse to those hypothesized. With such mixed results, there is only one fair conclusion: The theory explaining the relationship between age and leadership effectiveness proposed in this study is not adequate. The initial assumption that age is negatively associated with leadership effectiveness is cast in doubt. The two significant correlations between age and consideration and age and intellectuality indicate that the relationship, if any, between age and leadership is positive, not negative. In light of the evidence, the theory needs to be recast to consider the relationships that emerged from the analysis.
An analysis of employing adjusted gross income measures as a proxy for fiscal capacity in the local composite index for selected Virginia school divisions
Epperly, Ronald Boyd (Virginia Tech, 1997-04-05)
Fiscal capacity is some type of quantifiable measure of economic resources existing within a political subdivision, jurisdiction, or governmental unit which may be utilized to support a wide array of public functions. Measures commonly used throughout the United States as indicators of economic capacity are tax bases and personal income. The most commonly used measure for fiscal capacity is equalized assessed value of property within the governmental units in question. Once the fiscal capacity is determined, relative capacity among governmental units may be calculated by dividing the aggregated capacity measure by total population or total pupils. The equalization of educational opportunity is dependent partially upon accurately measuring a locality's ability to pay taxes. Prior to the 1971 establishment of the Standards of Quality in Virginia, the public school funding formula relied exclusively on equalized (true) valuation per pupil to measure the fiscal capacities of the several school divisions. Unfortunately, by employing only true valuation per pupil as the sale measure of fiscal capacity approximately fifty percent of the ability to pay was ignored. As a consequence, the Commonwealth developed and implemented a index of fiscal capacity composed of several measures of fiscal capacity.
Barriers to Completion of the Doctoral Degree in Educational Administration
Myers, Lawrence H. (Virginia Tech, 1999-01-19)
The primary purpose of this study is to examine the reasons for attrition of doctoral candidates in the College of Human Resources and Education in the Department of Educational Leadership and Policy Studies at Virginia Polytechnic Institute and State University. Graduate students granted candidacy status have fulfilled the following requirements: successful completion of course work, successful completion of the written and oral preliminary examinations, and completion of the residency requirement. The population for this study was students, identified by the Office of Graduate Studies, who attained doctoral candidacy between 1983-1992. During this period, 94 students out of 354 attaining candidacy did not complete the degree. From the 94 students identified, 55 students were eliminated by the Educational Leadership and Policy Studies faculty for one of the following reasons: the student is presently working on dissertation with faculty member, the student was advised not to continue after preliminary examination, or the student was not in the EDAD program, thus leaving 39 candidates. By limiting the study to doctoral candidates who have not completed the degree, it is possible to focus on the experiences of candidates who most likely will not obtain a doctorate. The focus of this study was to develop a picture of how the doctoral degree attrition evolves over time. This was to be accomplished by allowing candidates the opportunity to expound on the doctoral degree experience in a semistructured interview setting. Responses from semistructured interviews were analyzed in order to reconstruct the experiences of those candidates who did not complete the degree and also to determine which barriers were dominant in the process. Results of the interviews were analyzed first for differences between candidates' opinions in general, and then to identify factors that each candidate perceived had promoted, had no effect on, or had impeded degree completion. Also, factors that most affect the decision not to complete the doctoral degree as ranked by the candidates were analyzed. Candidate responses revealed that time and financial management along with professional obligations and personal reasons were the most significant factors in degree non-completion. A secondary factor was that of financial concern and inability of how to obtain information and resources to address this concern. Findings of this study permitted the researcher to identify several factors affecting doctoral degree completion at one institution; the next step might be to operationalize these factors by describing the patterns of attrition, desegregating attrition by the stages of study, and identifying connections between the levels of attrition at various levels.
Benefits of School-To-Work Program Participation: Perceptions of Students and Comparison of Pre and Post Grades and Attendance
Johnson, Esther R. (Virginia Tech, 1997-10-16)
There has been limited evaluation to show the perceptions of student participants in school-to-work programs about the impact of school-to-work program participation as being beneficial to their postsecondary educational and career plans, and no research to determine whether perceptions differ significantly across race and gender. In addition, the minimal research conducted to date did not study student participants' perceptions about the impact of the program on their understanding of the relevance of the academics to the worksite and their overall academic success. Nor did the research address the actual change in grades and school attendance of students in school-to-work programs. Students are a major stakeholder group in the school-to-work initiative, and therefore, consulting with them about their perceptions about the impact of school-to-work program participation is an important aspect in school-to-work evaluation. Students have not been consulted in educational program evaluation and have not had a significant voice in the school-to-work arena (Hollenbeck, 1996). It is important to assess the opinions and perceptions of students who are currently participating in school-to-work programs, because they are the major focus of the school-to-work initiative and information that they provide can be used by program administrators and policymakers in making future decisions about school-to-work programs. Such assessment should seek to determine their perceptions about the impact of the program on their overall academic success and future postsecondary education and career choices. It is also important to assess the impact of the program on students' academic success and school attendance. A questionnaire was developed by the researcher and distributed to site coordinators in three school-to-work sites. Site coordinators worked with school staff to administer the questionnaire instrument. One-hundred twenty-four twelfth grade student participants in school-to-work programs, in these three sites, were asked to participate; 62% responded to the survey. Based on the findings of this study, the following conclusions were made. • The findings on students' perceptions that school-to-work program participation improved their overall academic performance, increased their acceptance of responsibility, increased their self-confidence and motivation can be an indicator of the success of the school-to-work program. • The positive attitudes of students regarding the school-to-work program as being beneficial to their future education and career plans is important in promoting the concept of "life-long" learning. • The use of measures to determine students' perceptions about understanding the relevance of school-to-work, improvement in academic performance, and overall satisfaction with the school-to-work program can be used as measures to evaluate the success of a school-to-work program. • School-to-work program participation can be instrumental in influencing students to continue their education beyond high school. • School-to-work program participation does not appear to negatively impact any group (gender or race).
Bureaucracy and Teachers' Sense of Power
YuÌ cel, Cemil (Virginia Tech, 1999-11-18)
The purpose of this study was to explore the utility of Hall's (1961) conceptualization of Max Weber's (1946) theory of bureaucracy as an analytical tool in Turkey. The population was 1946 teachers in 91 public schools that employ five or more teachers. The instruments were distributed to 725 teachers in 68 schools in Karabuk province. Useable returns were 486. A pilot sample (one third of the useable returns) was generated to test the instruments by utilizing a series of item analyses. Remaining cases were used to answer the research questions in a separate sample. Items to measure bureaucracy derived from different versions of Hall's (1961) Organizational Inventory which operationalized six bureaucratic dimensions: hierarchy of authority, division of labor, rules and regulations, procedural specifications, impersonality, and technical competence. Item-analyses were done in the pilot sample. The surviving items were subjected to a factor analysis using the research sample. Generally, the factor structure of items obtained in the pilot sample was replicated in the research sample. Items measuring sense of power were also isolated from the literature and tested in the pilot sample. The surviving items were also subjected to a factor analysis in the research sample. The six moderately correlated bureaucratic dimensions clustered around two negatively related second-order factors. The first factor (control) was composed of hierarchy of authority, rules and regulations, procedural specifications, and formality in relations. The second factor (expertise) was composed of division of labor and technical competence. Based on control and expertise scores, teachers were classified into four typologies: Weberian, Collegial, Chaotic, and Authoritarian. Teachers in collegial cluster were the highest in sense of power and teachers in authoritarian cluster were the lowest in sense of power. Sense of power was inversely related to bureaucratization and positively related to expertise above and beyond the other relevant variables. It is concluded that there is support for the applicability of the western predisposition of bureaucracy to Turkish schools because of similar findings reported by western researchers. Max Weber's ideal theory of bureaucracy as it was operationalizaed by Hall is a useful analytical tool to examine the organizational structure of Turkish schools.
A case study of a primary school using the action research process to study parental involvement practices
Reynolds-Johnson, Yvonne O. (Virginia Tech, 1997)
This study was designed to examine team interaction as a team utilized the action research process. The research questions that were investigated in this study are: 1. How do working relationships evolve in action research teams? 2. What is the role of the principal as facilitator? 3. What do team members perceive as the advantages and disadvantages of the action research process? This study specifically investigated the interactive roles of an action research team composed of parents, teachers and the administrator as they used the action research process to study parental involvement. The research project was designed as a case study of one school. Qualitative data were collected from tape recordings of meetings, journal records, interviews, and questionnaires. Quantitative data were secured from a survey completed by team participants on team effectiveness. This study provides additional research on how a team consisting of parents, teachers and a principal interacted and worked to solve a problem. The study showed the development of the capacity of a team to solve a problem using the action research process. The primary significance of this study was to learn how action research might be used as an approach to develop and implement strategies to enhance the involvement of parents in their child's education. Utilizing the action research model in Crewe Primary school allowed team members (parents and teachers) the opportunity to learn this approach and apply it to other areas requiring improvements. This study will also provide a model for other schools interested in utilizing action research.
A case study of the implementation of inclusion as an instructional practice in an urban inner city school division impacting on regular and special education
Bailey, Carroll R. (Virginia Tech, 1995-04-05)
Many students who in years past would have been previously referred for special education "pull-out" services are now being served in the regular classroom for as much as an entire school day. While this shift in classroom placement is occurring, the school age population has become more diverse, escalating the problems faced by regular education teachers. This situation is further complicated by a population of regular students who are increasingly characterized as "at-risk," "slow learner," "poor achiever, If or "reluctant learners." Historically, schools have operated within an instructional paradigm which allows for two separate systems of public education--general and special education. However, there is growing pressure on school divisions to serve students with disabilities full time in general education classrooms. The purpose of this study was to identify specific factors that describe the strategies involved in changing the delivery of special education services from traditional "pull-out" services to implementing inclusionary instructional practices among public school teachers and administrators in one urban school division. In addition, the perceptions of administrators and teachers concerning the efficacy of such a change was examined, with its expressed or perceived impact on disabled and non-disabled students who are educated in the regular classroom. Individual case studies regarding three elementary schools that are implementing inclusion in the city of Portsmouth, Virginia have been presented. Grouped data have also been reported in the attempt to investigate the efficacy of the impact of inclusion practices. None of the schools in the study were found to be "full inclusion” Schools. Pull-out special education classroom options continued to be available at each of the schools. Resource allocations for all of the schools remained at the same levels as prior allocations or increased slightly with the implementation of inclusion. The social impact of inclusion on students with disabilities and students without disabilities was reported as positive. Teachers reported concerns when discussing the academic impact of inclusion on higher functioning non-disabled students. The academic impact of inclusion on at-risk students and students with disabilities was reported to be positive.
Chapman Friends School: A Study of the Creation of Culture
Dowling, Maureen F. (Virginia Tech, 2000-02-08)
In recent years a body of literature on the topic of school culture has emerged, highlighting the importance of developing strong school cultures. My purpose was to explore the creation of culture in a new school by studying the school's core principles, leadership, history, practices, decision making, language, membership, environment, and critical events. The setting for this descriptive case study was Chapman Friends School - an alternative Quaker high school located in a mid-Atlantic state. Data-gathering techniques included: (a) weekly on-site observations, (b) formal interviews, (c) school publications and documents, and (d) the researcher's log. The data were analyzed with a thematic coding system based on the cultural components. Three factors were found to be critical in the creation of culture at Chapman Friends School: (a) core principles and the symbolic interactions whereby they were transmitted; (b) the charismatic, authentic leadership of the headmaster; and (c) the consensus-based standards for student membership. The creation of culture at Chapman Friends School was a process wherein school members sought to resolve problems and issues resulting from their conflicting expectations of what the school should be. The creation of culture at Chapman Friends School involved the development of a shared image of what the school should become. Finally, as indicated by previous researchers and supported in this study, a culture evolves over time. The findings expand the field of literature on the subject of school culture and provide insight for school leaders and educators seeking to create effective school cultures. Related topics for further study include: (a) student enrollment screening procedures which shape a school culture, (b) the effect of secular school leaders on the creation of culture in religious-based schools, (c) the effect of the absence of a Quaker majority in Quaker schools, and (d) alternative environmental options for school settings and their effect on school culture.
Collaboration in Developing On-Line Learning Between Two Different Countries: a Case Study
Abdull Kareem, Omar (Virginia Tech, 2000-05-10)
Collaboration between institutions in distance learning has been practiced for decades at first domestically and now expanding to an international level. Many higher education institutions are also trying to globalize their learning environments through the internationalization process, especially through the curriculum. A review of the extant literature, however, revealed that collaboration efforts are characterized more by infusion of content from one country to another. Collaboration between two different countries, however, is much more meaningful if both parties are equally involved in co-designing, sharing, and implementing such learning experiences. Such a two-way collaboration process is a missing gap in the literature, which the present study has addressed. This study examined the process of developing a two-way collaborative learning experience between one of the universities in the United States of America and a university in a developing Asian country. The global question that guided this research was: What is involved in the process of developing and designing on-line learning between two different countries; and What are the challenges faced during the process? The research design was a qualitative case study of a process, based on Miles and Huberman's (1994) classification. A micro monitoring process, complemented by interviews with key individuals, was conducted to collect the data. Different sources of data (Yin, 1984) or triangulation (Krathwohl, 1997) was a strategy used to increase the validity of the study. Through the micro monitoring process, all documents such as e-mails, meeting notes, and personal notes were collected and analyzed. Categorization and coding procedures followed Coffey and Artkinson (1996): that is, coding as a "mixture of data reduction and data complication." All the data (from interviews and the micro monitoring process) were reported, analyzed, and interpreted from two different but complementary voices: the voice of reporter and the voice of analyst. The voice of reporter revealed a chronology of events and description whereas the analyst interpreted the meaning of the reporter's descriptive portion. Analysis revealed three major phases that evolved in the process of collaboration: initiation, pre-development, and development. Each phase consisted of several specific activities. The major challenges faced during the process evolved around technical matters. Cultural differences, technical expertise, institutional procedures, financial, and time differences were also a challenge to the process. This study besides confirming some practices also broadened and deepened the concept of collaboration and internationalizing the curriculum. Moreover, this study was able to recommend the follow up development of a process framework for developing and co-designing a collaborative on-line learning experience that involves two different countries.
A Comparison of the Cost Analysis of Three Years of Special Education Costs in Danville, Virginia
Dodson-Pringle, Angela Jackson (Virginia Tech, 1997-10-14)
Since the enactment in 1975 of the Education of All Handicapped Children Act (P.L. 94-142), now renamed the Individuals with Disabilities Act (IDEA), the cost of special education services has grown substantially in both absolute and relative terms (Duenas 1993). As a result, the issues such as the actual cost of special education services and the relationship of special education financing to regular education funding have become increasingly important to local, state and federal policymakers. The need for cost analysis in special education has become more important as the competition with other governmental agencies for available funds becomes more acute. As a social service, education in general and special education in particular must compete for dollars with highways, sanitation, and other services (Ysseldyke 1992). This study contributes to the need for in depth analysis of special education costs. The cost analysis method replicated in this study, called the Moche Cost Analysis of Public Education or CAPE Model, provided greater accuracy and flexibility than prior methods. The CAPE Model was used to examine and compare costs of regular elementary education, regular secondary education, elementary special education, and secondary special education. Special education costs also were compared across disability categories and service delivery environments. CAPE can be adapted easily to identify expenditures by building level and programs other than special education. CAPE calculations were completed using the LOTUS spreadsheet program.
Confederates in the Collegium: The Influence of J.E.B. Stuart's Leadership on the Development of Virginia Tech
Carlton, Patrick W. (Virginia Tech, 2000)
Current Scheduling, Teaming, and Curriculum Practices In Virginia's Middle Schools
Harris, Charles H. III (Virginia Tech, 1998-10-15)
The purpose of this study was to describe the current schedules employed, teaming practices, and curricula used by the middle-level schools in the Commonwealth of Virginia, and it was conducted through the use of descriptive statistics. A questionnaire was sent to experts in the area of middle school education for review and field-tested with practicing administrators in middle-level education. The questionnaire was revised and mailed to 237 principals of the public schools in Virginia which have at least three grade levels drawn from five, six, seven, or eight but not grade levels four or nine. Principals from 134 schools, 57 percent of middle schools in Virginia, returned the questionnaire. Data collected from these questionnaires were used to describe the types of schedules employed, teaming practices, and curricula utilized by the participating middle schools. The number of middle schools in Virginia has continued to grow since their reported existence in the 1970's and the Virginia Department of Education's emphasis on the use of middle school practices in 1986. In 1985, Jessie Charles Zedd reported that there were 110 middle schools in the state. By 1996, the Virginia Educational Directory listed 237 middle schools, a percentage gain of 46. An increased use of middle school flexible scheduling and interdisciplinary teaming has occurred since that study. Most of the middle-level schools that participated in this study were mid-sized schools with 501 to 1,000 students and housing grades six, seven, and eight. The majority of middle-level schools in the Commonwealth of Virginia was found to utilize interdisciplinary teaming and a core curriculum. Flexible scheduling is utilized in most middle schools at grades six and seven but traditional schedules are used more frequently at grade eight. The use of flexible scheduling and teaming decreases from the sixth grade to the eighth grade in middle schools in the Commonwealth of Virginia. Ability grouping was reportedly used in more than 75 percent of middle schools participating in the study. Students are required to take all core subjects in most middle-level schools in Virginia and are offered high school level classes even before the eighth grade. The emphasis on the importance of middle-level education continues to be stressed nationally as well as within the Commonwealth of Virginia. Middle-level practices such as flexible scheduling and interdisciplinary teaming have served as examples of effective practices being considered and utilized by high schools. Advocates, practitioners, administrators, and teachers of the middle-level schools need to continue their emphasis on effective middle-level programs and practices for the continued improvement and success of middle schools. Improvement in the use of flexible scheduling, interdisciplinary teaming, and fewer grouping practices should be a goal of many middle-level schools to become exemplary schools. Middle schools should have high expectations for all and make their programs accessible to all students. Recommendations and data reported from this study may be used as a resource by administrators and other interested practitioners to restructure their programs in order to better serve middle-level children.
Education in the year 2035: a Delphi study to identify possible futures of the public secondary school
Combs, Linda Morrison (Virginia Polytechnic Institute and State University, 1985)
The purpose of this study was to identify projected critical changes in the public secondary school of the future as perceived by a panel of experts. The panel of experts was composed of persons who are leaders in the field of education and futures. The review of the related literature indicated that there were seven discrete critical areas in which changes were most likely to take place in the public secondary school by the year 2035. These areas were as follows: 1. Fiscal support 2. Curriculum 3. Technology - Administration 4. Technology - Instruction 5. Student Characteristics 6. Personnel - Administrative 7. Personnel - Instructional The panel of experts was asked to respond to futuristic trends within each of these areas in terms of probability of occurrence, time frame of occurrence and impact on the public secondary school as we know it today. This study used the Delphi Method and involved a series of three questionnaires. With each round of questionnaires, the responses were refined so that the ultimate goal of consensus could be obtained. Results indicated that the select panel of experts came to consensus on most of the futuristic trends which were identified. Forecasts were given primarily for time periods within the next fifteen years, and participants seemed reluctant to make long-range predictions.
The Effects of Conflict Resolution Training on Students with Previous Discipline Referrals
Gunn, Reamous Jr. (Virginia Tech, 1999-09-14)
The purpose of this study was to determine the effects of conflict resolution training on the number and severity of discipline referral offenses committed by high school students in one urban school. Effectiveness was measured by the number and severity of student discipline referrals to the school administration. Additionally, data were gathered and analyzed regarding student perceptions following application of conflict resolution training. The population (N=155) consisted of black and white students in grades nine through 12 who had previously received conflict-related discipline referrals. The samples (n=32) were selected using simple random sampling. Identified students were randomly assigned to one of two groups (treatment v. control). The treatment group received twelve hours of conflict resolution training. In addition, a four hour follow-up training session was conducted 60 days later. The control group did not receive training. Both quantitative and qualitative methodologies were used to determine the effects of conflict resolution training in this study. The independent variables were conflict resolution training, gender, and eligibility. The dependent variables were number of referrals and level of referrals. Data were collected from student discipline records and by conducting focus groups and individual interviews. The quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS-X). Two three-way analysis of variance (ANOVA) were used to test all hypotheses. When an alpha level of .05 was used, only the interaction between gender and eligibility was significant with respect to both the number and level of discipline referrals. Further analyses were conducted to "tease apart" the interactions. In order to ascertain participants' perceptions of the effects of conflict resolution training, the qualitative data were content analyzed to record emerging themes. When the data were content analyzed, 10 themes emerged with respect to the participants' perceptions. These themes revealed that participants' perceptions were mostly positive. Participants reported that the training influenced positive changes in their own behavior and the behavior of others.
An Elementary School Speaks Out: Their Decision To Initiate An Innovation
Vartenisian, John Paul (Virginia Tech, 1998-12-15)
This study is a retrospective examination of elements that influenced one elementary school staff to initiate and implement a school-wide innovation in their reading program in 1990-91. This school served 315 preschool children through grade three in small town set in the rural countryside. Case study methodology was used to discover how the change was initiated; why the particular program elements were chosen; the role of the staff, the principal, and the parents played in initiating the innovation; and what lessons this school's experience may have for school reform. As the school community planned for the initiation of their new reading program, the "whole language" approach to reading was gaining momentum. The notion of "early intervention" was popularly used to describe a variety of methods educators were using to deal with evidence of reading failure in young children. Their stories describe the challenges this school staff felt as they attempted a year-long initiative to merge phonics and whole language into a holistic approach to reading for grades one through three. Findings were reported around seven central themes emerging from the data collection, including: 1) empowerment, 2) academic improvement, 3) shared vision/beliefs, 4) collaboration, 5) focus on children's needs, 6) site-based decision making, 7) participatory leadership.
The evolution and effect of the Joint Legislative Audit and Review Commission's reports on Funding the standards of quality, part I and part 2 as seen through key actor interviews
Childs, William P. (Virginia Tech, 1997-09-09)
The purpose of this study was to detail the history of the formulation of the JLARC studies in 1986 and 1988 on funding the Standards of Quality, background surrounding that formulation, political reaction, and the effect that the reports had regarding changes in the funding methodology for public schools in the Commonwealth as viewed through the recollections of key actors involved in the policy making process. The key actor interview methodology provided the research basis for this qualitative study. Historic events were chronicled through a review of official documents, newspaper accounts, academic publications, and private correspondence. The research framework utilized application of the policy cycle as a reference for the changes in policy. Recollections were validated by triangulation. The history included essential employment of political science, quantitative studies in educational finance, and methods of collection of oral history from participants. The focus of the study attempted to answer several key organizational questions. The findings indicated that a limited number of key actors provided an accurate history of the events, that JLARC operated exclusively as a legislative agency designed to ascertain the efficiency of state government, that legislative members of JLARC had tremendous influence, that Governor Baliles astutely incorporated elements of the JLARC studies into his educational agenda for political purposes, that Governor Baliles was able to effectively manage his proposals through the General Assembly while mitigating public opposition, and that there was no legislative-executive collusion in this change in policy. The study further discovered that within the area of appropriations, JLARC professional staff had a profound impact on funding procedures and that JLARC itself can act as a quasilegislature outside of public view due to the manner in which budgets are passed in the General Assembly. This study reviewed both studies and detailed the effect of the linear estimator as the mandated method of calculating the costs of the Standards of Quality. It also documented the continuing disparity in educational equity in Virginia since the implementation of the changes in 1988. Differing perspectives of the use and impact of the controversial linear estimator were presented and explained.
Factors Influencing The Tasks Performed By Paraprofessionals In Elementary Inclusive Classrooms
Cramer, Margaret M. Jr. (Virginia Tech, 1997-08-29)
Although there has been a phenomenal growth in the utilization of paraprofessionals in inclusive classrooms in recent years, few researchers have addressed key issues surrounding role changes. A review of the literature indicated a need for additional research in the areas of efficacy of utilization, identification of task assignments, and development of training programs for teachers and paraprofessionals. Often special education and general education teachers are given the responsibility of determining what tasks will be performed by paraprofessionals without receiving guidelines or supervisory training. The purposes of this project were to determine what factors influenced the decisions made about task assignments for paraprofessionals and to ascertain what training programs would be appropriate and helpful. Subjects included in this study were the special education teachers, general education teachers, and paraprofessionals serving students in five, elementary inclusive classes in three school divisions in Virginia. Two observations were conducted in each class to identify the tasks performed by paraprofessionals. The general education teachers, the special education teachers, and the paraprofessionals working in each selected class were interviewed for information about their perceptions of paraprofessional task assignments. Other characteristics that might influence decision-making were examined by collecting demographic information on background, education, and training. Tasks performed by paraprofessionals were categorized by using a competency level checklist adapted from a list developed by Pickett (1994). Competency levels were : Level I (Teacher Aide), Level II (Instructional Assistant), and Level III (Assistant Teacher). Observations conducted in the three school divisions revealed that paraprofessionals usually performed Level II tasks. These tasks involved providing assistance with mobility issues, self-help needs, on task behavior, and assisting with individual programs of study. During the interviews paraprofessionals stated that they did not receive credit for their abilities nor did they receive personal respect. Both teachers and paraprofessionals expressed a desire for more collaborative planning time; paraprofessionals desired more specific training, especially on medical and legal issues.
An Historical Coal Mining Community and Its School: A Study of Pocahontas High School, 1908-1991
Brewster, Thomas M. (Virginia Tech, 2000-10-27)
Pocahontas High School, the smallest of four Tazewell County high schools, is presently located in the historic town of Pocahontas, Virginia. From the school's establishment in 1908 until 1955, the high school was located at the top of Water Street within the town limits. In 1955, students were moved to a new building at its present site just inside the town's corporate limits. The school today serves the communities of Abbs Valley, Boissevain, and the Town of Pocahontas, Virginia. This study included an examination of the role of the school in the mining community, and the relationship between the coal company and the school. Thus, the researcher reviewed literature-surrounding life in mining industrial towns to determine whether Pocahontas conformed to the conventional interpretations of such mining-industrial communities. The researcher also considered the life of the school and community following the cessation of mining operations in Pocahontas. An examination of the reasons for the school having remained open despite declining enrollment and the importance of the school to its communities was examined through the eyes of local community leaders, residents, and graduates of Pocahontas High School. This study employed conventional historical research methods in order to document the history of Pocahontas High School. The data collected from documents and interviews were handled qualitatively, with some data appearing in the form of numbers and graphs. Data gathered for this study were derived from both primary and secondary sources. This study used written, pictorial, and oral sources. Oral materials included oral history interviews with local historians, public officials and individuals involved with Pocahontas High School during the period of study. Triangulation verification techniques were used to accurately describe the impact of coal mining and the closing of the mine on the development, growth, and decline of the school and community.
A History of Manassas Park City Schools
Melton, David Glenn (Virginia Tech, 1998-11-20)
The purpose of this study was to document the history of the development of the Manassas Park City School system. This study utilized historical research methods to preserve information that would otherwise be lost. This was a study of local school history. It looked at how and why the school division began and how it has changed over time. It provides an understanding of how the school division evolved into its present state. This study examined the political, social and economic history of Manassas Park City Schools and the forces which influenced and shaped the school division. The study concentrated on political leaders, the residents who lived and worked in the city, and the financial difficulties experienced by the school division. This study relied on historical research methods to document the history of the school division. Data for the study came from both primary and secondary source materials. Sources included letters, notebooks, memoranda, official papers and documents, reports, official minutes, newspaper articles, letters to the editor and editorials, and pamphlets. A major source for the study was interviews of the key individuals who had first hand information worth preserving.
A History of Nansemond Collegiate Institute From 1890 to 1939
Liverman, Milton R. (Virginia Tech, 1997-05-27)
The goal of this effort was to write the definitive history of a high school for Blacks in Nansemond County. The destruction of school records in the fires that eventually led to the closing of the school made that task difficult. While attempting the historical research, however, two factors were found which still make the effort worthwhile. First, there was a definite sense of pride found in all who had been associated with the Nansemond Collegiate Institute. This pride gave one the sense that attending Nansemond Collegiate Institute was almost as much an expression of freedom as it was an effort to secure an education. The second factor was the determination of the need for Nansemond Collegiate Institute based on the disparities in services offered to Blacks when compared to Whites in the public school setting. Public education in Suffolk and Nansemond County, Virginia had its beginnings in 1871 when the first school boards were appointed for those localities. Nineteen years later, there still existed no secondary educational opportunities for the Blacks of Nansemond County. In order to address this lack, Blacks in the county pooled their resources and started their own school, Nansemond Collegiate Institute. Founded in 1890, Nansemond Collegiate Institute provided for the elementary and secondary educational needs of Black youth in Nansemond County, Virginia for nearly fifty years. This school was a case study of local control and self-help. The school maintained a classical educational curriculum during the time when the Hampton Industrial Education model was being touted as the preferred model of education for Blacks. Under the leadership of five principals, four of whom were ministers, the Institute demonstrated the power of a community to control its own destiny. The Institute's supporters raised the funds needed to establish and run the school. It struggled for many years with funding and curriculum issues. The school's last principal, Mr. William Huskerson, arrived in 1926. He made several advances in terms of funding and building. His tenure, however, began just one year before the county established its first public high school for Blacks. This competition and a series of "suspicious" fires ultimately led to the close of the Nansemond Collegiate Institute. This closing did not occur before the Institute had opened possibilities for many Blacks who might not otherwise have had varied career choices. By having existed, Nansemond Collegiate Institute had a lasting impact on the lives of many Blacks of Nansemond County.

Browsing by Author "Carlton, Patrick W."

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