Browsing by Subject "Educational policy and administration"

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Case study of the regional resource center program: a study of organizational change
(2013-11) Hawes, Maureen Elizabeth
The purpose of this study was to examine the policy, social, and behavioral dynamics of how the U.S. Department of Education's Office of Special Education Programs (OSEP) funded Regional Resource Centers (RRCs) evolved from individual centers into a national RRC Program. A critical instance study was used to examine the dynamics of how the RRCs have evolved into the national RRC Program, reflecting on policy context which led to the formation of the national Program, the challenges encountered, those that remain and the prospects of institutionalizing organizational change for the future. The investigation incorporated concepts related to Lewin's (1951) traditional perspective of organizational change as contemporary views incorporating Social Identity Theory (SIT). The case study approach used in this investigation involved data collection and analytic methods which encompass aspects of traditional change theory via a Force Field Analysis (FFA), while the method used to capture the more affective components of change was the Organizational Change Recipients' Beliefs Scale (Armenakis et al. 2011). Select staff interviews were also conducted in order to gather more qualitative data to better understand the underpinnings of the change process.This case study revealed a number of common driving and restraining forces that impact the organization's ability to establish equilibrium and move beyond a phase of transition. The convergence of data sources confirmed the identification of driving and restraining forces, which included the Program structure, trust, evaluation, and governance. Five major themes emerged from staff interviews that support the identification of a number of driving and restraining forces. The themes include: importance of relationship building, the role of communication in development of the organization, alignment of Program and state work, RRCP structure and its impact on organizational growth, and professional development. Findings also confirm the current status of the RRCP with regard to organizational socialization, role conflict and resolution, and intergroup relations.
Citizenship education, memory, and the World War II internment of Japanese Americans
(2011-07) Walters, Matthew S.
Drawing on citizenship education, collective memory, and oral history literature, I describe the intergenerational exploration of lived memory in the curricular endeavor: ―What is worth remembering about the past?‖ To demonstrate one form such consultation might take, an intergenerational group discussion was conducted with second-generation Japanese American immigrants, or Nisei, interned unconstitutionally by the United States government during World War II. Topics discussed included their lives before and during the internment, experiences talking about this event with non-Japanese Americans, and vision of education about the internment for future generations. The intended significance of this study is its: (1) rationalization of remembering the past as civic responsibility and thus curricular concern of citizenship education; (2) demonstration of applying intergenerational oral history methods in this exploration; (3) suggestion that empowering and encouraging students, educators, and their community to explore the past in this way may be a ―grass roots‖ avenue worth exploring in light of criticism against history education and its role in promoting nationalist agenda; and (4) contribution to our understanding of Japanese American history.
Confronting complexities of public school integration: School district leaders of diversity and equity navigating the professional, the personal, and the political
(2013-08) Mattheis, Allison
This dissertation is an in-depth ethnographic investigation of how local school district equity and diversity coordinators work within policy constraints and respond to particular local demands. The findings presented in this document are drawn from four years spent exploring the implementation of school integration policy in the state of Minnesota through observation of leaders' professional networks, legislative and department of education meetings and hearings, visits to three communities selected as case study sites, and a statewide survey of leaders in districts receiving integration revenue. Using a sociocultural approach to policy studies along with critical discourse analysis, this research examines community values and actions in the wider context of demographic shifts in public schools across the country, and highlights the localized nature of much educational policy. This work seeks broadly to explore practices designed to develop multicultural understanding, and examine the impact of policies that address racial, ethnic, and socioeconomic integration in public schools.
Critical experiences abroad: the development of self-authorship in study abroad.
(2011-07) Volden, Emelee Patricia
The purpose of this study was to understand how study abroad students identify and make sense of critical experiences they encounter during a study abroad experience. The study specifically sought to better understand how these experiences contribute to the development of self-authorship. Interviews were conducted with students to see how or if these critical experiences contributed to a shift or change in their understanding and values. Students who studied abroad in Australia, Italy, and Kenya were interviewed approximately 4 – 8 weeks after their study abroad programs ended, and participants were asked to identify and reflect upon situations or experiences that took place during their time abroad. The overall aim in this study was to better understand the situations that contribute to learning and development outcomes through a study abroad experience.
Cultural competence: common practices, perceptions, and challenges of evaluators working cross-culturally.
(2011-09) Maynard, Amelia E.
The field of program evaluation has become increasingly aware of the importance of cultural competence over the last few decades. Ignoring cultural differences in evaluations can result in poor data and decisions. Incorporating culture into evaluations makes them more valid and more ethical. This thesis reviews the literature around cultural competence and discusses the challenges that evaluators face. It also presents results from 12 interviews with evaluators who work cross-culturally. The results of the study reinforce the themes found in the literature and suggest that while evaluators may feel they can be culturally competent, additional resources and support may be needed to aid the process.
Defining boundaries between two immigrant waves from Latvia: a study of Latvian supplementary schools in the U.S.
(2011-08) Garoza, Ilze
Since the collapse of the Soviet Union and reestablishment of Latvia’s independence in 1991, followed by removal of the Soviet-imposed restrictions on human mobility, there has been an exodus of Latvians to Western countries, some of which, such as the U.S., already had substantial populations of Latvians since the last wave of emigration took place during World War II. Consequently, two parallel and mutually detached Latvian communities have emerged in the U.S. – one consisting of World War II refugees and their descendants, the second – a largely scattered community of postindependence immigrants from Latvia, both of whom embody different migration experiences and expressions of Latvian identity. This interdisciplinary mixed methods study of intergroup relationships between Latvian Americans and post-independence immigrants from Latvia, conducted through the network of Latvian supplementary schools in the United States, which is the main site where they come together, capture the current status of the relationships and expose existing barriers that set the two groups apart. In the end, this study investigates what role Latvian supplementary schools play in bridging the two groups.
Elites’ conceptualization of issues of social cohesion.
(2010-08) Figueroa, Chantal
The purpose of this qualitative research study is to understand, compare and contrast elite perspectives of understanding of national identity and citizenship in Guatemala in the new environment of policies for social cohesion. In-depth interviews of six key personalities in Guatemalan elite society provide insights into the understanding of the construction of these concepts and the cultural logics underlying the initiative of the introduction of the Cabinet for Social Cohesion led by the first lady Sandra de Colom. Critical pedagogy is used as a theoretical framework to understand the future development and implementation of a policy for social cohesion and to pull together and analyze the similarities and discrepancies of elites’ perspectives. Finally, the study seeks to highlight the importance of identity politic when developing educational policy and social cohesion, especially citizenship education within the Guatemalan context. Key Words: social cohesion, citizenship, national identity, Guatemala
Exploring cultures and expanding horizons: the international experience of the students crossing borders community.
(2012-06) Keelon, Heather
This case study examines the experiences of international and U.S. domestic students living in an international residence hall. In-depth interviews with ten students and two staff combined with participant observation determined what events led to meaningful interaction between domestic and international students, and how students’ perspectives on the influence of culture on their worldviews transformed. In addition to qualitative methods, a grounded survey was administered incorporating data from the interviews and participant observation. In alignment with contact theory and transformative learning, residents reported increased comfort with cultural difference and knowledge of other cultures through friendships formed on the hall. The findings of this study offer insight for staff and administrators of international residence halls in creating an environment that increases students’ ability to understand other worldviews and develop cross-cultural skills.
Faculty research productivity at Assumption University Thailand
(2014-10) Pornsalnuwat, Pavinee
The purpose of this study is to determine the factors associated with faculty's perceptions of their roles as researchers at a Thai private university, Assumption (AU). In recent decades there has been a dramatic increase in the size of Thailand's higher education sector reflecting both the trends of massification and privatization. One of Thailand's leading private universities is Assumption with a new world-class campus located in Bang Na near the new Bangkok international airport.The university is Thailand's first international university and grew out of Assumption College (an elite private Catholic P-12 school) and ABAC (a highly successful business college and university). The institution has a long tradition of attracting top students and offering them a quality education that prepares them well to join the elite in business, government, and academic sectors. Despite the rapid growth of Thai higher education, Thai universities do not fare well in international ranking systems. The major reason is the lack of research productivity of Thai faculty in higher education. It is a key assumption of this dissertation that effective research and development contribute to national productivity and competitiveness.In this research the methodology is case study research and there is the use of triangulated qualitative research methods including extensive document analysis and interviews with diverse stakeholders such as AU administrators and faculty. Also interviewed are national and international experts knowledgeable to the Thai higher education landscape. A total of individuals were interviewed with a 100% response rate. Overall, it is found that research productivity is highly skewed with a small number of faculty actively engaged in research, while the majority are much less active or inactive. A tetrahedron model is used to reflect the four key factors found to influence the productivity of faculty, namely, 1) motivation and incentives, 2) resources, 3) skills, and 4) Thai politics and culture. Various suggestions are presented to enhance research productivity at AU such as the development of a long-term plan to give greater priority and resources to research. The plan would include activities such as special training and grant development workshops, mentoring, hiring outstanding faculty with proven research records, and the promotion of research collaboration with international scholars. The "triple helix model" is also presented reflecting the need for much greater cooperation among the business, government, and academic sectors in conducting and impactful and innovative research.The data presented in this dissertation indicate that Thailand in general and AU in particular are not realizing their R & D potential. This places Thailand at risk in terms of what has been termed the middle income trap (Gill & Kharas, 2007). Thus, as many countries such as Japan and Korea developed industrial policies, Thailand critically needs a national research policy to foster excellence in research, particulary quality applied research which will enhance Thailand's national competitivenss and facilitate its escaping the middle income trap. The designation of nine institutions as research universities is a step in the right direction. Assumption University, a private institution and Thailand's first international university, with its strong Catholic heritage of ethics and teaching and its new world-class campus, has also the potential to strengthen its research profile to enhance even more the quality of its teaching and learning environment. For that goal to become a reality, AU must give higher priority to creating a favorable academic research climate with increased funding and incentives for doing useful impactful research.
Intercultural relations: re-visioning an interdisciplinary field through the global lens of women
(2013-12) O'Brien, Nancy Lynn
In this project, I conceptualize the interdisciplinary field of intercultural relations through the global lens of women. This study is a two-phased, mixed-methods study situated in feminism and feminist research. I use a broad definition of intercultural relations that transcends multiple disciplinary areas including, among others: education, communication, psychology, and business. In Phase One (survey study) I address the questions: Who are the women? What are their contributions to the field of intercultural relations? Survey results name 420 women and their associated work/ideas, representing multiple countries and cultures worldwide. Findings indicate widespread global influence by women and their work in intercultural relations. Women are working across disciplinary lines and across geographical and regional areas. They have been (and continue) to influence the field through their roles in academia, consultancy, leadership, and organizational management. In Phase Two (interview study) I address the questions: How have women engaged with and come to know the interdisciplinary field of intercultural relations? How do women envision an intercultural relations history that includes everyone? In this phase, I conduct 27 face-to-face interviews with women from across the globe using a mapping exercise to facilitate rich data collection. Results from the interview study demonstrate that feminism and social justice issues have influenced (and continue to influence) how women engage with, and have come to know, the intercultural field. Further, participant stories exemplify different facets of intercultural relations work, including: the role of bridging; the topic of cultural marginality; refugee and immigrant issues; and expatriate and sojourner experiences. Finally, several stories illustrate the role of professional associations, education, and leadership in developing professional applications. Overall, this study argues the need to consider more carefully that, a) intercultural knowledge continues to be constructed through multiple ways of knowing and being in the world; and that, b) globally, women are participating in intercultural knowledge production; and that, c) by adding women's knowledge and perceptions to the historical context, implications and research considerations for the intercultural relations field are ostensibly endless.
Internationalization of the MBA curriculum and its impact on building students' global competencies
(2014-08) Carlson, Oksana
With the expansion of international business activities, business schools' leaders and administrators come to a higher understanding of the needs of employers and explore multiple strategies for MBA curriculum internationalization. The process of globalization has changed the skills, knowledge, and competencies expected of the MBA graduates. Studies suggest that corporate leaders expect MBA graduates to not only have technical expertise, but also to understand the dynamics of the globalized business world, to communicate and manage effectively across cultures, and to create innovative solutions for global business challenges (AACSB International, 2011; Ghemawat, 2008; Pitt, Berthon, & Robson, 1997).While many business schools define their mission as educating global business leaders who will make a difference in the world, little or no agreement has been achieved in defining the aspects and components of the MBA curriculum that would help to achieve this goal. Using a combination of quantitative and qualitative research methods, this study provides a macro- and micro level analysis of the curriculum internationalization strategies adopted by leading business schools in the U.S. By employing a benchmarking analysis of the top MBA programs in the U.S., this study examines the current trends and best practices in MBA curriculum internationalization. The study also employs the Johns Hopkins Carey Business School in a more detailed analysis of curriculum internationalization. The new innovative curriculum of the Global MBA program was developed with the insights and recommendations of employers and academic leaders to reflect the needs of the ever-changing globalized business world. By employing a tracer study methodology and a combination of quantitative and qualitative research methods, this study examines the impact of the internationalized curriculum on building students' global competencies.The data suggest that MBA graduates perceived a significant change in their global competency level before and after the MBA program, and that this change is largely a result of the MBA curriculum and their experiences in the program.Through the combination of the benchmarking survey, analysis of the curricula documents of the leading MBA programs in the U.S., the survey of the MBA graduates in the selected business school, and a series of interviews, a deeper understanding is developed of the importance of the global competencies for MBA graduates. Subsequently the impact of the internationalized MBA curriculum on building students' global competencies is investigated. Broader implications of the study recommend that business schools consider the employers' needs and expectations, and use a systems approach in developing curriculum internationalization strategies.
Internationalizing a private liberal arts college in Ghana: A stakeholder analysis
(2012-05) Adjei, Millicent
Although, many stakeholders view internationalization as integrating an international intercultural and global dimension into the extant curriculum, the concept holds different meanings between and within institutions. This multiplicity of meanings invites the questions: How do various stakeholders at Ashesi University; a small liberal arts college in Ghana conceptualize internationalization and what factors influence their understanding of the subject? How does the academic institutional context influence internationalization? And, how do the different stakeholders’ perceptions of internationalization affect the internationalization focus of the institution? This qualitative case study draws on data collected between May and August 2011 from sixty purposefully selected participants comprising University leadership; administrative staff; faculty; students and alumni of Ashesi. Data collection methods included semi-structured interviews, focus group discussions, naturalistic observations of the campus ethos towards internationalization, and content analysis of documents. Analyses of the data suggest the following: 1) Stakeholders demonstrated an understanding of the importance of internationalization, and how it applied to them in their own unique context; 2) In addition to the internationalization components suggested by Harari’s “Components of an Internationalized Campus,” Ashesi University also had very unique internationalization components specific to their context as an African institution; 3) stakeholders believed that having a clear internationalization policy to guide the internationalization process developing at Ashesi in the form of a clearly written internationalization policy document, would be helpful towards guiding the institution’s internationalization process. In addition, stakeholders expressed a strong desire for Ashesi to institute programs to foster close interaction between domestic and international students and the introduction of a French Language course to enhance student employability, particularly across francophone Africa. These findings have the potential to guide discussions, as Ashesi aims to develop a more structured internationalization agenda. The findings also suggest methods and processes that may be beneficial and transferable to other institutions with similar characteristics as Ashesi, and with a similar desire to internationalize. This study also contributes to the limited body of literature concerning how institutions of higher education in Africa utilize processes appropriate to their unique contexts in their attempts to internationalize.
Leadership practices and pathways that matter to 21st century faith-based principlas
(2008-11) Klindworth, Robert F.
The purpose of this survey research study was to examine the perceptions of Christian faith-based school principals in Minnesota and Wisconsin relative to leadership practices of principals serving in K-12 Christian faith-based schools. Leadership practices considered important by currently practicing faith-based principals were identified, along with the feasibility of such practices. Demographic data about the principals, their schools and communities were collected. Participants also were asked to describe their pathways to their current positions as principals and also to offer their views about design and curricular priorities for faith-based principal preparation programs. A web-based survey was used to collect data. A total of 850 faith-based principals were sent surveys with 288 responding. This response rate resulted in a study confidence level of +/- 5%. Key findings indicated: 1) religious beliefs were significant considerations in decision making involving student discipline, enrollment and budgeting policies; 2) faith-based school culture was unique because religious beliefs permeated curriculum/instruction/assessment, faculty relationships and community interactions; 3) principals in urban settings appeared to value faculty development more highly when compared to principals in rural settings; 4) principals of larger faith-based schools rated the value of personal relationships more highly as compared to principals of smaller schools; 5) faith-based principals with master's degrees or higher rated knowledge of curriculum, instruction, and assessment more highly than principals with only baccalaureate levels of education; 6) an emphasis on the centrality of faith in the principalship was viewed as important for future faith-based principal preparation programs, as was an emphasis on clinical experience; and 7) tension existed between maintaining denominational identity/integrity and a perceived need for marketing/recruiting efforts to maintain or increase enrollments. Implications for policy, principal preparation and continuous learning are offered.
Special education teacher perceptions of changes in student outcomes due to current assessment practices
(2011-06) Altman, Jason R.
The national movement towards standards-based public school education and accountability has deeply affected the professional lives of America‟s educators. As states have wrestled with complex issues surrounding instruction and assessment, researchers have developed measures to monitor the attitudes and beliefs of those who teach America‟s students. To that end, this research used interview methods to investigate special education teacher perceptions of the effects of statewide assessment and accommodations on student academic outcomes. Participants included 10 elementary and middle school special education teachers. Results indicated that teachers shared common perceptions related to the value and fairness of accountability assessment, including the use of accommodations, and that these feelings influenced educator decision making,assessment viability, and a desire for new and more effective instruments.
Teachers‘ and parents‘ perceptions of parent volunteering in the context of charter school in the US public school setting
(2011-06) Moroz, Larysa
The purpose of this qualitative research study was to explore and understand how teachers and parents perceive parent volunteering in the context of charter school in the US public school setting. The study strived to decipher the value of parent volunteering as parent involvement for the students‘ learning and social skills development in charter school setting and to elucidate the major factors that influence parent volunteering at school and how they affect the teachers‘ job performance. Eleven one-on-one, in-depth semi-structured interviews were conducted with teachers and parents at one of the Twin Cities charter school to understand the role of parent volunteering in the education realm. Epstein‘s theory of overlapping spheres of influence was used as a theoretical framework to understand and utilize the practices and activities that validate parental involvement at home, school and community. I examined the teachers' and parents‘ views on volunteering as one of the six types of parental involvement in Epstein‘s typology of parent involvement. Keywords: parent
“Tuba buddies,” triumphs, and teamwork: meaningful learning and accomplishment in school band and orchestra.
(2012-05) McCorkell, Stephanie M.
Agreeing on a “single, philosophical position to support music education” (Bowman, 1994) appears to be a distinct and ongoing educational battle in the United States. A continuing debate among administrators, parents, music teachers, and educational policy makers about the benefits of music education in school versus the costs, time, and resources it requires has yielded copious amounts of advocacy and action efforts. This paper describes a study of middle school students' perspectives on participating in school band and orchestra. Through student interviews and observations, themes emerged about participating in band or orchestra in school. The findings of this study indicate that students participating in school music: 1.) like band and orchestra the most because of the intrinsic gratification of learning that they feel through their own personal accomplishments; 2.) find the classes to be challenging yet enjoyable school subjects; 3.) can independently identify a need for teamwork and actively chose to team while learning; 4.) it was easy to make friends, keep friends, and find band and orchestra classes are a place where they felt they could belong in school; 5.) feel participating in band and orchestra group learning is safe, comfortable, and fun; and 6.) enjoy exploring and making their own choices while learning in a challenging yet enjoyable school subject. Implications for music education, advocacy, and research are discussed.
Understanding the role of cost in study abroad program selection at a large public research university.
(2011-05) Cherney, Blythe T.
Cost is a frequently cited barrier to study abroad participation. Despite the perceived constraint, study abroad participation has more than tripled in the past two decades. There remains, however, a lack of knowledge about how students who intend to study abroad conduct their search for a study abroad program and the role that cost plays in information gathering and the final selection of a study abroad program. Using college choice theory as a conceptual framework for understanding students’ decision-making processes, this exploratory study discusses results from ten qualitative interviews with prospective study abroad students at a large, public research institution. Their responses identify perceptions of cost, methods of information gathering, and approaches to financial planning for study abroad.

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