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Stakeholder perceptions : the impact of a university-based laboratory school on a campus-based university educator preparation program
(University of Missouri--Columbia, 2018)
A gap in research on the impact of a university-based laboratory school on a campus-based educator preparation program and a decrease in the number of university-based laboratory schools requires current laboratory school programs to evaluate...
Differences of instructor presence levels in predominately online versus predominately not online courses within the community college setting
(University of Missouri--Columbia, 2018)
not online course. Instructor presence was examined using the Community of Inquiry framework. The Community of Inquiry is a framework used to examine social, teaching and cognitive presence and the impact of such. Data was gathered from two courses...
Co-teaching as a clinical model of student teaching : perceptions of preparedness for first year teaching
(University of Missouri--Columbia, 2018)
teaching candidates for the first year of teaching while allowing the cooperating teacher to stay in the classroom throughout the student teaching term. The problem-of-practice addressed in this study focuses on the need to determine if a co...
Understanding the relationship between global and diversity learning practice types, critical thinking and awareness of self and others in college students
(University of Missouri--Columbia, 2018)
) practices, one category of high impact practices (Kuh, 2008), aim to increase students' awareness of self and others and imbue critical thinking skills that will help students see how their own background and experiences interact with those of peers...
Examining the professional development for principals regarding teacher evaluation and the relationship to student achievement
(University of Missouri--Columbia, 2019)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The mixed method convergent study was conducted to explore the impact of principal professional development practices on teacher evaluation and student EOC scores in high...
Evaluation of faculty engagement in professional learning activities : a mixed-methods study on communication processes, value, and barriers
(University of Missouri--Columbia, 2018)
This study was a developmental evaluation of a faculty center at a state funded, public non-research university focused on undergraduate and graduate degree programs that is located in the Midwest United States. The purpose ...
A case study of building leaders' experiences with strengths-based coaching and feedback
(University of Missouri--Columbia, 2021)
This study examined the experiences of building leaders as they implemented strengths-based coaching and feedback, exploring the overarching research question: how do building leaders implement strengths-based coaching and feedback as part...
Goal setting in Missouri's model evaluation system
(University of Missouri--Columbia, 2019)
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Goal setting in Missouri's Model Evaluation is the central focus of this research. Years of legislation increased the federal presence in public ...
Creating connectedness: assessing the use of social media by Missouri middle school education leaders to develop their professional learning network
(University of Missouri--Columbia, 2021)
Educational leaders are increasingly required to have knowledge over a wide range of topics. They are seeking ways to engage with colleagues and other educational leaders by connecting in meaningful learning and collaboration. ...
Fragile balance : a phenomenological study exploring work-life balance of Millennial professionals
(University of Missouri--Columbia, 2021)
This phenomenological study explored the work-life balance of Millennial regional specialist professionals at University of Missouri (MU) Extension, part of a nationwide non-credit educational organization, the Cooperative ...
A middle school co-teaching program evaluation in one suburban midwestern school district : perceptions from regular education co-teachers, special education co-teachers, and building administrators
(University of Missouri--Columbia, 2018)
for this study was collaboration as defined by Friend and Cook (2013). Open and axial coding were used in the data analysis process. Findings indicated a lack of consistent and ongoing professional development, concerns with collaboration between co...
Black families as embodied policy : politics of dignity transforming colonized policy procedures
(University of Missouri--Columbia, 2018)
Family involvement in U.S. public schools continues to value functional strategies (e.g., homework help, financial contribution, time spent in the classroom) as supports for the school, denying differentiated involvement (e.g., cultural-based...
A qualitative bounded case study on teacher and administrator perceptions of students' adverse childhood experiences in rural, northwest Missouri elementary school
(University of Missouri--Columbia, 2020)
, results from the study could aid in helping the MASA, MAESP, and MSTA consider new evidence related to student trauma in rural public elementary schools. This may lead to an opportunity for these professional organizations to review their structures...
Professional development design in elementary school blended learning environments : changes in teacher mindsets and adaptive thinking skills
(University of Missouri--Columbia, 2018)
This mixed method convergent study explored the impact of design and delivery of professional development practices in a large, urban school district in Missouri. Certificated classroom teachers at 23 pre-determined elementary school sites (541...
Faculty burnout and its relationship to social and institutional support
(University of Missouri--Columbia, 2020)
The purpose of this sequential explanatory study was to determine if there was a relationship between faculty burnout, social support, institutional support, or salary, as well as establish if any college at a regional ...
A quantitative analysis of high school sports participation intensity and breadth : relationships with academic achievement in a rural Missouri high school
(University of Missouri--Columbia, 2018)
participation trends which demonstrated overall participation increases from 1989 to 2017 (Bell et al.,2016; Howard, 2017; Jayanthi, Pinkham, Dugas, Patrick, & LaBella, 2013; Moore, Murphey, Bandy, & Cooper, 2014). Since increased connectivity to school...
Winning when the odds are against you : a narrative inquiry of African American female persistence at a predominantly white university
(University of Missouri--Columbia, 2021)
of persistence beginning from childhood. Interview data underscore family context, faith, and issues of race, gender, and class as influential factors of persistence toward graduation at a PWI. Implications for practice and research are presented...
The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district
(University of Missouri--Columbia, 2020)
in objective hiring practices that yield retention of teachers with a strong fit to the organization....
Access to high-quality and effective teachers through a para-to-teacher grow your own program
(University of Missouri--Columbia, 2022)
-sectional surveys were investigated (Fink, 2017; Mertens, 2020), documents and records were analyzed, and an interview was conducted to collect qualitative data (Seidman, 2013). Data were analyzed using a constant comparative analysis method to identify...
Perceptions of campus climate : rural LGBTQ+ student experiences at a rural midwest university
(University of Missouri--Columbia, 2019)
Rural lesbian, gay, bisexual, and transgender (LGBTQ+) high school students face harassment, lack connection to their schools, and have low college aspirations (Palmer, Kosciw, & Bartkiewicz, 2012). Studies focused on ...