Value-added metrics or models (VAMs) are an important component of the teacher evaluation process that evaluators use to determine the value teachers add to their students' academic achievement. VAMs are used to arrive at a score that is derived from the number of the teachers' students who pass and/or fail a standardized assessment. While prior…

The purpose of this qualitative case study was to examine dual credit policy and what barriers Indiana high schools have in offering dual credit courses. The goal of this study was to answer one grand tour question--What barriers exist for Indiana high school students regarding dual credit availability? Three sub-questions supported this grand…

Perceptions of urban teachers regarding school-wide application of positive behavioral interventions and support (SW-PBIS) led to this exploratory qualitative case study of Indiana urban high school teachers' perspectives on the successful development of teacher buy-in regarding SW-PBIS. Data collection consisted of semistructured interviews with…

Teachers do not have adequate training or support to effectively address challenging behaviors exhibited by students. The purpose of this study was to obtain insight into the benefits and challenges of a collaborative relationship between a behavior analyst and educators. The framework for this study is applied behavior analysis and its three-term…

The purpose of this quantitative study is to explore the frequency of uncivil behaviors amongst teachers. The research seeks to determine leadership support and job satisfaction levels in order to relate their relationship to turnover. Fulfillment of teachers' basic psychological needs is essential for optimal performance and growth. The 2018…

Research reveals that zero-tolerance policies lead to school suspensions of a disproportionate number of African American students in urban areas (Center for Civil [CCRR], 2015). Suspensions increase student failure rates and dropout likelihood and reduce the ability to graduate on time (Skiba, Arrendondo, & Williams, 2014). Studies have also…

Response to Intervention (RTI) is defined by the National Association of State Directors of Special Education (NASDSE) as the practice of providing high-quality instruction and intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions (2007). Both IDEA 2004 and the…

This study provides an overview of the impact of school technology on elementary students in grades three through five attending public schools in Indiana. The investigation focused on the impact of various technologies on student achievement as measured on Indiana Statewide Testing for Educational Progress-Plus (ISTEP+). Various comparisons were…

In an era of increased accountability and diminishing financial resources, secondary schools across the nation are increasingly turning to online course offerings as a way to remediate and in some cases completely educate their students. In addition, students are opting to participate in online courses at an exponentially increasing rate for many…

The purpose of this quantitative study was to determine whether there are any differences in what school board members look for in the areas of personal characteristics and professional skills when hiring a superintendent. A sample population of school board members who were serving at a school that had an opening for a superintendent during the…

This study examined implicit and explicit attitudes of teachers toward the Emotional Disturbance (ED) label, the strength of association between implicit and explicit ratings, and the variance in attitudes between different types of teachers or among teachers in different settings. Ninety-eight teachers (52 regular education and 46 special…