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Students with emotional and behavioral disabilities (EBD) typically struggle with instruction in regular classrooms/schools. The problem peaks in secondary schools where students with EBD have some of the highest dropout rates when compared to their peers in other disability categories (Bradley et al., 2008). Universal Design for Learning (UDL) is a framework that holds some prospects of success for students with EBD. It attempts to level the playing field, allowing students with EBD to receive instruction in regular classroom settings alongside peers. The present study employs the mixed research method to investigate secondary teachers' understanding of UDL when educating students with EBD. Participants are secondary teachers recruited from all over the USA. Results show that participants are using some elements of UDL and believe UDL to be effective but worry about barriers to implementation. Highlighted barriers include lack of time, administrative support, and resources. Recommendations for policymakers and administrators on how to support teachers with the implementation UDL are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The current study addresses the problem that Ghanaian practicum student teachers are not adequately prepared in their application of instructional strategies to teach the diversity of students with multiple disabilities. The purpose of the current study is to examine Ghanaian practicum students' self-efficacy in their instructional strategies for students with multiple disabilities based on the special education program provided by the University of Cape Coast. Bandura's Theory of Self-Efficacy drove the theoretical guiding framework. The researcher collected data from a convenience sample of 143 practicum student teachers using a 5-Likert modified Teacher Self-Efficacy Scale. The Teacher Self-Efficacy Scale was used to measure practicum student-teacher efficacy in efficacy in instructional strategies, efficacy in student engagement, and efficacy in classroom management. The study used SPSS as a research tool to analyze the collected questionnaire-based data. The researcher used ordinal regression analysis to assess the efficacy levels of the relationship of predictor variables (efficacy in student engagement and efficacy in classroom management) to the dependent variable (efficacy in instructional strategies) based on the result of the TSES scale. The researcher found a statistically significant direct relationship between independent variables and the dependent variable. The results concluded the rejection of the null hypothesis in favor of the alternative hypothesis and yielded that Ghanaian practicum student teachers' engagement efficacy does correlate perfectly with the instructional strategies efficacy for students with multiple disabilities. The results also indicated a perfect correlation between Ghanaian practicum student-teachers efficacy in classroom management and their efficacy in instructional strategies for students with multiple disabilities. Future research may include a similar study design with a larger sample size. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The aim of this series of studies was to determine the effect of power clean variation (power clean (PC), hang power clean (HPC), mid-thigh power clean (MTPC) and mid-thigh clean pull (MTCP)) and load on force time characteristics, in an attempt to identify the optimal variation and load to develop specific force time characteristics. Study 1 demonstrated that assessment of peak force, peak rate of force development (RFD) and peak power were highly reliable (ICC r≥0.968) during the PC, with smallest detectable differences of ≥8.68 N, ≥24.54 N.s, ≥68.01 W, respectively, signifying a meaningful change. Study 2 and 3 demonstrate that the MTCP and MTPC are preferential in terms of maximising acute kinetic performances when compared to the PC and HPC, as they result in the greatest peak force, peak RFD and peak power. In contrast, study 4 showed no kinetic differences (p > 0.05) across PC variations (PC, HPC, MTPC) or load (70, 70, 80% 1-RM) in inexperienced female collegiate athletes. Study 5 revealed that peak power output during the PC was achieved at a load of 70% 1-RM, although this was not significantly (p > 0.05) different when compared to the 60% and 80% 1-RM loading conditions, in inexperienced athletes, in line with previous research in well trained athletes. Finally, study 6 demonstrated that when the MTCP is performed with loads of 120-140% 1-RM PC, significantly greater peak force (p < 0.001), peak RFD (p=0.004) and impulse (p≤0.023) occur when compared to loads ≤100% 1-RM. In contrast, significantly greater peak power (p≤0.02), bar displacement (p≤0.02) and bar velocity (p < 0.001) occurs when performed at a load of 40-60% 1-RM. When incorporating the MTCP into different training mesocycles, it would be useful to use heavier loads during the strength phases, progressing from 120-140% 1-RM PC, to maximise force production and RFD. In contrast, during power mesocycles, it would be advantageous to progressively reducing load to 40-60% 1-RM PC, to elicit the greatest peak power possible during the MTCP or MTPC.

A child who is not granted a familial environment that is fundamentally consistent and harmonious will be more than likely to develop inconsistently, primarily psychologically and, perhaps even physically, in comparison to the accepted standards. This would idealistically make for a scenario within which the child grows into an adult who is under developed or rather, has not been given the chance to develop the behavioral and character traits considered as normal or average. It is barely surprising, thus speaking and considering the implications of this, that divorce is an issue that must be addressed as immediately and urgently as possible by all branches of the Nigerian governments. Researchers of self-esteem have debated the effects of parental marital status on the self-esteem of adolescents and children in general, and the results have supported differing points of view. To further investigate this topic, the purpose of this thesis was to examine the various impacts of religious, educational, and demographic factors on the self-esteem [and self-actualization] of adolescents from divorced and intact families. Some of the factors investigated were parental marital status, traditional norms and customs, gender, tribal affiliation, and age-group. And where necessary and appropriate, the Igbo native laws, customs, and traditions were used for clarification. Findings suggested that there were no significant differences between gender and tribal affiliations on the self-esteem of adolescents from divorced and intact families in Nigeria. Of note worthy significance was that the Nigerian adolescents from intact and divorced families experienced painful emotional stresses and economic difficulties before and during marriage and, after divorce because of native laws and customs, extended family system, traditional/cultural norms, political influence, religious upbringing, and spousal age at marriage. For obvious reasons, children see divorce as something very traumatic. It is recommended that divorced parents should make time to instill in their child(ren) that both father and mother will still be and act like their parents, discipline them when needed, protect them from harm, follow consistent rules, not lean on the child(ren) for support but will provide support for the child(ren), and love the child(ren) and will remain in their lives. Implications on research and counseling were noted. (Contains 2 tables.) [Master's Thesis, University of Nigeria-Ibadan.]

The need for schools to develop and implement actions that will clearly improve the academic performance of all children is of great importance. Schools face pressure to improve K-12 mathematics instruction to reach all students, regardless of economic, linguistic, or cultural background (NCSM, 2008, 2016). Supporting academic excellence and equity in school mathematics requires strong leadership (Blankstein & Noguera, 2015). Recognizing that leadership in a school does not fall on the shoulders of just one person (Spillane & Healey, 2010, p. 256), the purpose of this case study was to explore the "how" of leadership, specifically the leadership practices that get us to the "why" (e.g., equity) and "what" (e.g., leadership for excellence) of mathematics education. The overarching question driving this research was: "What are the leadership practices that are intended to promote equity and excellence in mathematics education?" Using Spillane, Halverson, & Diamond's Distributed Leadership Perspective (2004), the goal was to understand the respective distributed roles teachers and other individuals took in the process of achieving equity and excellence in mathematics at one elementary school. Formal (e.g., Head of School, Central Office Administrator) and Informal (e.g., teachers and parents) leaders were interviewed and observed. Data analysis focused on identifying the macro-functions (e.g., overall leadership practices) and micro-tasks (e.g., day-to-day, short-term tasks) that leaders engaged in to promote equity and excellence. Leadership practices were focused in three areas: Supporting the Teaching/Learning of all Students; Supporting the Teaching of Diverse Students; and Parent/Family Connection. Five primary categories of leadership practices were identified: Relationship, Instruction Support, School Climate, and Parent Involvement. Despite the importance of family engagement, teachers faced challenges communicating to parents, getting them to help with homework, etc. Efforts should be made to support and involve parents in school more broadly, beyond just helping with homework. Second, there needs to be a shift in the view of a top-down approach and reliance only on formal leaders to lead the work of mathematics teaching and learning. Rather, leadership needs to be widely distributed and incorporate the input of multiple individuals who alternately lead and follow depending on the situation. Finally, leaders need to continue to take into account the situation and background of their students as they build relationships and differentiate instruction to best meet the needs of their students. These, along with other practices, will get us to the how of leadership (actions, interactions, etc.) to enhance students' mathematics learning for equity and excellence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation is a mixed methods study of a mid-sized Kansas school district. It explores the relationship between a blended learning approach to instruction and 5th grade student performance on Measures of Academic Progress (MAP) assessments in reading and mathematics. The objectives were to determine what a blended learning environment looked like, what relationship may exist between fall and spring MAP scores, and what relationships exist between spring MAP scores and time logged in Blackboard, the district Learning Management System. The results indicate that a blended learning environment is one in which teachers are able to spend time working with small groups or one-on-one with students while students are working in pairs or independently with and without technology to further their learning. The results also indicate that a statistically significant relationship exists between fall and spring math and reading MAP scores, and students in blended and non-blended 5th grade classrooms in this district performed at similarly statistically on spring MAP. An interesting and statistically significant relationship was found between increased student log in time in Blackboard and spring math MAP results. A similar relationship was not found between increased log in time in Blackboard and spring reading MAP results for students in blended classrooms in the district. A statistically significant difference was also found between teachers with more blended experience and math MAP student performance in spring. Students of teachers with more blended experience were found to have lower spring math MAP scores. At the same time, students of lower socio-economic status (free and reduced price lunch students) were found to have lower reading MAP scores than their full pay peers in spring. Policy and research implications are included and discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

An adapted version of the Bidwell-Kasarda model on school district organizational effectiveness was used to examine all 66 school districts in Louisiana in 1974-75. In an effort to remedy some of the problems in the Bidwell-Kasarda model, student retention rate was substituted for student achievement as the measure of district effectiveness, some variables were rearranged, and the percentage of rural students was added as a variable. Secondary data was used; path analysis and zero-order correlations were the statistical techniques employed. Results indicated significant effects between pupil-teacher ratios and the district's fiscal resources, parental education level, and rural population, while administrative intensity was significantly affected by size, fiscal resources, and disadvantaged population. None of the model's variables significantly explained the professional support component. The only other significant effects shown by the model were between qualifications of the staff and fiscal resources, and between school district retention rates and staff qualifications. The model did show fiscal resources had substantial effect on retention rates that were mediated by intervening variables. Neither the adapted nor Bidwell-Kasarda models accounted for much variation (21% and 25% respectively). (RS)