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Topic: School-to-Prison Pipeline and the School Policing of African American Students. The purpose of this qualitative phenomenological study is to explore the lived experience of teachers of African American pupils who are at risk of being moved into the School-to-Prison Pipeline. African American students are being dismissed from public school classrooms by their teachers via expulsions or suspensions. This problem is impacting African American students. Critical race theory is the guiding theoretical framework. Critical race theory examines the roles and lived experiences of teachers of at-risk African American students involved with the School-to-Prison Pipeline programs. The data highlights the pro-Caucasian American analysis of teachers of African American school pupils assigned for expulsion or suspension. The investigation is centered on teachers' voices regarding their lived experiences in educating African American students. The elongated history of African American pupils has exhibited specific ways in which former teachers of African American students supervised their pupils in discriminatory practices and racial traditions. Race is a social arrangement that combines the voice-of-color thesis, anti-essentialism, and intersectionality. Participants: Teachers from the State of Mississippi's Public School System were the target population for this study. The State of Mississippi's Public School System has approximately 31,641.0 total teachers. Two research questions: 1) What are the experiences of educators working with African American students who are at risk of being in the School-to-Prison Pipeline? 2) What are the programs available to educators to assist African American Students who are at risk of being in the School-to-Prison Pipeline? Design: This study utilized in-depth 1:1 teleconference interviews, a 17-item survey questionnaire, and the four core concepts of the interpretation theory. Results: African American learners accounted for (15.5%) of all public school pupils. Still, represented about (39%) of students suspended from public schools. Bryan (2017) mentioned that about 85-90% of preservice educators in his program are female, Caucasian American, and middle class, reflecting America's national demographic. The program options available to teachers are: Teacher handbook Guidance Program School Resource Officer Program Alternative Education Classes School-to-Prison Pipeline Programs Juvenile Detention Centers. [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 quantitative study investigated the perceptions and experiences of K-12 teachers utilizing social media platforms for self-directed professional development. Through a survey administered to 111 public elementary school teachers in Mississippi, data was collected to analyze various factors influencing teachers' engagement with social media for professional development. The study emphasized the importance of effective professional development in enhancing teaching practices and ultimately improving student outcomes. It explored the potential of social media platforms to serve as valuable tools for creating online learning communities, where educators have autonomy over their learning activities and can engage in collaborative knowledge sharing. Overall, this study contributes to the growing body of literature on social media's role in teacher professional development and underscores its potential to reshape traditional approaches to professional learning in education. [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 Morrill Act of 1862 provided the funding mechanism for the modern land-grant college system. In the over 160 years since its passage, the tripartite land-grant mission of teaching, research, and service has become the most recognizable legacy of the legislation. Recent scholars of land-grant education caution against viewing the history of land-grant education as a singular story. Despite this caution, many of the texts that offer horizontal histories of land-grant education focus largely on schools in Northeastern and Midwestern states. Within the study of the history of higher education, land-grant college development and the development of higher education in the postbellum South are relatively underexamined. Southern land-grant college development, where the two bodies of literature converge, is studied even less. This study combines multicase study methodology and historical research methods to examine the history of Alcorn University (now Alcorn State University), the University of Georgia, and Virginia Agricultural and Mechanical College (now Virginia Polytechnic and State University) between 1862 and 1910 to answer the question: How did land-grant colleges develop in the postbellum South? In doing so, it looks both within the developments of these colleges, to identify unique internal factors and external influences, and across them, to identify larger themes around land-grant college development in the region. Specifically, this study explores how state-level politics, race and racism, and the changing social order of the postbellum South shaped these land-grant colleges during the eras of Reconstruction and Populism. This study intervenes in the historiographies of land-grant college development and southern higher education, and in doing so extends our understanding of both. [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 study examined the perceptions of elementary, middle, and high school counselors and principals regarding school counselor job duties and their impact on the school counselor-principal relationship. Previous research has highlighted disparities in viewpoints between school counselors and principals, leading to variations in job duties and influencing their relationship. Data were collected from 123 school counselors and principals in Mississippi and analyzed using descriptive statistics, ANOVA, independent samples t-tests, and multiple linear regression analysis to explore differences among variables and assess statistical significance. The findings revealed significant differences in perceptions between school counselors and principals regarding counseling, coordination, curriculum, and consultation duties. However, they shared similar perspectives on non-counseling duties. Both groups recognized the importance of consultation and coordination activities across all grade levels. While there were no significant differences among grade levels in counseling, consultation, coordination, and other activities, elementary school counselors and principals reported significantly higher mean scores for curriculum activities compared to their high school counterparts. Consultation activities positively impacted the school counselor-principal relationship, whereas lower school performance ratings correlated with poorer relationship quality. [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.]

With little to no literature found exploring dual enrollment/dual credit (DE/DC) offerings in Career Technical Education (CTE) and Health Science core courses/programs this study provides an examination of the perceived driving forces behind the recent expansion of DE/DC into CTE and Health Sciences. The development of a deeper understanding surrounding perceived driving forces was explored utilizing interview questions addressing participant DE/DC experiences, perceived reasons behind the expansion, opinion on current and future attainable outcomes/goals, how goals could be accomplished, opinions on how the expansion should be made, and who should be making the decisions. The methodology utilized in this qualitative phenomenological study included interviews conducted with key secondary, postsecondary, and industry decision makers (community college industry partners, community college Vice Presidents of Instruction, K-12 Principals, secondary counselors, and secondary and postsecondary DE/DC Coordinators and CTE Deans/Directors). Interviews were transcribed line-by-line, coded, and categorized by utilizing ATLAS.ti coding software. Cyclic coding was conducted revealing six themes. Two themes "cautiously optimistic" and "outside influences/influencers" were identified leading to the conclusion of optimistic outcomes combined with outside influencers (governmental incentives/initiatives) as key driving forces behind the expansion of DE/DC. Findings and additional themes emerged around the participants' deeper examination of the driving forces. These findings included the perceived needs, limitations, restrictions, and leadership aspects of decision making. Thus, adding to the knowledge of understanding while examining DE/DC perceived expected growth, outcomes, and feasibility. The combination of this study's participants' current DE/DC experiences and extensive knowledge and experiences in CTE gives this study a unique perspective on the perceived future of DE/DC expansion. Three new conceptual concepts emerged from the study's findings, utilizing DE/DC to redirect secondary resources, DE/DC as a vessel for early career guidance, and suggested a new delivery method and selection process utilizing a modified middle college delivery approach. In addition, new possible challenges and limitations facing expansion were revealed in the findings of the study: age limitations of those under the age of eighteen, potential of producing an under-skilled workforce, and the possibility of increased student financial burdens. There was a conscience noted by the findings of this study of the need to shift from the current norm in order to achieve a win-win for all parties involved students, educational institutions, industry, and community. [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 study examines the lived experiences of K-12 Instructional Technology Leaders in rural schools and school districts throughout Mississippi. It sought to explore the challenges that were encountered, the strategies they were employed, and the lessons that were learned during the COVID-19 pandemic, as traditional classroom teaching and learning was abruptly transitioned to 100% online or remote teaching and learning. Five participants were recruited. Only one participant holds the actual title of an instructional technology leader of their school district, while the other four assumed the role and responsibilities of an instructional technology leader for their schools or school districts. Employing a qualitative research design, this study obtained data Through participant interviews and applied descriptive data analysis to extract meaning from responses. Key findings regarding their experiences based on the Future Ready Technology Leaders™ (FRTL™) include: Advocacy for technology integration into curriculum, instruction, and assessment; Promotion of personalized professional learning to enhance technology use among teachers, students, and parents; Leverage of existing infrastructure for a smooth transition to remote learning; Rarity of challenges in securing the budget and resources; Promotion of student-centered teaching and learning through community partnerships; Consideration of data and privacy issues; Support for effective use of space and time for student-centered learning through technology use; and Encouragement of technology adoption and integration through collaborative leadership. Key findings regarding the barriers instructional technologists experienced during the COVID-19 pandemic include: Greater infrastructure challenges in remote (in-home) learning environments; Teacher resistance to technology use in curriculum, instruction, and assessment; Teacher unpreparedness for technology and the increased demand for personalized professional learning due to COVID-19; and Elevated concerns about data and privacy during the rapid transition to remote learning. Key findings regarding the lessons learned by instructional technologists include: Streamlining technology infrastructure; Providing opportunities for personalized professional learning; Considering student learning needs when planning instruction; and Embracing and adapting to the changes that comes with technology implementation; and Maintaining a student-centered approach to technology integration. [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 study examined the extent to which faculty at a regional university in Mississippi possess metacognitive knowledge and incorporate metacognitive teaching practices in their classrooms. Furthermore, the study examined the influence of age, gender, teaching experience, and subject area taught on general metacognitive awareness and metacognitive thinking during teaching. Fifty-three university faculty completed the "Metacognitive Awareness Inventory" (Schraw & Dennison, 1994) and the "Metacognitive Awareness Inventory for Teachers" (Balcikanli, 2011). None of the factors were found to have a significant influence on either general metacognition or metacognitive teaching practices; however, faculty members with higher general metacognition exhibited more metacognitive thinking during teaching. [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.]

With the increase of technology in day-to-day lives, online college education is sweeping the nation as numbers of students enrolling online is consistently on the rise. Unfortunately, because of the nature of open enrollment at the community college level, students often enroll without necessary skills to be successful at the college level, opening the door to the need for developmental education, and students in online classes are no exception. While online education can be incredibly convenient for students, especially those unable to come to campus, retention of these students is lower than those in face-to-face classes, especially when combined with developmental skill levels (Bos & Shami, 2006). The purpose of this quantitative study was to identify relationships in predictability factors of student retention throughout the English course progression, from Beginning English through Composition II for remedial students in a community college. Using archived data at a local Mississippi community college, data for 231 students enrolled in Beginning English and Reading, both on campus and online, was analyzed to determine patterns of retention and to identify factors that may impact the success of the students throughout the course progression. When looking at the relationship of high school GPA, ACT composite and course format (online or face-to-face) with student success through the course progression, the mixed liner effects model analysis showed that while there was no correlation between high school GPA and student success, evidence suggested that the higher the ACT score the more likely students were to complete the four-course progression. Additionally, a strong correlation between course method and student success was evidenced. While online education is not going away soon, greater measures to remediate and retain online students, developmental students, and online developmental students should be made through greater training, improved course design, and enhanced student services. [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 purpose of this study is to compare the immediate college enrollment of students who participated in the community college's dual credit program in high school with students who did not participate in the dual credit program. Data from a local community college's dual credit program is analyzed to understand the effects of participation, particularly in Career and Technical Education (CTE) courses, on students' decisions regarding college enrollment and major selection. Through statistical analysis, significant associations are found between dual credit participation, CTE pathways, and higher immediate enrollment rates at the local community college. Additionally, a strong correlation is observed between specific high school pathways, particularly CTE programs, and students' choice of college majors. The findings underscore the importance of aligning educational pathways with students' career aspirations and degree programs, suggesting enhanced collaboration between high schools and colleges to offer tailored educational plans and support services. Despite limitations, including potential biases and sample representativeness, the results provide valuable insights for optimizing enrollment policies and retention strategies. Further research is recommended to explore the long-term effects and the impact of different types of concurrent enrollment programs on student outcomes. In conclusion, this study emphasizes the significance of dual credit programs in facilitating immediate college enrollment and guiding students toward meaningful academic and career pathways. [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 Individuals with Disabilities Education Act mandates that all school districts provide a free appropriate public education to students with Individualized Education Plans in their least restrictive environment. Co-teaching in inclusion classrooms is a collaborative effort, with a general education teacher and a special education teacher, to provide academic and behavioral support to students with disabilities with their non-disabled peers. A review of the literature identified several studies conducted over the years that document the effects of employing co-teaching models in inclusion classrooms for middle school special education students and high school special education students. The purpose of this qualitative study was to examine the academic achievement of middle school special education students and high school special education students in inclusion classrooms using the co-teaching model. Data collection consisted of classroom observations of English Language Arts and Mathematics co-taught classrooms, teacher surveys, and teacher interviews from a Title I school located in Mississippi. The action research that was conducted in this study will provide the school district with information about the future of how to educate middle school students and high school students in co-taught classrooms. The research results revealed that co-teaching in inclusion classrooms for middle school students with disabilities and high school students with disabilities is pertinent to the academic success of these students. Moreover, the results showed that the majority of participants perceive co-teaching in inclusion classrooms as a benefit to students with Individualized Education Plans as noted by the students' academic gains on universal screeners, during progress monitoring, in English Language Arts and Mathematics. [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.]

Considering the significance of integrating students with disabilities into general education classes in Mississippi, it is critical to identify the methods by which co-teachers report working together, whether they have obtained the needed professional development, and which teaching model they employ in the inclusion classroom. This data can facilitate the assessment and efficacy of inclusive practices and offer valuable insights into potential areas requiring enhancement. Furthermore, by gaining insight into the experiences of co-teachers, future training initiatives and assistance for educators in advocating for the effective integration of students with disabilities can be enhanced. The purpose of this research was to determine the manner in which inclusion general and special education teachers in Mississippi public schools collaborate, whether they have participated in professional development, and which instructional approach they employ in the inclusion classroom. A mixed methodologies research study was conducted utilizing a SurveyMonkey survey. The frequencies and percentages of the responses to the multiple-choice questions were determined via quantitative analysis. To ascertain codes and themes, open-ended responses were subjected to qualitative analysis. The study's findings offered valuable insights into how inclusion instructors in Mississippi recount their experiences in an inclusion classroom. [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.]