Date of Award

1-24-2012

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

Valeri R. Helterbran, Ed.D.

Second Advisor

Anne Creany, Ed.D.

Third Advisor

Kelli Jo Kerry-Moran, Ph.D.

Abstract

In this current era of expected increases in student achievement, it is necessary to identify and strengthen factors that contribute to student academic success. This study explored the concepts of collective efficacy, teacher hope, and their correlation to grade level in a selected K-12 setting. The research focused on identifying if a correlation exists between school level collective efficacy and individual teacher's levels of hope. In researching the levels of collective efficacy and levels of hope it was also determined if the levels increase or wane as the grade level increases. At the very core of the study are two emotion-laden aspects of collective efficacy and hope. Upon reading the literature pertaining to both collective efficacy and hope it becomes clear that they both aid in increasing student achievement. Although collective efficacy and hope help to raise student achievement, policy makers are making it more difficult for these two aspects to be fostered in schools. Federally mandated legislation can be successful if its' cognitively-driven measures are combined with collective efficacy and hope to raise student achievement. There have been numerous studies that target student achievement. Why this study is timely pertains directly to the largest intrusion into public schooling by the federal government in its history. The fact the government is mandating an increase in student achievement is not the problem. The problem lies with the process that the government has undertaken. Although this study is not intended to debate No Child Left Behind, it does take direct aim at the processes behind the legislation.

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