The purpose of this research study was to examine how chefs and other individuals in the food industry understood the field of culinary arts. This study used an instrumental case study with purposeful sampling of multiple cases. Through a series of open-ended interviews using snowball-sampling strategy that concluded with 45 participants sharing their experiences in culinary education and employment, several themes emerged across all of the interviews: (1) Disempowerment of those who have been successful in the culinary arts; (2) Conflict in the field; and, (3) Needs of employers not being met. Following the analysis of the data, two research questions were inductively formed: (1) How do the participants' understandings vary based upon the three models (apprenticeship, associate degree, and baccalaureate degree) of culinary education? (2) How do these themes vary depending upon the three models of culinary education? What resulted was thick description of the impact of the three models of formal chef education has had on the field of culinary arts, followed by the potential in the development of the baccalaureate degree model as it represented an opportunity for field redefinition in culinary arts. This study produced a set of data revealing that current culinary education has become …

This quantitative study examined seventh-grade reading scores to determine the extent to which certain demographic variables (race/ethnicity, gender, socioeconomic status) explain and MAP reading scores predict reading scores on the State of Texas Assessment of Academic Readiness (STAAR) in a selected northeast Texas public school. Standardized assessments only compare the relative performance of an individual student to other groups of students using scaled scores, which can vary from year to year and from state to state. With the advent of computer adaptive testing, this study provides information on the predictive validity of benchmark assessments. Specifically, this study looked for predictive evidence that indicates how accurately test data can predict criterion scores. Findings revealed, through a multiple regression analysis, that the fall MAP Rasch Unit (RIT) scores predicted the STAAR scale scores. Using SPSS version 22, the data were entered and analyzed in a multiple regression model to determine the presence of a statistical trend or lack thereof. Demographic data and MAP scores were entered into the regression model to examine the predictive validity of the MAP assessment in determining student performance on the STAAR seventh-grade state-mandated reading assessment. The statistical analysis revealed that MAP RIT scores explain a significant variance …

A growing body of work has emerged regarding the responsibilities required of district leaders in establishing plans that initiate and create conditions for sustainability of continuous improvement achieved through a systemic reform structure such as professional learning communities. However, limited research exists in respect to sustaining cultures of continuous improvement in rapid growth districts. Rapid growth districts can be described as school systems, which construct and open multiple campuses annually. The underlying premise of this study considered how humans interact with one another within a rapidly changing professional organization. Change theory, professional capital, organizational learning theory, and system reform emerge as the conceptual framework in this study of district support of professional learning communities. Data collection for this qualitative descriptive case study included interviewing six K-12 principals, administering the PLCA-DS survey to 247 K-12 staff members, and document review. Recognition of the importance of the PLC framework, building capacity, development of collaborative culture, and issues resulting from constant change due to rapid growth were the four themes generated by the participants to support continuous improvement in a rapid growth district. The four themes combined with the components of the conceptual framework outline how district leaders in a rapidly changing environment …

This study utilized a convergent parallel mixed methods design to study teachers' concerns during implementation of instructional coaching for math in a rural PK-12 district in north Texas over a three-year time period. Five campuses were included in the study: one high school (grades 9-12), one middle school (grades 6-8), and three elementary campuses (pre-kindergarten through grade 5). In a school district of 3,400 students and 241 teachers, fifty-two math teachers were surveyed and interviewed for their perceptions and concerns during implementation of instructional math coaching in order to assist central office administration in knowing how to support teachers through the change process. Data included the Stages of Concern Questionnaire (SoCQ) at three points during the study period analyzed through nonparametric statistical analysis. No statistically significant differences were found to exist between campuses. However, a statistically significant difference was found when campuses were grouped by elementary and secondary campuses. Open-Ended Statements of Concern and focus group interview data by campus served as qualitative data to triangulate concerns and to measure situational evidence of rurality influence on teachers' concerns. Convergence of qualitative and quantitative findings indicate concerns clustered in unconcerned, informational, and personal stages. Evidence of rural contextual influences point to …