Academic book interior layout / typesetting (about 200 pages)

Universal-Publishers, Inc.

Academic & nonfiction book publishers

Book interior layout/typesetting. Manuscript is an academic Ph.D dissertation with bibliography. It is to be published as a book. Output both PDF and ePub. See sample layout (attached). Doesn't have to match layout, this layout is just an example. For contest, please submit sample of front matter and a few pages of a chapter using attached MSWord manuscript.

Book Title: An Answer to Disenfranchised Students: High School Credit-Recovery and Acceleration Programs Increasing Graduation Rates for Disenfranchised, Disengaged, and At-risk Students at Nontraditional Alternative High Schools

Author: Sharon D. Jones Deloach
Sample MSWord manuscript file attached
Total number of manuscript pages: approx. 141 pages
Charts, tables or images: 5
Layout page trim: 6"x9"
Output files required in both PDF & ePub formats as described below.
Output 1: PDF should conform to PDF/X1a 2001 or PDF/X3 2002
See URL below for PDF printing file specs.
https://www.lightningsource.com/dig…ation.aspx
Output 2: ePub format for iTunes distribution.

Book Synopsis:
Many school districts across this great nation are facing serious patterns of underachievement of students who do not fit well in a mainstream educational environment. The purpose of this qualitative phenomenological research study was to explore the perceptions and experiences of graduates from a credit-recovery nontraditional alternative high school that influenced his or her graduation. Nationally, many high school students are not earning sufficient credits to remain on grade level with their freshman level cohort. These at-risk students need options with stronger incentives to obtain high school credits and meet graduation requirements. Credit-recovery nontraditional alternative high schools involve an at-risk student population who are at a greater risk of academic, social, and emotional struggles. These students benefit from additional support that a nontraditional setting offers. This study involved interviewing 12 high school graduates who attended and graduated from a credit-recovery nontraditional alternative high school. There was a diversified group by age and other demographics representing five graduating classes. With this research study, the investigator determined graduates’ perceptions of credit recovery in their nontraditional alternative high school were overwhelmingly positive. The lived experiences explored in this study may help school leaders, teachers, staff, parents, and community partners understand the unique needs of this population.

AuthorBioText:
Dr. Sharon Deloach is a notable Instructional Executive Leader. For the past 25 years, she has strategically made herself available to lead cross-functional teams and model the role of an innovator. She holds Doctor of Education, EC-12 superintendent, principal, and teacher certifications. She also holds counseling certificates as well as a non-profit certification. She has served in roles of Education Director, Analyst, Consultant, High School Principal, Assistant Principal, At-Risk Facilitator, Post-secondary Education Counselor, Teacher, and social service.

Dr. Deloach earned her Doctoral of Education Degree in Education Leadership / Administration Policy from the University of Mary Hardin-Baylor and Masters of Education degree in Education Administration / Curriculum & Instruction from the University of Mary Hardin-Baylor. She completed International Studies Tour in Europe, summer 2014 - Dutch Vocational & University Systems; Belgium, Germany, France, Netherlands; University of Maastricht, Zuyd University & Fontys University of Applied Sciences. Dr. Deloach earned Bachelor of Science degree from Texas A&M University-CC in Health Science Administration / Education. In addition to her International experiences, she has extensive community involvement as a leader and advocate, strategically leveraging professional background and significant experience in directing and developing education, nonprofit, economic development, corporate and social service initiatives. To blend a unique talent of entrepreneur skills her branded education intervention designs focus on rigorous, collaborative research-based instruction and support systems confirming a stellar record of success of performance improvement and organizational leadership.

As an Instructional Leadership Consultant, she is a staunch education reformer, restructuring traditional and nontraditional schools and programs; increasing district, student, and staff performance. The central aspect of her agenda is in finding ways to effectively support students, teachers, and education and industry leaders in their learning and understanding of underrepresented and disenfranchised students and workforces applying research-based culturally relevant pedagogical strategies. Her achievements serving as the U.S. Department of Education State Scholars Initiative Educational Analyst involved implementing education programs, interventions, and policy alignments with K-16 school administrators, teachers and counselors, students and parents, institutions of higher education, business organizations, philanthropic and civic organizations, legislators, and chief state education officers across the United States.

Dr. Deloach have received numerous recognitions including 2014 Texas Association of Alternative Education School Business Partnerships Award. She is a recipient of the 2013 Texas Association of Alternative Education Administrator of the Year; 2012 International Rotary Club Educator of the Month and the 2012 Temple ISD Principal of the Year, 2010-2011 Temple ISD Administrator / Campus Teacher of Excellence Awards, and the 2006 Southwestern College Board Star Award of Education Excellence. Her service recognitions include the 2012, 2013, 2014 Military Award 1st Medical Brigade Honorary Silver Knight, 2012 General Pete Taylor Military Award - Military Coalition Nomination, 2005 Girl Scouts Blue Bonnet Chapter Woman of Distinction; and the 2003 Texas State House of Representatives Service in Education and Mentoring Youth.