Spelling suggestions: "subject:"[een] EFFECTIVE SCHOOLS"" "subject:"[enn] EFFECTIVE SCHOOLS""
1 |
Leadership and School Success: The Practices and Behaviors of Principals in Successful At-risk SchoolsPowell, Susan T. 08 December 2004 (has links)
Students in many at-risk schools are not achieving at the same academic levels as their counterparts in middle-class schools. Many live in poverty, lack background experiences that would help them be successful, have parents who have not completed high school and may not speak English as their first language. The challenge for educators is how to ensure these students are successful despite these obstacles. This is even more critical today due to the rigid standards set by both state and federal legislation with the advent of the Standard of Learning tests in Virginia and the federal No Child Left Behind legislation. Students not meeting these standards will not be eligible to graduate from high school, a prerequisite for social and economic success in our society. A review of the literature indicates that the behaviors and practices of the principal influence and contribute to the success of students and leads to the thesis of this study: Effective leadership contributes to school success. Two key questions are asked: "What are the leadership behaviors and practices of principals in highly successful school with high concentrations of at-risk students?" and "How do principals in these schools influence the learning outcomes to close the achievement gap?" This study answers these questions by examining the behaviors and practices of principals in successful at-risk schools with a study of one successful at-risk school supported by a survey of the teachers in that school and two other successful at-risk schools. The findings led to some of the following conclusions: the vision of the principal is paramount for school success; the culture of the school must be as nurturing to teachers as the students; the teaching of the curriculum is foremost; the principal protects time for teaching and provides programs to address individual students' differences; the culture must embrace families as it does teachers and students; the principal is sometimes a "benign dictator" who makes decisions without the consideration of the teachers, and the primary job of the principal is instructional leader. Some of the recommendations propose that principals in at-risk schools know and articulate a vision for their schools success; create a warm and nurturing environment for all stakeholders; know the curriculum and recognize effective classroom instruction; provide programs that address individual students' needs and time on task for learning; understand when they must be the "benign dictator" instead of a collaborative leader; and use effective managerial skills in order to perform the primary job of principal: instructional leader. / Ph. D.
|
2 |
MANAGING INEFFECTIVE SECONDARY SCHOOLS AT LEJWELEPUTSWA DISTRICT IN THE FREE STATE PROVINCESeeli, F.D., Rambuda, A.M. January 2014 (has links)
Published Article / This study reports the findings of the masters studies on management styles that
are adopted in effective secondary schools and examined how the effect of
participative management styles could positively change the status of ineffective
secondary schools. Two hundred educators and five school principals were
sampled for the study. Questionnaires and semi-structured interviews were used
to collect the data for the study. The respondents argued that their school
principals adopted democratic, transformational, situational, and behavioural
styles of management. They further believed that the adoption of participative
management styles would positively change the status of ineffective secondary
schools. They argued that by adopting democratic, transformational, situational
and behavioural styles of management will encourage educators to: i) develop
effective teaching and learning in their classrooms as they will be highly
motivated; ii) adopt participative teaching methods that encourage learners to
take part in classroom activities with confidence; and, iii) adopt team teaching
which contributes to better performance in the classroom.
|
3 |
Det aktiva valets narrativ : En undersökning av valen till fristående skolor på grundskolenivåEngdahl, Kristoffer, Elmeroth, Petter January 2009 (has links)
<p><p>The aim of this study was to identify and analyze why parents choose independent schools for their children. The survey was carried out using a total survey addressed to all parents with children in three independent schools in a medium-sized municipality. Two of the schools have a specially oriented pedagogy, Waldorf and Montessori while the third school has general direction. Parents were asked to answer questionnaires with closed questions and calls for comments. We found three categories of reasons for the choice, namely the educational motives, social motives and availability. The social motives proved to be the most important but also pedagogical reasons had certain significance when parents searched for an independent school. The parents sought from that the public school the child would belong to had shortcomings. A major reason in this regard was that bullying occurred in the past. Comparisons between parents grouped in different ways shows that it is the differences between the parents at the various schools. When parents are grouped by income and education the difference between the groups are very limited. We cannot find that the parents received any information that they have been able to base their choice of school. Choice seems rational, but unfounded.</p></p> / Education, Rational Elections, School Choice, Private Schools, Effective Schools, Neoliberals, Welfare Criticizer, Ideology
|
4 |
Det aktiva valets narrativ : En undersökning av valen till fristående skolor på grundskolenivåEngdahl, Kristoffer, Elmeroth, Petter January 2009 (has links)
The aim of this study was to identify and analyze why parents choose independent schools for their children. The survey was carried out using a total survey addressed to all parents with children in three independent schools in a medium-sized municipality. Two of the schools have a specially oriented pedagogy, Waldorf and Montessori while the third school has general direction. Parents were asked to answer questionnaires with closed questions and calls for comments. We found three categories of reasons for the choice, namely the educational motives, social motives and availability. The social motives proved to be the most important but also pedagogical reasons had certain significance when parents searched for an independent school. The parents sought from that the public school the child would belong to had shortcomings. A major reason in this regard was that bullying occurred in the past. Comparisons between parents grouped in different ways shows that it is the differences between the parents at the various schools. When parents are grouped by income and education the difference between the groups are very limited. We cannot find that the parents received any information that they have been able to base their choice of school. Choice seems rational, but unfounded. / Education, Rational Elections, School Choice, Private Schools, Effective Schools, Neoliberals, Welfare Criticizer, Ideology
|
5 |
Leadership Practices that Affect Student Achievement: Creating a Supportive Organization for LearningGohlmann, Tara January 2018 (has links)
Thesis advisor: Diana Pullin / It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study focused on the fourth of Hitt and Tucker’s (2016) key leadership domains or practices: creating a supportive organization for learning. Creating a supportive organization for learning is important because just as teachers need to establish a sense of well-being and trust for students to learn in their classroom, administrators must establish the same sense of trust and comfort to create an environment where teachers can teach to their highest capacity. This study explored whether the key leadership practices of creating a supportive organization for learning were present in a school and whether the school leaders believed that presence of the attributes contributed to the effectiveness of the school. This study found that the five attributes of creating a supportive organization for learning were present at the school in that the principal built capacity in her building, the school resources targeted student achievement and there was a belief that all students can learn. Importantly, the superintendent also highlighted the principal’s ability to push her staff to continuous results without pushing so hard that they lost trust in her and love for the students they serve. There were, however, opportunities for improvement including creating a clear set of district supports for schools and improving cultural proficiency at the school level. We also found that administrators in the district believe that school leaders have made the school successful by setting high expectations for the students, no matter their situation, and created a culture of productive collaboration that was focused on continuously improving student achievement, key components of creating a supportive organization for learning. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.
|
6 |
[en] ACADEMIC CLIMATE AND THE PROMOTION OF LEARNING IN THE EARLY YEARS OF EDUCATION / [pt] CLIMA ACADÊMICO E PROMOÇÃO DA APRENDIZAGEM NOS ANOS INICIAIS DO ENSINO FUNDAMENTALFERNANDA FERREIRA PEDROSA 18 December 2007 (has links)
[pt] A pesquisa estuda o clima acadêmico e suas manifestações
nas salas de
aula e nas escolas do Rio de Janeiro que participam do
Projeto Geres. O primeiro
objetivo, a partir da revisão de literatura sobre escolas
eficazes, foi verificar se o
questionário do professor Geres consegue captar medidas de
clima acadêmico.
Com o tratamento estatístico apropriado, foram construídas
sete escalas
relacionadas ao conceito: quatro no nível da escola
(liderança do diretor,
responsabilidade pela aprendizagem, trabalho colaborativo
e violência) e três no
nível da sala de aula (interrupção de classe, utilização
de recursos didáticos e
práticas de leitura). Estas escalas foram submetidas a
modelos de explicação da
proficiência, cujo resultado revelou o que pesquisas nessa
área já apontavam, ou
seja, a dificuldade de olhar para sala de aula,
especialmente nos anos iniciais da
educação básica. / [en] The search studies the academic climate and his
manifestations on the
classrooms and on the schools in Rio de Janeiro what
taking part of the GERES
Project. The first goal, from the literature review about
effective schools, was
verify if the GERES teacher questionnaire can measure
academic climate. With
the appropriated static treatment, seven scales were built
related to the concept:
four of school level (principal leadership, responsible of
apprenticeship,
collaborated job and violence) and three of classroom
level (interruption of class,
utilization of resources didactic and practices of
reading). These scales have been
submitted to models of explanation from proficiency, whose
result reveals what
researches in this area had already indicated - the
difficult of looking to
classroom, especially in the early years of basic
education.
|
7 |
The importance of effective school leadership : A study performed in senior secondary schools in the Southern Region of Botswana / Opaletswe BaipolediBaipoledi, Opaletswe January 2007 (has links)
The purpose of this study was to investigate the importance of effective school
leadership. The study was conducted in senior secondary schools in the southern region
of Botswana.
The southern region comprises of the south and south central regions which has twelve
(12) senior secondary schools, out of which seven (07) schools were randomly sampled
for the study. Both interviews and questionnaires were used as research tools. One
hundred and eighty nine (189) questionnaires were distributed and only one hundred and
four (104) were completed and returned. Eight interviews were conducted among school
leaders. Results from the questionnaires were analyzed using frequencies, percentages
and tables. Results from the interview were analyzed within a framework that was
structured along the lines of the research questions.
The study reveals that most of the teachers have a teaching qualification (PGDE), have
adequate teaching experience, and are generally young (30-35 years). In terms of position
of responsibility, most of them are clustered around senior teacher II (42.3%) and
teacher/educator (36.5%). The study also reveals that schools performance is hampered
largely by indiscipline and laziness towards schoolwork by both stakeholders. The school
leaders must act as catalysts in creating a learning environment and be actively involved
in implementing improvement strategies that help both students and teachers to enhance
their learning and achievement (cf. 2. 16. 2). / Thesis (M.Ed)--North-West University, Mafikeng Campus, 2007
|
8 |
The importance of effective school leadership : A study performed in senior secondary schools in the Southern Region of Botswana / Opaletswe BaipolediBaipoledi, Opaletswe January 2007 (has links)
The purpose of this study was to investigate the importance of effective school
leadership. The study was conducted in senior secondary schools in the southern region
of Botswana.
The southern region comprises of the south and south central regions which has twelve
(12) senior secondary schools, out of which seven (07) schools were randomly sampled
for the study. Both interviews and questionnaires were used as research tools. One
hundred and eighty nine (189) questionnaires were distributed and only one hundred and
four (104) were completed and returned. Eight interviews were conducted among school
leaders. Results from the questionnaires were analyzed using frequencies, percentages
and tables. Results from the interview were analyzed within a framework that was
structured along the lines of the research questions.
The study reveals that most of the teachers have a teaching qualification (PGDE), have
adequate teaching experience, and are generally young (30-35 years). In terms of position
of responsibility, most of them are clustered around senior teacher II (42.3%) and
teacher/educator (36.5%). The study also reveals that schools performance is hampered
largely by indiscipline and laziness towards schoolwork by both stakeholders. The school
leaders must act as catalysts in creating a learning environment and be actively involved
in implementing improvement strategies that help both students and teachers to enhance
their learning and achievement (cf. 2. 16. 2). / Thesis (M.Ed)--North-West University, Mafikeng Campus, 2007
|
9 |
Leadership Behaviors and Practices of Principals in Predominantly Minority Elementary SchoolsFelder, Monique Therese 10 May 2007 (has links)
The academic performance of African-American, Hispanic and low-income students is an ongoing national problem, as these students are not making the same academic gains as their White, Asian, and more socio-economically privileged peers. Schools across the country are striving to close this achievement gap, especially in light of the Elementary and Secondary Education Act of 2002 (more commonly known as the No Child Left Behind Act), which states as its main objective "to close the achievement gap with accountability, flexibility and choices so that no child is left behind" (Public Law 107-110, 107th Congress, 2002). Research on effective schools shows that schools can positively impact student achievement--especially the achievement of minority and poor students (Andrews & Sonder, 1987; Edmonds, 1981). Moreover, research shows that very few elements account for more inconsistency in student achievement than school leadership (Leithwood, 1994). Principals' behaviors and practices impact student achievement (Edsource et al., 2005; Powell, 2004; Waters, Marzano & McNulty, 2003).
Hence, the purpose of this study was to use Powell's (2004) five domains of effective principal leadership behaviors and practices (e.g., vision, mission and culture; curriculum and classroom instruction; collaboration and shared leadership; family and community involvement; and effective management) as a lens to identify, compare and contrast, from the perspective of teachers, the leadership behaviors and practices of principals in predominantly minority elementary schools deemed effective and principals in predominantly minority elementary schools deemed marginally effective. The sample consisted of 20 schools (e.g., 10 effective and 10 marginally effective) in a mid-Atlantic state. Data were collected using a 76-item survey questionnaire developed by Powell (2004). / Ph. D.
|
10 |
Instructional Strategies for Academic Success in High Poverty, High Performing SchoolsNichols, Kristen Marie 19 November 2015 (has links)
The No Child Left Behind Act (2001) requires schools to increase academic performance and close the achievement gaps between sub-groups of students. As schools work to increase student performance in all academic areas, educators must identify the needs of each sub-group of students they services and determine which instructional practices meet their unique needs. Students living in poverty enter school with a distinctive set of needs and therefore require instructional practices that meet these needs.
The researcher in this study strived to identify instructional practices that were being used in high and low performing Title I schools and compared the similarities and differences between the practices. Data reported from the study might inform school leaders regarding what instructional practices are effective when working in schools with high concentrations of students living in poverty.
This qualitative study of four Title I eligible schools in an urban district in southeastern Virginia, involved interviews and focus groups. Interviews and focus groups focused on instructional practices (strategies, programs, and other factors) that influence academic achievement of students in high and low performing Title I eligible schools. Findings revealed that high performing Title I schools used student performance data to drive instruction; focused on teaching students enriching vocabulary; used the strategies of note taking, explicit instruction, similarities and differences, nonlinguistic representation, graphic organizers, and cooperative learning; conducted mentorship programs for teachers and students; utilized computer based instructional programs with fidelity; believed in their students and cared about their students; provided professional development to teachers; and implemented student reward/recognition programs. / Ed. D.
|
Page generated in 0.0493 seconds