<p> Research has shown a disconnect between the behaviors of some school boards and the behaviors identified in the literature as critical in this era of accountability reform. The literature has specified best practices for effective school board governance behaviors in this accountability era and its accompanying emphasis of college and career readiness. These best practices are primarily focused on the traditional governance roles for school boards and include: Policy-making, goal-setting, planning, establishing the focus of curriculum, prioritizing resources, achievement data review, and holding administrators accountable - all aimed at improving student achievement (Danzberger, Kirst &amp; Usdan, 1992; Iowa Association of School Boards, 2001). These best practices are particularly aimed at producing students who can meet the goals of college and career preparedness (2001). However, some board members report role confusion, with some exhibiting behaviors that might be considered micro-managing and parochial and along the lines of board members' personal or special interests (Danzberger, Kirst, &amp; Usdan, 1992; Mountford &amp; Brunner, 1999; Mountford, 2004; Kwalwasser, 2012). The study of individual school board members' motivations for board service has been found to give promising insight into school board governance practices (Mountford, 2004; Mountford &amp; Brunner, 1999).</p><p> This phenomenological study was conducted using qualitative methods. Eleven individual school board members from three Midwestern school boards were each interviewed, as well as two of those three district's superintendents. The interviews were designed to discover their motivations for school board service and to identify specific behaviors, in order to help inform governance practices of school boards in this accountability era.</p>

<p>While low job satisfaction is a reality among Brazilian teachers, studies on this topic have focused almost exclusively on environmental factors such as salary as predictors of job satisfaction. No studies have combined environmental and personal factors to explain job satisfaction among Brazilian teachers. This study aimed to identify the demographic and professional characteristics of Brazilian teachers that are associated with teachers&rsquo; job satisfaction and its predictors. This study also tested two models comprised of environmental and personal predictors of teachers&rsquo; job satisfaction. Participants were 1,194 Brazilian teachers (830 women, 351 men, 13 non-identified) working in public (<i>n</i> = 906, 75.9%) or private schools (<i>n </i> = 153, 12.8%) or both (<i>n</i> = 129, 10.8%). The grade levels taught were kindergarten (<i>n</i> = 137, 11.5%), fundamental (<i>n</i> = 373, 31.2%), high school (<i>n</i> = 239, 20%), or more than one level (<i>n</i> = 433, 36.3%). Using a snowball sampling strategy, participants answered an online survey questionnaire. A series of <i>t</i>-tests, ANOVAs, and correlational analyses were performed to identity the demographic and professional characteristics associated with teachers&rsquo; job satisfaction and its predictors. The type of college attended, the type of school in which teachers work, geographical region and grade level taught were associated with teachers&rsquo; job satisfaction. Path analysis was used to determine the best fit for the hypothesized models. Loneliness was not found to be a direct or indirect predictor of teachers&rsquo; job satisfaction. Positive affect, goal progress, and teachers&rsquo; self-efficacy were respectively the strongest predictors of teachers&rsquo; job satisfaction. Work conditions and goal progress mediated the effect of goal support in predicting teachers&rsquo; job satisfaction. Future research is required to identify other factors that may predict teachers&rsquo; job satisfaction among Brazilian teachers. </p>

<p> College-going rates closely replicate the socioeconomics of a region, making a student's zip code a better predictor of college attendance than his or her SAT or ACT score. Students who are the first in their family to go to college often do not have the cultural capital to inform or family stories to inspire. In California, less than one half of the students who graduate from high school are academically ready for college; low socio-economic-status (SES) students are financially challenged; and first-generation in college student may find themselves facing invisible social and cultural barriers. </p><p> The purpose of this study is to learn from a group of low-SES students, who were first in their families to go to a four-year college, what motivated them to take this less-traveled path. This qualitative study is based on interviews with students who graduated from high schools with a high percentage of under-represented minority populations and low-college going rates. Their perceptions about their educational experience, their teachers' and family's expectations, and the factors that motivated them to take a different path from the majority of their peers were categorized into a framework that divided motivators between intrinsic and extrinsic. The themes that emerged provide information about how students perceive opportunities and lead to future studies and recommendations for the strategic application of interventions. </p>

<p> The purpose of this study was to identify the extent that specific research based skill sets and areas of knowledge emerged as highly important, moderately important, and less important from the perspective of school board leadership as it pertains to 21st century superintendents. The study further disaggregated the data by specific school district demographics. Descriptive statistics were used to analyze the extent that demographics influenced the prioritization of requisite skill sets and areas of knowledge from the perspective of board leadership in regards to a 21st century superintendent. </p><p> The study survey also determined to what extent the type of certification to be a superintendent in Illinois mattered to board leadership. The survey found that the type of certification was of less importance than previous work experience based on the data. </p><p> This quantitative study was conducted via the ubiquitous electronic survey. The sample population was the presidents and vice-presidents of the eight hundred and sixty eight school districts in Illinois. The research was facilitated with assistance from two state agencies including the Illinois Association of School Boards and the Illinois Association of School Administrators.</p>

<p> This dissertation focuses on the influence of the No Child Left Behind Law (NCLB), one of the most influential educational reform acts in the U.S. and the Massachusetts Education Reform Act (MERA) upon the role of principals in elementary schools throughout Massachusetts. The thesis covered the leadership practices pre- and post- NCLB Federal Law of 2001, the leadership roles of principals, their decision making, and the types of practices they developed as a consequence of NCLB. In addition, principal's backgrounds and cultural influences on their leadership were specifically highlighted in the role of mainstream and non-mainstream principals of ethnic groups including Asian American, African American, Latinos and European whites. How Asian American principals responded and reacted to NCLB was critically analyzed since this was the focus of the dissertation. </p><p> Using a quantitative survey sent out to 1,350 principals but with a return of 137 elementary school principals (K-8) in Massachusetts as a sample, and 36 in-depth interviews conducted with equal numbers of principals who were Asian Americans, African Americans, Latinos and European whites in the Boston metropolitan area, and other parts of Massachusetts, the findings indicate that the more assimilated the principals are and in this case, Asian Americans, the more they act and respond like European white principals in their accountability, decision making, and practices. Moreover, acting upon the recommendations made from these findings can serve principals best and provide for future research of within group ethnic and cultural variations on the outcomes of NCLB and its future.</p>

<p> This dissertation is an <i>auto|ethnography,</i> meaning it places the author's experiences at the center of analysis. The thesis argues that educators from the dominant culture can share the burden of change placed on students of color by critically reflecting on their <i>positionality </i>&mdash;or the way they socially construct their understanding of who they are in the world and therefore their relationship to educational structures and school actors. The analysis focuses on the author's transition from suburban to urban teaching and how this experience, combined with a broadening of theoretical perspectives, increased his criticality and, therefore, ability to re-conceptualize his experience with the hidden, social and emotional, and academic curricula. The author employs a variety of theoretical perspectives including <i>critical constructivism, critical pedagogy, socio-cultural theory, critical race theory,</i> and deculturalization to examine his understanding of himself and Others. Data sources include the author's personal archive of academic writing, a semi-structured interview with the author's former students, and the academic literature. Central to the thesis is the argument that educators from the dominant culture have a tendency to subscribe to the <i>deficit model for student failure</i> and therefore use the <i>banking concept of education</i> to deposit knowledge into students from subordinated cultures. This is perpetuated by hegemony and creates a dynamic where educators from the dominant culture place added burdens on students from subordinated cultures to change, which often sparks resistance and other unintended consequences. The data demonstrate that the overuse of positivist approaches to discipline and pedagogy in the researcher's former school sparked student resistance and invalidated the knowledge and various ways students from diverse backgrounds made sense of their world. Given the insights provided by the participants in this study, the research suggests that many of the perplexing problems in urban education can be better addressed if those in power <i>radically listen</i> to students in urban schools.</p>

<p> Organizational role theory's role conflict states that those within boundary spanning positions experience role conflict as they try to satisfy the needs and expectations of various stakeholders (Kahn, Wolfe, Quinn, Snoek, &amp; Rosenthal, 1964; Rizzo, House, and &amp; Lirtzman, 1970; Rogers &amp; Molnar, 1976). This basic qualitative research study glimpsed into the evolving role of principal and how the principal's role has influenced his or her participation in socializing novice teachers. This study was conducted in two school districts in Virginia. With the use of purposeful sampling, 14 elementary and secondary principals responded to a questionnaire and participated in semistructured interviews. Memoing was used to collect data, and follow-up questions were used to clarify understanding or to fill any holes in the data. </p><p> Themes emerged, and connections to the literature and theory were created. As principals discussed their role in novice teachers' lives, principals described their roles as providing instructional leadership, creating a culture of support, and being a limited supporter. As principals discussed how their evolving role has influenced their ability to participate in socializing novice teachers, the themes reflected two types of role conflict present in my theoretical framework. The principals expressed experiencing intrasender conflict&mdash;they do not have the time or capabilities to be as present and active in the process. The principals also expressed experiencing interrole conflict&mdash;they have to contend with various roles within their role as principal. Although they are constantly balancing their roles and workload, these principals understand the importance of their role in novice teachers' lives. They desire and try to be mentors, coaches, and supporters; however, because they are also evaluators, they have observed how this role has hindered the building of a trusting relationship between them and their novice teachers.</p>

<p> Framed in the critical race theory of structuration (CRTS), this sequential explanatory mixed methods study seeks to identify the socialization practices by examining the realities of practices of assistant principals and the ways in which they impact the disciplinary actions of assistant principals at middle and high schools. The mixed methods design was used to explore and understand: (1) the realities of practice within the school organization; (2) the socialization processes of assistant principals within the realities of practice; and (3) the ways in which those socialization processes influence their disciplinary practices. </p><p> Fifty-one percent of the assistant principals invited to participate in this study completed the online survey. The survey responses led to a focused sample and in-depth interviews with three Black female assistant principals supervised by White male principals. The data from both portions of this study revealed that the structure of the realities of practice and the dimensions of the CRTS coexist and correlate within the school organization. This combination creates a Socialization Paradox Cloud that dictates assistant principals' unwillingness and/or inability to change policy adversely affecting students. </p>

<p> Research indicates a shortage of principals by the year 2012 (NASSP, 2002). While graduate schools indicate an increase in the number of graduating candidates in school administration, many of these candidates are choosing not to enter the profession (Grogan &amp; Andrews, 2002). Existing principals are leaving their positions prematurely (Battle &amp; Gruber, 2010) which leads to the overarching question guiding this study: Are school administrators prepared to lead in the 21st century? The purpose of the study was twofold: (1) to determine individual members of school leadership teams' perceptions of the level of their application of identified skills deemed necessary to lead in the 21st century educational system; (2) to determine the teachers' perceptions as compared to the principals' perceptions as to utilization of these recognized skills by their principal. </p><p> A quantitative study of principals' and leadership teams' perceptions of the use of identified skills and the teachers' perceptions of the principals' use of the identified skills deemed necessary for success in the 21st century (NASSP, 2011) was conducted. The <i>Leadership Skills Self-assessment </i> (NASSP, Reed, 2013) and the <i>Leadership Skills Observer Assessment </i> (NASSP, Reed, 2013) were utilized to survey principals, leadership teams, and teachers of a southeastern Louisiana school district. The current study differed from NASSP's original use of the instruments. Results were statistically analyzed using descriptive, factor analysis, correlational, and analysis of variance. Analysis of the data resulted in five major findings. </p>

<p> Service-learning is a teaching methodology instituted by colleges and universities that allows students to make connections between theoretical learning in the classroom and authentic experiences in society. Historically, mission statements for institutions of higher education have reflected an idea of service and preparing active and socially responsible citizens has been a goal for many colleges and universities as well. Service-learning participation has been attributed to several positive outcomes among college students. Research has suggested that service-learning is an effective educational tool in developing students' civic and social responsibility, allows students to engage in activities that may lead to more meaningful career opportunities and teaches students the value of teamwork when working through issues facing society. </p><p> The purpose of this study was to review the impact service-learning had on students' civic dispositions, choice of major, awareness of career options, personal cultural bias, cultural receptiveness and self-assessment of social skills. Additionally, determining whether the amount of change differs regarding the impact of service-learning between students' gender, age, race and/or ethnicity, class level, school of major and number of service hours completed was explored. Survey responses from service-learning participants enrolled in courses with a service-learning component during the Fall 2007&ndash;Spring 2011 semesters supplied the data for this study. </p><p> Several important findings emerged. First, service-learning participation was found to have a positive impact on students' civic dispositions, awareness of career options, personal cultural bias and self-assessment of social skills. Second, results from this study found no clear relationship between service-learning participation and students' choice of major and cultural receptiveness. In addition, findings suggest differences in the amount of change do exist regarding students' civic dispositions, choice of major, awareness of career options, personal cultural bias, cultural receptiveness and self-assessment of social skills and students' gender, age, race and/or ethnicity, class level, school of major and number of service hours completed. However, in some instances the amount of change reflected a positive impact following the service-learning experience and in other instances the amount of change actually showed a decreased or negative impact following the service-learning experience.</p>