<p>Because their role is highly complex, school principals require ongoing professional learning to lead effectively and respond to the challenges inherent to school leadership. Networking among principals is frequently identified as a valuable source of professional learning for school leaders. Nevertheless, existing literature applies the term to a wide variety of principal relationships and affiliations, and there is little research that examines networking among principals and its effects upon their skills, knowledge, and convictions. This qualitative study, based on phenomenological research methods, investigates how networking promotes experienced principals&rsquo; professional growth through an exploration of what principals report about the nature, characteristics, and benefits of peer dialogue. Participants identified through purposeful selection included twenty-one practicing elementary or middle school principals from Maine and Massachusetts with at least five years experience who indicated that dialogue with role-alike peers is useful to them in their practice. Data were collected through focus group sessions, individual interviews, participant responses to a writing prompt, and work artifacts. </p><p> Participants in this study report that their practice is most influenced through interactions with peers characterized by high levels of trust. Findings indicate that peer learning networks provide instructive and affective support through dialogue that promotes principals&rsquo; development within three domains: leadership inventory, leadership judgment, and leadership integrity. Moreover, while peer learning networks can be a resource for principals&rsquo; learning, the manner in which they engage in dialogue may have consequences for whether they experience transformative learning that makes them more able to address adaptive challenges in their schools. Principals&rsquo; accounts suggest that superintendents are well situated to create conditions principals need to develop their skills, knowledge, and attitudes to effectively lead. Additional research is recommended to further explore peer dialogue processes as well as the factors that enhance or impede the development of school leaders&rsquo; adaptive capacity through participation in peer learning networks. </p>

<p> Stakeholders in a midsized rural high school district were concerned that faculty failure to integrate educational technologies into instruction was adversely affecting student performance as measured by recent state mandated test scores. The purpose of this study was to determine if relationships existed between faculty age, gender, tenure, and overall attitude toward technology, and the implementation of technology into classroom instruction. Dewey's and Knowles' theories of adult learning were used as theoretical frameworks because they emphasize the practical application of knowledge in the transfer of learning. The research design was a one-time cross-sectional survey of teachers within the district. The data were collected using the Levels of Technology Implementation survey extended to include 5 additional questions about attitude towards technology developed using existing literature and consultation with experts. The convenience sample was comprised of 103 volunteer respondents at 3 midsized rural high schools. Analysis of the data utilized Pearson's correlation coefficients, independent samples <i>t</i>-tests, ANOVAs, and ANCOVAs. Findings indicated that technology implementation in classroom instruction for this group is generally deficient. No significant relationships between faculty age, gender, and tenure and technology implementation existed, but attitude toward technology proved to be a significant factor for increased technology implementation into classroom instruction. These findings led to the creation of a professional development program to increase the impact of technology on the transfer of learning. Increasing faculty expertise in implementing instructional technology into classroom instruction will lead to greater innovation in the classroom and improved student outcomes.</p>

<p> Institutions of higher education are entering a new era, one where cost, value, and quality are at the front of mind. To proactively ensure long-term viability, institutions must operate differently. This qualitative case study examined how the St. Alexander University School of Education's Annual Report Process impacted institutional decision-making. Additionally, the study explored how the Annual Report Process could facilitate learning and improvement for a school of education. </p><p> Using the Professional Learning Community model as the conceptual framework, document analysis, process analysis, and semi-structured interviews were used as the primary methods for data collection. Using pattern analysis, four themes emerged in the study. First, there is lack of shared vision and understanding regarding the purpose for the SOE Annual Reports. Second, there is a disconnect between the SOE Annual Reports and the impact that they play in the decision-making process related to resource allocation. Third, the level of dialogue and impact that the SOE Annual Reports facilitate at the department and programmatic level is mixed. Finally, there has been minimal training for the SOE Annual Report process, which has resulted in a lack of quality in the reports. In turn, this has resulted in an overall frustration with the process for those that are involved in the SOE Annual Report process. The findings and recommendations in this study provide the SOE at St. Alexander a pathway to move forward with an Annual Report Process that positively influences the building of learning community, while positively impacting the decision-making process.</p>

<p> The case study takes place in a North Carolina School district diverse in student population and land use, which by some records is experiencing some success with the students it serves. Standardized test data reveals the existence of academic achievement gaps within schools throughout the district. The school district&rsquo;s superintendent declared &ldquo;closing academic achievement gaps&rdquo; as a part of the district&rsquo;s strategic plan. This study examines the perceptions of educators at various levels of service and how their perceptions influence their educational practices through a qualitative methodology. Interviews and focus groups were conducted with the superintendent, regional superintendents and principals of each of the five regions within the district. Board of Education minutes as well as documents provided by the participants were analyzed. Participant responses were recorded, transcribed, and analyzed based on the study&rsquo;s conceptual framework, problem definition, into themes: perceptions, reality, solutions and practices. Regional findings were used to create a case of the region based on the similarities and differences of participants&rsquo; responses. A cross-case analysis of the data was conducted to create a case of the school district. Although the administrators of the district provided a common definition of the academic achievement gap, the way the administrators frame the issue of the academic achievement gap is different hence their approaches to resolving the issue of the academic achievement gap is different as well.</p>

<p> This phenomenological study examined how 10 leaders from one government agency described their experience in an action learning process that focused on the open-ended question and no group dialogue and how this experience resulted in transformational leadership behaviors. This study used Mezirow's (1991) transformative learning theory, transformational leadership theories (Bass, 1985; Kets de Vries, 1994; Sashkin, 1988; Yukl, 2010; Burns, 1978; Kouzes &amp; Posner, 1987; Tichy &amp; Devanna, 1986), and a modified action learning process modeled after Marquardt's (2004) framework as the context for the study. A phenomenological approach of interviews (Moustakas, 1994) was used to understand the participants' experience. The interviews were coded and analyzed using Atlas.ti analytic software. Two coresearchers coded and confirmed the findings. </p><p> The action learning process of open-ended questions and no group dialogue allowed each participant to present challenges and to hear different perspectives in the form of questions. The study revealed 12 findings in three broad areas. The action learning process findings revealed that organizational, individual, and program context created the conditions and influenced the degree to which participants experienced transformative learning; The learning findings revealed that all participants learned from the different perspectives; however, not all participants experienced transformative learning. The leadership findings indicated that participants who experienced all or some of the elements of transformative learning developed transformational leadership behaviors. </p><p> This study contributes to both theory and practice. First, it identifies the role of open-ended questions accompanied by limited dialogue in creating the conditions for self-awareness and transformative learning. Second, the study provides practical information on how to foster transformational leadership development and create interacting networks within an organization as a way to address leadership challenges through diverse perspectives. Third, this study highlights the use of peer-to-peer learning in fostering learning and leadership. Finally, it provides the basis for developing a framework of questions that address key transformative learning elements and transformational leadership behaviors.</p>

<p> An alarmingly number of students drop out of high school every day; however, the need for a high school diploma has become increasingly more important for the U.S. to remain globally competitive. Minority students and students living in poverty are disproportionally affected by this issue dropping out at significantly higher rates. Throughout the years, a number of reform efforts have been targeted at the federal, state, and local levels to address this issue. Some of these efforts have shown promising results. In an <i> Education Week</i> report (Diplomas Count, 2010), 21 urban school districts were identified as districts that are defying expectations based on factors such as district size and poverty level. These districts graduate students at significantly higher rates than districts with similar characteristics. The purpose of this study was to identify key strategies for increasing high school graduation rates. This study examined the practices in five school districts in California that exceeded expected graduation rates. A qualitative approach that included interviewing leaders from each of the districts was utilized to understand the strategies employed. A review and synthesis of the research literature provided the constructs for the conceptual framework used to develop the research and interview questions. Content analysis was performed to identify primary themes across the interviews. </p><p> The data collected and analyzed revealed 19 primary themes or strategies: (a) close supervision, (b) alternative pathways, (c) fostering a sense of belonging, (d) safety prevention programs, (e) curriculum aligned K-12, (f) using technology to improve results, (g) early identification and support of at-risk students, (h) shared accountability, (i) focus on individual student progress, (j) rigorous curriculum, (k) leadership development, (l) collaboration and sharing of best practices, (m) common assessments, (n) data-driven instruction, (o) focused collaboration, (p) professional learning communities, (q) connecting parents to school, (r) strong collaboration between school and community, and (s) transparency. Specific examples of how these strategies are being implemented to improve graduation rates are provided. Implications for education leaders, community partners, parents, and policymakers are also discussed. </p>

<p> Shifts in attitudes regarding academic program accessibility to provide the most rigorous academic opportunities to all students will not occur smoothly without departmental level leaders who believe in the potential benefits of accelerating larger numbers of students. Without the support and the belief of the department level leadership, practices such as open enrollment and universal acceleration that target school equity will be doomed to failure. This study was conducted using a questionnaire developed by the researcher called the Perceptions of Acceleration and Leadership Survey. The survey was distributed to all math and science department leaders within a suburban region of New York. The survey sought to determine how the perceptions of acceleration, job satisfaction, self-efficacy, and role longevity for the department level leaders are impacted by their personal demographics, professional characteristics, and community characteristics. The study did not reveal any statistically significant differences among department level leaders' personal, professional, and community characteristics with respect to perceptions of acceleration. There were significant differences for job satisfaction, self-efficacy, and role longevity for several intervening and independent variables within the study. Statistically significant correlations were found between beliefs in college preparation and perceptions of acceleration as well as relationships with the community and perceptions of acceleration. The results indicate the importance of hiring department leaders who recognize the potential for accelerating more students, hiring more ethnically diverse candidates for these leadership positions, affording department level leaders with significant professional development, and evaluation of administrative structures to maximize student success.</p>

<p> This qualitative study used a phenomenological approach to determine the reasons why women leave the superintendency. This study not only illustrated the different ways a woman can leave the position of superintendent but also the reasons she would choose to leave. These reasons can be either positive or negative, but they rarely are the sole cause for why a woman leaves the position. </p><p> This interview study of 20 female participants who served as superintendent in the Commonwealth of Virginia identified four main themes as to why a woman chose to leave the superintendency. These included: (a) it wasn't the job I thought it would be; (b) the struggles with family; (c) taking care of herself; and (d) I'm not the right fit for the community. The study also identified the routes women take to leave the superintendency which include retirement, leaving for another superintendency, movement into another position within PK-12, opportunity in higher education, working as an educational consultant, or moving into a position outside of education.</p>

<p> Charter schools frequently receive public as well as federal attention, and there is a growing body of research becoming available examining charter schools. With all this research there is still a need for further studies which deal specifically with antecedents of charter school success. This study examined factors contributing toward the success of charter schools in the state of New York. It measured the success of a charter school with respect to student achievement levels which were measured via state mandated standardized English / Language Arts (ELA) test score averages provided on the Department of Education&rsquo;s website for the state of New York (https://reportcards.nysed.gov/). An examination was made regarding the extent and manner in which student achievement levels vary with respect to the following factors: (a) teacher credentialing, (b) teacher experience, (c) teacher turnover, (d) class size, (e) student demographics, and (f) grade level. Differences in student achievement levels per these factors were also examined with respect to the following charter school management entities: (a) For-Profit Education Management Organizations (EMOs), (b) Non-Profit Charter Management Organizations (CMOs), and (c) independently managed Community Grown Organizations (CGOs). A clearer understanding of what leads to the success/failure of a school will be useful in, (a) sustaining success of currently successful schools, (b) providing data for failing schools to take into consideration, (c) informing charter authorizing agencies, as well as (d) aiding in replication of an existing successful school model. This study found that while there was no significant correlation between any of the predictor variables on ELA test scores during the 2011-2012 school year, Charter Management Organization did have a statistically significant effect on ELA test scores, with schools that are Community Grown Organizations (CGOs) yielding higher results than schools that contracted with Non-Profit Charter Management Organizations (CMOs) and For-Profit Education Management Organizations (EMOs). While currently the trend in expectation is that charter schools most likely to succeed, and thus be replicated, are the schools that contract with For-Profit Management Agencies (EMOs) and Non-Profit Management Agencies (CMOs), this study has shown that it is actually the Community Grown Organizations (CGOs) that have yielded higher ELA standardized test scores during the 2011-2012 school year, thus making them considered as more successful entities than the EMOs and CMOs. The results suggest that further efforts into replicating successful CGO school models should be seriously considered by both the individual schools and the Charter Authorizing Agencies.</p>

<p>This study analyzes the growing trend in the development of online learning in public school K-12 districts in California. Specifically, it analyzes school board members' perceptions of the benefits and challenges to implementing online learning in their districts. Barbour and Reeves (2009) indicate four primary themes regarding challenges connected with online schools, and they include high startup costs, access issues related to technology and high speed internet, the approval and/or accreditation process of online schools, and student readiness issues. Areas indicated as advantages to online learning in the literature include increased educational access, high-quality learning opportunities, improved skills and educational outcomes, increased choice, and administrative efficiency (Barbour &amp; Reeves, 2009). While there is research regarding perceptions of administrators, student, teachers, and parents there is a lack of research regarding school board members' perceptions of online learning. </p><p> A total of 82 school board members in California responded to the California Online Education Survey. The California Online Education Survey accessed school board members' perceptions of the advantages and disadvantages of online learning and their district's perceived support for implementing online learning in the future. Data was analyzed using descriptive statistics. The following key findings emerged: First, school board members' perceptions of the current implementation of online learning were not consistent with current research. However, findings from the study supported evidence that online learning is reaching a tipping point toward being a common practice in school districts in California. Second, school board members' perceptions of the advantages of online learning centered on increasing educational access for students, and their perceptions of the barriers focused on concerns related to high startup costs. Third, while the limited sample size (N=82) prevented definitively answering the research questions, the findings suggest that support for implementing online learning is positively influenced by city community types but not by rural settings. Fourth, while the limited sample size (N=82) prevented definitively answering the research questions, the respondents in this study indicated that, in times of economic disparity, boards that identify themselves as matching the characteristics of an arena board take a more conservative approach to spending money on the development of online learning. </p>