<p>The topic of educational spending and its connection to student achievement was long-debated before charter schools entered the conversation. With the rise in government spending on education, particularly charter school funding, the financial debate has strengthened and evoked much controversy. Though the Tennessee Department of Education (TNDOE) had some of the most demanding charter school laws in the country in 2011, it wasn&rsquo;t immune to the firestorm of debate as the number of open charters grew to forty-nine during the 2012&ndash;13 school year. Along with the charter school movement in Tennessee came the issuing of charter school grants. To assist in the opening of charter schools in the state, the TNDOE began distributing $600,000&ndash;700,000 allotments of a $22 billion United States Department of Education Charter Schools Program (CSP) grant. Charters could apply for a CSP grant to offset start-up costs associated with opening a charter to supplement the basic education funding (BEP) given to each school based on student enrollment. </p><p> This research evaluates the CSP grant spending in six Tennessee charter schools serving grades 5&ndash;8 during each year of the three-year life of the grant while evaluating spending patterns into the categories of instruction, supplies, facilities, and technology. While evaluating only CSP grant spending in the school&rsquo;s total budget, findings from this research suggest that year one targeted spending in the area of instruction from CSP grants in Tennessee has a positive correlation with student achievement and school sustainability. </p>

<p> Purpose: The purpose of this causal-comparative research mixed methods study is to identify the SE teacher leadership skills that SE teachers and SE paraeducators perceive are most important to SDC team effectiveness in secondary special education programs that serve students with moderate to severe disabilities. </p><p> Methodology: A causal-comparative mixed methods study was conducted to identify the SE teacher leadership skills that SE teachers and SE paraeducators perceive are most important to SDC team effectiveness. A sequential exploratory design demonstrating the emphasis on the quantitative section of the study prior to examining relationships between the findings of the qualitative data was implemented. A descriptive survey was distributed among two school districts in Riverside County, and individual interviews also took place. </p><p> Findings: Special educators believe visionary leadership, professionalism, and maintaining integrity are key skills special education teacher leaders need to possess to develop or improve team effectiveness in the classroom. Participants expressed extremely similar responses in understanding the importance of the impact a special education teacher leader can have on the special day classroom's team effectiveness. Specific barriers and strategies were discovered in this study. </p><p> Conclusions: Several conclusions were produced from this study. Staffing and scheduling are the major issues in many special day classrooms impacting team effectiveness. Special education teacher leaders need to be visionary, to possess organizational skills, and to maintain integrity to develop trust. Special education teachers must provide respect and effectively communicate to build team effectiveness in the SDC. Additionally, special education staff need increased administrative and colleague support. </p><p> Recommendations: School administration must consider the importance of providing opportunities for special day class teams to collaborate on an on-going basis. Districts need to consider providing leadership training sessions specifically designed for special education teachers who are placed in situations with two or more paraeducators in their classrooms. Districts also need to reconsider providing on-going training for special education paraeducators, focusing on the paraeducator as a professional. Finally, school districts need to reevaluate the situation of substitutes for special education teachers and paraeducators.</p>

<p> The higher education environment is currently in a state of transition and uncertainty; institutions must locate, train, and maintain talented individuals in key administrative positions. Against this backdrop, the definitions and responsibilities of individual positions are being altered. Many mid-level administrators now are being expected to assume increasing leadership responsibilities as well as maintain managerial duties. The higher education registrar is a mid-level administrative role that is undergoing this type of transformation. The position of registrar typically is a mid-level administrative position, and the 21st-century registrar is considered to have both management and leadership responsibilities. The purpose of this qualitative study was to describe the management and leadership role of the higher education registrar and the skills needed to fulfill that role, as perceived by registrars, senior-level administrators, and faculty leaders at private, 4-year institutions of higher education in California. For this qualitative ethnographic study, data were collected through registrar job descriptions from 6 institutions and through in-depth interviews with 6 higher education registrars, 6 senior-level administrators, and 6 faculty leaders. All participants perceived the registrar as both manager and leader within the department, but there was disagreement regarding the registrar's role as the institutional leader. Participants identified a variety of factors that were considered to impact the registrar's role as a campus leader. Three management skills (articulate communicator, organized, knowledgeable about higher education) and 2 leadership skills (demonstrates interpersonal skills, visionary and able to see the big picture) were perceived by the study sample as particularly important for the role of the registrar. Each subgroup of participants identified additional skills as particularly crucial. The findings of the study may be used by institutions of higher education to define the registrar's role in the institutional governance structure and to strengthen their human capital. Additionally, the identification of desired skills allows for the development of training programs for current registrars to maximize their potential and succession planning for future registrars to be suitably prepared for this complex administrative role.</p>

<p> The purpose of this grounded theory qualitative study is to examine how principals in a large suburban school district in the Northwest United States, define their educational ethical philosophy and the role of their own morals and values in the development of this philosophy. It will also explore what role their ethical personal morals and values affect their ethical philosophy within their leadership through the daily decisions they make and how the role of ethics by principals are situated within the scope of the ethics of justice, care, critique, community, and profession based upon their decision-making as defined by Shapiro (2006), Shapiro and Stefkovich (2011), and Shapiro and Gross (2013). </p><p> Today, school structures are increasingly more complex and as a result pressure on principals to lead ethically is a key factor for student achievement outcome (Shapiro &amp; Stefkovich, 2011). Growing demands in educational reform are creating increased uncertainty of leadership direction within the role of the school principal (Garrett-Staib &amp; Maninger, 2012). These ethical conflicts dramatically affect decision-making by principals, which may ultimately detrimentally affect the lives of students in our educational system. This may be a result of principals making decisions based upon their own morals and values, conflicting directly with actual student need. Findings in this particular study include at least 38 identified values and 36 identified morals with little commonality between the principals interviewed. These findings in this study evoke a strong indication of the influence personal morals and values on the role of school principal.</p>

<p> Community integration and involvement is the overarching goal in planning for the transition from high school to adulthood for students with disabilities. The provision of a continuum of services, based on each student's individual needs is, the cornerstone of special education and transition services. The focus of this study was on how educational leaders in the coastal region of a South Atlantic state ensure that the transition requirements of the Individuals with Disabilities Education Act of 2004 (IDEA) are implemented. The study included the identification of specific methods and practices used in that region. The researcher, driven by a desire to know more about the uniqueness of the case, interviewed educational leaders including school-based administrators, a division-based administrator, and a guidance counselor. Information was collected by surveying transition coordinators (<i>N</i> = 64) from the school divisions in the coastal region of a South Atlantic state with regard to career and vocational opportunities offered in the school divisions, transition planning practices within the school divisions, and the demographics of the participants. The researcher solicited the opinions of the participants concerning their knowledge base and their division transition practices. The researcher reviewed archival documents maintained at the state level pertaining to transition practices and transition outcomes for each school division included in the study. This was an intrinsic case study focusing on a specific group that is unique in geographic location, organization, and collaboration. The study was not intended to extend theory. The findings from the study identified (a) the proficiency of educational leaders in regard to their knowledge of transition practices and service delivery in their respective schools or school divisions, (b) the perceived education and training needs for educational leaders with regard to the transition practices and service delivery in their respective schools or school divisions, and (c) the specific transition practices and service delivery models utilized by the region's school divisions when reporting on the state indicators. Additionally, the findings added to the current research addressing a variety of approaches to transition planning for students with disabilities.</p>

<p> Academic Technology (AT) is a fast growing field that deserves attention given its dynamic nature and impact on educational practices. The field has evolved from information technology to concentrate on advancing technology to enhance teaching and learning. Yet, the field appears to be insufficiently mature or defined making it difficult for AT professionals to be categorized and characterized or to fully understand their changing roles. There is uncertainty as to the roles, responsibilities and positions of AT professionals both within and outside of the field. </p><p> Research in this area is minimal and highlights the need for strategic action to support the differentiation of instructional tasks and promote the influence of AT professionals (Kowch, 2013; Nworie, 2005). An online survey was conducted of 81 AT professionals to better understand the responsibilities and perceptions of their roles, concerns and influence. Statistical factor analysis identified five most cited responsibilities and compared the differences between what the professionals "do" and what they believed they "should" do. ANOVA was used to calculate gaps in performance based on the "do" and "should" responses. </p><p> The study findings concludes that the majority of AT professionals have influence on the AT decision making process at their institution of higher learning, AT decisions appear to be made based on technological rather than pedagogical considerations and AT professionals have an expanded responsibilities and obligations at their institution of higher learning. These findings are consistent with literature that indicates that AT professionals need to be in influential positions on campus and that decisions concerning technology for teaching and learning are not made by AT professionals who are unique in that they have knowledge and experience in both academia and technology (Kowch, 2005). </p><p> This study suggests more research is needed especially in the areas of AT in higher education and AT leadership. For example do universities have an AT strategic plan? If so, who is charged with implementation? Further research in these areas will enhance the field of AT and solidify the AT leadership position on campus.</p>

<p> The low rate of Latino graduate and professional degree attainment is a problem for the Latinos who are not attaining high levels of education, for their families, for the institutions of higher education that suffer from a lack of diversity, and for the local, state, and federal governments that lose tax revenue from the potentially higher income levels earned by advanced degree graduates. The purpose of this phenomenological study was to examine the professional school aspirations of Latino community college transfer students at the University of California, Irvine who are first generation college students. This study investigated the influence of both community college and university experiences on the participants' advanced study goals and explored the interconnections between the participants' advanced study aspirations and their career development. To empower students of color and acknowledge their sources of cultural wealth, this study gave Latino community college transfer students who are first in their families to attend college an opportunity to tell their counterstories about their aspirations to pursue advanced study. Through semistructured, individual interviews with a sample of six Latina students, the following five theme emerged: (a) the importance of family, (b) required success: responsibility, pressure, and burden, (c) turning adversity into strength, (d) the role of mentors and peers, (e) career choice and advanced study decisions. The dissertation includes recommendations for policy, practice, and future research related to the findings.</p>

<p> The implementation of the Malaysian National Education Blueprint 20062010 (NEB) expanded headmasters' responsibilities and roles in managing schools. One of the NEB goals is to stabilize and strengthen the primary school education system, which brings tremendous pressure to bear on the headmasters charged with managing schools. The purpose of this qualitative case study was to explore the problems and challenges confronting primary school headmasters in Selangor, Malaysia. This study is grounded in the pragmatic worldview and concerned with applications and solutions that face educational leaders today.</p><p> This study addresses the leadership of primary school headmasters. Data was collected from nine sample schools, involving nine participants in the state of Selangor, through interviews, observations and document reviews. Triangulation of data and member checks were used to establish the validity of data.</p><p> The analysis of qualitative data from nine public primary school headmasters yielded the following findings: (a) the empowerment of Malaysian education focuses on the public school and emphasis was given to the primary level of education; (b) headmasters felt prepared and able to manage their school curriculum and finances following the guidelines from the National Education Blueprint 2006-2010; (c) credibility, ability, vision and visibility were identified as the most effective leadership traits of a successful school leader and instructional, charismatic, transactional and transformational leadership styles were identified as leadership styles that could be used in managing the school; (d) the NEB requires headmasters to follow standard guidelines and achieve the goals listed in the national plan; (e) the headmasters indicated the implementation of the NEB put pressure on their roles and responsibilities: (f) headmasters expressed their disappointment regarding the lack of training provided by the Ministry of Education to the teachers and support staffs; (g) headmasters felt that they need to allocate some time to discussing and implementing the school strategic plan, to taking a recess or break to recharge themselves, and to collaborating with teachers and students' families regarding student improvement plans.</p><p> The findings will make a significant contribution to educational leadership by providing a general understanding of headmasters' roles, leadership and challenges in managing primary schools.</p>

<p>In the Archdiocese of Los Angeles, principals are often ill prepared for the demands of the job. According to Baxter (2012), every year in the Archdiocese approximately 30 principal vacancies are filled. Many of the Pastors who hire for these vacancies do not have an educational background, nor do they have much experience in hiring practices. With the increase of lay educators leading Catholic schools, not only are competent principals needed, but principals who can be Pastoral, educational, and managerial leaders (Manno, 1985). To increase the probability of hiring strong candidates for the principal vacancies in schools across the Archdiocese of Los Angeles, a hiring protocol is needed to standardize the process, while encouraging collaboration and input from multiple stakeholders. This case study implemented and evaluated a hiring protocol at one school site within the Archdiocese of Los Angeles. The protocol was designed to help Catholic schools hire qualified principals, and its development was guided by previous research on effective hiring procedures for such positions. The case-study data collected provides insight into the benefits and of using this specialized hiring protocol while also identifying potential changes to further strengthen the protocol. The results of the case study will be shared with the Department of Catholic Schools in the Archdiocese of Los Angeles to provide a framework for a principal hiring protocol that can be used at all school sites.

<p> Teacher turnover is a perennial problem in K-12 education, and is particularly salient for urban schools. An estimated 45% of teachers leave the teaching profession during their first five years of teaching. This quantitative study set out to examine the role of the school principal in buffering teacher turnover intentions directly and indirectly through the teachers' perception of influence and challenging student behavior. Specifically, the purpose of this study was to examine the direct and indirect effects of elementary school principals' supportive leadership on urban, elementary school beginning teachers' intent to leave.</p><p> A conceptual model was developed utilizing aspects of two main theories: the theory of planned behavior and the 2-factor theory of motivation. Ajzen's theory of planned behavior describes the processes that influence intent and Herzberg, Mausner, and Snyderman's 2-factor theory of motivation describes intrinsic and extrinsic factors that contribute to satisfaction or to dissatisfaction, respectively. These theories informed the placement of both intrinsic and extrinsic factors, which influence the outcome variable of beginning teacher intent to leave. Supportive leadership is grounded in Kouzes and Posner's transformational leadership dimension of encouraging the heart.</p><p> Restricted-use data were obtained from the National Center for Education Statistics (NCES). The sample of interest in this study consists of 430 teachers in urban elementary schools across the United States, including 80 males and 350 females with up to 5 years of teaching experience. A confirmatory factor analysis was conducted on selected 2011-2012 Schools and Staffing Survey items and the results indicated they reflected valid and reliable latent factors. Structural equation modeling was used to test the direct and indirect effects among the latent factors, and the results revealed that supportive leadership had a negative and strong direct effect on urban elementary school beginning teachers' intent to leave. The results also revealed that perception of influence and challenging student behavior did not mediate the effects of supportive leadership on teachers' intent to leave.</p><p> The findings underscore the significance of school principals' supportive leadership for beginning teachers in urban elementary schools. Based on the results of this study, recommendations were made for school principal practices, development of separate leadership standards that focus attention on the support of beginning teachers, and future research.</p>