Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 105-111). Also available in print.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1981. / Also available in print.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1983. / Also available in print.

Theisi--University of California, Los Angeles. / Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (p. 202-209).

<p>The high rate of turnover for K&ndash;12 teachers, especially those working in urban schools, is well documented. Accompanying this research is a range of interventions to limit teacher movement and thus create more cohesive and effective schools. While the role of the principal is recognized as a critical element in teacher retention, few studies explore how principals see their roles in impacting teacher retention. To examine this question and propose practical solutions to better support teachers and principals, this study examines a range of structures in schools that principals might use to shape their school&rsquo;s culture and provide better supports for their teachers. </p><p> Through a survey, case study, and interviews, the study assesses the working conditions in schools and its implications for teacher retention in a large urban school district. In doing so, the study uses a mixed-methods approach to analyze the intersection of the nature of the teaching occupation, working conditions of schools, causes of teacher turnover, and the principal&rsquo;s role. The findings that emerge from the data offers a fresh perspective to consider the ways in which principals can consider their influence, involvement, and position to support teachers and influence the working environment of a school. </p><p> The recommendations from the study seek to honor the complexities inherent in a school organization, given the tremendous range of responsibilities bestowed upon teachers and principals. They are relevant to a range of stakeholders in K&ndash;12 educational communities, including researchers, policymakers, and practitioners. </p>

<p> Teachers who are called upon to teach in a virtual high school environment require preparation and support as well as an effective professional development process to help them adapt to a different educational dynamic. The virtual school reality demands that educators do more than transfer traditional classroom pedagogy and learn the various functionalities of the technologies utilized in the delivery process. Research shows that conventional professional development programs have had limited effectiveness in altering teachers&rsquo; classroom practice especially for online educators, and that ideally modeling the desired outcomes within the process itself has been most effective. While current research also calls for improved professional development for online instructors, the characteristics of such a professional development program are not fully-explored or characterized, and failure to define these characteristics increases the probability that online instructors will continue to arrive inadequately prepared. This qualitative research that is in the form of a narrative inquiry identified and analyzed the essential components of a professional training program for online teachers who were subsequently expected to modify their online classroom practice. The key participants in the case study were the administrators and teachers of a virtual high school in the province of Quebec and all of the participants were former classroom teachers who have been employed by the LEARN Virtual School. The findings of this study focused on identifying key components of a professional development program that incorporated key principles of social constructivism and the impact the program had on the online teachers&rsquo; practice. The study highlights the importance of active learning, collaboration, and metacognition in any program for teachers transitioning to the virtual environment and that teachers benefit enormously from modeling for one another.</p>

<p> Although the under education of Latino males has not been a priority to many, the high dropout rate of minority males can no longer be ignored. When school principals engage in the practice of cultural collision and collusion, it has an adverse impact on the academic achievement of Latino males and on their decision to drop out of high school. The purpose of this study is to explore the perception of school principals of Latino males, disciplinary policies, and how school principals are addressing the dropout rate of Latino males in their schools; it can aid school policy makers, educational advocates, educators, and parents in better understanding why so many Latino males dropout of school every day. Interviews were conducted on six urban school principals from New York City public schools. Analysis of the interview responses showed that language, poverty, family engagement, and gang affiliations are parts of the Latino culture that could impede their academic success. Three major themes were found: (a) the culture of Latino males has an impact on the dropout rate; (b) suspension has an impact on the dropout rate, is ineffective in preventing unwanted behavior, and school principals do not have any specific programs to combat suspension; and (c) school principals do not have any specific programs to combat the dropout rate in their respective schools. The findings of this study suggest that a future study should be conducted on designing public schools that promotes the unique academic needs of Latino males in urban settings.</p>

<p> Children living in poverty in the United States face some of life&rsquo;s greatest challenges, including achieving academic success in school. Evidence is also emerging of a growing income disparity in America that affects families, communities and local labor markets in ways that can undermine the effectiveness of schools serving disadvantaged populations (Duncan &amp; Murnane, 2011). Evidence exists, however, that high academic performance is within the reach of all children in high poverty schools, and that principal leadership is a contributing factor. </p><p> This study examined principal leadership practices in three high poverty K-5 elementary schools in Oregon identified as Model schools under the Oregon ESEA waiver to No Child Left Behind. This study identified themes of leadership practices including 1) high expectations, 2) meeting children&rsquo;s basic needs, 3) shared leadership and teamwork, 4) use of data, and 5) personal attributes of the principal. Other themes considered important to one or more groups of respondents but not necessarily to all included 1) caring, 2) positive support, 3) addressing biases about children and families in poverty, 4) principal&rsquo;s elementary teaching experience, and 5) pride in the local school. As such, the findings of this study support the knowledge base in educational leadership regarding principal leadership as a factor in schools that impact the academic growth of children (Hallinger, 2005; Hallinger, Bickman, &amp; Davis, 1996; Hallinger &amp; Heck, 1998; Hattie, 2009; Jacobson et al., 2004; Leithwood &amp; Jantzi, 2012; Leithwood &amp; Louis, 2012; Leithwood et al., 2004; Lyman &amp; Villani, 2004; Marks &amp; Printy, 2003; and, Water, Marzano, &amp; McNulty, 2003). </p><p> This study has implications for district hiring and planning for principal succession, teacher hiring, resource allocation, community engagement, and district support for schools serving students in high-poverty communities. </p>

<p> The purpose of this study was to analyze perceptions of Missouri public school administrators regarding twenty-first century learning skills in choice and innovative schools, and to report the research-based best practices those schools are using with students. For this study, qualitative data were collected through a questionnaire and then coded for analysis (Fraenkel et. al, 2014). The questionnaire, used to elicit information from 10 administrators of Missouri public schools housing a choice or innovation program, was the anchor of the research design. The results of this study indicated choice and innovative schools are incorporating a combination of current research-based practices in programming. The significance of this research is the reference, made available to educators, of current research-based practices being used to accommodate the changing needs of students in classrooms across the United States (Livingston, 2013).</p>