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

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

Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Kathleen Casey; submitted to the School of Education. Includes bibliographical references (p. 140-147).

<p> The purpose of this study was to examine the link between FranklinCovey&rsquo;s The Leader in Me (LIM) implementation and school improvement. Specifically, this study sought to identify whether or not longitudinal student data improved during LIM implementation, teacher perception of the LIM implementation, and the relative impact of the four LIM process components on school improvement. These process components include school vision of leadership, staff-created implementation, 7 Habits (Covey, 1989), and student leadership. By employing a mixed methods approach, the study incorporated both quantitative and qualitative data to gain a more comprehensive analysis of the impact of the LIM on school improvement. Longitudinal quantitative student data sets in the areas of attendance, DIBELS reading assessment, and discipline referrals was examined to determine whether or not there were data improvements during LIM implementation at one school. Quantitative data from closed-ended survey responses from staff members at four LIM schools was collected and analyzed to determine teacher perceptions of the LIM process as a whole, as well as the implementation levels of the four process components. Qualitative data in the form of focus group interview responses were collected and analyzed in order to determine the underlying causes of the student data improvements and overall school culture/climate improvements from the perspective of teachers at one LIM school. The data revealed that there appears to be a link between the LIM implementation and school improvement. Student data sets over time at the case study school did improve, and the teachers at that school indicated vast improvements in school culture/climate throughout the LIM implementation. In addition, the data analysis indicated strong positive feelings expressed by teachers at LIM schools, as well as a statistically significant positive correlation between the four process components.</p>

<p> While the American dream could have different meanings for Americans today, one dream for many middle and high school students is to have the opportunity to attend college; however, a challenge facing students across the United States is that they are graduating from middle and high school unprepared to enter the postsecondary institution of their choice. Despite over thirty years of educational reform attempts since &ldquo;A Nation at Risk&rdquo; (1983) was published, there continues to be a growing concern that middle and high school graduates are not college and career ready (Choy, Horn, Nunez, &amp; Chen, 2000; Conley, 2010; Jackson, 2009). Consequently, middle and high school students deemed college-eligible are often not college-ready. Students who are not in the top academic quartile in middle and high school may have aspirations of attending college, but often fail college entrance exams (Leonard, 2013). They contend that middle and high school graduation course requirements are often less than rigorous, or misaligned with courses necessary for college admission. Due to the lack of early academic preparation, students may need to take remedial courses once in college (Adelman, 1999). Public universities across the United States invest billions of dollars remediating about one-third of their incoming freshman, which in turn costs students more time and money (Bettinger &amp; Long, 2009; Wimberly &amp; Noeth, 2005). This study explores the fundamental distinctions of college readiness through the examination of a grant project received under the federal college-ready program, Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). The study could reveal important information, which may bring about necessary changes in middle and high schools. By investigating how GEAR UP students describe their experiences with the project, as well as how these experiences contribute to college readiness, student voices and stories may benefit policymakers and administrators as they plan for academic and social supports for future middle and high school students.</p>

<p> The pressure on teachers to use data has become common place in schools as a result of the No Child Left Behind Act of 2001. This research explores the association between data-to-action process, critical thinking, and how one comes to know or understand by examining the actions teachers take when using data to make instructional decisions to better understand the relationship between teachers and their use of data. Elementary, middle school, and high school teachers in southwest Louisiana participated in an on-line survey that required them to rate their level of confidence on various data task. The study was unable to determine teachers&rsquo; confidence level at each knowledge dimension as teachers rated all of the tasks as high confidence or low confidence. This tells one that teachers see all data use tasks as either easy or difficult; there is no distinction between the levels of complexity. The data did show that teachers who have high confidence in using data when making instructional decisions were teachers that have more experience and have earned a higher degree. Teachers with higher levels of education and more experience are more confident in using data to make instructional decision, therefore; it is necessary for educational leaders to provide supports to teachers without the higher education and experience.</p>

Thirty-six Alabama College System community colleges were surveyed to determine whether a significant difference existed between the satisfaction and effectiveness of community college administrators, faculty members and computer professionals with manual, partially automated and fully automated administrative computer systems. The survey results were also analyzed to determine which system(s) provided the least satisfaction and effectiveness. Effectiveness and satisfaction instruments were used to elicit respondents’ opinions regarding twenty-five administrative applications approved by the Alabama Department of Education, Department of Postsecondary Education for implementation by the Alabama College System Board. Both instruments used a five-point Likert scale to assess the respondents’ opinions. One hundred forty-one responses were evaluated using the Analysis of Variance, with an alpha level of .05, to determine if there were any significant differences between the satisfaction and effectiveness of administrators, faculty members and computer professionals with manual, partially automated and fully automated administrative systems. Though all of the colleges surveyed had their administrative applications automated, colleges were defined as manual, partially automated or fully automated depending upon the number of applications that were automated. No significant satisfaction difference was found. However, administrators were found to be more effective than faculty members. Additionally, manual systems were found to be more effective than fully automated systems. A Leaf Scale analysis was conducted utilizing sample means to define the applications providing the least satisfaction and/or effectiveness. The survey found that among the 25 applications surveyed, fund raising, student receivables, general ledger, budget, cash receipts, accounts payable, recruiting, continuing education, curriculum development and work orders automation provided the least satisfaction and/or effectiveness. Based upon the findings, the writer recommended that further effectiveness and satisfaction research be conducted of community colleges to either corroborate or deny the findings.

The purpose of this study, an experimental design utilizing two experimental groups and one control group, was to determine if self-esteem intervention treatments significantly impact the self-esteem behavior levels of tenth-grade African American male subjects. Further, the study examined the relation between attendance and general self-esteem. The two instruments used in this study were the Coopersmith Self-Esteem Inventory and the Semester Attendance Log. The sample for the study consisted of fifteen subjects in Experimental Group A, fourteen subjects in Experimental Group B, and sixteen Control Group subjects. ANOVA, Scheffe, and a dependent t test were used for statistical analysis in this study. Data analysis indicated that the self-esteem behavior levels of the subjects in the treatment groups showed significant statistical gains after the treatment.

<p> Inspired by the implementation of the Common Core State Standards, which contains skills related to technology and media use for students in kindergarten to grade 12, and the International Society of Technology Education Technology Standards for Administrators the researcher chose to focus this dissertation is on principal technology leadership competencies that elementary principals will need to lead technology integration for teaching and learning in their respective schools. The researcher examined a range of sources, including research from internet-based sources and traditional (hard-copy) journals. The Principals&rsquo; Technology Leadership Assessment (PTLA) survey was used to assess principals&rsquo; technology leadership competencies of 132 principals from one school district in the District of Columbia metropolitan area. Using the PTLA survey response data, quantitative data analyses, including linear regression analyses, an analysis of variance, a t-test, and distribution frequency analyses, were conducted and used to determine how the independent variables, shared leadership style, transformational leadership style, support disposition, encouragement disposition, gender, and the socioeconomic status of the schools served by these principals, individually affect the dependent variable, principals&rsquo; technology leadership competencies for the ideal purpose of making predictions that may have an impact on future planning, monitoring, or evaluation of a process or practice within the K-12 educational system. Findings provide evidence that the transformational leadership style serve as a powerful predictor of technology leadership competencies for elementary principals. Keywords: technology leadership competencies, leadership styles, dispositions, gender, and socioeconomic status</p>

<p> This dissertation investigates the lived leadership experience of superintendents of American schools in Brazil. For this purpose, a phenomenological research methodology was utilized. Eight purposefully selected superintendents of American schools in Brazil comprised the sample. Data were collected via audio recordings of two in-depth interviews with each participant and notes taken during interviews. Audio recordings were transcribed, and transcribed data were analyzed. Analysis of the data resulted in the identification of mission advocacy, community-building, communication, and environmental awareness as essential skills for superintendents of American schools in Brazil. Findings suggest that being the superintendent of an American school in Brazil is challenging and complex and that language, culture, and collegial support are key factors in the lived experience of these superintendents. Recommendations for practice and for future research are provided.</p>