Perceptions of teachers in selected metropolitan Atlanta schools regarding the impact of block scheduling on the achievement of ninth grade studentsRagland, Wachera A 01 May 2006 (has links)
The school reform and restructuring movements of the last decade have caused school leaders to search for new ways to educate students. One goal of the restructuring is to improve students' academic performance. The response to this restructuring movement has been the adoption of block scheduling. This research focuses on how the block scheduling initiative impacts ninth grade student achievement. Research was conducted in two Metropolitan Atlanta High Schools that utilized the 4X4 and AIB Block Schedules. This quantitative and qualitative study was interested in finding out teachers' perceptions of the effectiveness of the block schedule in regards to urban ninth grade student achievement, the dependent variable. Instructional strategies, instructional time, depth of subject matter taught, and disciplinary problems served as independent variables. The study relied heavily on data collected from self-designed surveys and interview follow up questions with selected teachers. The interview responses further clarified the perceptions of selected teachers in the study. The conclusions, findings, implications, and recommendations were based on the analysis of the data collected from the survey and interview follow-up questions.
School environment, teacher efficacy and performance in secondary schools in the Republic of Trinidad and TobagoSandy, Mervyn Clifford 01 November 1987 (has links)
The theory was that school environment more than such other, variables of teacher development, social environment, and demographic characteristics would influence teacher performance and efficacy. The sub-variables of school environment were school climate, staff support, teacher's expectations, principal's instructional role-set, and principal's participatory style. Teacher development variable included curriculum officer's role-set, and teacher education program. Social environment included parental attributes, parents' socio-economic status (SES), and cultural involvement. Demographic variables included age, sex, ethnicity, qualifications, years since last teacher training program, sex and type of school attended, school location, teaching area, leadership position, qualities liked in a teacher, and level at which teacher liked or disliked. The sample consisted of two hundred and sixty-six (266) academic and technical/vocational teachers in eight (8) secondary schools in the Republic of Trinidad and Tobago. In a Pearson-Product Moment correlational analysis (a) teacher performance was related to staff support, teacher's expectations, principal's instructional role-set and participatory style, teacher education program, parental attributes, cultural involvement, (b) teacher efficacy was related to school climate, teacher's expectations, principal's instructional role-set and participatory leadership, and curriculum officer's role-set. In a factor analysis of the data (a) teacher performance was placed with parental attributes in Factor 5, (b) teacher efficacy was placed with teachers' expectations, and qualities disliked in former teacher in Factor 4. In a regression analysis, (a) performance was predicted by parental attributes (.310805), principal's participatory style (.164123), sex of school (.139500), teacher efficacy (.132830), age (-.128095), teacher's er's expectations (.120497), qualifications (-.119934), and teaching area (-.10435), (b) efficacy was predicted by teacher's expectations (.308767), school climate (.224323), staff support (-.172200), teacher qualifications (.166772), ethnicity (.162165), teacher performance (.144177), and teacher education (.135936).
21 June 2016
<p> Differentiated instruction is necessary to meet the needs of diverse learners, particularly those in mixed ability classrooms (Gregory and Chapman, 2012; Sulla, 2013). This action research study explored one middle school that recently transitioned from ability grouped classrooms to mixed ability classrooms and prioritized differentiated instruction. Therefore, this study examined the teaching staff’s perceptions regarding the professional development they received in the area of differentiated instruction. Additionally, this study explored teacher perceptions about differentiated instruction and how well they were planning for its implementation. The study revealed the overall positive impact of professional development on teachers’ ability to differentiate instruction; that teachers vary on their core belief that all students are capable of learning within a mixed ability setting; that differentiated instruction is seen as a necessary instructional strategy, but is difficult to implement; and a direct correlation between teachers’ ability to differentiate instruction and the amount of choice they provide to their students.</p>
16 June 2016
<p> Leadership development programs for community leaders have existed for decades and many claim to impact significantly leaders’ development and regional success. However, past research questioned the presence and consistency of leadership development organizations’ evaluation. Specifically, how evaluation is lacking and suggesting that consistent program evaluation plays an important design role and in measuring individuals’ and communities’ intended outcomes (Russon & Reinelt, 2004). Having a clear plan and evaluation system may provide a better roadmap for the positive regional impact organizations purport (Rohs, 2002). Exploring one leadership development program’s alumni experiences may provide additional information regarding the evaluations’ presence and how they link to a desired impact. </p><p> This study analyzed LEAD San Diego alumni experiences to understand alumni’s perceived regional impact, perceived community engagement, and knowledge of regional sectors and issues. This phenomenological study gathered the perceived regional impact, community engagement, and regional knowledge among LEAD San Diego participants. Research questions focused on alumni perceptions regarding LEAD San Diego’s regional impact, the awareness level within the region and the volunteer activity level embraced both before and after the leadership development program completion, the impact on alumni careers, and alumni suggestions for enhancing the program. </p><p> This phenomenological study gathered, via interviews, the perceived regional impact, community engagement, and regional knowledge among participants. The researcher’s 15 interview questions captured past leadership development program participants’ perceptions related to their influence on regional impact, community engagement, and knowledge of San Diego regional sectors and issues. Participants were limited to LEAD San Diego alumni and 10 of 30 invitees agreed to the interviews. The study revealed that the majority of participants perceived they had a positive participant experience in the leadership development program. Although some found the experience largely unbeneficial, most perceived a high level of benefit. The interviewees had numerous suggestions that may prove helpful to LEAD San Diego, with many items that the organization could implement. </p><p> This study’s significance is that it provides additional data that other researchers could use when learning about participants’ experience in leadership development programs and how consistent evaluation may be an important element of a successful program.</p>
Barnett, Tanisha M.
26 May 2016
<p> Research clearly indicates that parental involvement plays an essential role in the educational process of any student regardless of grade level. However, technology is changing the way schools communicate, which affects the way parents are involved in their children’s education. Research on the digital divide indicates that there are differences in access based on race and family income. In other words, lower income and minority families tend to have less access to technology, and therefore may be less able to fully participate in schools.</p><p> This issue of social justice was investigated at a small charter school located in West Los Angeles, California, where the researcher was an administrator. Over the past several years, there had been a demographic shift in enrollment. Teachers and administrators noticed a problem related to parental involvement at the school and all school communication relied on technology. The purpose of this study was to investigate the intersection of technology and parental involvement at West Los Angeles Charter (WLAC). Applying the theoretical lens of Epstein’s (1988) work on parental involvement and Davis’s (1989) work on technology acceptance, the administrator-researcher interviewed 16 parents, stratified by income level to guarantee that various experiences were represented, and concluded that while all parents expressed interest in being involved in their child’s education, barriers limited that involvement, particularly for the lower-income families. These barriers included issues related to language rather than issues related to access, which WLAC will be able to address to support parental involvement among all families.</p>
17 February 2016
<p> Female superintendents, while not as rare as they once were, still remain underrepresented when one considers the number of women in the teaching, building leadership, and district leadership ranks. Bolman and Deal’s (2006) framework for leaders provided the context for the attributes attributed to leadership for the purpose of this study. Attributes are delineated as “care-giver, analyst, wizard, and warrior.” Participants shared their leadership positions, both formal and informal, as well as the mentors and coaches that have influenced them along the way. Additionally, the participants discussed the primary means of their own professional development that informs their work in district. Further, the superintendents interviewed discussed their leadership style and the perception of others in their respective districts. Questions that focused on the participants’ definition of success and the barriers to success added to the definition of themselves as leaders, as well as the experiences and perceptions of the leaders themselves. Huffington (2015) provides four lenses of leadership specific to women. These lenses are well-being, wisdom, wonder, and giving. More than using the language of caregiver, analyst, wizard, or warrior, the participants of this study spoke to the balance of working with people in a time of change and angst in education. They spoke to the well-being of their students and staff and caring about the future. Decisions were made to balance the competing needs of the stakeholders. Finally, the participants of this study spoke to the strength of their districts and their communities and the interdependence needed for everyone to thrive during this time of change in education.</p>
The readiness of school principals to implement the multicultural requirements of the No Child Left Behind Act of 2002 (Title I and Title III) for Latino students who are limited English proficientPropst, David Lee 01 May 2004 (has links)
President Bush signed into law the No Child Left Behind Act of 2002 (NCLBA) on January 8, 2002, which represented his education reform plan and contains the most sweeping changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965. The principals’ role is critical to success as public schools strive to meet the challenge of implementing the new No Child Left Behind Act requirements. Therefore, the purpose of this study was to explore the perception of teachers and administrators regarding the “readiness” of school principals to implement the multicultural requirements of the No Child Left Behind Act policies (Title I and Title III) for Latino students who are limited English proficient.
16 July 2016
<p> The objective of this study was to explore, identify, and gain an understanding of the experiences and contributing factors that affect Latino male students’ (LMS) attainment of a community college education or transfer to 4-year institutions. Hidden Hills College (HHC; pseudonym) is a large California community college located in an urban setting in Southern California. HHC is primarily a commuter campus and a Hispanic serving institution, regionally accredited by Accrediting Commission for Community and Junior Colleges (ACCJC). </p><p> This qualitative study included 22 interviews of currently enrolled students at HHC. The participants, selected based on the sampling criteria, consist of Latino males who had completed at least 24 units and were seeking an AA/AS or transfer to a 4-year institution (California State University, University of California, private). The students were between the ages of 18–24. Additionally, through the literature review, aspirations, familial support, persistence, and challenges were summarized and analyzed, which provided an opportunity to learn about the different contributing factors that support or hinder the transfer or degree attainment of Latino males. </p><p> The major findings showed that in relation to challenges experienced by LMS in the pursuit for an associate’s degree or transfer to a 4-year institution are cultural expectations, parents’ lack of understanding, financial hardship, lack of time, and lack of academic preparation. The study also revealed that in relation to strategies used by LMS in their efforts to pursue an associate’s degree or transfer to a 4-year institution are aspirations for a better future, family support, motivation, and campus resources. Recommendation for policy and practice focused on improving and promoting higher education for Latino males, as well as recommendations for further studies are presented.</p>
A study of the impact of building condition on student achievement in selected schools in DeKalb County, GeorgiaPritchett, Stanley J., Sr. 01 May 2000 (has links)
This study was conducted to investigate the relationship between the quality of school building maintenance and student achievement. Variables such as school age, size of campus, enrollment, and instructional configuration were examined. Additionally, the location of the school in DeKalb County, the board districts in which a school was located, and socioeconomic status of the school’s community were selected for study to determine if school location and demographics affected overall student achievement when grouped along with building condition. The Pearson Correlation of Coefficient tested twenty-seven variables for significance level. Twenty-one of the twenty-seven null hypotheses were accepted; six were rejected. A one-way analysis of variance was conducted on these six null hypotheses. These variables-socioeconomic status, school geographic area, school enrollment, board districts, portable units, and frequency of floors swept-were analyzed in relation to test scores using a multiple regression analysis. The conclusion of the study is that building condition is not related to student achievement for third grade students in DeKalb County. The data show that student achievement is more related to socioeconomic status, location, and enrollment than to maintenance issues.
Mapping the talent pool| An exploratory social network analysis of the Southeastern Pennsylvania public school superintendent labor marketMasgai, Joseph P. 11 February 2017 (has links)
<p> The purpose of this study was two-fold: to identify an echo chamber in superintendent shortage studies and to conduct an exploratory analysis of the Southeastern Pennsylvania superintendent labor market and, in turn, identify influences on the market(s) based upon the creation of an eight county (Bucks, Chester, Delaware, Montgomery, Berks, Lehigh, Lancaster, and Northampton) superintendent repository. This study utilized the bibliometric tools of Web of Science and Google Scholar/Metrics to identify an echo chamber and found evidence in cross-citation mapping of the existence of an echo chamber. This study then applied UCINET software to conduct a social network analysis to identify superintendent labor market(s) in Southeastern Pennsylvania.</p><p> This study found that a shortage of superintendents does not exist in Southeastern Pennsylvania and that several inter-changeable and intra-changeable labor markets exist exhibiting both homophily and non-homophily characteristics. Although predicted due to anticipated baby-boomer retirements, turnover played a cogent role in labor market dynamics as evidenced in comparative data from 2013 and 2016. The implications of this study suggest the need to re-conceptualize the framework of the superintendent shortage studies on the relationship between incentives and pipeline to better understand the agents that drive and influence the superintendent labor markets. Further implications suggest the need for additional research on turnover not as a negative trait but rather as a vehicle of change that affords career advancement for women and people of color. This study is a modest first step to promote superintendent labor market studies as a means to measure accurately the viability of the pipeline and network.</p>
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