<p> The purpose of this qualitative descriptive single-case study was to explore how principals perceived transformational leadership theory&rsquo;s influence on graduate-level principal preparation in Arizona. The conceptual framework for this study was Kouzes and Posner&rsquo;s Five Exemplary Practices of Transformational Leadership. The research questions addressed transformational leadership theory in principal preparation, field experience, mentorship, and coursework. The study employed a purposive sampling strategy, given a total number of study participants of 40. Data collected included 10 semi-structured interviews with principals, 15 surveys collected from principal students, and 15 surveys collected from principal faculty. The study utilized deductive and inductive coding, which produced patterns and themes consistent with semi-structured principal interviews. Additionally, descriptive statistics from principal students and principal faculty provided supporting statistics for the analysis of the interview data. The findings from this study revealed stakeholders positively perceived transformational leadership theory&rsquo;s influence on principal preparation, with slight discrepancies between principal students and principal faculty. Further, the themes supported the key areas of the Five Exemplary Practices of Transformational Leadership, Transformational Leadership and Student Achievement, University Role in Principal Preparation, and Stakeholder Support for Principal Transformation. Implications of this study include that leaders learn through all experiences, and that principals fostered their future grow as leaders based on lessons from principal preparation.</p><p>

Created by a group of educators in 2009, Edcamps are “free, voluntary, participant-driven” unconferences for educators to informally learn from one another (Carpenter & Linton, 2016, p. 97). Since the first Edcamp in 2010, over 700 Edcamps have been held across the United States and in 25 total countries (Edcamp Foundation, 2016). In spite of the viral, organic growth of Edcamps and the extensive research literature on the need for high-quality teacher professional development (PD), almost no empirical research exists on this model of teacher PD. As a result, education stakeholders have little understanding of the possible value and influence of Edcamps on teachers’ professional practice. The purpose of this qualitative, multiple case study was to explore U.S. public elementary teachers’ perceptions of their Edcamp experiences and how, if at all, their Edcamp experiences influenced their professional practice, specifically in the areas of student instruction, peer collaboration, and teacher leadership. Two semi-structured interviews were conducted with each of the twelve study participants. During the second of these interviews, participants shared and discussed artifacts demonstrating the influence of Edcamps on their professional practice. A total of 68 unique artifacts were collected and examined from among all participants. A thematic analysis (Braun & Clarke, 2006) of the interview data revealed that all twelve teachers perceived that their Edcamp experiences were legitimate, high-quality PD. All teachers also perceived that their Edcamp experiences had influenced their professional practice in at least one of the following areas: student instruction, peer collaboration, and teacher leadership. Teachers spoke of applying the discrete knowledge and skills that they had learned during Edcamp sessions as well as applying the format and beliefs of the Edcamp model of PD itself to their professional practice. Based on teachers’ interview responses, three major factors contributed to whether Edcamps influenced teachers’ professional practice: teachers’ motivations, colleague support, and administrator support. Additionally, all participants stated that teachers should have greater choice and voice in their PD. The findings of this study may inform future studies about Edcamps and, more generally, teacher-driven PD. Recommendations for practice and future research are discussed.

<p> The issue of school improvement is complex, and although reform initiatives have emanated from positive intentions for schools, many have been detrimental to school culture. Collaborative school culture has been cited as an essential element of school improvement; thus, a need exists to better understand how principals perceive and shape collaborative school cultures. This study examined leadership approaches and workplace conditions critical to the development of collaborative school cultures. The importance of the principal&rsquo;s role in shaping collaborative culture is often noted in the literature. Using a sequential mixed methods explanatory research approach, the study consisted of two phases that employed quantitative and qualitative measures. Massachusetts&rsquo; principals (1,773) were contacted by email to participate in an on-line survey, with 261 principals completing the survey, resulting in a response rate of 15%. Ten telephone interviews were conducted after survey results were analyzed. The data analysis generated six key findings. Finding #1 showed eight school level factors that contributed to collaborative culture. School level factors included involving teachers in decision-making and providing opportunities to share ideas through dialogue and planning. Finding #2 articulated principals&rsquo; desire to effect change; it emerged because of principals&rsquo; perceptions of collaborative culture in their schools. Finding #3 identified six leadership indicators that have a strong influence on collaborative culture. Indicators ranged from valuing teachers&rsquo; ideas to protecting planning and instructional time. Finding #4 validated the importance of school specific personal leadership qualities and practices. The leadership qualities principals reported most often were empathy and vulnerability, and leadership practices include setting expectations, building relationships, and empowering teachers. Finding #5 established teams, time, and professional development were three organizational factors that contributed to collaborative culture, while Finding #6 identified teacher resistance as an inhibitor to collaborative culture. Overall, these findings demonstrate principals&rsquo; perceptions led to specific practices they believe foster collaborative culture. Recommendations are delineated for principals and higher education institutions. Future research recommendations suggest further study of principals&rsquo; self-awareness, leadership practices, and focus on specific subgroups in relation to collaborative culture. </p><p>

<p> The purpose of this study was to understand the relative contribution of transformational leadership, student socioeconomic status, and years of principal experience to overall school effectiveness. An additional aim was to understand the correlation between the predictor variables and school effectiveness. The population for the study was teachers in all schools of a central Alabama school district (N = 51). Data were collected through an internet-based, 43-question survey comprised of five demographic questions, the School Effectiveness Index (Hoy &amp; Ferguson, 1985), and 22 questions about transformational leadership from the Nature of School Leadership Questionnaire (Leithwood &amp; Jantzi, 2006). The survey measured teacher perceptions of school effectiveness and the transformational leadership skills of school principals. Multiple linear regression and correlational techniques were used for analysis. Transformational leadership was found as the best predictor of school effectiveness, the socioeconomic status being the next. The variables accounted for 41% of the variance for school effectiveness as measured by teacher perceptions. Findings indicated that a significant relationship existed between transformational leadership and school effectiveness. A negative significant correlation was found between socioeconomic status and school effectiveness. No significant relationship was found between the years of experience as a principal and school effectiveness. Years of principal experience did not make a significant contribution to the model. Teacher level analysis corroborated with the school level analysis (N = 509).</p><p>

<p> A student&rsquo;s race, ethnicity, and socioeconomic status are predictors for their engagement in extracurricular activities, with poor and non-dominant students participating at lower rates (Brown &amp; Evans, 2002; Weininger, Lareau, &amp; Conley, 2015). To better understand the underrepresentation of Latino students in the extracurricular activity program at a predominantly White suburban high school, this mixed-methods study examined how Latino students understood the social context of the school, and how their sense of belonging in the school community influenced their (non)participation in extracurricular clubs. The research questions guiding this study are: (1) What are the experiences of Latino students at Smith HS with extracurricular activities? (2) To what extent do Latino students participate in school-sponsored extracurricular activities, and what are the school and non-school factors affecting their participation in extracurricular activities? (3) How does student participation in extracurricular activities relate to their sense of belonging in the school (or lack thereof)? The study identifies institutional factors as well as social factors that shape student involvement in school-sponsored extracurricular activities, and which also perpetuate the structures that create and reinforce social stratification. The data for this study includes: a questionnaire administered to one grade level (n=351); fourteen individual in-depth interviews and six focus group interviews of Latino students; six months of field observations of school club meetings, and school events; and an archival document review. Survey results confirmed that Latino students participated in extracurriculars at statistically significant lower rates than their peers, and interview data revealed that they reported experiencing a lower sense of belonging than their peers, which they attributed to a school climate where Latino students felt excluded and ignored. Barriers to participation were embedded in a social hierarchy that disadvantaged Latino students, in addition to the institutionalized structure of extracurricular activities itself, which emphasized academic and competitive clubs that do not meet the needs and interests of Latino students, thus, discouraging their participation.</p><p>

<p> Academic administrators play an important role in shaping policies and processes that impact students. As student and faculty demographics in higher education continue to shift, academic administrative ranks need to mirror these changes, yet Latina upper level academic administrators face multiple challenges in moving up the leadership ranks. In order to create change within our educational system, it is important to have an understanding of the experiences of Latinas in upper level academic administration, including the role of culture and gender. </p><p> This qualitative interview study examined the experiences of twenty upper level academic administrators at two and four-year institutions across the United States. Four themes emerged from the study. First, the majority of the participants entered administration by chance but stayed within these ranks due to their desire to be change agents. Second, the participants faced multiple challenges, including ethnicity-base discrimination, sexism, microaggressions and self-doubt. Third, despite the challenges, the women accessed internal and external strategies and skills set such as <i> coraje</i>, an internal drive to continue pushing forward, hard work and <i>mestiza</i> consciousness to continue moving forward in their administration role. Finally, participants provided <i>consejos</i>, words of wisdom, such as going into administration being difficult, but doable and not losing one&rsquo;s authenticity. The study provides recommendations for policy, practice and future research.</p><p>

<p> Success and satisfaction in the teaching profession are goals; teacher turnover and burnout being constant problems. This study explored factors of support to determine why teachers remain in teaching. Sixty teachers took part in a federal grant, the <i>AIMS</i> (autism, inclusion, math, science) Scholar Program, designed to provide transitional support for newly hired teachers. The participants were queried in order to ascertain sufficient data to identify the early in their careers enabled these teachers to thrive. Open-ended survey questions and in-depth interviews provided insight into why these teachers stayed in the profession and have plans to continue to teach for many years to come. Classroom observations yielded data to support their effectiveness in the classroom. This study was primarily based on teacher perceptions of teacher professional competence and their own performance in the classroom. There is a need to determine the relationship between teacher professional competence as measured by student achievement, student self-esteem, and parent perceptions of teacher competence as they relate to attrition. Six themes were determined as support strategies that helped this group of teachers remain in teaching. It is suggested that these 6 themes be integrated into all support programs to ensure teacher retention.salient triggers of pre-attrition related casual agents. The grant was tailored for teachers completing university teaching programs. Enrolled students were from all areas of California, with most being in the southern part of the state. One hundred percent of the participants were still teaching at the time of the research. This dissertation was designed to discern how support Keywords: teacher retention, teacher induction, teacher attrition, beginning teachers</p><p>

<p> This mixed method study researched African-centered pedagogy and examined if it made a difference for Black males in middle school. The study examined what it meant to be Black for the participants through administering the Multidimensional Model of Black Identity (MMBI) which measures Black males&rsquo; connections to their own cultural group. Students were asked three semi-structured questions about their experiences in school. In addition, MCA test scores and GPA were compared. Twenty-four middle school students participated for two different middle school types in Minnesota: one traditional school and one African-Centered school. Findings revealed that there were substantially different scores on the MMBI. Overall, students who attended the African-Centered school had better tests scores and GPA. Although, the t-tests conducted demonstrated these scores were not statistically significant. Major themes emerged from student interviews including that students wanted to learn had high expectations of their teachers. Implications and future research are discussed.</p><p>

<p> High-quality hospitality education is important to bring to international locations because it is a foundation for business and tourism. An international network of hospitality schools (HS) has a problem of convincing faculty to relocate to international locations, which limits expansion efforts and the quality of faculty available at less desirable locales. The purpose of this correlation study was to investigate the relationship between varies workplace factors that faculty expect to be of the highest quality, allowing senior management to ensure relocations. The theoretical foundation that grounded this study was Authors&rsquo; expectancy theory, which stipulates that what people expect to occur drives their behavior; in this study, the behavior in question was the decision to relocate or not. The research questions concerned the correlations between faculty ratings of current workplace factors and faculty ratings indicating the quality they expected each workplace factor to show at a relocation site. Approximately 180 faculty members of HS answered an anonymous online survey. The survey was rated using 2 scales indicating how true each workplace item was in the current location and how high quality each workplace item was expected to be. Correlation analysis was conducted for each of the survey items to determine if there was a relationship between the faculty&rsquo;s ratings of their current position and what they expected in a relocation. The study found that feedback on work results was highly valued by participants wherever their workplace was located. The study may promote positive social change by supporting the school&rsquo;s capability to provide a workplace environment in compromise locations that attract and retain hospitality faculty, ultimately benefiting students in the globalizing world of education.</p><p>

<p> By employing <i>pl&aacute;ticas y encuentros</i>, this qualitative study examined the <i>testimonios</i> of Chicana/Latina youth and their experiences with navigating the sexual politics on the high school campus. Six young Chicana/Latinas, all of whom graduated from the same high school in South East Los Angeles, participated in the study. The study used two frameworks: Chicana/Latina feminist theory and critical pedagogy to analyze the young women&rsquo;s <i>testimonios</i>. Findings speak of their daily struggle with adults policing, objectifying, and containing their bodies; as well as the benefit of a third space, counterspaces, for self-actualization. This study contributes to this field by identifying how Chicana/Latina youth experience schooling and what they believe must happen in order to ensure that the school community and larger society is more responsive to their experiences with navigating sexual politics in and outside of the educational context. </p><p>