Thesis (M. Ed. (Education))--Rhodes University, 2005. / "A thesis submitted in partial fulfilment of the requirements for the degree of Master of Education (Educational Leadership and Management)" T.p.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

<p> The purpose of this hermeneutical phenomenological study was the identification of teachers&rsquo; perceptions of professional development during the transition to and implementation of Common Core State Standards (CCSS) in the classroom. National reform efforts driven by an increased need for skill acquisition applicable to diverse needs in an ever-expanding global economy and increased demands for teacher accountability in the realm of student achievement requires additional teacher professional development. This study applied the constructs of social learning theory and constructivism in developing both the research questions and subsequent interview questions used during the data collection phase. Identification of overarching themes and patterns in participant responses provided crucial information relevant to the ongoing development of teacher professional development training opportunities from which teachers improve and expand pedagogical knowledge while applying CCSS in classroom instruction. The key emergent these derived from data analysis include, Theme 1: Sharing informational resources; Theme 2: Engagement and active participation; Theme 3: Collaboration enhances implementation; and Theme 4: Implementation and support. This study has the prospective to provide positive progress in the development and delivery of professional development aligned to teachers&rsquo; stated interests and concerns.</p>

<p> This exploratory study compares organizational configurations of principal autonomy in Finland and New York State. Evidence from Finnish school site visits and surveys distributed to principals in New York State and Finland is utilized to compare principal autonomy in two distinct educational settings. </p><p> The distinguishing feature of the U.S. school system is local control by school boards, which dates back to the colonial era (Wong &amp; Langevin, 2005). This organizational setting contrasts from the educational system in Finland where the central government still holds statutory responsibility for education, but has decided to delegate decisions affecting the daily processes of a school to the principal and staff of each individual schools (Caldwell &amp; Harris, 2006; Sabel, Saxenian, Miettinen, Kristensen, &amp; Hautam&auml;ki, 2010). Finland was chosen for this study because of its recent success on PISA and the attention Finland has received from U.S. policymakers, reformers, professors, and the media. If the Finnish school system is a &ldquo;miracle&rdquo; as some proclaim (Darling-Hammond, 2010), then what can we learn from this organizational setting?</p><p> The hypothesis of this study is that principals in devolved and radically decentralized settings (e.g. New York State) possess less autonomy compared to principals in settings with a distinct educational center that allows decentralized decision-making at the local level (e.g. Finland). The research questions this study proposes to consider are: 1) To what extent do principals in devolved school systems (such as New York State) exercise autonomy when making decisions compared to principals in an educational system where authority is delegated by the central government (such as Finland)? 2) Is there a relationship between principal autonomy and the type of decentralization? 3) How does the type of decentralization affect a principal&rsquo;s ability to act autonomously in making decisions?</p><p> To examine the validity of the hypothesis and to answer these research questions, principals from New York State and Finland were selected to answer an electronically administered survey similar to the <i>School and Staffing Survey</i> distributed by the U.S. Department of Education. An analysis of the survey results was utilized to help understand if a relationship exists between different organizational configurations and principal autonomy. I also went to visit schools in Finland and had the opportunity to meet with school principals and representatives of the OAJ (Trade Union of Education). </p><p> Principals were asked about their autonomy in making decisions related to personnel and instruction. My findings indicate that in almost all instances, principals in Finland enjoy a higher degree of autonomy than their counterparts in New York State. Principals in New York State, which operate in an educational atmosphere where different levels of government and bureaucratic entities ratify laws, pass policies, and make decisions that affect instruction and personnel, experience a lower degree of autonomy. In contrast, principals that work in a system, such as Finland&rsquo;s, where the central government delegates authority to local educational agencies and allows the administration and staff of each school to make decisions indicate a higher degree of autonomy. </p>

<p> Zero tolerance policies in K-12 public schools are employed to address a wide range of misbehaviors that vary broadly and impact the educational setting in many negative ways. Administrators and teachers have shown an increased dependence on the use of outside law enforcement, suspensions and expulsions as interventions for disciplinary issues in the classroom. Since the early 1990s, the national discourse on school discipline has been dominated by the philosophy of zero tolerance, originally developed as an approach to the war on drugs and judicial enforcement (Skiba &amp; Rausch, 2006). Zero tolerance mandates the application of predetermined consequences, severe and punitive in nature, applied regardless of the gravity of behavior, mitigating circumstances or situational context. Such policies are widespread in schools across North America. The removal of students from the classroom setting for both major and minor disciplinary infractions creates significant emotional and academic risks to these students. </p><p> The purpose of this comparative case study analysis was to compare and contrast three related studies to examine the impact of restorative discipline practices as an alternative to punitive discipline approaches for administrators, staff and students who have participated in restorative practices. The research examines three K-12 public school settings in North America showcasing the implementation of restorative practices to determine if restorative measures are a viable alternative to punitive discipline. </p><p> The primary research question asked what did these studies show was the effectiveness of restorative practices as an approach to discipline? Also, what aspects of the school climate changed as a result of the adoption of the restorative practices model? Finally, how did leadership implement the restorative practices and create the necessary conditions for ownership of the new restorative practices plan? </p><p> The research reveals that restorative practices encourage relationship building as well as a cohesive sense of community. The studies showed that that the school communities utilized restorative practices as an additional disciplinary approach and a way to address harm done to individuals and the community as well as a way to reintegrate and reconnect individuals into the school community. Data also confirmed that restorative practices are an effective method of disseminating positive behavioral learning and assisting each individual&rsquo;s recognition of their role in a situation and the responsibility of an individual&rsquo;s actions. The studies further validated that the district and school leadership performed a pivotal function as restorative change was initiated and sustained.</p><p>

<p> In the last two decades, research has increasingly demonstrated that public investment in high-quality early care and education, particularly when focused on low-income children, pays off in terms of improved outcomes for young learners in academic achievement and overall well-being (Heckman, 2011). Now, a growing evidence base within the early childhood field also demonstrates that socioeconomic status (SES) diversity in early learning settings improves kindergarten readiness and social-emotional development for all children (Reid, 2012). </p><p> To contribute to the early childhood field&rsquo;s efforts to better understand how parent choice and program leadership foster SES diversity within community early learning programs, this in-depth case study examined two high-quality SES-diverse community early education program sites operating in Baltimore City. Interviews were conducted with program executive-level and site-level leaders, staff, and a purposeful sample of parents of varying income levels. A parent focus group was also conducted. In addition, program-level leadership of early learning community programs in Baltimore City with a Maryland quality rating of two or more stars were surveyed. </p><p> Key findings of this study include, 1) Despite their shared belief in its implicit value, parents across the income continuum aren&rsquo;t explicitly seeking out enrollment in socioeconomically diverse early care and learning programs; 2) Within the two selected socioeconomically diverse program sites, program recruitment and engagement approaches are neither explicit or refined enough to appeal universally to parents across varying economic backgrounds; and 3) Both parents and leaders also may struggle against their own class-based social identities and deeply internalized value systems, including perceived superiority and privilege, in in enacting either the program choice or transformational leadership that drives the development socioeconomically diverse settings. Finally, this study informs leadership actions policymakers may take to promote the development and sustainability of socioeconomically diverse high-quality early learning programs.</p><p>

<p> This dissertation studies 7 high-performing middle school principals&rsquo; leadership styles and programs as measured by their student achievement on the California Assessment of Student Performance and Progress or CAASPP. The qualitative research includes interviews of these identified school leaders about their self-reported strengths that account for their students&rsquo; success. While Kouzes and Posner&rsquo;s set of leadership practices is the theoretical framework behind this study, the primary investigator developed two themes evident in both the high-achieving schools and its highly effective principals: strong people skills, and the ability to create and implement programs that affect a group who have been prejudicially described as low-income and low-performing. The participants&rsquo; lived experiences as charter school leaders who work with underserved communities add to a very limited body of research of urban education and how charter schools bridge the proverbial academic achievement gap.</p><p>

<p> Pressure has been put on educators to increase the achievement of all students, yet the primary emphasis has been put on moving low-performing students toward base proficiency instead of improving the proficiency of all student groups (Baum, Renzulli &amp; Hebert, 1995; Colangelo, Assouline &amp; Gross, 2004; DeBray &amp; Blankenship, 2013; Xiang, Dahlin, Cronin, Theaker &amp; Durant, 2011). Additionally, educational leaders are increasing the push for students to be engaged in rigorous academic courses, oftentimes without appropriate support for either the students or staff (Cleaver, 2011; Plucker, Giancola, Healy, Arndt &amp; Wang, 2015; Schaps, 2005; Smarick, 2013; VanderArk, 2014; Walton &amp; Spencer, 2009). </p><p> The goal of this study was to examine the support systems provided for students in advanced academic programs and their level of academic success. By examining not only student populations, but also the educators that may be providing support, a unique opportunity is created to compare and determine the outcome through multiple lenses. In order to explore this topic, surveys were created containing both open and closed-ended questions on the views of academic, emotional and social support provisions as well as future planning and effectiveness of all support areas. Surveys and semi-structured follow-up interviews were conducted with three participant groups; alumni, administrative personnel, and teachers. Triangulation of information was accomplished with the use of additional statistical tests which were performed to determine the relationship between support and student success. </p><p> Quantitative results determined that there was no correlation between any of the four support areas and student success. However, qualitative results disagreed with the statistical results and provided rich information on not only the view of support that was provided, but also the areas of concern and frustration for all three participant groups.</p><p>

<p> Science education has undergone multiple reforms over the years, yet each reform continues to produce little change in student success. The latest reform of the standards&mdash;Next Generation Science Standards (NGSS)&mdash;look to change that trend by focusing on what students can do, rather than just what they know. Modeling Instruction (MI) is one research-based pedagogy that is in alignment with the NGSS concepts of student-led classroom instruction. This proven strategy has been used across the U.S., but often in isolation, rather than as the routine classroom instruction throughout a school&rsquo;s science department. </p><p> Changes in new teaching methods, such as those needed to implement MI or NGSS, are not easy for schools to make. They require entire organizations to shift their beliefs in how education appears, with students actively working and presenting content, while the teacher walks to the students, facilitating and asking questions. Leadership within the school can help this transition take place, by providing structures and processes that support others attempting to make changes in their practice. Effective leaders not only provide a plan, but they also create a supportive climate in which goals can be achieved. </p><p> This qualitative case study looked at the leadership of schools that have implemented MI across the science curriculum, which includes Biology, Chemistry, and Physics. Characteristics of the leaders, such as leadership style and structures, provided information on how to make a successful change in instruction. Data was collected via interviews with school leaders and school faculty, and observations taken at the school. This data was then coded to identify common themes and trends. </p><p> Results of this research showed that leadership played an important role in the implementation of MI in secondary science classrooms. Key attributes were provided by school leadership to help with the implementation. Professional development provided the staff with the tools needed to learn the techniques of the new methods. Time for collaboration was also given, which allowed the staff to help each other with any problems that had arisen along the way. Finally, support was given by the leadership when teaching staff had problems with their implementation. These characteristics allowed for the change from traditional instruction to MI at two high schools, while minimizing problems and creating an atmosphere, which inspired creativity. </p><p>

<p> This study outlines essential frameworks of Reggio inspiration based on literature from the Educational Project of Reggio Emilia. The purpose of this study was to determine which Reggio inspired frameworks were valued and applied by teachers and instructional assistants (IAs) in the Early Childhood Center (ECC) at the Progressive Academy of Southeast Asia (PASA). The study also sought to provide feedback for educators in the ECC, now four years into the adoption of Reggio inspired values, as they work towards PASA&rsquo;s 2020 strategic goals of excellence, opportunities, and holistic care. Focus groups, observations, and interviews were conducted with ECC teachers and IAs as a part of a qualitative research design. Transcripts were coded for key words and phrases.&nbsp;Four themes emerged from the study: (1) there are six areas of alignment between participant perceptions of the Reggio inspired frameworks in the ECC at PASA, and their day-to-day practices of that work; (2) concept-based learning is one potential area for growth for the teacher and IA Reggio inspired practice in the ECC; (3) instructional assistants (IAs) experience limitations in their work environment that affect their capacity as Reggio inspired educators; and (4) inclusive education is a potential area for policy reform at PASA. This study highlights areas for further consideration and growth as the ECC works towards the 2020 goals of excellence, opportunities, and holistic care. The study also proposes frameworks that can be used by educators in other settings to examine their Reggio inspired practices. </p><p>