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Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schoolsMiranda, Angie 08 June 2011 (has links)
This study considered the important role that principal leadership plays in the implementation of changes that are designed to close achievement gaps among student groups. A qualitative research approach and protocol was followed, and a multiple case study methodological approach was utilized. The data gathered consisted of interviews of three principals, three instructional coordinators, and three teacher leaders. A review of documents, artifacts, observations, field notes, and member check data were used to triangulate data. The data analysis applied the McRel Balanced Leadership conceptual framework and used three research questions to organize and guide the discussion and findings. These research questions are: (1) How did the principal implement research-based leadership responsibilities that led to the pursuit of high academic achievement for all students? (2) How did the principals implement a school-wide improvement framework that has resulted in sustained academic achievement growth for all students? (3) How did the principal implement the identified strategies that ensured high academic achievement among all student populations?
Over the course of five months, data were gathered through individual interviews, observations, analysis of documents, and other artifacts. Several themes emerged as a result of data analysis. These included: (a) communicated ideals and beliefs, (b) challenged status quo, (c) culture of collaboration, (d) focus on learning, (e) data driven, (f) research based learning, (g) and curriculum alignment. The findings in the study suggest that the principals were instrumental in creating the conditions that helped the teachers build upon their collective capacity to support student success. / text
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A Study Examining Disparities in Selected Variables of High Performing and Low Performing High Schools in the Commonwealth of VirginiaWinckler, Carl F., Jr. 17 July 2023 (has links)
This dissertation investigated and examined disparities among selected variables between high- performing and low-performing high schools in Virginia.
Overall, student academic performance is the major difference between the two categories of schools, but there may be other differences within the school dynamic that can rationalize the categorization of schools. These potential differences demonstrate the need to examine other variables and the disparities within these certain variables. Seven possible variables that may have such an influence are: the student achievement scores, teacher quality, racial composition, socioeconomic status, student attendance, financial commitment, and condition of the building. Understanding these differences can provide valuable insight into the various factors that contribute to the academic success or failure of a school.
Data from the study indicated that for the most part, the variables selected for comparison did indicate a significant difference in the variables. The only exception was in Teacher Quality. Since Student Achievement, Student Attendance, and Teacher Quality pertained directly to the student, and Racial Composition and Socioeconomic Status, pertained to the student body, meaning the enrollment of these three variables were demographically controlled, this indicated to this researcher that financial commitment data and building conditions data were the most important variables to this study. The basis for this is that Racial Composition, SES, Student Attendance, and Teacher Quality influenced one variable and that is Student Achievement. This reduced the importance of Teacher Quality because not all low and high-performing schools will have the same quality of teachers in the classroom. If this was the case, every student would perform equally. This, of course, was not true. Therefore, other variables played an especially important part in the disparities between the two categories of schools. This rationale would give credence to the importance of Financial Commitment and School Building Conditions. These latter two variables then influenced the educational process of students and are things the School Board can control or at least have control over. / Doctor of Education / This dissertation investigated and examined disparities in selected variables between high- performing and low-performing high schools in Virginia.
Overall, student academic performance is the major difference between the two categories of schools, but there may be other differences within the school dynamic that can rationalize the categorization of schools. These potential differences demonstrate the need to examine other variables and the disparities within these certain variables. Seven possible variables that may have such an influence are: student achievement scores, teacher quality, racial composition, socioeconomic status, student attendance, financial commitment, and condition of the building. Understanding these differences can provide valuable insight into the various factors that contribute to the academic success or failure of a school.
Data from the study indicated that for the most part the variables selected for comparison did indicate a significant difference in the variables. The only exception was in Teacher Quality. Since Student Achievement, Student Attendance, and Teacher Quality pertained directly to the student, and Racial Composition and Socioeconomic Status, pertained to the student body, meaning the enrollment of these three variables were demographically controlled, this indicated to this researcher that financial commitment data and building conditions data were the most important variables to this study. The basis for this is that Racial Composition, SES, Student Attendance, and Teacher Quality influenced one variable and that is Student Achievement. This reduced the importance of Teacher Quality because not all low and high-performing schools will have the same quality of teachers in the classroom. If this was the case, every student would perform equally. This, of course, was not true. Therefore, other variables played an especially important part in the disparities between the two categories of schools. This rationale would give credence to the importance of Financial Commitment and School Building Conditions. These latter two variables then influenced the educational process of students and are things the School Board can control or at least have control over.
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From Children of poverty to Children of Hope: Exploring the Characteristics of High-Poverty High-Performing Schools, Teachers, Leadership and the Factors That Help Them Succeed in Increasing Student AchievementSteagall, Felicia 16 October 2012 (has links)
No description available.
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An analysis of factors influencing Grade 12 resultsMutshaeni, Humbulani Nancy 25 September 2008 (has links)
Of the nine South African provinces, Limpopo Province has produced the worst Grade 12 results in the ten years between 1996 and 2006. Yet Thohoyandou and Mutale districts in that province performed outstandingly well from 1994 to 2006. This study aimed to find out what influential factors made the difference within these two districts between high-performing and poorly performing schools, by comparing those that performed well with those that performed badly. Data were gathered by means of questionnaires completed by a total of 87 teachers, and structured interviews were conducted with principals. The sample of 24 schools was divided into two types, ‘high performing’ and ‘poorly performing’. By means of the questionnaires, a total of 114 variables were explored, encompassing a number of different factors, from which a total of 18 hypotheses were derived: three concerning teacher factors (qualifications, home language), 10 concerning school factors (locality, number of classrooms, assembly hall, library etc. and teacher-generated problems), one concerning parental involvement, two concerning teacher motivation and management (frequency and scheduling of staff meetings), and two concerning learner motivation and management (including performance with notes and summaries). The data from both groups of schools were compared in order to test the 18 hypotheses on the influence of different variables upon Grade 12 results, the null hypothesis being, of course, that there was no influence. Before this was done, pairs of variables were also compared and subjected to chi-square testing for each of the two groups of schools to see which of the factors might be related to one another in some way, thus impacting on interpretation of the results of the hypothesis testing. For each of the two groups of schools, results from the questionnaires were analyzed by means of: <ul> <li>Frequency analyses and descriptive statistics extracted from the tables of results where they were of possible interest. Variables such as the gender of teachers were, for example, included.</li> <li>Contingency tables with chi-square analysis testing the independence of the variables where possible relationships between the variables could emerge.</li> <li>Contingency tables with chi-square analysis where the connection was not significant and independence of the variables from each other could therefore be assumed.</li></ul> The chi-square analysis tested the difference between the variables at a 0.5% level of significance. Results of the various analyses were not particularly conclusive. Those with the most reliable levels of significance suggested that the most important variables were those relating to interpersonal relationships, specifically those involving different types of contact. Where staff meetings were scheduled and not particularly frequent, Grade 12 results were better. These results were also better where there was frequent contact between parents and teachers. The results of this study and in this sample area suggest that a school’s management style is more important to Grade 12 performance than the provision of funding and facilities. Further investigation is needed before these conclusions can be generalized to other districts and provinces. / Thesis (PhD)--University of Pretoria, 2008. / Curriculum Studies / unrestricted
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The role of the principal in promoting a culture of leaning and teaching in Shiselweni High School in SwazilandNdlela, Julia Nelisiwe 11 1900 (has links)
The researcher has observed and noted that out of the four regions of Swaziland,
Shiselweni is the leading region with high schools that manifest a poor culture of learning
and teaching. The summary of 2009 Junior Certificate results revealed that it is not only
that Shiselweni had the lowest pass rate, but also that it recorded the highest number of
failures when compared with the other three regions. The purpose of the study was to
determine strategies that could be used by principals in promoting a culture of learning
and teaching in Shiselweni high schools in Swaziland.
The study pursued a qualitative research design which was explorative and descriptive.
Qualitative methods were used to collect data from the respondents. Data was collected
by means of focus group interviews with learners and teachers, and then through one-onone
interviews with principals and parents. The sample was drawn from six high schools
in the Shiselweni region that differed in their academic performance. Purposive sampling
was used when selecting the schools and those who were to participate in the study.
Data was constantly compared and analyzed using the coding method. Participants signed
letters of consent and they were assured of the anonymity and confidentiality of the
study. They were also made aware that they were not forced to participate in the study
and that they were free to withdraw if they were so persuaded.
Triangulation and the Guba’s trustworthiness model were used to enhance the reliability
and validity of the study. Findings helped the researcher to arrive at recommendations on
the role that principals should play in promoting a culture of learning and teaching in
Shiselweni high schools in Swaziland. / Educational Studies / M. Ed. (Educational Management)
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A novice principal in a high performing elementary school : reflections on practiceMeigs, Patrick, 1967- 12 1900 (has links)
xii, 149 p. A print copy of this title is available through the UO Libraries under the call numbers: KNIGHT LB2831.93.O7 M45 2008 / Principals of schools have a unique set of responsibilities that range from the
transactional to the transformational. Principals are expected to set a clear vision for the
school community, support teachers in their work, while at the same time being
responsible for all the details that allow a school to function smoothly. Thus, the first year
of a novice principalship is a complex challenge. The first year in a high performing
school carries with it an added set of challenges that a novice principal must come to
understand and navigate. First-year principals work to not only gain understanding of
their role in the school community, but also to develop a personal leadership style that
supports teachers, children, parents and the larger community. It is through their
experiences and reflections that novice principals begin to develop their unique voice as a
leader. These experiences lay the foundation for their coming years in the principal's
office. / Committee in Charge:
Dr. Diane Dunlap, Chair;
Dr. Gerald Tindal;
Dr. Philip McCullu;m
Dr. Jean Stockard, Outside Member
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The role of the principal in promoting a culture of leaning and teaching in Shiselweni High School in SwazilandNdlela, Julia Nelisiwe 11 1900 (has links)
The researcher has observed and noted that out of the four regions of Swaziland,
Shiselweni is the leading region with high schools that manifest a poor culture of learning
and teaching. The summary of 2009 Junior Certificate results revealed that it is not only
that Shiselweni had the lowest pass rate, but also that it recorded the highest number of
failures when compared with the other three regions. The purpose of the study was to
determine strategies that could be used by principals in promoting a culture of learning
and teaching in Shiselweni high schools in Swaziland.
The study pursued a qualitative research design which was explorative and descriptive.
Qualitative methods were used to collect data from the respondents. Data was collected
by means of focus group interviews with learners and teachers, and then through one-onone
interviews with principals and parents. The sample was drawn from six high schools
in the Shiselweni region that differed in their academic performance. Purposive sampling
was used when selecting the schools and those who were to participate in the study.
Data was constantly compared and analyzed using the coding method. Participants signed
letters of consent and they were assured of the anonymity and confidentiality of the
study. They were also made aware that they were not forced to participate in the study
and that they were free to withdraw if they were so persuaded.
Triangulation and the Guba’s trustworthiness model were used to enhance the reliability
and validity of the study. Findings helped the researcher to arrive at recommendations on
the role that principals should play in promoting a culture of learning and teaching in
Shiselweni high schools in Swaziland. / Educational Studies / M. Ed. (Educational Management)
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