This study was aimed at addressing the adolescent learners’ writing needs by assessing teachers’ needs on writing instruction across the disciplines in Grades 9 and 10 in one school in Southwestern Ontario. The research employed a mixed-methods approach using qualitative data from focus group and one-on-one interviews, and quantitative data collected through document analysis. The data revealed that there is a range of beliefs about writing instruction and that participating teachers offer many valuable writing opportunities to their students; however, there is a reluctance to provide more instructional time on writing according to the content area. The findings also pointed to the influence school administrators have in leading the instructional program. These findings concur with existing literature on writing instruction and the role principals play in literacy instruction.

The purposes of this study were to survey Indiana high school principals, teachers, and counselors (a) to determine their levels of level of knowledge in testing, interpretation of test scores, research on the impact of graduation examinations, and performance assessment; (b) to determine their levels of experience with minimal competency testing, graduation examination programs and performance assessment; and (c) to profile each group's and the entire group's views of the purposes, content, standards of achievement, and administrative procedures for a graduation examination. Additionally, the study sought to identify what these educators predicted would be the impacts of such examinations.The populations studied were randomly selected samples from three groups of educators: (a) principals (350); (b) teachers (753); and (c) guidance counselors (524) in Indiana public high schools. A survey concentrating on the issues central to the purpose, content, standards of achievement, administrative procedures, and impact of graduation examinations was developed and validated by the researcher.It was found that principals and counselors perceived themselves to be more knowledgeable about and experienced with testing than did teachers. Indiana educators preferred (a) a high school graduation examination with a combination of open-ended constructed responses, performance tasks, and multiple-choice questions whose content was determined by a state-level committee of educators and consisted of a broad spectrum of skills and content areas; (b) full inclusion of students with disabilities, if there were reasonable and appropriate accommodations and if these students' scores were not used to evaluate teachers or schools; and (c) awarding two high school diplomas. Indiana educators predicted that if high school graduation examinations were enacted, the following would increase: (a) legal challenges and lawsuits; (b) the public's evaluation of education based on test scores; (c) the public's perception of test scores as the major goal of schooling; (d) stress on teachers and administrators; (e) pressure on teachers to change; (f) time demands on educators; (g) measures to protect students and schools from harm caused by high-stakes tests; (h) drop out rates; (i) emphasis on tested content and skills; and (k) state control. / Department of Educational Leadership

The purpose of this qualitative autoethnographic study was to add to the research of African American female secondary principals. Most research in the field of education concerning women reflects women in general and is not specific to African American women. More research is needed for and by African American women as it pertains to the study of female leadership on secondary public school campuses. The traditional high school principal is White, male, married, and middle income. With the inception of President Obama’s Race to the Top and the age of accountability, the traditional building principal motif is changing. Accountability and higher standards have changed just about every aspect of education. his autoethnography represents my professional journey as it pertains to obtaining a principalship in a high school. As the story was written, it became apparent though my writings in order to explain the journey, it was evident I needed to share my life experiences about who I am to further bring understanding and clarity to the study. Being Black and female, compounded by the attainment of a high level of education, predictably creates problems on both a professional and personal level. The research is shared through traditional research methods as well as vignettes or anecdotes to tell the story. Storytelling is important because it adds context to the situation and allows the reader not only to comprehend but to also become part of the experience. The review of the literature for this autoethnographic journey signified African American women as a renewed prototype for effective school leadership, especially as it pertained to schools with placed at-risk children. Theoretical framework included Womanism, Critical Race Theory, Female Leadership, Cultural Identity, Principal Leadership and the history of African Americans as educational leaders. My findings, based on research presented, although scarcity exists among African American female high school principals; we are now believed to possess the qualities necessary for a school to be successful. This scarcity is caused by lack of African American mentors and sexism and/or racism in hiring practices.

Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1977. / Bibliography: leaves [187]-194. / Microfiche. / x, 194 leaves, bound 29 cm

Thesis (M. Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 97-105).

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 97-105). Also available in print.

Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed October 19, 2005. Dissertation Committee: Rodney P. Riegle, Kenneth H. Strand (co-chairs), George Padavil, Albert T. Azinger. Includes bibliographical references (leaves 158-165) and abstract. Also available in print.

Thesis (Ed.D.)--Mississippi State University. Department of College of Education. / Title from title screen. Includes bibliographical references.

Thesis (Ed. D.)--East Tennessee State University, 2002. / Originally issued in electronic format. UMI number: 3083443. Includes bibliographical references (leaves 89-91). Also available via the World Wide Web.

The purpose of this study was to find out the perceptions of male teachers on the under-representation of female teachers in high school management position in the Queenstown Education District and to find the barriers that cause this perception to determine the possible solutions for these problems. To carry out this study descriptive method was employed. Participants of the study were 60 male teachers, selected by using stratified random sampling techniques. The data were collected by using questionnaire and interview. Both qualitative and quantitative data analysis methods were employed in order to turn up at the results. The findings of the study revealed that, despite the male teachers perceptions on the under-representation of female school managers in high school management positon has been changing, but not as expected still they believe that female teachers are reluctant to accept responsibilities of school management positions Some of the challenges which could hinder female teachers representation in high school management positions were for instance; pressure of home responsibilities, men dominance of management position, political appointment, unclear promotion procedures or informal recruitment selection and discrimination.