Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 30, 2006. Dissertation Committee: Larry McNeal (chair), Patricia H. Klass, Donald G. Hackmann, William C. Rau. "The Blue Ribbon Schools selected as the target population were those schools that received their recognition from the United States Department of Education during either the 1994-95 or 1996-97 school years"-- Abstract. Includes bibliographical references (leaves 115-123) and abstract. Also available in print.

The purpose of this research study was to examine the strategies and techniques facilitated by urban middle school administrators to increase student achievement in low performing schools and to meet the Accountability Performance Index growth requirements. Literature concerning the methods used by educational administrators in facilitating academic change in urban education for school improvement was examined. The researcher collected and analyzed three kinds of data: (a) from interviews, (b) from direct observation, and (c) from written documents to better understand how strategies and techniques were implemented. For the purposes of this study, five schools were selected that (a) had similar demographics and student populations, (b) were low performing as outlined by the Academic Performance Index (API) for the State of California, and (c) were required to improve student achievement. All schools implemented a variety of new strategies and techniques that were effective in producing positive results for school improvement. Teachers received additional training in new methods of standards-based instruction. The respondents purchased and utilized a variety of programs that specifically addressed improvement in math, reading, and discipline. Emphasis was also placed on increasing attendance. Suggestions for future research and recommendations for school improvement are included in this dissertation.

This study investigates and compares the skills, knowledge, and activities engaged in as a principal and an assistant principal and their relationship to the preparation of an aspiring middle school principal. Since little information exists, it is possible that no similar investigations have been previously completed. This study also compares the perceptions of principals with the expectations of school districts as to the required skills, knowledge, and activities of principals and assistant principals as delineated in their job descriptions. This study includes a survey of 104 middle school principals who were systematically selected from 1,228 active, public, non-charter, junior high/intermediate/middle schools in California. Surveys were mailed during the last week in October, 2006 and were postmarked for return between October 31 and December 20, 2006. A field test among ten selected principals was completed to establish the validity of the instrument, improve questions, format, and/or rating scales. Positivistic Educational Administration Theory provides the conceptual framework that informs this quantitative study. The study is cross-sectional, utilizing a self-administered questionnaire. Responses were gathered and averaged by category. Since the survey includes Likert scales, factor analysis was used as the statistical procedure to validate the questionnaire. The data provided by this study should be of interest to aspiring administrators, middle school principals and assistant principals, school district administrators, higher education professors of educational administration and other administrator preparation programs.

This research presents a qualitative case study of a middle school principal in New York City who made significant strides in creating opportunities for learning at a school that predominantly serves children of color. Through a series of document reviews, interviews, and focus groups, the study analyzes the principal's leadership behaviors and decision-making strategies to achieve this goal. The analysis identifies three critical themes that are crucial for a principal to lead for equity while creating opportunities. The findings suggest that regardless of a school's location or a student's residence, principal leadership and decision-making influence the specific inputs and processes are essential for academic progress. The study has significant implications for principal preparation programs, particularly in terms of developing the necessary dispositions to create opportunities for learning. The insights gained from this research can be valuable for educational leaders who strive to create more equitable learning environments for all students. Keywords: Opportunity to learn, transformational leadership, instructional leadership, advocacy leadership, decision-making, children of color, urban school

No description available.

No description available.

The problem addressed in this study was whether middle level schools have adopted currently held research findings with respect to organizational structure and decision making processes promoted by the work of the Carnegie Foundation and various state agencies. Purposes included determining the perceptions of principals in schools utilizing interdisciplinary teams of teachers regarding the roles of principals and teachers in decision making processes, differences in campus performance on the Texas Assessment of Academic Skills and specific demographic variables in comparison to perceptions of principals in schools not utilizing interdisciplinary teams on these same questions.

This study was conducted among middle school principals in Virginia to determine their perceptions of job-related stress factors. The entire population of middle school principals (grades 6, 7, 8) was selected to participate in the study. The Administrative Stress Index was used to assess factors that cause principals stress on the job and to measure their stress levels. A demographic data form was used to collect data on the variables of age, gender, administrative experience, assistant principal support, student enrollment, adults supervised, percentage of students receiving free or reduced lunch, location of school, type of school, experience as a middle school principal, and educational attainment to determine if any of these variables correlated with the principals' stress as measured by the Administrative Stress Index. The Administrative Stress Index contained five subscales of seven questions each, which were used to indicate the perceptions of stress factors among the middle school principals in the study. The responses to the questionnaires were analyzed and the following statistics were computed from the data: percentage distribution, content analysis, multiple linear regression, and descriptive statistics. The results of the study suggest that public middle school principals in Virginia are experiencing low to moderate levels of stress in their work and report that they are mainly stressed by administrative constraints such as increased workloads, excessive meetings, time constraints, and unrealistic policy demands. Analysis of multiple linear regression revealed that the culminating effect of the principals' demographic characteristics contributed no more than 27.7% to the prediction of the principals' level of job-related stress. Further research on stress could be conducted among elementary and high school principals and with principals of different ethnic and cultural backgrounds. This study indicates a need for increased awareness of the causes of stress experienced by middle school principals experience so that superintendents, school boards, staff, and community can help reduce these stressors.

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (p. 119-128).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (leaves 119-128).