Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Geoffrey K. Turnbull, committee chair; Laura O. Taylor,Terry V. Grissom, Douglas J. Krupka, committee members. Electronic text (152 p. : ill., col. maps) : digital, PDF file. Description based on contents viewed Oct. 4, 2007. Includes bibliographical references (p. 144-151).

Thesis (Ed.D.)--Boston University.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study examines the effects of declining enrollments and declining financial resources on the instructional programs and supervisory practices in K-12 public school systems in Massachusetts. Based on an extensive review of the professional literature, this is one of the few empirical studies which directly addresses this issue. / 2031-01-02

Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools. Specifically, this study asks three key questions: How did the plan to implement personalized learning develop, how did district and school leaders gain acceptance for the implementation, and how did Very little research exists around the implementation of innovative practices in traditional public schools. However, research indicates that innovation and creation of an organizational culture and climate that fosters innovation are both practices associated with improvement in overall organizational performance. This study aims to examine leadership practices, both at the school and district levels, which support the implementation of a radical innovation in traditional public schools. Specifically, this study asks three key questions: How did the plan to implement personalized learning develop, how did district and school leaders gain acceptance for the implementation, and how did school leaders manage school climate change during the implementation? In this context, radical innovation is defined as an innovation that significantly changes the ways in which the school organization operates and delivers education to students (Zaltman, Duncan, & Holbek, 1973). / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

This research project was designed to obtain data on factors that influence whether state level Legislative policies affect the changes in practice at which they are directed. Specifically, the study examined a teacher evaluation short form option created in 1985, the original intent of the policy, and the resultant changes in practice. It examined the situations in which the option was utilized, and whether current practice reflected research on effective practices. Phone interviews were conducted to identify legislative intent and to develop study questions and forced choice items. Systematic sampling techniques were used to distribute surveys to principals in every sixth public school building in the state. The survey collected data on seven areas: respondent and school demographics, use of the option, effects of the option, changes in practice with the policy, perceptions of effective evaluation, and satisfaction with summative and formative evaluation. While 79.5% of teachers were eligible for evaluation with the short form, 19.6% were evaluated with it. Fifty-one percent of the administrators chose the option to save time. Forty-six percent did not know what effect the policy had been, while 40% perceived the policy to have had little or no effect. Since 1985 half of the principals had changed practice, 66% reported spending more time on teacher evaluation, and 60% report their current practices to be more stringent. Ten and a half percent report having changed practice as a result of the state policy. There was a correlation between staff size and option use. While the option did save time for summative evaluation, many reported spending additional time in formative evaluation. Use of the option was restricted by district level policy and by collective bargaining agreement. The decision not to use the option with eligible teachers was often based on utilization of informal data collection outside the classroom setting. Use of the short evaluation option does save administrator time, is effective for summative evaluation but is not effective for formative evaluation. Formative evaluation options need to be increased. Current policy only addresses summative evaluation directly. Current summative evaluation only provides for ratings of satisfactory and unsatisfactory. The study does indeed demonstrate that administrative practice does change to some degree as a result of policy, but does not necessarily result in the legislative intent of that policy.

The main purpose for such a study as this is two-fold. First, much of the information which is vital to such a collection of historical facts is becoming misplaced or lost. Old-time residents pass away and first-hand knowledge is forever lost. Certain records are destroyed by people not realizing the value of the documents. The longer one waits to collect historical information the more difficult the job becomes. In certain instances it becomes impossible to locate. Thus, of primary interest is the capturing of historical knowledge before it becomes too difficult to find. Secondly, having one source to which one may turn regarding any single subject is of some value. As it is now, in order to locate information about the Lodi schools one might refer to as many as fifteen or twenty different sources. This is not only time-consuming but discouraging. Such an endless task is needless when some person takes time to uncover and collect the information and make it available for others. Also, not to be overlooked is the value of knowing the historical nature of the local educational system for the sake of history itself. It has been oftentimes said that the present cannot be fully appreciated without some knowledge of the past. This study, therefore, is justified on the bases of these factors: first, the preservation and collection of historical data for those who many wish to make use of such information for pleasure or general knowledge, and secondly, the compilation of these data into one source for easy reference.

The purpose of this study was to determine the perceptions of public school administrators toward technology effectiveness and adequacy in curriculum and instruction in the Golden Triangle Public Schools of Mississippi and the demographic variables that may affect the perceptions. The population consisted of 56 public school administrators for the 2008-2009 school year in the Starkville, Okitbbeha County, West Point, Clay County, Columbus, and Lowndes County school districts. The variables that were studied were the perceptions of the public school administrators toward technology effectiveness in curriculum and instruction, the perceptions of the public school administrators toward technology adequacy in curriculum and instruction, and the demographic variables such as race, age, administrator’s years of experience, school location, administrator’s educational level, gender, school level (elementary, middle, or high), school size, faculty size, and position (principal or assistant principal). A questionnaire of 36 items was sent out to the administrators to collect data on their perceptions toward technology effectiveness and adequacy in curriculum and instruction and their demographic information. Analysis of variance (ANOVA), t-tests, and Pearson r correlations at the .05 alpha level were used to test the statistical significance of the public school administrators’ perceptions toward technology effectiveness and adequacy and the demographic variables. The findings resulted in the public school administrators “agreeing” that their teachers use technology effectively and adequate technology is available for the curriculum and instruction in their schools, but no statistically significant difference occurred between the perceptions of the administrators toward technology effectiveness or toward technology adequacy and the demographic variables. Also, there was no statistically significant relationship between the administrators’ perceptions toward technology effectiveness and the administrators’ demographics. The population for the study which included the Golden Triangle Public schools may have been too small and the demographics too limited.

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