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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

Systemic educational reform in Massachusetts: Teacher perspectives on standards, assessment and school-based decision making in underperforming schools

McCrohon, Caryn M 01 January 2006 (has links)
The Massachusetts Education Reform Act (MERA), which impacts most aspects of K--12 education in the Commonwealth, was officially signed into law in June of 1993. This systemic Act called for changes in funding, curriculum, school governance, teacher licensure, time on learning, as well as district, local and individual accountability. After over a decade of reform there are schools that have not been able to increase academic achievement as measured by the state assessment system. The populations affected most are minority and socio-economic disadvantaged students. If unable to boost academic achievement these low performing schools face sanctions, such as restructuring and state takeover. The purpose of this study is to examine public school elementary teachers about their implementation of, perceptions, and attitudes towards MERA. Specifically, it focuses on curriculum, assessment, and school based decision-making within low performing schools. Qualitative research methods are used in this study. The major data source are interviews with teachers focusing on curriculum, assessment and school-based decision-making. Grounded Theory methods developed by Strauss and Corbin (1998) are employed to manage and analyze data. The study examines how key pieces of reform efforts are implemented in schools that are struggling increase the academic performance of students. Analysis shows that some components of the reform effort are not implemented adequately and may explain low academic achievement in the schools under examination.
12

School board use of student achievement data in policy development and decision making

Buckley, Cecelia O 01 January 2006 (has links)
This dissertation considers the problem of school board use of student achievement data as a policy driver and a factor in board decisions. Drawing on literature addressing information utilization, decisionmaking, and school board culture, the study examines board data use in ten school districts in Massachusetts and Connecticut. Data collection includes interviews with and surveys of board members and administrators, and policy audits. Findings describe three profiles of data use (active, passive, and non use) and conditions, board member characteristics, and superintendent behavior associated with active board engagement with data in policy development and resource allocation, and active seeking of a wide range of data. Conditions associated with board use of data as a policy driver and a primary element in resource allocation include: (1) superintendent is committed to a vision of distributed leadership, educates the board regarding the programmatic and instructional implications of student achievement data, (2) superintendent and board jointly develop mission, goals, and plan with measurable objectives, and (3) superintendent and board members share an explicit belief that all students are capable of achievement through effort in a supportive school environment. In these districts, board members believe in the importance of their work both for the short term and for the long term and are literate with respect to both educational reform and assessment, respect state tests, and understand the board's role and its accountability for all students under educational reform. The superintendent provides reports explicitly connected to the district mission, goals, and plan, and employs someone who board members perceive as assessible for and responsive to informal inquiries about achievement data. Board members act in accordance with norms that include (1) respect for the complementary roles of board and superintendent, (2) a preference for discussion and problem solving over immediate action, and (3) a focus on results. In these districts, both superintendent and most board members have served for a long time in their current roles. Narrowly focused board commitment to a single issue is absent, as are extreme fiscal stress and extreme pressure from the state department of education for improved student performance.
13

A ROLE MODEL FOR CHANGE AGENTRY BASED ON PERCEPTIONS CREATED BY SELECTED INTERVENTION STRATEGIES

MAURER, EDWARD 01 January 1979 (has links)
Abstract not available
14

A REGIONAL STUDY OF SUPERINTENDENTS' AND TITLE IX COORDINATORS' FEMINIST/POLITICAL PERSPECTIVES AND THE STATUS OF TITLE IX IMPLEMENTATION IN THEIR DISTRICTS

MCCARTHY-MILLER, SUSAN MARIE 01 January 1981 (has links)
Although Title IX is a law of the land, there is still much resistance to full, and even partial, compliance. Discrimination on the basis of sex has been and continues to be a crucial and significant issue in American society. The purpose of this study encompassed two foci. The first was to analyze and investigate attitudes and beliefs of superintendents and Title IX coordinators in two Massachusetts regions regarding Title IX, current, and problematic global equity issues. The second concern was the measure of the extent to which the feminist/political perspectives of superintendents may influence the implementation of Title IX in a given system. A review of the literature indicated "woefully laggard" Title IX implementation, and gender inequities in nearly every aspect of education, including language, texts, guidance, and administrative positions. A questionnaire developed by the researcher and educational consultants was mailed to 161 superintendents and Title IX coordinators from two Massachusetts regions. The questionnaire was comprised of 48 statements which represented issues of equity, education, working women, gender differences, prayer, the military, and change. Participants were asked to respond on a Likert-type scale: 1 = Strongly Disagree; 2 = Disagree; 3 = Neutral; 4 = Agree; 5 = Strongly Agree. The superintendents were also asked to respond to questions concerning Title IX compliance, demographic and personal data. From this information, the researcher hoped to match responses to Levels of belief, according to another instrument, the Quality of Education Index. A synthesis of the evidence indicated variance in response on statements concerning equity and gender differences particularly between the men and women. Statements directly related to Title IX often prompted neutral responses from the superintendents and male coordinators. It was impossible to assign a correlation between feminist/political perspectives and Title IX implementation, as most systems reported full compliance under the law. The questionnaire proved to be an effective instrument with which to gather information concerning equity and other current problems. Continued research should be directed toward the applicability of the questionnaire to other populations and a comprehensive assessment of Title IX implementation, including the process by which a coordinator is chosen.
15

LEADERSHIP IN EDUCATION: A FIELD TEST OF HERSEY AND BLANCHARD'S SITUATIONAL LEADERSHIP THEORY.

BECK, JOHN DAVID WEIL 01 January 1978 (has links)
Abstract not available
16

THE NEW ENGLAND FARM WORKERS COUNCIL: CASE STUDY OF A COMMUNITY SERVICE ORGANIZATION.

YOUNG, BRUCE M 01 January 1975 (has links)
Abstract not available
17

A study of Massachusetts elementary principals' knowledge and attitudes toward their leadership role in building-based change

Driscoll, Linda Ellen 01 January 1996 (has links)
Principals are assuming more responsibility and are becoming accountable to a greater extent for the success of students. This has become particularly the case in Massachusetts since passage of the Education Reform Act of 1993 which expanded the principal's role and powers at the building level. Knowledge of how change can be led in the elementary building is an essential skill for principals. The purpose of this research was to study Massachusetts elementary principal's knowledge and attitudes regarding change in educational settings, adults' response to change, leadership style, and building climate issues. This information was compared to research regarding how change is effectively led in schools. It was also studied in regard to several demographic indicators such as, gender, size of school and community, educational background, and years of experience. To gather this information, a random sample of elementary principals in Massachusetts was stratified by gender and size of community and then surveyed using an instrument composed of a five point Likert scale. The results indicated that elementary principals in Massachusetts describe their leadership style as primarily collaborative. The Directive model of leadership was rejected. Their knowledge and attitudes toward change in schools indicates a thorough understanding of change principles, adult learning styles and life cycle issues. They see little difference between working with men and women and differently experienced staff. They understand that the principal's role in this process is essential and take much responsibility for the success of their schools. The skills of empowerment of staff, consensus building, participatory decision making, vision and goal setting and creating a professional and stimulating climate in their buildings are all valued. Male and female principals differed in regards to age, and experience with female principals being three years younger and having more teaching yet less administrative experience. There were few areas of differences in Leadership style between the genders. Women ranked coaching, modeling, and empowering staff higher than men. Men ranked consensus making, and managerial skills higher.
18

DEFINING EQUAL ACCESS TO EDUCATIONAL OPPORTUNITY FOR MEXICAN-AMERICAN CHILDREN: A STUDY OF THREE CIVIL RIGHTS ACTIONS AFFECTING MEXICAN-AMERICAN STUDENTS AND THE DEVELOPMENT OF A CONCEPTUAL FRAMEWORK FOR EFFECTING INSTITUTIONAL RESPONSIVENESS TO THE EDUCATIONAL NEEDS OF MEXICAN-AMERICAN CHILDREN.

CARDENAS, BLANDINA 01 January 1974 (has links)
Abstract not available
19

AN ANALYSIS OF FEDERAL DELIVERY SYSTEMS FOR EARLY CHILD DEVELOPMENT SERVICES

BRUCE, PRESTON 01 January 1972 (has links)
Abstract not available
20

THE DEGREE OF COMPROMISE AND ELEMENTS INVOLVED IN JOB-SATISFACTION EXPECTANCY IN THE INITIAL JOB INTERVIEW PROCESS

SMITH, CHARLES FREDERICK 01 January 1969 (has links)
Abstract not available

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