The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reducedprice lunches (La Cava, 2009). These comparisons indicated that principals of schools iv with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.

No description available.

This study examines the effects of the Breakthrough to Literacy (BTL) reading program on first grade African American males in two urban elementary schools in southeastern Virginia. The BTL computer enhanced reading program includes computer assisted instruction as a major component that research from the National Reading Panel (NRP) indicates is beneficial in the education of African American males (NRP, 2000). This is a comparative study utilizing quantitative methodology to report the reading outcomes of African American males in grade one and their teacher's perceptions of the BTL program. The study measures reading outcomes as well as teachers' perceptions of the BTL program. The treatment group consisted of the first grade populations from schools A and B who received the BTL treatment in kindergarten (2006-2007) and first grade (2007-2008). The treatment group was compared to schools C and D, the control group, who received the BTL treatment in kindergarten (2006-2007) only. The data were gathered to determine if there were mean gains from the treatment and control groups through pre and posttests. Frequency, mean, and standard deviation were calculated for each variable. Inferential statistics were used to determine mean differences and comparisons among both groups' reading results. To determine if there was a difference in the reading outcomes of African American males who received the BTL treatment as compared to other racial/ethnic groups and gender, ANOVAs were utilized. Overall results indicated higher level performance by the treatment group. The study also incorporated survey methodology to determine the utility of the BTL program on first grade students in the year 2007-2008 from a teacher's perspective. The teachers in the BTL treatment group were administered the Children's Software Evaluation Instrument Surveys (Children's Software Revue, 2008). Out of a 5-point Likert scale, teachers rated the overall value of the BTL program as good (Overall rating 4.0). The teachers also gave overall ratings of good (4.0) and excellent (5.0) in the following areas: Childproof; Ease of Use; Entertaining; Design Feature; and Educational. / Ph. D.

Made available in DSpace on 2016-12-08T16:19:02Z (GMT). No. of bitstreams: 1 camila1.pdf: 11891425 bytes, checksum: d700e69f609596274ac892e3d39f5c43 (MD5) Previous issue date: 2008-10-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation makes a study with children from 8 to 10 years old in an urban and a country school, searching to observe the everyday images in dialogue with the childish draw. For this we start from the free drawing of children between 8 and 10 years old (3hd grade) belonging to a school localized in the city of Curitiba PR, and a school situated in the country zone of the city of Lapa PR. Through the analysis of these drawings, we search to think how the child apprehends the images (such bidimmensional as tridimmensional) around her and transpose them to her drawings. The work s theoretical basis is based in a socio-cultural approach of the childish drawing, issued in authors as Vigotski and his comprehension of the human development absorbed in the culture, and Brent and Marjorie Wilson, through the concept of image source, which explains how, from 8 to 9 years old, the child is interested in appropriating and copying images to acquire artistic conventions. This work is characterized as project incorporated of multiple cases (YIN, 2005), because the study happens in two places (urban school and country school) and with two analysis unities (the group and the child). We collected free thematic drawings, done in class room and at home, of the third grade of each school. Beyond the general analysis of the group s drawings, we focused in four children, a boy and a girl of each place, who were selected according intentional sampling criteria. Photographical records were done of the visual information present in the domestic environment of these children and, in some cases, their parents were interviewed. Beyond the four children visited, other nine were interviewed. It is possible to point out that, in a general way, the differences between the childish drawings of each places are not significant, although where they are presented, appear as vestiges of the children s environment. In urban school we perceived a bigger influence of the media. In both contexts researched we could perceive that the child has a critical look over her own production and would like to improve her drawing. We observed still that some students try actively to learn how to draw, interacting with her pairs and with the available sources of images in her environment. We perceived that in few moments the child communicates with tridimmensional objects in her drawing. Yet the bidimmensional images, usually mass communication media images, populate the child s everyday and establish an incisive contact with her drawing, especially from 8 9 years old, when the student starts to observe them to draw / Esta dissertação realiza um estudo com crianças de 8 a 10 anos em uma escola urbana e uma escola rural, procurando observar as imagens do cotidiano em diálogo com o desenho infantil. Para tanto partimos do desenho livre de crianças entre 8 e 10 anos (3ª série) pertencentes a uma escola localizada na cidade de Curitiba - PR, e uma escola situada na zona rural da cidade da Lapa - PR. Através da análise desses desenhos, buscamos pensar como a criança apreende as imagens (tanto bidimensionais quanto tridimensionais) à sua volta e as transpõem para seus desenhos. A base teórica do trabalho fundamenta-se em uma abordagem sociocultural do desenho infantil, pautada em autores como Vigotski e sua compreensão do desenvolvimento humano embebido na cultura, e Brent e Marjorie Wilson, através do conceito de fonte de imagem, que explica como a partir dos 8 - 9 anos a criança se interessa em se apropriar e copiar imagens para adquirir convenções artísticas. Este trabalho caracteriza-se como projeto incorporado de casos múltiplos (YIN, 2005), pois o estudo ocorre em dois locais (escola urbana e escola rural) e com duas unidades de análise (a turma e a criança). Coletamos desenhos de tema livre, realizados na sala de aula e em casa, da turma de 3ª série de cada escola. Além da análise geral dos desenhos da turma, focamo-nos em quatro crianças, um menino e uma menina de cada local, que foram selecionados segundo critérios de amostragem intencional. Foram realizados registros fotográficos das informações visuais presentes no ambiente doméstico destas crianças e, em alguns casos, seus pais foram entrevistados. Além das quatro crianças visitadas, outras nove foram entrevistadas. É possível apontar que, de uma maneira geral, as diferenças entre os desenhos infantis das duas localidades não são significativas, porém onde elas se apresentam, surgem como vestígios do entorno das crianças. Na escola urbana percebemos uma maior influência da mídia. Nos dois contextos pesquisados pudemos perceber que a criança tem um olhar crítico sobre sua própria produção e gostaria de melhorar seu desenho. Observamos ainda que alguns alunos buscam ativamente aprender a desenhar, interagindo com seus pares e com as fontes de imagens disponíveis em seu ambiente. Percebemos que em poucos momentos a criança se comunica com os objetos tridimensionais em seu desenho. Já as imagens bidimensionais, geralmente imagens dos meios de comunicação de massa, povoam o cotidiano da criança e estabelecem um contato incisivo com seu desenho, principalmente a partir dos 8 - 9 anos, quando o aluno passa a observá-las para desenhar

Teacher attrition has continued to be problem across the United States, especially in urban, high-need districts. The purpose of this qualitative multiple case study was to identify the coping strategies of alternatively certified teachers in urban, high-need schools in order to understand how teachers overcome factors contributing to attrition. Research questions centered on the perceived challenges and stressors of alternatively certified teachers as well as the coping strategies that support their retention. The conceptual framework was based on Bronfenbrenner's theory of ecological development. Criterion sampling was used to identify experienced alternatively prepared teachers who had persisted for at least 4 years within an urban, high-need district. Data consisting of in-depth, semistructured interviews, online journals, and documents were coded inductively, using pattern coding for the purpose of explanation building across cases. Four primary themes related to stressors were identified: student behaviors and motivation, workload, administrator stress, and colleague stress. The 6 main themes related to coping strategies were social activities, professional learning, wellness and exercise, avoidance behaviors, school community support, and recreation and pastimes. The implications are that teachers may use the findings to gain strategies that can empower them to persist in challenging placements, and students may have increased access to experienced teachers. In addition, school administrators and alternative preparation programs may use the findings to provide teachers with proactive strategies for retention before they begin to experience stressors.

The purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a) knowledge of curriculum, instruction, assessment, (b) optimizer, (c) intellectual stimulation, (d) change agent, (e) monitoring/evaluating, (f) flexibility, and (g) ideals/beliefs. The findings of this study were delineated through an examination of the data as it was related to the following questions: (a) What are the differences, if any, in the Principal Actions Survey scores of Title I elementary principals based on the 2008 school grade, according to the FLDOE? (b) What relationship, if any, exists among professional demographics of the principals (years at the school, years as an educator, years as an administrator prior to becoming a principal, years as a principal, highest degree earned, age, gender) and the second-order change leadership behaviors? (c) What are the differences, if any, in the second-order change leadership behavior subgroup scores based on the 2008 school grade according to the FLDOE? Although Research Question 1 had no statistical significance, principals who had a higher mean on the Principal Actions Survey led A and B-rated schools. Statistical significance was found in Research Question 2 for the second-order change leadership behavior of Change Agent and Ideals/Beliefs. Though statistical significance was not found in Research Question 3, each mean score for each sub-group in each grade group indicated consistent answers between Strongly Agree and Agree, which demonstrated a large degree of agreement. Additionally, comments from telephone interviews with selected principals determined that these leadership behaviors could positively impact elementary schools and the field of education. Recommendations of the study were to: (a) Conduct a follow-up study to gather the perceptions of teachers from the same Title I schools regarding their principals' second-order change leadership behaviors, (b) conduct a similar study with principals in Title I middle and high school settings, (c) conduct a qualitative study on second-order change leadership behaviors of non-Title I elementary, middle, and high school principals, (d) engage in further research to investigate professional development activities that may assist principals in enhancing second-order change leadership behaviors and improve instruction, (e) investigate the relationship between principals' second-order change leadership behaviors and achievement of Adequate Yearly Progress (f) replicate the study in states other than Florida (g) explore the relationship between second-order change leadership behaviors of district administrators and their district's academic success.

The study of culturally relevant pedagogy (CRP) within a social and emotional learning (SEL) program is timely as it supports the increasing body of literature on narrowing the educational gaps prevalent among Black students. Current research is lacking regarding if and how educators utilize CRP to support the learning of SEL competencies with Black students. For this study, the tenets of cultural relevance, SEL competencies, and the leadership practices of one urban district seeking to increase its overall accountability rating as deemed by the state of Texas were examined. The purpose of this study was to determine the adequacy of the district's response to the needs of Black students in terms of cultural relevance when selecting a SEL program and developing a support plan for the program's implementation at the campus level. A secondary purpose was to examine the extent to which the district embedded CRP practices into their adopted SEL program. A qualitative exploratory research design and case study research approach were utilized. Documents related to the SEL program chosen by the district were analyzed. In addition, semi-structured interviews with district leaders and a focus group with campus administrators were conducted. It was found that there were no direct actions by the district toward ensuring that district's SEL program was culturally relevant nor was there support provided to ensure that SEL was implemented in a way that would be meaningful to Black students. Implications for future practice, recommendations for future research, and a researcher reflection serve as the conclusion.

No description available.

This study explores mechanisms involved in small scale schooling and student engagement. Specifically, this study questions the validity of arguments for small scale schooling reforms that confound the promised effects of small scale schooling structures (such as smaller enrollments, schools-within-schools, and smaller class sizes) with the effects of the school climates assumed to follow from these structural changes. Data to address this issue was drawn from the Philadelphia Educational Longitudinal Study - one of the few publically-available datasets to include student-level measures of school-within-a-school participation and relative quality - and supplemented by school-level data from the National Center for Education Statistics' Common Core of Data. Regression analyses were designed to examine whether academic press and/or personalized teacher-student relationships - two aspects of school climate often associated with small scale schooling - mediate the relationships between small scale schooling structures and student engagement. The results suggest a pattern of widespread connections between small scale schooling structures and students' emotional engagement in school, but only a loose connection between these structures and students' behavioral engagement in school. Furthermore, school climate does, in fact, mediate many of the relationships between small scale schooling structures and emotional engagement; however, it does not fully mediate the relationship between small scale schooling structure and behavioral engagement. Findings relating student engagement to the quality of small learning communities relative to others in the same school suggest that comprehensive schools that are broken down into smaller within-school units may create a new mechanism for tracking students. Those who participate in relatively high quality small learning communities like school more and participate in more extracurricular activities/sports than students who participate in relatively low quality small learning communities or in no small learning community at all. These relationships are not mediated by school climate. Overall, the findings of this study suggest that the results of small scale schooling reforms are largely dependent on the school climates where they are instituted. / Urban Education

The study investigates the role of religious education in the promotion of girls’ educational rights in peri-urban schools in Chingola district, Zambia. Fifteen schools were involved in the study and are all in the outskirts of Chingola town. Data was collected through oral interviews, questionnaires and observations. Questionnaires were given to 260 girls ranging from grade 5 to 9. Five questionnaires were distributed to each class. Besides the school girls, six instructresses were interviewed on cultural beliefs and practices that hinder girls’ progress in education. In addition, 15 teachers were also interviewed specifically to identify topics in Religious Education and their relevance in the promotion of self-confidence and self-esteem among girls as well as various teaching methods which promote learner-centredness. The Religious Education curriculum at primary, secondary and college levels of education was evaluated to assess its relevance to the promotion of girls’ education. Furthermore, contributions by some Non-Governmental Organisations and Religious Education towards gender equity in education and the Zambian government policy on gender were highlighted. The findings of the study were in four categories namely: cultural beliefs and practices that hinder girls’ progress in education, other problems affecting girl-child education besides cultural norms, freedom to enable girls to make their own constructive decisions, and topics in Religious Education which have the potential to promote self-confidence and self-esteem among the girls. The cultural beliefs and practices highlighted were the initiation ceremonies, early pregnancies and early marriages. The other problems hindering girls’ progress and advancement which came out vividly were long distances from home to school, poverty, boys jeering at girls when they got wrong answers and household chores. Further findings identified topics in Religious Education and their relevance towards the promotion of girls’ educational rights despite the influence of cultural beliefs and practices in the peri-urban schools. Some of the topics were ‘Advantages of having a friend’ taught in grade 1, ‘Growing in responsibility’ taught in grade 2, ‘Bravery and courage’ taught in grade 4, ‘Happiness’ taught in grade 5, ‘Development and co-operation’ taught in grade 6, ‘Marriage and family life’ taught in grade 7, ‘How people make choices’ taught in grade 8, ‘The talents people have’ taught in grade 8, ‘How people develop’ and ‘How religion helps people’ taught in grade 8, ‘Freedom and community’ as well as ‘Ambitions and hopes’ taught in grade 9. In conclusion, the research study has revealed that Religious Education as a subject has the potential to promote the girls’ educational rights and advancement in the peri-urban schools. Other subjects taught like Mathematics, Science and Technology are experimental subjects. They were rigid and cannot be bent while Religious Education leaves room for freedom in making concrete decisions. It deals also with emotions, values, and feelings. Mathematics imposes the facts without query. / Religious Studies / M.A. (Religious studies)