Principal leadership is one of the most heavily researched topics in the field of education and is a key to increasing school effectiveness and stimulating school change. One of the most important principal roles that have emerged in the literature is the facilitation of a collaborative culture. Teacher collaboration has been linked to a variety of positive outcomes such as improved instruction and student learning. Research indicates that collaboration is most effective when it is part of a district's professional development. Using a theory-driven approach, the present study evaluated a four-year collaboration initiative aimed to increase student learning in one Connecticut school district. More specifically, the study investigated whether principals' actions in support of teacher teams and the quality of teacher collaboration changed over time. Of particular interest was an examination of how principals influenced a collaborative shift in school culture and what specific strategies had the most impact on the quality of collaboration in teacher teams. Data were collected from a sample of 400 teachers, beginning in 2008 and ending in 2011, although sample sizes varied across time according to response rate. Items from the Teacher Collaboration Survey were used to measure teachers' perceptions of principals' actions in support of teacher teams and the quality of teacher collaboration. Hierarchical Linear Modeling (HLM) was utilized to measure change across time, accounting for repeated measures. No statistically significant changes were found for either principals' actions in support of teacher times or the quality of teacher collaboration. However, statistically significant correlations were found between these two variables in each of the four years, indicating a moderate to strong relationship. In addition, qualitative responses on the survey were used to investigate the high leverage behaviors that principals employed to create a cultural shift in this district and provided insight into the types of change that occurred during this initiative. Finally, implications and limitations of the present study were discussed, and future research in this area was suggested.

The focus of this descriptive study was to determine parental attitudes and perceptions which deter parents from voluntarily becoming involved in the activities of their child's inner city elementary school. The research instrument used to determine both individual and collective impacts upon the relationships between the Home and School connection was a questionnaire. This questionnaire was sent out to 140 parents of inner city elementary school students. The targeted population was composed of African Americans, Asians, White Americans, and Hispanics. The measurement tool was translated both in English and Spanish, so as to accommodate the language preferences of the school community. This questionnaire measured parent involvement variables such as parent communications with the school, parental awareness of school operations, parental participation in school activities, home-school work habits, and overall relationships with teachers. The information elicited analyzed comparisons among the various ethnic groups concerning their parental attitudes towards the openness of the school, the collaborative nature between Home and School, effectiveness of the school, and the general school climate. This study not only identified those elements which impede parental involvement but it also recognized positive and encouraging factors leading towards the formation of viable Home and School partnerships. Since parents are being given more choices in selecting schools for their children, educators must encourage and foster parents to become collaborators/partners in the education of their children. It is incumbent upon us as educators to investigate, identify, measure, and recognize these adverse factors and determine an appropriate course of action to reduce and eliminate this apathetic trend currently held by parents towards teachers and education in general.

A study of two hundred and fifty (250) public school teachers employed in a partial regional school district was conducted in order to examine their attitudes toward various forms of parent participation with the schools. Teachers were asked to respond to a fifty (50) statement survey investigating seven categories of parent involvement. These categories included: parent and teacher relationships; parents as supporters; parents as an audience; parents as decision makers; parents as advocates; parents as tutors for their children; and parents as learners. The purpose of the study was to determine if any differences in attitude existed among these teachers concerning parent participation in the schools. Comparisons were made among the teachers according to grade level, educational background, age, family status, formal training for parent involvement, years of service, and gender. Several interesting patterns emerged from this investigation. The results indicated that there are significant differences among teachers at the elementary, junior high, and high school levels toward parent involvement with the schools. Elementary school teachers revealed more positive attitudes toward parent involvement than junior high and high school teachers in the areas of parent and teacher relationships, parents as supporters of the schools, and parents as tutors assisting their children with school related activities. Significant differences surfaced between elementary school and the junior high teachers concerning parents as an audience for school activities. High school and junior high teachers disagreed concerning the role of parents as learners in the schools. Other factors also influenced teacher attitudes toward parent participation. A significant difference surfaced between teachers who had received training for parent involvement activities and those who had not participated in any training programs. Teachers who are parents also held views that differed from those who are not parents concerning parent involvement. Examination of the teacher responses by gender revealed that the attitudes of male and female teachers differed concerning parent participation with the schools. Age, years of experience, and educational background did not significantly affect the attitudes of the teachers toward parent involvement with the schools.

With the declining interest among college students toward preparation for occupations in the field of education, educational policy makers look toward establishing practices which will more adequately professionalize teaching. It is considered that empowerment will attract neophytes to the profession and also provide a challenge to the most able veterans to remain in the field. This study investigated the behaviors of a number of principals to determine if, in reality, these principals are utilizing behaviors which truly foster meaningful (being of great consequence) teacher empowerment in consequential decision-making situations (those which impact the quality of life in the school). The population surveyed includes all of the three hundred eighty-one principals working in the Southeast Educational Region of Massachusetts with two-hundred eight responding. Quantitative methodology was employed. This author constructed a questionnaire and the forced choice method was used to determine the extent to which principals employ behaviors which foster the creation or development of teacher empowerment. Personal and background information, along with the measure of degree of use of the identified behaviors which were gathered through the choice and comment survey items, were marginally tabulated to determine the manner in which the population distributes itself on the response alternatives for each of the items. Frequency and degree of behavior use, along with correlation of gender and levels of schools were analyzed. Through the construction of the questionnaire the specific behaviors used by principals in daily decision-making activities were identified. The response choices of usually, sometimes, and usually not, were utilized to identify the degree to which the activities are implemented by the administrators. A comment section on the questionnaire provided information which expanded and clarified the objective responses. Principals reported the highest percentages in areas where middle level empowerment behaviors existed on the continuum. Repeatedly, teachers have been most significantly included in decision-making activities in which the principal participates as a partner. This finding reflects the need of these principals to exert some degree of control over situations in "their" building. Principal behaviors of this type are an improvement over the autocratic approach but trust must develop between the parties before true teacher empowerment can exist.

The purpose of this study is to document change at an urban high school in order to analyze the impact the different variables of the school culture have on the process of change. It is, essentially, a process of effecting change at the school's unique personality level (its atmosphere, climate, culture, ethos) which provides the conditions for addressing problems at a deeper level. The study is based on the theoretical assumptions of effecting change through a process of responding to teacher and student needs to improve morale and responding to school needs to improve public perception. The process of change is reconstructed through in-depth interviews with representatives from within and from outside the school, i.e., partners in education, who were participants and observers: they represented teachers, administrators, support staff, parents, and the university partner. The data was analyzed using as a framework Fullan's three phases of the change process: (1) initiation, (2) implementation, and (3) continuation in order to determine the influences the different variables have on the process. In accordance with the literature in educational leadership, the educational leader can play a central role by creating an environment of change and empowering teachers and other members of the school community. This study corroborated those findings in the sense that the headmaster was a central person in the change process and he enabled people to promote change through power-sharing and empowerment.

This study explores ways for public schools to build political support among elderly citizens by responding to their concerns and needs. Basic marketing principles, used by industry to increase a corporation's market share, are applied to fit the context of local school districts and the elderly. Literature reviews of marketing, the elderly, the needs of the elderly, and elderly issues in other institutions are included in this work. This study focused on people who are over the age of sixty-five living in Wareham Massachusetts. Once the demographics of this segment were identified, the needs, wants, and desires of the individuals in this segment were explored through the use of a survey and by conducting interviews. Included in the appendix is a marketing plan for the Wareham Public Schools, which is intended to address the needs, wants, and desires of the elderly in Wareham Massachusetts and to illustrate an approach that could be implemented elsewhere.

<p> The purpose of this study was to explore the perceptions of students of color at an urban commuter university as they relate to the constructs utilized within the engagement literature and to the noncognitive student characteristics literature. Data were collected using the following instruments: William Sedlacek's Noncognitive Questionnaire (NCQ), items from the Beginning College Student Survey of Engagement (BCSSE), items from the National Survey of Student Engagement (NSSE), and individual and small group interviews. The key findings of this study revealed that noncognitive characteristics assisted students in (a) internalizing messages, (b) understanding systemic processes, and (c) identifying motivating factors. These findings underscore the importance of moving away from a monolithic understanding of engagement to a more complex consideration of the ways in which students interact with the campus environment. Furthermore, this study showed the importance of providing incoming students with the opportunity to build on noncognitive personal skills, experiences, and characteristics&mdash;assets that are not measured by traditional college entrance requirements such as high school grades or standardized test scores and that often have not been seen as being directly related to academic success. This can be accomplished through the development of curricular and co-curricular experiences that include comprehensive programs and activities as they pertain to internalizing key messages, determining motivators, and understanding systemic processes.</p>

<p> It is well-documented in the literature that female superintendents are underrepresented in the field of public school leadership (Derrington &amp; Sherratt, 2008; Hoff &amp; Mitchell, 2008; Mountford &amp; Brunner, 2010). Even as more women have assumed the leadership position of superintendent, they may be viewed as atypical leaders (Coleman, 2003). The leadership styles of females differ from those exhibited by their male counterparts and their work is impacted by sex-role stereotyping and gender bias (Grogan &amp; Shakeshaft, 2011; Harris, 2007; Hoff &amp; Mitchell, 2008; Kowalski &amp; Stouder, 1999; Pirouznia, 2010). The effectiveness of the superintendent is based on the ability of the leader to shape and negotiate authority and power with the individual members of the school board and the governing school board at large (Bell, 1988). Minimal research has been conducted regarding the relationship of the female superintendent, specifically, with her governing school board. This qualitative multi-case study explored how three female superintendents perceived and described their relationships with their respective boards of directors. The theoretical framework of the study was developed on the principles of feminist research through the structural theories of social role and role congruity (Lather, 1991; Eagly, 1987; Eagly &amp; Karau, 2002). The findings of the study suggest that female superintendents encounter complex challenges as they work to foster and develop a common vision and productive working environment with governing school boards with the goal of promoting the best educational programs for students.</p>

<p> This study investigates the legitimacy of policies to import cross-border higher education (CBHE) in the United Arab Emirates (UAE). This study compares two of the UAE&rsquo;s higher education subsystems &ndash; Dubai and Ras Al Khaimah &ndash; to understand how higher education stakeholders in the UAE interpret foreign involvement in higher education and investigate how those interpretations contribute to stakeholders&rsquo; assessments of the legitimacy of the country&rsquo;s CBHE policies. The legitimacy of cross-border higher education policies is a potentially contentious issue because the higher education resources that are imported into host countries under CBHE policies are usually intended to supplement existing higher education systems whose stakeholders may not welcome foreign involvement in higher education. Given the multiple actors and national contexts that are active in the UAE&rsquo;s higher education systems, there are potential legitimacy challenges facing local CBHE policies. The purpose of this study is to explore this area of possible disconnect in the legitimacy of CBHE to more clearly understand how host country higher education stakeholders evaluate the legitimacy of CBHE policies within their own systems and to arrive at a theory of policy legitimacy for cross-border higher education. </p><p> This study approaches policy legitimacy in higher education by investigating how higher education stakeholders evaluate CBHE policies and derives a theory of CBHE policy legitimacy from the study&rsquo;s findings. The following research questions guide the study: </p><p> 1. What are the goals of CBHE policies? How do these goals serve to increase the legitimacy of the higher education subsystem? </p><p> 2. How do resident higher education stakeholders evaluate the legitimacy of CBHE policies? </p><p> 3. How do the findings of this study on legitimacy in a non-democratic environment resonate with existing policy legitimacy theories? </p><p> This qualitative study is a two-case comparison of CBHE policy in the emirates of Dubai and Ras Al Khaimah in the United Arab Emirates (UAE), each of which has implemented CBHE policies in their private higher education sectors. Forty-five higher education stakeholders were interviewed across the two emirates between January and April 2012. Site visits and document analyses were conducted in both cases and an additional 40 higher education actors were interviewed in other UAE higher education systems, providing background context for the two cases analyzed in this study. </p><p> Support was found for the model of CBHE policy legitimacy proposed in the study. Salient components of CBHE policy legitimacy include the procedural elements of legality, decision norms, and representation, as well as normative legitimacy of the policies.</p>

<p> Public universities face significant funding challenges as states continue to look for efficiencies or outright cuts. In addition, the call for accountability in higher education continues to grow as state lawmakers, policy analysts, and researchers voice concern that degree attainment has stagnated, is too low to support economic growth, and takes too long. Business and political leaders are also increasingly interested in developing higher education accountability in response to concerns by students and families over the rising cost of a degree. Together, these themes of accountability and cost control have resulted in dramatically different policy innovations in the form of performance-based funding in a growing number of states. However, these policies have thus far produced scant evidence of success. Furthermore, the potential unintended consequences of these policies seem large, including the risk of increased selectivity resulting in increased class-based inequality and the risk of decreased educational quality. Thus, the shift from basing state support on inputs to outputs could be much more than a simple accounting change. By stressing different priorities, the shift may ultimately alter the historic access mission of public higher education. Ohio created a new policy in 2012 that funds 100 percent of undergraduate higher education state appropriations to public universities on the basis of outcomes, the most aggressive policy of its kind in the nation. This study investigated the perceptions of 24 Ohio higher education leaders regarding this policy innovation and combined those responses with related performance metrics in order to synthesize a more comprehensive understanding of early impacts and implications, particularly as it pertains to outcomes, access, and education quality. The results of the investigation suggest that that retention has improved, access has decreased, and quality has been unaffected. University leaders were largely in favor of the policy and supported increased selectivity even in the face of declining enrollments. Although concerns remain regarding at-risk student support, the study suggests that a 100 percent performance-based policy may have positive benefits and achieve the intended objectives. It may also alter our conception of the broad access mission of higher education as access is traded for student success. </p>