<p> This study used existing third-grade ISTEP+ data from a cohort of Evansville Vanderburgh School Corporation students to evaluate various non-experimental methods for estimating teacher effects on student test scores. The study considered the impact that first-, second-, and third-grade teachers had on student performance as measured by the Indiana standardized test in third grade by looking for recognizable patterns of success based on teacher assignment in a cohort of 350 students. By making the assumption of randomness in assigning students to teachers and controlling for student transience, demographics, and teacher movement, the variances of mean ISTEP+ scores were examined to determine and quantify differences based on teacher links. Descriptive statistics summarized possible patterns of success based on teacher links for the cohort as a whole and each school individually by grade level. Differences among teachers by grade level were examined by using an ANOVA model. Regression analysis was used to probe patterns of achievement based on teacher combinations as well as the predictability of ISTEP+ scores based on first-, second-, or third-grade teachers.</p>

<p> The objective of this research study was to ascertain if attributes of servant leadership were more fully developed in undergraduate students nearing graduation than in those students who recently embarked on their university program. The university at which the project was completed endeavors to make its undergraduate students servant leaders as publically stated in its vision, mission, and other public statements and documents. The results of the research indicate that of the five servant leadership attributes selected, the seniors indicated higher scores in two categories, lower in one, and showed no statistical difference in the other two. As a result of this study, therefore, it cannot be concluded that the upper classmen had stronger servant leadership attributes than freshmen. The implications of this result include the need for further study around the students&rsquo; environments and history, the institution&rsquo;s curriculum and extracurricular content, and the culture of the university in light of its mission and vision.</p>

<p> The purpose of this qualitative narrative inquiry was to explore the perceptions and lived experiences of Illinois Parents as Teachers (PAT) program leaders managing a multigenerational workforce. Supervisors state that leading a multigenerational staff possesses challenges that affect overall productivity (Bell, 2008). PAT stakeholders including leaders, facilitators, parents, and children risk failing to provide or receive optimal services because of weak supervisory practices. Obtaining the perceptions and lived experiences, as narrated by PAT leaders about the work practices, behaviors, ethics, and leadership styles of employees from various generations will add insight to this plight. The study involved 10 Illinois Parents as Teachers program leaders purposely selected based on the number of employees and generational cohorts represented in the program. The participants were interviewed using a semi-structured, open ended interview format; data was collected and analyzed. Five themes were extracted from the data using manual analysis and NVivo 9.0&copy; to aid in the coding process. The themes were important to understanding the participant&rsquo;s perceptions of managing a multigenerational staff. This study provided insight into how PAT leaders view employees from various generations in terms of work practices, behaviors, ethics, and leadership. The narratives provided rich accounts of leader&rsquo;s experiences, which in turn will be a helpful professional development and technical assistance tool in training leaders to use the most effective techniques with a multigenerational staff. Suggestions for educational practice and further research are included in the recommendations.</p>

<p> Studies have documented challenges in meeting No Child Left Behind (NCLB) expectations as well as gender differences that contribute to the achievement gaps between boys and girls. In response to increased NCLB accountability and achievement gaps between boys and girls, several experts have promoted single-sex education as a possible strategy to improving student achievement. </p><p> The purpose of this study was to examine data that were gathered from an economically disadvantaged Title I federally-assisted upper elementary school with respect to the implementation of single-gender classrooms. This study was guided by the following two research questions: First, what were the perspectives from teachers, students, and parents with the initial year of implementation of single-gender classrooms? Second, what school level data could be analyzed and summarized with respect to student behaviors during the initial year of implementation? </p><p> Unlike previous studies, which focused on private or parochial schools at the secondary school level, this study focused on an economically disadvantaged school within an upper elementary setting. In addition, limited previous research has examined the perspectives of teachers, students, and parents. As research continues to show an ever-increasing achievement gap between students in poverty and those who are not, many educators seek alternative ways to educate students in economically disadvantaged schools. While single-gender classrooms are by no means a cure-all for the adversity faced by disadvantaged students in public schools, an analysis of the aforementioned research data indicated salient benefits for such students in that they can provide a learning environment where affective and cognitive learning outcomes could be realized. </p><p> The results from this study revealed that teachers and parents considered single-gender classrooms provide a positive learning environment for students. Teachers, students, and parents emphasized that single-gender classrooms allowed students to be more productive, removed the largest distractions for male and female students, and allowed them to concentrate on their schoolwork. In addition, the data revealed that single-gender classrooms had a positive impact on girls as viewed by teachers, female students, and parents of female students in terms of feeling comfortable enough to ask questions when they did not understand something.</p>

<p>Public education practitioners are currently experiencing difficult and trying times in Illinois. Schools are asked to meet high standards established by political forces and to accomplish these tasks with less money. Schools located in affluent school districts are capable of meeting these standards while schools from poorer districts are falling behind. This study was conceived to find out why Blair High School, which has more than 50% of its student body living in poverty, is capable of meeting high standards. </p><p> The results of this study yielded four main themes: 1) Students attributed their success to teachers that cared about them. 2) Students were motivated by a desire to have a better future than their parents. 3) Focusing on student learning rather than state test scores contribute to the success of the school. 4) The school environment contributes to student success. </p><p> The implications for schools located in high poverty school districts are clear. Students living in poverty need caring relationships with their teachers as well as positive human interaction. In addition, students living in poverty may be the most motivated students in the building by their desire to have a better future and not live in poverty any more. Therefore, schools should provide people, places and programs that deliver an education that helps them succeed. This can be accomplished by implementing strategies found in Invitational Theory. Also, schools would be wise to implement tutoring and mentoring programs in order to provide strong foundational skills for students living in poverty, as this develops confidence in the student and confidence leads to success. </p>

<p>The state of Missouri has recently adopted new standards for educators. This study examines the perceptions of teachers in one Midwest school district relative to the current teacher evaluation system used in the district as well as a new model of teacher evaluation connected to Missouri's educator standards. To fully understand the perspective of the teachers, this study incorporates a mixed-methods approach which provides a variety of quantitative and qualitative data for analysis. Using survey data and focus group interview data, this study revealed that teachers perceive limitations associated with the current, more traditional evaluation process. Teachers also understand benefits to the new Missouri model, but also have reservations about its impending implementation. This study provides a number of implications for the district as it moves forward with changing its teacher evaluation process. </p>

<p> The conflicting nature of the principal's role as a leader in the context of the school building and yet a follower within the school district organization may lead to frustration, poor job performance, and ultimately, premature principal departure. As middle managers in the school district organization, principals are wedged between superintendents who are grappling with the directives of government mandates and with meeting the needs of teachers, and teachers, who are doing the difficult day-to-day work of educating our nation's children. This duality in the principal's role is highlighted as principals implement the teacher evaluation process. Teacher evaluation has become more significant in this age of accountability, and school districts expect that principals will answer for the performance of students and teachers in their schools. Research on teacher evaluation has included the viewpoints of teachers, parents, policymakers, and stakeholders, but has not emphasized the principal's perspective on his/her role in the teacher evaluation process. This qualitative study highlights the perspectives and experiences of secondary school principals as they conduct teacher evaluations. The five major findings of this research are: 1) teacher evaluation provides principals an opportunity to demonstrate instructional leadership; 2) principals experience professional isolation in the teacher evaluation process; 3) principals are concerned about the demands on their time; 4) principals seek autonomy but not isolation in their position; and 5) principals grapple with their role as middle managers. The current pace of change to teacher evaluation policy has created challenges for state and district level policymakers as they attempt to interpret the changes and implement best practices. It is vital that policymakers understand the principal's role in the teacher evaluation process and that the principal's voice is included in policy decisions. District policymakers should consider the principal's role as a middle manager as they develop and improve job descriptions for the principalship.</p>

<p>Producing students that are prepared for the world of work or higher education is the goal of every public school. Having highly effective school leaders in each building is vital for accomplishing this goal. The state of North Carolina outlined one method of building school leadership through the use of school transformation coaches. </p><p> The purpose of this research study was to determine the common characteristics of transformational leaders, coaching practices that are most beneficial in helping school leaders become successful, and if coaches with specific personality type indicators naturally used the beneficial practices more frequently. The results of the research were used to streamline the process used to hire North Carolina school transformation coaches and to inform and design professional development for current school transformation coaches. The goal of the research study was to create a common understanding of the characteristics, coaching practices, and personality type preferences needed to effectively develop school leaders using the Division of District and School Transformation and to develop the coaches within the department to in order to achieve goals efficiently. </p><p> Keywords: District and School Transformation (DST), Myers-Briggs Type Indicator (MBTI), School Transformation (STC). </p>

<p> This mixed methods research investigated how young adult alumnae from a Catholic female high school perceive the impact of their high school service experience concerning their "beliefs" about the importance of service, current "engagement" in service, and their beliefs about and engagement with four Catholic Social Teaching principles (life and dignity, care for the poor, solidarity and common good, and rights and responsibilities) related to social justice.</p><p> This research draws data from young adult alumnae from a Catholic female single-sex high school in a metropolitan city of the United States. The data collection included a web-based survey (N=131), individual interview (n=9), and school documents review. Catholic theology of the human person, and Catholic social teaching principles served as the conceptual framework for data analysis. </p><p> The quantitative data revealed that Catholic high school service program experience positively impacts participants' "beliefs" about the importance of service (65%), and the importance of four Catholic social teaching principles (73%). The qualitative data corroborates with the quantitative findings. However, participants lacked translating their beliefs in to action with only 42% reporting as "engaged" in service. Although a majority of participants (60%) reported as engaged in activities related to four CST principles, in reality only 25% are significantly engaged in service in the past 12 months. Catholic educators are invited to examine their service pedagogy and address factors that contribute to low level of service engagement. Further research is suggested to identify factors that would raise the level of service engagement in alumnae's young adult life.</p>

<p> Research has documented numerous benefits of parent involvement in children's education including increased attendance, increased test scores and better behavior. Access to increased and meaningful communication between home and school enhances parent involvement. The utilization of technology through the use of the Internet and e- mail for school to home communications is growing rapidly as an additional means of two-way communications between home and school. The purpose of this study is to evaluate the role of emerging technologies, specifically social media use by school principals and how its use affects communication between schools and parents. Data gathered from three principals, parents in their schools and actual social media communications were triangulated across these three perspectives as part of a case study analysis, using a convenience sample to further our understanding of the benefits and challenges of using social media tools to build home-school partnerships. </p><p> Findings suggest that school principals are mainly responsible for social media use at the school. Consistent, child-centered use of these tools has the opportunity to complement face-to-face, two-way communications between home and school, provided there is a relationship with the school to begin with. In identifying the communication needs of the school, both technology and non-technology related communications must be utilized as part of a "menu of offerings" based upon solicitation of technology and non-technology related tools used by a school's families. This differentiated home- school communication approach allows for more families to engage in two-way communications with the school. </p><p> Ultimately, the outcomes of the study may help lead to changes in family and community partnerships, leadership practices by principals, as well as teachers and parent groups expanding their use of social media tools to build a connected and transparent learning community. The insights included in this study may be used to support the development and implementation of a school or district's communication strategies and professional development plans for all stakeholders.</p>