<p> The purpose of this study was to update the analysis of the traditional viewpoints associated with increasing national and local teacher turnover rates by exploring alternative contributors to this challenge. Numerous studies have demonstrated the national focus on this topic consistently and predictably attributes to the growing attrition phenomenon primarily to financial considerations. This study considered the possibility that other more humanistic contributors, often overlooked in the literature, could be playing a more significant role in discouraging permanency in the classroom than is commonly realized. More specifically, it sought to examine the extent to which feelings tied to a positive, safe, and orderly learning environment contributed to teacher intentions to stay, and how teachers, parents and administrators perceived school efforts to ensure peaceful classrooms. </p><p> To carry out this study, the researcher collaborated with an urban inner-city school district, and obtained descriptive information from teachers, parents, and administrators all focused on their perceptions surrounding teacher attrition, classroom climate as affected by student behavior, and the possible link between concerns in both areas. The researcher analyzed inputs from members of each group and found that a large number of the teaching staff identified the classroom, and more humanistic considerations, as being of greater significance in deciding whether to stay in their position than did other participants who were more aligned with the literature. The researcher also became aware that teachers, individually, often expressed greater concern for the system as a whole, more than behaviors in their own classroom. </p><p> Finally, realizing that the target school system for this study operates within a state known by its financial struggles regarding educator&rsquo;s compensation, the researcher also concluded that there is a great possibility about the staff responding to this study having already come to terms with a meager compensation, as compared to other teachers across the nation. As such, it is believed that this study brings up a solid perspective that does give heavier weight to more humanistic factors playing a greater role in teacher decisions to leave their work. However, realistically teacher priorities, be they humanistic or financial, might be different in locations where there is more dynamic activity surrounding educator compensation.</p><p>

<p> Leadership coaching is a process for principals who seek to become transformational leaders within their field. Leadership coaching involves high levels of reflective practices and additional tools for leaders to utilize to enhance their effective leadership practices. The purpose of this study was to identify coaching models that would be critical in guiding principals to become transformational leaders. The study identified three coaching models for principals to share their beliefs about coaching and effective leadership practices. The coaching models supported the concept of helping effective leaders reach their next level of competence with clarified thinking or meaningful action to achieve ongoing goals. This was a qualitative phenomenography research study. The researcher conducted interviews with 15 K-8 principals by sharing scenarios of leaders receiving support from three different coaching models. The coaching models utilized were transforming coaching, cognitive coaching and peer coaching. The following questions were addressed:</p><p> RQ1. What do principals see as effective principal coaching practices? </p><p> RQ2. How do principals view coaching to improve their leadership practices? </p><p> RQ3. How do principals define leadership coaching and effective leadership strategies? </p><p> An analysis of the qualitative data revealed the following recommendations. It is recommended school districts provide principals coaching support to become transformational leaders by utilizing effective coaching models. It is recommended school districts support a coaching model providing dedicated time to principals by including job embedded professional development on effective leadership practices. It is recommended a new leadership model be developed and utilized to support principals&rsquo; growth in leadership skills. This new model might be titled the Blended Leadership model and it would include an external coach who would develop action plans and action steps with leaders to move an initiative forward in the organization. The other component of the Blended Leadership Model would be to incorporate a peer coach as internal support with structured time for principals to meet in each other&rsquo;s schools to walk through classrooms, and ask open ended questions to clarify principals&rsquo; thinking, and problem solve. The peer coach component of the Blended Model would promote collegiality, trust and positive culture. </p><p>

<p> In recent years, much emphasis has been placed on student outcomes on high stakes summative assessments. This call for accountability has forced educators to look critically at themselves and their schools to determine what they can do to improve the outcomes (Suber, 2011). Generally, in the United States, schools with high percentages of poor students have low achievement relative to schools with wealthy student bodies (Suber, 2011). However, there are a select number of educational institutions that seem to be beating the odds. These schools have both high concentrations of poverty and exceptional outcomes on federal, state and local assessments (Edmonds, 1979). Teachers in those schools tend to report positive perceptions of school administrators, and school administrators tend to have a significant impact on outcomes (Edwards, 1979). </p><p> The purpose of the study is to better understand principal leadership policies, practices, behaviors that are present in high achieving, high poverty schools. Furthermore, building level data will be used to identify specific areas of strength/weakness within individual schools. In order to accomplish this goal, the research focus will be teacher perceptions of leadership qualities of the administrators in high achieving, high poverty schools in Russelburg (a pseudonym) Illinois District #1. By looking inside individual schools, the district can compare and contrast the perceptions to determine what specific leadership characteristics are present. As a result, professional development goals can be developed that focus on the areas of weakness found in the results.</p><p>

<p> A safe learning environment is the very first measure every school district needs to have in place. An environment that provides students with a sense of security and safety enables students to flourish and be successful. </p><p> This qualitative research study determined the perceptions of rural school safety and violence as seen through the eyes of superintendents, principals, teachers, and students 18 years of age or older. By utilizing the Cobb (2014) study which focused on the areas of relationships, respect for diversity, school participation, emotional safety, physical safety, substance use, physical environment, academic environment, wellness, and the disciplinary environment, the researcher was able to gather information on what supported a safe school. The researcher used the interpretivism framework also defined by Butin (2010) who defined it as &ldquo;reality is intersubjective in that it is socially constructed, such that it can be described and represented through diverse perspectives.&rdquo; This was incorporated through a triangulated approach to research including The Oregon School Safety Survey, Pennsylvania School Safety Report, and focus group interviews; the researcher was able to gather perceptions on just how safe rural schools are in the Appalachia Intermediate Unit 08 in Pennsylvania. </p><p> The researcher was able to show the most common areas that all the focus groups concurred upon were drug use, fighting, and bullying/cyberbullying, and these three areas continually maintained the top three positions across all measures of the triangulation approach utilized by the researcher. However, in relation to positive safety factors, research has shown that student involvement in extra-curricular activities, parent involvement, and teacher relationships were of major importance in mitigating threats within the school system.</p><p>

<p> The high expectations of the standards movement, the many budgetary constraints, and the societal challenges of living in cities are some of the complexities principals in urban districts face when trying to serve the needs of children in their schools. This research explores an intervention model of principal professional learning communities (PPLCs) that bridges the gap between the districts&rsquo; goals and priorities and the ways schools are addressing them. Nine principals using the PPLC model experienced collaboration, support, and collective accountability with their peers. Furthermore, as a result of their collaboration and support, principals examined their own practices in specific areas of observation and feedback, how they used their leadership teams to support next steps, and how they created opportunities for professional development. Qualitative data collection took place through surveys, observations, and interviews. </p><p> The study findings indicated that a common learning experience like the PPLC is a valuable tool for principal learning and development. Principals reported that the development of relational trust was an essential reason why principals valued collaboration, and why they supported each other in the PPLC. Principals also became internally motivated to coach, support, and mentor their peers, and they developed a collective accountability in which they aligned themselves with the goals of the district. In addition, the findings indicated that conducting learning walks together and collaborating about instructional practices in the PPLC helped principals to reflect on their own instructional practices in their own schools. Principals could then use the strategies they learned from observation and feedback, working with their leadership teams and developing professional development to structure the next steps for better implementation of pedagogy.</p><p>

abstract: No. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2012

<p> The purpose of this mixed-methods study, which included 182 teachers across three Midwestern school districts, was threefold. First, the researcher sought to determine the technological self-efficacy ratings of teachers at school districts with 1:1 technology in relation to the ISTE&rsquo;s National Education Technology Standards for Teachers. Based on the study&rsquo;s findings, participants had the lowest mean self-efficacy ratings for ISTE&rsquo;s fifth standard, which focused on teachers&rsquo; lifelong learning and growing as professionals (ISTE, 2008). Participants had the highest mean ratings for the fourth standard, which related to digital citizenship (ISTE, 2008). Second, the researcher aimed to identify if there was a relationship between teachers&rsquo; generational identities and their technological self-efficacy ratings. The study&rsquo;s results indicated there was a relationship in which younger generations demonstrated higher technological self-efficacy ratings. Finally, the third purpose was to determine what teachers viewed as the most beneficial professional development opportunities related to incorporating technology in the classroom. Regarding past professional development opportunities, the most prevalent theme was district-specific professional development. The participants wrote they appreciated professional development specifically focused on the devices provided by their school districts. Also, participants wrote they found professional development opportunities offered in-house and geared toward the school districts&rsquo; specific needs to be beneficial. As for future professional development opportunities, participants indicated they viewed more strategic professional development to be most beneficial. They wrote this type of professional development needed to focus on specific grades, content areas, and skills.</p><p>

<p> First-generation Latina students are applying to four-year universities; however, they are doing so in low numbers. Those who do apply, select community colleges and <i>Familismo</i> and <i>Marianismo</i> may be hindering them from pursuing four-year schools. Research on first-generation Latina students is replete with data collected from first year college students, but seldom do researchers study first-generation Latina high school students who may be experiencing family expectations and responsibilities limiting their college aspirations and preparation. </p><p> This study uses a qualitative participatory action research design to interview and survey first-generation Latina ninth grade students. It examined preconceptions and cultural limitations that restricted college aspirations. It also piloted a counseling program to possibly mitigate the effects of <i> Familismo</i> and <i>Marianismo</i> on their college aspirations and preparation. </p><p> Findings and recommendations indicate the need for more culturally competent counseling, hiring of more diverse personnel, and adopting Place Based Education (PBE) to the already existing American School Counseling Association (ASCA) standards. Findings from this study have potential to impact counselors and educational leaders in how best to support first-generation Latina high school students.</p><p>

<p> Volunteer teachers have been a significant factor in the success of the Seminary and Institute of Religion program (S&amp;I) within The Church of Jesus Christ of Latter-day Saints. With over 40,000 teachers and 600,000 students world-wide, the educational program of S&amp;I relies on the effectiveness of its volunteer teachers. The volunteer teachers are trained and supported by S&amp;I coordinators. S&amp;I coordinators are expected to visit, in-service and provide feedback to the volunteer teachers. </p><p> The question of this study is: what are the impacts of implementing a structured feedback program on volunteer teachers and their administrative coordinator in a church-based education program? </p><p> This is a qualitative study that first gives volunteer teachers and their supervising coordinator the opportunity to describe their experience in giving and receiving feedback. Second, this study determines if the methodology of using a standards-based rubric with volunteer teachers can improve the feedback communication process. </p><p> This study finds that using a standardized rubric with an accompanying training program is a benefit for both teachers and supervisors. First, it increases volunteer teachers&rsquo; self-reported feelings of support, and teachers&rsquo; openness to receiving and using the feedback provided in their instruction. Second, for coordinating supervisors a rubric provided a non-subjective, standardized approach for teacher feedback. Communication was enhanced, and specific example could be provided for teacher improvement. </p><p> This study confirmed and elaborating on the fact that volunteers teachers want support; want feedback on how they are doing and want suggestions for improvement. A rubric can provide a systematic, concrete, and unbiased tool for volunteer teachers to self-reflect on their teaching as well as received practical suggestions for their teaching. </p><p> Based on the findings of this study, it is recommended that the Seminary and Institute of Religion program consider the use of a rubric to detail classroom pedagogy expectations and the varying degrees of proficiency. Further research could be undertaken to determine other areas of teaching or classroom management that can be placed in the framework of a rubric and used as a systematic method of providing volunteer teacher feedback.</p><p>

<p>Background: Charter schools are one of the most recent attempts at improving the educational outcomes for low-income and minority students. These schools were created with the intent of being innovative, individualized, and allowing parents choice about the type of education their child received. This intention has not been fully realized, instead charter schools have been debated because of mixed performance and issues that have arisen surrounding their discipline policies, specifically suspension rates and strict behavior regulations. Purpose: This paper explores how educators perceive and experience school culture across two different types of charter schools, with the intent of revealing diversity within the charter school sector. In doing so, it seeks to understand how discipline policies differ across charter school types, and the impact of these differences on school culture. Research Design: Using the theoretical framework of a hidden curriculum, this multiple case study highlights the impact that discipline policies have on the school culture. Research Question: How do different charter design models shape the disciplinary culture in schools? Findings: (1) Community-based charter schools, whether No-Excuses or independent, are moving away from stringent disciplinary practices, but this results in perceived inconsistencies in implementation of their discipline policy. (2) The design model of the charter influences the disciplinary culture of the school, which is experienced differently based on one?s position. (3) Implicit assumptions about student demographics and the accountability context influence disciplinary practices.