<p> Creating a positive, engaging school culture is a goal of most school districts and school administrators (Clark, 2015). Many educators believe the most effective methods of instilling a positive school culture include school-wide systems of implementation (Gruenert &amp; Whitaker, 2015). This qualitative study included an in-depth look at the perceptions of implementation teams from two counties in southwest Missouri on the impact of school-wide character development models on school culture, student behaviors, and student leadership skills. The study was also designed to determine the factors within a school that have the greatest impact on the implementation process. Interviews were conducted with focus groups to gather insight into the perceptions of teachers, administrators, and implementation leaders. After completion of all focus groups, it was evident many commonalities exist among the implementation teams across the varying buildings and districts. Most participants agreed their implemented character development model had a positive impact on school culture throughout the process. The impact associated with student behaviors and student leadership skills depended much more specifically on the goals associated with the school-wide systematic model. The study also resulted in data indicating factors that impact the implementation process are very similar to factors that impact any large-scale change initiative. The results of this study can provide insight for administrators and implementation leaders when considering the preparation and planning of systematic character development models.</p><p>

<p> The purpose of this study was to analyze the research-based leadership practices demonstrated by principals; in addition to how principals managed to lead others to become involved in student achievement. The participants of this study consisted of school principals from seven successful schools in Saint Louis City and Saint Louis in Missouri and Madison County, Illinois. For this study, a successful school can be defined as a school where student achievement met or exceeded the Adequate Yearly Progress targets set by the No Child Left behind Act of 2001. There were also 71 teachers who participated in this study. </p><p> Effective schools require an effective leader. However, most principals are placed in positions without having full knowledge of what it takes to be a school leader. This study may help principals in developing a plan for academic achievement. A relationship exists among successful schools and leadership. </p><p> Results that emerged from the analysis of data in this study suggested that principals of successful schools: (a) involved teachers, (b) established clear goals, (c) rewarded individual accomplishments, (d) advocated for the school to all stakeholders, and (e) were knowledgeable about then-current curriculum, instruction, and assessment practices. In addition, high expectations were set for both staff and students and interpersonal and meaningful relationships between staff and the teaching staff, parent volunteers, and school board members were developed.</p><p>

<p> In recent years, magnets schools have abandoned a goal of integrating student populations for goals of innovating education. The goal of magnet schools has become the primary filter for determining how effective the school will be at integrating the student population. However, some research shows that even magnet schools that superficially hail a diverse population can still be segregated by race, socioeconomic status, and ability, especially in the higher-level classes. This &lsquo;within-school&rsquo; segregation has been credited to academic tracking, or the process of placing at-risk and minority students in academic classes that do not filter into the most successful course. This is of particular concern because simply enrolling in higher-level classes, like Advanced Placement (AP) courses, increases the likelihood of enrolling in, and graduating from, college.</p><p> The purpose of this study is to contribute to the understanding of the effects of integrated public schools on the achievement gap by examining how magnet schools, desegregation districts, and magnet schools in desegregation districts are providing minority students access to and success in AP classes. </p><p> The 2013-2014 Civil Rights Data Collection (CRDC), a biennial survey of self-reported data, was used to analyze all high schools (grades 9-12) in the country that offer AP courses (n=12,406). Hierarchical Linear Modeling (HLM) was applied to control for several characteristics of the school and the desegregation status of the school district. The effect of magnet schools and desegregation districts on AP enrollment, AP test-taking, and AP performance was analyzed for all student demographics. Each model was run for each variable for all high schools, then, the total population was divided into five subcategories based on school-wide enrollment percentage of at-risk students.</p><p> An analysis of the data found evidence of within-school segregation, especially in schools with low and integrated minority enrollment, and very little evidence that desegregation districts or magnet schools in desegregation districts close the gap between minority AP enrollment, test-taking, and performance and the minority school enrollment. Furthermore, only Asian and Other AP enrollment, test-taking, and test performance was positively affected by an integrated school enrollment. Black, Hispanic, and White, non-Hispanic AP enrollment, test-taking, and performance were positively affected when the school enrollment was more segregated and homogenous to the respective demographic group. This study also found that integrating an AP program shows evidence of negatively affecting the AP test-taking and AP performance of minority students while increasing the minority enrollment had a positive effect on minority AP test-taking and AP performance. There was no evidence of the widely accepted belief that integration improves the academic performance of minority students when evaluated by AP programs.</p><p> As a result, this study suggests that there may be some bias&mdash;either perceived by the student or given by classmates and teachers&mdash;that makes it less likely for minority students to take the AP exam and perform better on the exam when the AP program is integrated. This study provides enough evidence to warrant the need for more specific policies evaluating the integration of schools before determining desegregation compliance.</p><p> While there are a few instances of magnet schools, desegregation districts, and/or magnet schools in desegregation districts improving the AP enrollment, test-taking, and test performance of minority students, there is not enough evidence to prove that these school- and district-level characteristics prevent within-school segregation. In fact, there is more evidence to suggest that they are contributing to the problem.</p><p>

<p> The purpose of this quantitative study was to explore crisis management teams&rsquo; (CMTs) perceptions of higher education leaders&rsquo; competencies in managing crisis situations. It addressed the following research question: What are relationships among CMT members&rsquo; perceptions of leadership orientations and perceived competencies of their crisis management leaders? Exploratory data analyses showed the presence of two of Bolman and Deal&rsquo;s (2013) primary leadership frames: <i>human resource and structural</i>. Analyses also showed relationships among lower reported leadership frame behaviors, crisis preparedness, and crisis-leader ratings. More extensive research on crisis leadership is recommended.</p><p>

<p> Educational administrators are expected to provide guidance to various stakeholders within the school environment. Educational administrator personality traits and leadership style were the focus of this study. Two research questions guided the focus of the current study. The first question examines the association between the degree of the transformational leadership style, the transactional leadership style and the laissez-faire leadership/non-leadership style and the magnitude of the Big Five personality traits of California unified school district administrators. The second question explored the relationship between educational administrator school type (elementary, middle and high school) with leadership style as well as personality traits. Although several studies focus on leadership style and personality traits independently, little is known about the interaction between school administrator&rsquo;s leadership style in relation to their personality traits. Additionally, few studies have investigated the relationship between administrator school type (elementary, middle and high school) with leadership style as well as personality traits. This quantitative study utilizes a self-report survey design with a sampling of 376 California unified school district educational administrators. Study data was collected using the Multi-Factor Leadership Questionnaire (MLQ:5X &ndash; Self) to measure leadership style as well as the Tem Item Personality Inventory (TIPI) used to measure personality traits. Findings from this study indicate a statistically significant relationship between educational administrators&rsquo; leadership style and personality traits. Furthermore, results indicate a statistically significant difference detected between the educational administrators&rsquo; school type (elementary, middle, high school) and leadership style in relation to their personality traits.</p><p>

<p> The purpose of this study was to analyze and evaluate the effects administrative support has on beginning secondary teachers in the state of California. The application of a four-level leadership program, BICE, on secondary school campuses provided beginning secondary teachers support and confidence in their roles as effective educators. The BICE leadership program incorporated a four-level sequential cycle to build rapport, increase feedback, celebrate success, and exceed results for beginning secondary teachers. Administrators used the four levels to reframe their role as leaders at their school site. Three areas of focus were addressed to analyze the effects of the BICE leadership program: professional development, stress, and administration. Beginning secondary teachers developed a higher priority towards professional development with an increase in willingness to observe and collaborate. The BICE leadership program lowered the levels of stress for beginning secondary teachers and increased job satisfaction. The study validated the importance administrative rapport has on beginning secondary teachers. The researcher recommends further study of the BICE leadership program and its impact on veteran secondary teachers or secondary athletic coaches, which could add greater significance to the effectiveness of rapport in the educational field.</p><p>

<p> Although there is a significant body of literature on superintendents and another on social justice, there is not a comprehensive body of research on superintendents who focus on social justice issues. It is important to study what actions superintendents with a social justice focus take to address inequities in their school districts. The primary research question for this study is: how do superintendents within Los Angeles County define social justice, and how have they implemented social justice tenets within their school districts? To answer this question, eight semistructured interviews were conducted with current superintendents within Los Angeles County. The results of the interviews were then analyzed and the patterns were compared to existing social justice frameworks. The findings identified an opportunity to continue to clarify the definition of social justice and to expand upon current frameworks utilized for principals. In addition, recommendations for superintendent preparation programs and advice for existing superintendents were identified.</p><p>

<p> Understanding New Principals&rsquo; Transition to Instructional Leadership The purpose of this study was to understand the instructional leadership role development of new principals. The overarching research question that guided this study was: How do new principals transition into an instructional leadership role? Using a basic qualitative approach, 12 new principals participated in the study. Data collection included a series of three interviews with each principal. Additionally, they were observed enacting an instructional leadership activity.</p><p> Novice principals have a repertoire of strategies they use in an effort to improve instruction. They draw on their experiences to inform their instructional leadership initiatives, relying on familiar approaches with which they have experienced success. A lack of preparation for some aspects of the role is a source of role conflict for new principals.</p><p> Multiple school stakeholders &ndash; students, staff, parents, and district administrators - influence principals&rsquo; conceptualizations of their expected role and require principals to negotiate competing demands. Stakeholders&rsquo; conceptualizations of the principal&rsquo;s role complicate instructional improvement efforts. District messages to focus on important instructional matters conflict with school-level messages to focus on urgent non-instructional matters. Principals find themselves juggling the multiple priorities of the role.</p><p> Analysis of these findings suggests that principals require increased support to enact the role effectively. Professional development to address skill gaps promotes instructional practices. Additionally, an area for continued research is the exploration of how effective principals reframe schools so that instructional improvement is both important and urgent.</p><p>

<p> As four-day school weeks continue to gain popularity among school districts across the United States, determining the potential impact associated with the unconventional school week has become increasingly important (Johnson, 2013). The four-day school week has been credited with producing a number of potential benefits and consequences, but there is currently a limited amount of research available to determine the overall worth of the practice compared to the five-day school week. Some purported impacts of the four-day school week include shifts in teacher and student attendance, changes in achievement, financial adjustments, decreases in dropout rates, and improvement in morale (Plucker, Cierniak, &amp; Chamberlin, 2012). This study involved investigating the system-wide impact of the four-day school week by examining attendance, ACT scores, and dropout rates before and after implementation in participating school districts across Missouri. Additionally, the school climate perceptions of Missouri administrators and teachers who work within the four-day school week were collected. Interview responses were then analyzed using coding methods to identify common phrases, key words, and themes, while the quantitative data were treated to examine pre- and post-implementation patterns. The findings of this study revealed the four-day school week produced a statistically positive significant impact on attendance, whereas ACT scores and dropout rates were not influenced. Furthermore, the perceptions of administrators and teachers indicated the four-day school week was beneficial to the school culture.</p><p>

<p> This study employed a mixed methods approach to evaluate the meaning and value of grades within a traditional grading system. Teachers&rsquo; grading and assessment practices were examined in terms of clarity, consistency, and to what extent assessment guided instruction. Teachers from a high-performing suburban high school in the Northeast responded to an electronic survey and participated in focus groups regarding their grading and assessment practices. Gradebooks were analyzed to triangulate teacher practices and perspectives regarding the meaning of student grades. Clark and Estes (2008) Gap Analysis Framework was utilized to assess knowledge, motivational, and organizational influences on teachers&rsquo; grading and assessment practices. The findings of this assessment revealed that teachers possessed knowledge about assessment and the motivation to apply it, but faced organizational barriers implementing effective practices in a traditional grading system. Responses indicated that teachers understood and used formative assessment during class, but also included it in students&rsquo; grades to elicit effort and ensure sufficient graded assignments to justify student performance. Organizational constructs such as marking periods and online grading systems, in addition to an overall lack of organizational support and training, were found to be substantial obstacles to teachers achieving the stakeholder and organizational goals. The findings of this study emphasized the need for enhanced training, collaboration, and communication on grading and assessment. The development and implementation of an effective plan to address these organizational issues could shift schools from using traditional grading systems to rank and sort students to assessment programs that promote student learning.</p><p>