The purpose of this study was to investigate relationships and differences among the dependent variable of the intent to pursue a career in teaching and the independent variables of opportunities for career advancement, the perceived image of the teaching profession, financial resources available for initial teacher training, expected salary, incentives and benefits, ability to motivate, student discipline problems, and teacher competency tests. Participants in this study (N=150) included high school students who attend different Georgia public schools, and college students who were within their first three years of study in Atlanta University Center schools. Data were secured using the Teaching Interest Survey, developed by the researcher. The design used for this research was nonparametric statistics which included the use of descriptive statistics and Chi Square Contingency. The 0.05 level of significance was used to test the null hypothesis. The major findings for this study were: (a) no significant relationship exists between the intent to pursue a career in teaching and the perceptions of the following: opportunities to advance, image of the teaching profession, expected salary, incentives and fringe benefits, ability to motivate students to learn, discipline problems, and teacher competency tests; (b) a significant relationship was found to exist between the intent to pursue a teaching career and available financial resources for initial training; (c) perceptions of the professional image of teaching were influenced by home town size; (d) the higher the level of education, the more positive the perception of teaching; and (e) perception of teaching as a profession is positively influenced when one has a favorite teacher. The following recommendations were made: (a) early recruitment/intervention programs for young Black students should be incorporated in schools; (b) organizations should be reactivated or created for teacher recruitment; (c) additional resources for initial teacher training should be made available; (d) teachers and organizations should lobby legislators for salary increases; (e) partnerships should be created between school systems and colleges; and (f) a parent volunteer program should be incorporated in schools.

This study examines administrators’ and teachers’ perceptions regarding the impact of Project GRAD on school success in the Atlanta Public School systems Cohort I of GRAD schools. The major focus of the study addresses the perceptions of administrators and teachers in K-8 schools Cohort I, which is comprised of 11 schools. These schools were identified to implement Project GRAD, a comprehensive school reform initiative, (Graduation Really Achieves Dreams) based on historical data reflecting poor academic achievement in each of the schools. The Comprehensive School Reform Teacher Questionnaire (CSRTZ), developed by Dr. S. M. Ross of the University of Memphis, was used to survey 57 administrators and 416 teachers. The survey questionnaire contained 28 items that were divided into six school success factors. Respondents used a 5-point Likert scale to indicate their level of agreement to each item. The Statistical Package for the Social Sciences (SPSS) was used to summarize the data collected in this study. The following statistical procedures were used: Frequency, Anova, Factor Analysis, and Multiple Regression. The findings were that administrators had a more positive perception of Project GRAD’S impact on school success than did teachers. Teachers were generally more neutral in their perceptions. An analysis of the findings led to the following conclusions that when the dependent variable of effective teaching strategies, professional learning communities, shared decision making, professional development, parental involvement, and shared vision interacted simultaneously with the moderating variable, gender, age, years of experience, and group membership, the administrator has a significant influence on predicting school success. Additionally, the data further indicates that there is some significant relationship between school success, group membership, and age.

The school reform and restructuring movements of the last decade have caused school leaders to search for new ways to educate students. One goal of the restructuring is to improve students' academic performance. The response to this restructuring movement has been the adoption of block scheduling. This research focuses on how the block scheduling initiative impacts ninth grade student achievement. Research was conducted in two Metropolitan Atlanta High Schools that utilized the 4X4 and AIB Block Schedules. This quantitative and qualitative study was interested in finding out teachers' perceptions of the effectiveness of the block schedule in regards to urban ninth grade student achievement, the dependent variable. Instructional strategies, instructional time, depth of subject matter taught, and disciplinary problems served as independent variables. The study relied heavily on data collected from self-designed surveys and interview follow up questions with selected teachers. The interview responses further clarified the perceptions of selected teachers in the study. The conclusions, findings, implications, and recommendations were based on the analysis of the data collected from the survey and interview follow-up questions.

The theory was that school environment more than such other, variables of teacher development, social environment, and demographic characteristics would influence teacher performance and efficacy. The sub-variables of school environment were school climate, staff support, teacher's expectations, principal's instructional role-set, and principal's participatory style. Teacher development variable included curriculum officer's role-set, and teacher education program. Social environment included parental attributes, parents' socio-economic status (SES), and cultural involvement. Demographic variables included age, sex, ethnicity, qualifications, years since last teacher training program, sex and type of school attended, school location, teaching area, leadership position, qualities liked in a teacher, and level at which teacher liked or disliked. The sample consisted of two hundred and sixty-six (266) academic and technical/vocational teachers in eight (8) secondary schools in the Republic of Trinidad and Tobago. In a Pearson-Product Moment correlational analysis (a) teacher performance was related to staff support, teacher's expectations, principal's instructional role-set and participatory style, teacher education program, parental attributes, cultural involvement, (b) teacher efficacy was related to school climate, teacher's expectations, principal's instructional role-set and participatory leadership, and curriculum officer's role-set. In a factor analysis of the data (a) teacher performance was placed with parental attributes in Factor 5, (b) teacher efficacy was placed with teachers' expectations, and qualities disliked in former teacher in Factor 4. In a regression analysis, (a) performance was predicted by parental attributes (.310805), principal's participatory style (.164123), sex of school (.139500), teacher efficacy (.132830), age (-.128095), teacher's er's expectations (.120497), qualifications (-.119934), and teaching area (-.10435), (b) efficacy was predicted by teacher's expectations (.308767), school climate (.224323), staff support (-.172200), teacher qualifications (.166772), ethnicity (.162165), teacher performance (.144177), and teacher education (.135936).

<p> Differentiated instruction is necessary to meet the needs of diverse learners, particularly those in mixed ability classrooms (Gregory and Chapman, 2012; Sulla, 2013). This action research study explored one middle school that recently transitioned from ability grouped classrooms to mixed ability classrooms and prioritized differentiated instruction. Therefore, this study examined the teaching staff&rsquo;s perceptions regarding the professional development they received in the area of differentiated instruction. Additionally, this study explored teacher perceptions about differentiated instruction and how well they were planning for its implementation. The study revealed the overall positive impact of professional development on teachers&rsquo; ability to differentiate instruction; that teachers vary on their core belief that all students are capable of learning within a mixed ability setting; that differentiated instruction is seen as a necessary instructional strategy, but is difficult to implement; and a direct correlation between teachers&rsquo; ability to differentiate instruction and the amount of choice they provide to their students.</p>

<p> Leadership development programs for community leaders have existed for decades and many claim to impact significantly leaders&rsquo; development and regional success. However, past research questioned the presence and consistency of leadership development organizations&rsquo; evaluation. Specifically, how evaluation is lacking and suggesting that consistent program evaluation plays an important design role and in measuring individuals&rsquo; and communities&rsquo; intended outcomes (Russon &amp; Reinelt, 2004). Having a clear plan and evaluation system may provide a better roadmap for the positive regional impact organizations purport (Rohs, 2002). Exploring one leadership development program&rsquo;s alumni experiences may provide additional information regarding the evaluations&rsquo; presence and how they link to a desired impact. </p><p> This study analyzed LEAD San Diego alumni experiences to understand alumni&rsquo;s perceived regional impact, perceived community engagement, and knowledge of regional sectors and issues. This phenomenological study gathered the perceived regional impact, community engagement, and regional knowledge among LEAD San Diego participants. Research questions focused on alumni perceptions regarding LEAD San Diego&rsquo;s regional impact, the awareness level within the region and the volunteer activity level embraced both before and after the leadership development program completion, the impact on alumni careers, and alumni suggestions for enhancing the program. </p><p> This phenomenological study gathered, via interviews, the perceived regional impact, community engagement, and regional knowledge among participants. The researcher&rsquo;s 15 interview questions captured past leadership development program participants&rsquo; perceptions related to their influence on regional impact, community engagement, and knowledge of San Diego regional sectors and issues. Participants were limited to LEAD San Diego alumni and 10 of 30 invitees agreed to the interviews. The study revealed that the majority of participants perceived they had a positive participant experience in the leadership development program. Although some found the experience largely unbeneficial, most perceived a high level of benefit. The interviewees had numerous suggestions that may prove helpful to LEAD San Diego, with many items that the organization could implement. </p><p> This study&rsquo;s significance is that it provides additional data that other researchers could use when learning about participants&rsquo; experience in leadership development programs and how consistent evaluation may be an important element of a successful program.</p>

<p> Research clearly indicates that parental involvement plays an essential role in the educational process of any student regardless of grade level. However, technology is changing the way schools communicate, which affects the way parents are involved in their children&rsquo;s education. Research on the digital divide indicates that there are differences in access based on race and family income. In other words, lower income and minority families tend to have less access to technology, and therefore may be less able to fully participate in schools.</p><p> This issue of social justice was investigated at a small charter school located in West Los Angeles, California, where the researcher was an administrator. Over the past several years, there had been a demographic shift in enrollment. Teachers and administrators noticed a problem related to parental involvement at the school and all school communication relied on technology. The purpose of this study was to investigate the intersection of technology and parental involvement at West Los Angeles Charter (WLAC). Applying the theoretical lens of Epstein&rsquo;s (1988) work on parental involvement and Davis&rsquo;s (1989) work on technology acceptance, the administrator-researcher interviewed 16 parents, stratified by income level to guarantee that various experiences were represented, and concluded that while all parents expressed interest in being involved in their child&rsquo;s education, barriers limited that involvement, particularly for the lower-income families. These barriers included issues related to language rather than issues related to access, which WLAC will be able to address to support parental involvement among all families.</p>

<p> Female superintendents, while not as rare as they once were, still remain underrepresented when one considers the number of women in the teaching, building leadership, and district leadership ranks. Bolman and Deal&rsquo;s (2006) framework for leaders provided the context for the attributes attributed to leadership for the purpose of this study. Attributes are delineated as &ldquo;care-giver, analyst, wizard, and warrior.&rdquo; Participants shared their leadership positions, both formal and informal, as well as the mentors and coaches that have influenced them along the way. Additionally, the participants discussed the primary means of their own professional development that informs their work in district. Further, the superintendents interviewed discussed their leadership style and the perception of others in their respective districts. Questions that focused on the participants&rsquo; definition of success and the barriers to success added to the definition of themselves as leaders, as well as the experiences and perceptions of the leaders themselves. Huffington (2015) provides four lenses of leadership specific to women. These lenses are well-being, wisdom, wonder, and giving. More than using the language of caregiver, analyst, wizard, or warrior, the participants of this study spoke to the balance of working with people in a time of change and angst in education. They spoke to the well-being of their students and staff and caring about the future. Decisions were made to balance the competing needs of the stakeholders. Finally, the participants of this study spoke to the strength of their districts and their communities and the interdependence needed for everyone to thrive during this time of change in education.</p>

President Bush signed into law the No Child Left Behind Act of 2002 (NCLBA) on January 8, 2002, which represented his education reform plan and contains the most sweeping changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965. The principals’ role is critical to success as public schools strive to meet the challenge of implementing the new No Child Left Behind Act requirements. Therefore, the purpose of this study was to explore the perception of teachers and administrators regarding the “readiness” of school principals to implement the multicultural requirements of the No Child Left Behind Act policies (Title I and Title III) for Latino students who are limited English proficient.

<p> The internship is a critical part of graduate training and often the only opportunity to receive on-site clinical supervision during school psychology practice. Nonetheless, the process of pairing interns with field supervisors is not standardized and sometimes relies on factors such as logistics and supervisor credentials rather than a consideration of interpersonal variables that could optimize the internship experience. Related fields have found mixed evidence for a relationship between personality similarity within a supervisory dyad and outcomes such as a strong supervisory relationship, satisfaction with supervision, and supervisee effectiveness. This study examined the influence of personality similarity on ratings of supervisory working alliance, supervision satisfaction, and intern work readiness. This study also evaluated the predictive power of personality, supervisory working alliance, and systemic factors on intern work readiness and supervision satisfaction. Lastly, this study assessed the development of the supervisory working alliance and intern work readiness over time. </p><p> Twenty-six dyads were recruited for participation in this study, including 24 practicing school psychologists serving as field supervisors and 26 school psychology interns. Data collection occurred at the midpoint and end of the internship year. Participants completed a demographic questionnaire, personality inventory, and measures of supervisory working alliance, supervision satisfaction, supervisee work readiness, and systemic factors. </p><p> Results indicated that personality similarity among supervisors and interns is not related to supervisory working alliance, supervision satisfaction, or supervisee work readiness. However, supervisor ratings of supervisory working alliance were predictive of intern work readiness, and intern ratings of supervisory working alliance were predictive of supervision satisfaction. Systemic factors were not predictive of intern work readiness or supervision satisfaction. For supervisors, the supervisory working alliance significantly decreased over time, while intern ratings remained consistent from midyear to the end of the year. Intern development from midyear to the end of year could not be determined due to low scale reliability. Future studies should further examine factors that contribute to the supervisory working alliance and validate measures specific to the school context. More research is needed to establish the conditions and interpersonal characteristics that enable an optimal internship experience for both supervisors and supervisees in school psychology.</p>