Brown v. Board of Education, 347 U.S. 483 (1954), brought great hopes to African-American parents that their vision for getting quality education for their children would be realized through equal access, resources, and outcomes in public schools. After 50 years of educational reforms to bring parity to traditionally underserved children, almost all of the data indicate that, on the average, public schools do not serve African- American students well. Possible evidence of the public school failure phenomena is the achievement gap between African-American and other students. The most striking response to this gross underachievement is the establishment of independent schools by African-Americans. The Clara Mohammed Schools (CMS) are independent Islamic schools established by African-American Muslims. This quantitative research used the Statistical Package for the Social Sciences (SPSS) to analyze the survey data collected from 204 parent respondents who chose CMS for their children during the 2004-2005 school year. The statistical procedures included Pearson Correlation, Frequency, Factor Analysis, and Multiple Regression. The Reliability test indicated that all ten of the survey components were reliable and constructed of similar measure. Pearson Correlation tested CMS factors and parent demographic variables. Those variables included: religion, school climate, culturally infused curriculum, academic excellence, identity (African-American), community and parent involvement, character and leadership development, affordable tuition, teacher quality, satisfaction with the quality and operation of CMS, and the parents' religion, marital status, ethnicity, gender, age range, K-12 school-type attended, income, and highest education level attained. Seven of the 10 null hypotheses were rejected indicating that parents were overall satisfied with the quality and operation of the CMS they had chosen. Multiple Regression was used to test the design model where satisfaction with the quality and operation of CMS is the dependent variable and all other variables were treated as independent variables to determine which independent variable are predictors of importance and satisfaction with the quality and operation of CMS. Character and leadership development and highest education level tend to explain satisfaction with the quality and operation of Clara Mohammed Schools significantly.

This qualitative study explored the nature of civic education in home-based educational programs. A second purpose was to determine if there is a set of issues which distinguish African-American and European-American home schooling families. A multiple-case study design was developed to gather data relevant to answering eight research questions. Case studies of eight families in metropolitan Atlanta were generated based on responses to questionnaires, intensive interviewing, and direct observation. Books, articles, newsletters, and other documents were also analyzed. A multiple-case analysis showed that while parents' reasons for home schooling vary, their primary motivation is to situate the process of values transmission within the home. These values relate not only to religious or moral beliefs, but also to desired roles for their children as adult-citizens. Parents favor the cultivation of an independent, critical perspective as the basis for civic culture. Questions are raise about the feasibility of attaining this goal in homes where the dominant concern is imparting a monolithic world-view. The findings further suggest that the home schooling movement is more diverse than has been thought previously. This diversity is not only philosophical or ideological, but cultural as well. For African-American home schooling parents, their shared experience as members of a cultural minority sets them apart from the general home schooling population and has a significant impact on their programs. Therefore, additional investigation is warranted in order to assess the civic education found in home-based educational programs and to fully understand the motivations, goals, and practices of cultural minorities who home school their children.

This study examined the same variables from, A Study of the Leadership Ability of Negro High School Principals (Hatch, 1964), in order to identify perceptions of effective leadership from principals and teachers concerning the behavior of principals. Teachers' and principals' perceptions of the leadership ability of black high school principals were investigated to determine the extent to which those perceptions varied according to their race, gender, educational level, and years of working with the principal. The participants in this mixed-method study consisted of 5 principals and 83 teachers from a large urban school district. For the purposes of this study, five principals and ten teachers were interviewed and surveyed, 73 teachers were surveyed only. The interview protocol and survey were based on research conducted by Marzano (2000) in which 17 leadership characteristics embedded in 40 leadership practices were identified. Both the interview protocol and survey addressed the leadership practices of principals. Data was gathered through the interviews was analyzed through the process of categorization in order to determine relationships and themes as it related to perceptions of principal leadership. The data gathered from the surveys were entered into the Statistical Package for the Social Sciences (SPSS) software for further analysis. The findings indicated that black principals are perceived as demonstrating effective leadership practices. Both teachers and principals shared views and opinions of the characteristics of effective and ineffective principals. Additionally, results indicated that race influences the leadership practices of principals in a positive fashion, beneficial to student achievement. There did not appear to be a significant relationship between teachers' perceptions principal leadership and teachers' gender, educational level, or years of working with the principal. However, teachers' perceptions of Black principals' leadership increased positively with the number of years of working with the principal.

The twofold purpose of this study was to assess the effectiveness of an independent Black school in meeting the developmental needs of its students and to consider the implications for developing a more culturally sensitive model for evaluation. The single case study research design was selected for this study. Interviews, participant-observation, document review, and a parental involvement questionnaire were the four major techniques for collecting data. Triangulation was the method used to address the validity and credibility of the findings. Based on the research findings, this study concluded that the school under investigation provided a more holistic approach in educating its students and provided an effective education for Black children in the early grades. Independent school leaders should systematically evaluate their institutions. They should publish their findings so that the wider community can be made aware of their contributions and successes with culturally different student populations. A culturally sensitive model of evaluation is a holistic view of the educational experiences of children. It should include components that assess: the beliefs, values, goals, and objectives of an institution; whether or not a student is developing a positive and healthy identity; teacher and student relationships; and students' moral and spiritual development.

<p> This study evaluated student transcript data of basic skills student enrolled in the Los Angeles Community College District (LACCD). The purpose of the study was to determine if basic skills students who concurrently enroll in career technical education (CTE) courses demonstrate higher academic performance measures. Student transcript data was secured from the LACCD and coded for use in conducting this research. The study evaluated five student success variables, course completion ratio, grade point average (GPA), 30-unit completion, completion of the basic skills sequence, and completion of an award or certificate, using correlation analysis, multiple linear regression, and binary logistic regression as appropriate for each variable. The correlation findings reveal that co-enrollment had the largest influence on completion of 30 units, followed by award conferral and course completion ratio (CCR). Female outperform male students in every success variable and Black ethnicity is negatively correlated to every outcome variable, most significantly GPA and CCR. Socioeconomic status, Hispanic, and Black ethnicity had negative impacts on CCR. All ethnicities were positively associated with completion of 30 units and college preparation with odds rations of 6.196 (626%) and 2.572 (257%) respectively, except for African American and Hispanic ethnicities. Co-enrollment was the most significant and positive predictor of award completion with an odds ratio of 4.8 (480%). The current study and findings contribute to the research and offers insight into the success of basic skills students within the LACCD and other large urban community colleges and districts.</p>

<p> This paper argues the right to an adequate and valued educational experience adds to the prosperity and stability of a society as it increases the social and cultural capital of the students, which enhances their probability of becoming productive adult citizens. Research shows that a key element in achieving a valued educational experience is the learning environment should be both creative and meaningful where staff and students feel both safe and secure. Many inner city urban learning institutions, K-12 public and private, are not safe and have a well-entrenched criminal element of behavior that has shown itself in extreme acts of violence on and in the school campuses. Arguably, both law enforcement and educational leaders have been less than effective in their approach to exterminate the criminal element while maintaining the creativeness of the learning environment through tactics and policies of a zero tolerance approach. Funds of Knowledge, another innovative approach to educational and security needs, has been tried with some positive results. Findings from this study suggest that an essential element to implement a creative and meaningful environment, educational leader(s) must demonstrate a strong style of leadership that is fair, honest, and not adverse to the politics of personal and professional risk. They must be willing to be risk takers for the right reasons.</p>

<p> Dr. Shirin Ebadi was the first female Muslim judge to practice in Iran, is a human rights activist, and recipient of the 2003 Nobel Peace Prize (Ebadi, 2003). At times called a &ldquo;woman of steel,&rdquo; Ebadi risks her life and freedom as she diligently promotes peace, democracy, and human rights particularly for women and children, through her voice in Iran and throughout the world. Ebadi received the Nobel Peace Prize for her efforts related to protecting the rights of individuals and groups trapped in a system of power stemming from Islamic law (Davis &amp; Selvidge, 2006; Ebadi &amp; Moaveni, 2006; Stiehm, 2006).</p><p> Ebadi is a female world leader as evidenced by her life&rsquo;s work and being awarded the prestigious Nobel Peace Prize. To date, however, there is no scholarly literature focused on an in-depth comparative analysis of Ebadi&rsquo;s leadership style, specifically in documented studies utilizing the theoretical framework of the Trait Approach and Skills Approach leadership styles (Mumford, Zaccaro, Harding, Jacobs, &amp; Fleishman, 2000a; Zaccaro, Kemp, &amp; Bader, 2004).</p><p> This dissertation was a qualitative case study to determine the leadership style of Ebadi through a comparative analysis of the Trait Approach and Skills Approach leadership styles (Mumford, Zaccaro, Harding et al., 2000, Zaccaro et al., 2004) as the theoretical framework. Publicly-available information was qualitatively analyzed using descriptive coding (Salda&ntilde;a, 2013) to determine her leadership style.</p><p> Based solely on the number of occurrences of characteristics alone, Ebadi&rsquo;s leadership style falls under the Skills Approach, however, there was a significant number of leadership characteristics occurring under the Trait Approach that could not be overlooked in terms of importance. Therefore, it was determined Ebadi exhibited significant characteristics under both leadership styles, and her leadership style was found to be a hybrid of the Trait Approach and the Skills Approach.</p><p> Much can be learned from studying Ebadi&rsquo;s leadership style and related characteristics. First, findings could serve to benefit other female leaders attempting to advance social causes. Second, findings contributed to the overlooked area of documented research on Ebadi&rsquo;s leadership style and complement existing literature on leadership in the areas of Trait Approach and Skills Approach styles. Third, as a practical application, organizations may use the findings of this study to implement trait and skills&rsquo; assessment practices in the workplace to determine characteristics important for employee leadership positions.</p>

<p> The purpose of this phenomenological study was to investigate the influence of experiential learning (i.e., leadership simulations) on student-athletes&rsquo; self-efficacy regarding their potential as future leaders. More specifically, the researcher sought to understand the &ldquo;lived experiences&rdquo; of NCAA Division I student-athletes in a models of leadership course. The following primary research question provided the focus for the study: To what extent, if at all, do leadership simulations and teaching about leadership models enhance student-athletes&rsquo; perceived self-efficacy regarding their potential for future leadership? </p><p> The study focused on 12 NCAA Division I student-athletes at a land-grant university in the Northwest who were enrolled in a sixteen-week leadership models course that incorporated experiential leadership simulations. Data were gathered through semi-structured, open-ended, in-depth interviews with the student-athletes. Interview questions focused on how student-athletes make meaning of their simulation experiences in a models of leadership course and how those experiences influence their perceived potential as future leaders. </p><p> The analysis of interview data revealed enhanced self-efficacy in three areas: (1) <i>Expanding Awareness of Self, Others, and Contexts for Leadership; (2) Finding a Voice;</i> and (3) <i>Increasing Knowledge and Skills.</i> More specifically, four dimensions of Expanding Awareness were noted: understanding strengths and weaknesses, increased self-confidence, clarification of core values, and leaders and leadership redefined. Three dimensions of Finding a Voice were noted: speaking with authority, maintaining power, and confidence in personal leadership style. Lastly, two dimensions of <i>Increasing Knowledge and Skills</i> were noted: improved techniques and strategies and greater understanding of leadership models. </p><p> The results of this study can be used to improve leadership development pedagogy and opportunities for emerging student-athlete leaders in academia as well as in the community. Results also provide a framework for colleges and universities that aspire to create and deliver leadership development programs. Understanding how student-athletes experience leadership development programming can contribute to the design of educational programs that enhance the learning and growth of all students in higher education, regardless of their participation in athletics.</p>

Reform is a way of professional life for principals and teachers in our school systems. The magnitude of the changes brought about by No Child Left Behind in 2001 has resulted in a significant paradigm shift in the educational system. The nationwide call to increase student achievement is a challenge for principals leading their school to adapt to these fundamental changes. Principals must be equipped with strong leadership behaviors to provide the supports necessary to staff and students to effectuate change. Principal leadership adds value to the impact teachers have on student achievement, and it provides a covenant that fundamental and sustained change can happen. The challenge for principals responsible for facilitating, supporting and changing their school system to adapt to these changes is to establish the infrastructures necessary to support these fundamental transformations. High-quality teachers as well as strong principal leadership are essential to achieve educational reform. The purpose of this study was to investigate the relationship between teachers’ perceptions of the principal’s leadership behaviors and teachers’ instructional choices of reading interventions for at-risk students. The principal leadership behaviors included (1) provides vision, (2) models appropriate behavior, (3) fosters commitment to goals, (4) provides individualized support, (5) provides intellectual stimulation, and (6) holds high expectations. Instructional interventions were defined as instructional choices by teachers for at-risk students in reading that included one-to-one instruction, small group instruction, adapted core reading curriculum materials, and instructional technology. Students defined as at risk did not meet a specified reading benchmark score, the lowest score that predicts reading success as determined on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS, Institute for the Development of Educational Achievement [Institute], 2002) assessment. The Principal Leadership Questionnaire (PLQ, Valentine & Lucas, 2000) was administered to kindergarten through second grade teachers in six elementary schools who had students identified as at risk for learning to read. Focus groups were conducted with teachers in four of the six elementary schools to add breadth and depth to some responses from the leadership questionnaire. The data revealed themes of effective principal leadership in schools undergoing reform. These themes include (1 teachers who had a higher level of education had higher expectations of themselves and their students, and principals had a higher expectation of the teachers; (2 ongoing professional development opportunities for teachers are critical for schools undergoing reform. Therefore, teachers who were supported by their principal through professional development opportunities and adequate resources in their classrooms revealed strong support for their principal’s vision for the school; (3 principals who were strong in one principal leadership behavior were also strong in the other principal leadership behaviors; and finally, (4 teachers who perceived their principals as strong in principal leadership behaviors were able to articulate the school vision, worked toward group goals, and promoted school-wide efforts to raise student achievement.

<p>After seventeen years since the apartheid education system was abolished in Namibia, the education system remains stagnant. The governmenthas been spending big budgets on Education. The Ministry of Education introduced various educational ploicies and innovations aimed to change the Education system. Yet, the quality of education remains poor. Although there are seemingly various reasons why the quality of education system is poor, education policies are not implemented effectively to bring about the desired quality of education and the desired quality of educationand continuous improvement of schools. There is a lack of commitment and culture of learning, which are said to be the preconditions for educational change. And practitioners seem to lack the urgency required to implement policies. Notwithstanding this, there seem to be another reason why policies are not iplementedeffectively in schools. This research study argues thatprofessional preparation of principals to implement educational policies is done intensively and rigorously. Hence, such professional preparedness of the school leaders is noot impacting effectively on their leaadership and management in schools.</p>