This causal comparative study examined the relationship of the school demographic factors of ethnicity, socioeconomic percentages, academic performance, and school location (urban versus rural) on principal leadership with data analyzed when schools were placed into groups ex-post-facto. One-Hundred and sixty-nine teachers representing six public high schools located in Virginia were surveyed using Powell's (2004) survey. Five areas, or domains of leadership were analyzed, (I) Vision, Mission, and Culture; (II) Curriculum and Classroom Instruction; (III) Collaboration and Shared Leadership; (IV) Family and Community Involvement; (V) Effective Management. Quantitative data were analyzed (means, frequency, ANOVA, Tukey-Kramer HSD) with school results placed into demographic groups and locations to examine group differences in perceptions of principal leadership. Significant differences were found when schools were grouped according to location and demographic factors. A model of the contextual elements on the role of principal leadership was developed, and implications for research and future studies were presented. / Ed. D.

The dissertation aims to explore a solution to address the cultural and racial gap between the teaching force and the student population in California. Homegrown teachers are teachers who return to their community where they were born and educated. Addressing the equity issues faced in public schools begins with exploring the benefits of teachers of color in the classroom. This action research study followed five homegrown first-generation Latina teachers through a 3-month process of mentoring first-generation Latina sixth-graders who hope of entering the teaching profession in the future. The study was guided by critical pedagogy, a mentoring framework, the critical mentoring strategy in addition to social capital theory. This dissertation documented the voices of the participants as they developed their mentoring relationship in the early intervention teacher pipeline. The challenges and experiences were documented through observations, researcher’s reflection, semistructured interviews, and a focus group. The study revealed that, with appropriate preparation, students of color are more likely to choose a teaching career and return to their community to become homegrown teachers. The emerging themes of the study were that (a) culture and language shaped the mentoring relationship, (b) homegrown teachers were essential to mentoring students of color, (c) for Latinos, education was a family journey, (d) socializing students of color into career aspirations, (e) acculturation into the teaching profession—learning to become a teacher, and (f) time and gender were the major constraints; redefining future mentoring relationships. This action research revealed the many benefits for teachers and students to develop critical mentoring relationships.

University officials have identified a problem among secondary preservice teachers (SPTs) who have expressed reluctance to teach in local urban schools. The purpose of this qualitative case study was to explore the perceptions of SPTs regarding their preparation for and experiences with teaching in urban school settings. Vygotsky's zone of proximal development and Bruner's concept of scaffolding served as the conceptual frameworks that guided this study. Data were collected from 11 SPTs who completed the requirements of their field service experiences in urban schools. Data collection consisted of individual interviews, one focus group interview, and field observations. Findings showed that SPTs desire to make a difference in urban schools, lack confidence in managing culturally diverse classrooms, and desire more faculty guidance in working with diverse populations. SPTs asserted that they need more research-based teaching strategies and urban field experiences. Implications for social change include more collaboration among university faculty, urban school principals, mentor teachers, and community organizations. Findings may be used to prepare SPTs to serve culturally diverse populations, which may improve students' academic achievement in urban classrooms.

The purpose of this study was to gather data regarding the effectiveness of training in problem solving management by critical analysis. The focus of the study therefore, was to determine if training in problem solving management by critical analysis would increase levels of problem analysis and judgment productivity in a group of administrators. Previous research studies indicate positive relationships between training in problem solving and improved performance of administrators in their task efforts. Twenty-six administrative and supervisory staff members in an urban school district took part in the study. Using a randomized pretest-posttest research design, subjects were divided into an experimental and a control group. The experimental group was exposed to training sessions in problem management by critical analysis based upon writings by Elbing (1978), Drake (1976), Ennis (1962) and Rickards (1974). The control group received no training. All subjects were pretested using the Watson-Glaser Critical Thinking Appraisal, Form A. Following the training sessions with the experimental group, all subjects were post-tested using the Watson-Glaser Critical Thinking Appraisal, Form B. The Critical Thinking Appraisal Forms A and B thus yielded a numerical score for each of the five subtests on problem analysis and judgment productivity-inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments. A null hypothesis was constructed to deal with experimental and control group comparison and possible differences with the training sessions functioning as the independent variable and the post-test scores functioning as the dependent variable. To determine if gains by any group were significant, a t-test was applied to the data. The .05 level of confidence was utilized to determine if data were significant. This analysis reported a gain in problem analysis and judgmental productivity in the experimental group and none in the control group. It was therefore concluded that the gain or differences reported in the post-test results, can be directly attributed to the training sessions in problem solving management by critical analysis.

This study examines the privatization movement in the post-Katrina New Orleans education system. Less than a month after Katrina, a well-financed charter school movement was moving swiftly through the ravaged city. Nationally, a network of right-wing think tanks and school choice advocates descended on New Orleans shortly after the storm. Locally, state legislators and local leaders pushed from the inside for reform in the way of charter schools. Aided by a state takeover of schools and federal and corporate financing, the "great experiment" had begun. This study strives to cut through the façade of the charter school movement, and to investigate and explain the real motivations of the expected outcomes of the privatizers. Finally, the current injustices caused by the experiment being conducted in New Orleans are reviewed as an extension of the historical racial inequities of the school system.

This case study addressed the factors that enhanced or constrained the success of one Promise Academy at an elementary school in the northeastern United States. A large number of schools in an urban district have continuously failed to make adequate yearly progress (AYP). The study school implemented the Promise Academy model in September 2010, to dramatically improve and transform the learning environment in this underperforming school. Promise Academies, the district turnaround model, was implemented in 11 schools, all of which have failed to produce increases in student outcomes. The theoretical framework supporting this study was Michael Fullan's theory of educational change. Using a qualitative goals based program evaluation, the research questions explored the stakeholders' perspectives on the implementation of one Promise Academy. For this qualitative study, interview data were collected and analyzed by using open coding and analytical coding. The common themes identified helped to examine and understand the factors that participants' reported as having constrained and enhanced the implementation of the Promise Academy model and student achievement. The key stakeholders in this case study included 10 teachers, 3 parents and 2 administrators. The results included in the evaluation report reflected that the implementation of the Promise Academy had a positive impact on student learning during the first 2 years of the model, however, this was followed by a decline in student achievement during the third year and beyond. The recommendations included a continued plan of action throughout the intended duration of the reform model. Positive school turnaround can lead to higher graduation rates which can positively affect the quality of the community, which will ultimately lead to positive social change.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-05-26T21:30:46Z No. of bitstreams: 1 DISS_2014_Vanubia Sampaio dos Santos.pdf: 3262628 bytes, checksum: 7eba6b7eed042c411a37e74b9738632b (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-05-29T12:24:03Z (GMT) No. of bitstreams: 1 DISS_2014_Vanubia Sampaio dos Santos.pdf: 3262628 bytes, checksum: 7eba6b7eed042c411a37e74b9738632b (MD5) / Made available in DSpace on 2017-05-29T12:24:03Z (GMT). No. of bitstreams: 1 DISS_2014_Vanubia Sampaio dos Santos.pdf: 3262628 bytes, checksum: 7eba6b7eed042c411a37e74b9738632b (MD5) Previous issue date: 2014-02-12 / CAPES / Essa dissertação discute a atual situação de estudantes indígenas do povo Arara e Gavião no contexto de escolas públicas urbanas no município de Ji-Paraná no estado de Rondônia. A pesquisa foi realizada em duas escolas públicas urbanas da rede estadual de ensino, com sete estudantes indígenas, 05 (cinco) da etnia Arara e 02 (dois) da etnia Gavião que estão no Ensino Fundamental (anos iniciais). Tendo como foco as expressões identitárias dos estudantes indígenas (o ser indígena), a pesquisa de campo evidenciou expressão que permitem ser lidas como possíveis situações de omissão e ou afirmação do pertencimento étnico no contexto das duas escolas urbanas. Essa pesquisa fundamentou-se nos procedimentos metodológicos da pesquisa de “cunho etnográfico” segundo estudos de André (2012) e das contribuições da fonte descritiva das situações vivenciadas alinhada à abordagem interpretativa (BOGDAN e BIKLEN,1982). Utilizamos a observação participante, diário de campo e entrevistas semiestruturada como instrumentos de coleta de dados. O estudo foi desenvolvido no período de março a junho de 2013, envolveram além das crianças indígenas os familiares, docentes, gestores e gestoras das duas escolas. Os interesses teóricos que contribuíram para a ampliação e aprofundamento do estudo se ancoram em: Candau (2006; 2009; 2013); Fleuri (2009); Neves (2009; 2012); Silva e Grupioni (1987); McLaren (1997); Tadeu da Silva (2002); Oliveira (1998); Cardoso de Oliveira (1976); Poutignat e Streiff-Fenart (1998); Hall (2002); Bauman (2005); Baines (2001) e Bhabha (1998). Em relação às crianças indígenas, as observações e os relatos coletados permitem possivelmente afirmar que os estudantes Arara e Gavião ao evidenciarem expressões e comportamentos de omissão e afirmação do pertencimento étnico em função do espaço de contraste confirmam tão somente o próprio contexto de hostilidade que é o ambiente escolar, evidentemente por outro lado as falas e os comportamentos também demonstram expressões identitárias do que significa ‘ser índio’ no contexto urbano. Outras situações indicam fato ocorrido cotidianamente nas relações entre os pares (estudantes indígenas e não indígenas) que caracteriza ocorrências e situações de invisibilidade dos estudantes indígenas, violência e preconceito a que estão submetidos neste espaço e passa sob o “silêncio” da escola e das professoras. Há, no entanto, uma relação expressa por conflitos latentes e não declarados que marcam a presença dos estudantes indígenas em um contexto escolar urbano específico como é o caso de Ji-Paraná e de outras cidades da Amazônia. Essas relações conflituosas caracteriza o que Neves (2013) chamou de “a reedição do contato”. Nessa perspectiva, a pesquisa procurou discutir as implicações pedagógicas, acadêmicas e políticas que aí vicejam, com o intuito de apontar possíveis ações mitigatória e a efetivação de políticas públicas interculturais como a formação continuada na perspectiva da Lei 11.645/2008 e a construção de currículos interculturais em escolas públicas estaduais e municipais da região amazônica. / This paper discusses the current situation and everyday life experienced by indigenous children of ethnicities Arara and Gavião enrolled in urban schools in the city of Ji-Paraná, Rondônia State. The study was conducted with seven indigenous students (five were Arara, and two Gavião) studying elementary education in two public schools in the state system. This study comprises the identity expressions (the statement or omission of ethnic belonging) of Indigenous students in urban school context. This research was based on the methodological procedures of "ethnographic research type" according to studies by André (2012) and the contributions of the descriptive power of the interpretive approach similar situations experienced in accordance with recommendations (BOGDAN e BIKLEN, 1982). We used participant observation, field notebook and surveys as tools for data collection. The study was conducted in the city of Ji-Paraná between March and June 2013, and involved beyond the indigenous children, their families, teachers and administrators of the two schools participating in the research. The theoretical interests that contributed to the widening and deepening of the study were based on Candau (2006, 2009); Fleuri (2009), Neves (2009; 2012); Grupioni and Silva (1987); Mc Laren (1997); Tadeu da Silva (2002), Oliveira (1998); Cardoso de Oliveira (1976); Poutignat and Streiff-Fenart (1998), Hall (2002), Bauman (2005), Baines (2001) and Bhabha (1998). In relation to indigenous children, remarks and reports collected allow us to state that students research collaborators outline behaviors and expressions that can be read as possible omission and affirmation of ethnic belonging in the context of both the urban schools. These possible expressions by indigenous students also confirm the context of hostility school environment itself, but on the other hand, the speech and behavior also show expressions of indigenous identity in the city. Some evidence presented facts daily in relations between indigenous and non- indigenous students featuring situations of invisibility, violence and prejudice that Indians are submitted in the school environment. These events occur in the silence of the school and teachers. There is a relation expressed by latent conflicts and undeclared possibly mark the presence of indigenous students in the city schools, which brings about situations from a past filled with recent raids produced in that context of contacts, colonization and conflicts that were experienced in the Amazon. However, reflects in school, in relationships among students, attesting that Neves (2013) defines "a reissue of contact."For this reason, this study involves a series of educational, academic and political implications, beyond the need for effective public policies with ongoing training of teachers in accordance with the Federal Law number 11.645/2008 and building intercultural curriculum in public schools in the state and the municipality, in the Amazon region.

The study was to determine the impact of a Professional Learning Community on student achievement as measured by the state's criterion referenced reading and mathematics achievement tests. Data for this study were extracted from the school district's student database. Two cohorts of 90 students each were randomly selected from a population of approximately 600 students in 3 schools that participated in a Professional Learning Community (treatment) and 3 schools that did not (control). Professional Learning Communities known as PLCs, can serve as a major theoretical framework to promote the improvement of classroom teachers' instructional practice, teacher effectiveness and student achievement. Reading and mathemtics mean scale scores were extracted at three time points (year 1, year 2, and year 3) across three grades (grade 3, grade 4 and grade 5). Test for equality of variance found that no statistically significant difference existed between the mean scale scores of the two cohorts at the beginning of the study. The findings revealed that both cohorts trend toward increased academic achievement from year to year individually; however, when compared to each other, no statistically significant difference existed. Further research is indicated to examine each PLC for implementation, support and leadership as they relate to the PLC and a focus on instruction and learning.

No description available.

The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reducedprice lunches (La Cava, 2009). These comparisons indicated that principals of schools iv with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.