Education Commons^™

Strengthening The Academic Progress Of Students Within Multi-Tiered Systems Of Support, Leslie Dial

Electronic Theses and Dissertations

Leadership in education is thinking, communicating, and modeling to maximize student growth and achievement. This quantitative research study explored how leadership can strengthen the academic progress of students within Multi-Tiered Systems of Support (MTSS). When implementation of MTSS is guided by adaptive school leadership, educators will be prepared, communication will occur, interventions will be established, and data will be evaluated. Adaptive leaders who build efficacy will ensure fidelity and continuous improvement of student achievement.

Survey research was conducted to analyze the operational level of MTSS regarding the domains of Leadership, Building Capacity for Instruction, Communication and Collaboration, Data-Based Problem-Solving, Tiered …

The Relationship Between School Growth In Achievement And Professional Learning Communities Among Elementary Teachers, Jennifer Jackson Pennell

Electronic Theses and Dissertations

This dissertation explores the relationships between school growth, teacher collaboration, collective teacher efficacy, teacher perceptions of Professional Learning Communities (PLC,) and Free and Reduced Lunch rates (FRL) within a school district where the implementation of a PLC model was optional. Results demonstrated that FRL is by far the strongest predictor of English Language Arts or mathematics growth. Collective teacher efficacy and teacher collaboration were positively correlated. PLCs and teacher collaboration were also positively correlated. Results inform educators and policy makers about how collaboration between teachers and equity issues both impact school growth and student learning.

Exploring The Ways In Which Highly Efficacious Intermediate Teachers Employ Best Practices In Reading Instruction For Struggling Readers, Terrence P. Young

Electronic Theses and Dissertations

The purpose of this mixed method study was to build on the earlier efficacy work of Tschannen, Moran, and Hoy (2001) and the reading teacher efficacy work of Szabo and Mokhtari (2004) to add to educational research related to teacher efficacy and reading. This study is specifically focused on the teaching of reading to struggling readers at the intermediate levels. The study was guided by four research questions that focused on the teaching of struggling readers at the intermediate level. Reading teacher self-efficacy levels were established through a survey instrument. In addition, data from two interviews, structured and semi-structured, about …