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Master Principals' Perceptions Of The Impact Of The Arkansas Leadership Academy's Master Principal Program On Leadership Practices, School Cultures And Student Achievement, Diana Peer

Graduate Theses and Dissertations

A qualitative dissertation study was conducted to examine the impact of the Arkansas Leadership Academy's Master Principal Program through the perspective of those who have completed the entire program and attained designation as a Master Principal. A logic model for the Master Principal Program offered a context for the study. A review of relevant literature provided the identification of gaps in the research which included limited findings for a program comparable to the Master Principal Program. Research methods for this phenomenological study were explained. The research sample included Master Principals, as of 2011. Interviews and a focus group using collaborative …

Influence Of Teacher Qualifications, Experience, Instructional Methods, And Professional Development On Student Achievement On The Mississippi Writing Assessment In Grades Four And Seven, Stacy Kihneman Garcia

Dissertations

The purpose of this study was to determine if teacher qualifications, experience, instructional methods, and professional development influenced student achievement on the Mississippi Writing Assessment in grades four and seven. The study was conducted in the three coastal counties of southern Mississippi. Participants were fourth or seventh grade teachers who taught in one of the eight school districts that were included in the study.

Participants were asked to provide information regarding their qualifications, amount of classroom experience, preferred instructional methods, and feelings on professional development. Also requested from each teacher was his/her classroom average on the Mississippi Writing Assessment from …

How Do Secondary Science Teachers Understand And Implement Technological Design In Their Classrooms?, Kathryn H. Heroux

Dissertations

This qualitative, phenomenological study examined how ten secondary science teachers from a variety of different schools around the country understand and implement technological design in their classrooms. The results of this study indicate that these teachers were drawn to the tenets of technological design because of its inherent challenge to their own pedagogical strategies, and its ability to stimulate and motivate their students. The future of science education with respect to technological design is examined, and compared with the standards that will emerge in the new science standards soon to be finalized and circulated.