Education Commons^™

The Usage Of Social-Emotional Intelligence By Elementary Principals From The Perception Of Teachers And Principals, Tammy M. Stellmach Dr

Culminating Projects in Education Administration and Leadership

The study measured perceptions of select Minnesota elementary school teachers and principals regarding principals’ usage of social-emotional intelligence in six subscale constructs and examined differences between teacher and principal perceptions. The study also examined the relationship between reported principals’ usage of social-emotional intelligence and school performance in the areas of math, reading, and attendance.

Research questions were answered through analyses of data from two surveys including teachers’ perceptions and principals’ perceptions regarding the amount of principals’ usage of social-emotional intelligence in six social-emotional intelligence constructs: Self-awareness, Self-management, Social Awareness, Relationship Skills, Responsible Decision-making, and Overall Social-Emotional Influence.

Responses received showed …

The Perceived Impacts Of Positive Psychological Capacities On The Authentic Leadership Of Minnesota Secondary School Principals During Professional Critical Incidents, Marcia Welch

Culminating Projects in Education Administration and Leadership

The foci of the study are the impacts of positive psychological capacities (PsyCaps) of hope, resilient, self-efficacy, and optimism on the authentic leadership of Minnesota secondary school principals during professional critical incidents. A critical incident is “defined as an interruption in the expected behaviours and developments in one’s life that produces strong emotions and a need to ‘make sense’ of the situation” (Weick, 1995; WorksafeBC, 2002, as cited in Lenarduzzi, 2015, p. 254). A professional critical incident is a reminder that leadership consists of successes and failures. Critical incidents make and remake leaders who are courageous enough to participate in …

A Study Of Minnesota Elementary Principals’ Perceptions On 1:1 Technology Implementation, Susan J. Powell

Culminating Projects in Education Administration and Leadership

Abstract

According to the Center for Universal Education at the Brookings Institute the rapid advancement in technology today requires students to attain a broader set of competencies to be successful than in the past (Winthrop, McGivney, Williams, & Shankar, 2016). To achieve these higher standards, education must take “new approaches that can reach children who have not yet been reached” to attain higher student learning outcomes (Winthrop et al., 2016).

School leadership matters when a school or school district is considering a technology initiative (Anderson & Dexter, 2005) and principals must be increasingly involved in the project to model and …

Minnesota Secondary School Principal Perceptions Of The Effectiveness Of Classroom Management Skills Of First Year Traditionally Trained Teachers Compared To Non-Licensed Community Experts, Nels M. Onstad

Culminating Projects in Education Administration and Leadership

The 2015 Minnesota Teacher Supply and Demand Report produced by the Minnesota Department of Education provides information regarding the number of teachers licensed and unlicensed throughtout the state. The report indicates “the use of traditionally trained teachers, licensed teachers who have completed a traditional teacher preparation program, comprise the vast majority of the Minnesota teacher workforce; yet, the number of non-licensed community experts teachers increased 25% since 2009” (Minnesota Department of Education, 2015, p. 22). The 2016 Office of the Legislative Auditors Report on Minnesota teacher licensing indicated non-licensed community experts (NLCEs) are employed in school districts or charter schools …

Effective Use Of Interactive Technology In Elementary Classrooms, Miriam White

Culminating Projects in Education Administration and Leadership

Statement of the Problem

While there was ample literature highlighting the limited use of interactive technology by teachers, minimal research was located which identified the critical resources and supports that need to be in place in school districts and classrooms to assist teachers in engaging students through interactive technology in the elementary classroom. The findings from this study are intended to provide school and district administrators with information regarding essential resources and supports to assist elementary classroom teachers in their use of interactive technology.

Study Purpose and Overview

The purpose of the mixed-method study was to determine how school and …

Trust And Mindfulness As A Means For Teacher Professional Development In Ukrainian Public Schools, Yuliya Barannikova

Culminating Projects in Education Administration and Leadership

The problem of the study was to examine the current state of the level of trust of Ukrainian public school teachers regarding other teachers, parents, students, the principal, and the practice of mindfulness as important conditions for public school transformation. The research objectives were to identify the current state of the perception of trust between teacher-to-teachers, teacher-to-principal, teacher-to-parents, and teacher-to-students to identify how mindful the Ukrainian public school teachers are, and to identify existing patterns for trust and mindfulness in the Ukrainian public schools.

The review of literature helped to clarify the direction of the study. It includes articles and …

Implementation Of Response To Intervention (Rti) And A Multi-Tiered System Of Support (Mtss): A Case Study Examination Of One School District In Minnesota, Jean Duffy

Culminating Projects in Education Administration and Leadership

The study examined implementation of a Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) framework in a one school district in Minnesota in November and December 2017. The purpose of the study was to examine how policies, procedures, and implementation strategies created the conditions that resulted in implementation of an MTSS and replacement of the IQ-achievement discrepancy with an RTI measure in a comprehensive special education evaluation for specific learning disability (SLD).

Findings revealed the importance of establishing an RTI/MTSS framework at the school district level and the use of implementation science to build a coordinated and aligned …

Teacher Evaluation–Study Of Minnesota Secondary School Principals Related To The Amount Of Time Necessary To Implement Common Teacher Evaluation Models, Todd Tetzlaff

Culminating Projects in Education Administration and Leadership

The study measured perceptions of select secondary school principals in Minnesota regarding the teacher evaluation model utilized in their schools and the amount of time principals commit to the process of evaluating their teachers.

Research questions were answered through analysis of data from a survey including principal demographics, the teacher evaluation model utilized in the principal’s school, the volume of time principals’ report devoting to teacher evaluation and principal perceptions related to the extent to which the teacher evaluation model improves teacher performance.

The responses received showed that 60.5% of respondents were using a model based on Charlotte Danielson and …

Study Of Select Secondary School Principals' Perceptions Of Standards-Based Grading Implementation In Minnesota Secondary Schools, Michael Scott

Culminating Projects in Education Administration and Leadership

According to Guskey and Bailey (2010), the first release of educational standards occurred in 1989 from the National Council of Teachers of Mathematics (p. 14). Subsequent to the focus on educational standards, educational researchers published foundational recommendations and guidelines to support the implementation and use of standards-based grading (Heflebower, Hoegh, & Warrick, 2014; Guskey, 2009a; Guskey & Bailey, 2010; Marzano, 2010; Marzano & Kendall, 1996a; Nagel, 2015; O’Connor, 2009). However, limited research was found indicating barriers to the implementation or successful use of standards-based grading in Minnesota secondary schools (grades 7-12).

The purpose of the study was to examine the …

Using Idi Guided Development To Increase Intercultural Competence, Durwin D. Hermanson

Culminating Projects in Education Administration and Leadership

The qualitative case study examined Intercultural Development Inventory (IDI) pre-post test data and responses from a sample of preservice teachers. The study focused on the effect of the process of administering IDI Guided Development to increase the intercultural competence of preservice teachers.

The study was based on the conceptual framework of the Intercultural Development Continuum (IDC), adapted from the Developmental Model of Intercultural Sensitivity originally proposed by Dr. Milton Bennett. In addition, intercultural competence models, theories, practices, and strategies were examined, including Deardorff’s Developing and Assessing Intercultural Competence Models, Kolb’s Experiential Learning Theory, Mezirow’s Transformative Learning Theory, Loden’s Dimensions of …