Education Commons^™

A Study Of Principals’ Perceptions As Implementers Of Michigan’S Mandated Teacher Evaluation Policy, Linda K. Foran

Master's Theses and Doctoral Dissertations

The purpose of this study was to identify and develop an understanding of the relationships between the perceptions of principals regarding the Michigan mandatory annual teacher evaluation policy and job satisfaction, self-efficacy, and stress as principals navigated the roles of building manager, instructional leader and policy implementer. This quantitative study asked 3,009 Michigan public school principals to share their perceptions regarding the teacher evaluation policy. A total of 426 principals responded to a questionnaire published in a web-based format using a Likert scale. Interest in this study by the Michigan Department of Education Research Department allowed access to all email …

Educational Leadership Newsletter December 2014, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside the issue:

• From the Chair
• Special Education Law for School Leaders: EDU 659
• Thinking About Internship?
• Southern Maine Partnership Update

How Do School Leaders Navigate Ict Educational Reform? Policy Learning Narratives From A Singapore Context, Vicente C. Reyes Jr

Dr. Vicente C Reyes Jr

The purpose of this research inquiry focuses on how school leaders ‘make sense’ of educational reform in their local contexts. In order to do this, an exploratory qualitative case study of two schools that took part in policy reform initiatives directed at ubiquitous use of information communication and technology (ICT) in the Singapore city–state context is undertaken. Using focus group discussions (FGDs), interviews and observations this inquiry investigates and builds emerging explanations to sense-making experiences of actors in the midst of reforms. Using Bruner’s narrative analysis, findings from this inquiry provide a picture of how school leaders cope in periods …

Teaching With The End In Mind: A Teacher's Life History As A Legacy Of Educational Leaders, Daryl Adam Ward

USF Tampa Graduate Theses and Dissertations

The purpose of this study was to understand the life history of a female teacher by examining her beliefs about leaving a teaching legacy and by analyzing the narratives of four educational leaders as they reflect on the generative behaviors of this teacher. The research questions guiding this study were: (a) What elements of this teacher's life history contributed to creating a legacy of educational leaders? (b) What are the perspectives of the educational leaders impacted by this teacher as they relate to crafting an educational legacy? (c) How do the life stories of the teacher and educational leaders intersect …

Educational Leadership Newsletter September 2014, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• From the Chair
• Southern Maine Partnership Update
• Educational Leadership Faculty Awarded Faculty Senate Research Grant
• Thinking About Internship?
• Advising Questions?

Cross-Cultural Comparative Educational Leadership And Management: Aligning The Elements, Allan Walker

Comparative and International Education / Éducation Comparée et Internationale

No abstract provided.

Learning From School Leadership In Chile, Joseph Flessa

Comparative and International Education / Éducation Comparée et Internationale

No abstract provided.

The Illinois State Seal Of Biliteracy: A Policy Advocacy Document, John L. Finan

Dissertations

This report advocates for my district's participation in the Illinois State Seal of Biliteracy Program, which became law in August, 2013. This program places value on developing bilingual or multilingual citizens. Through the demonstration of proficiency in English and one or more foreign languages, students can earn the State Seal of Biliteracy, which is recognized on high school diplomas and transcripts. Due to the inherent educational value of language study and the importance of developing cross-cultural 21st century skills, this report analyzed the educational, economic, social and political contexts within which the decision to participate in this program was made. …

Educational Leadership Newsletter May 2014, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside the issue:

• From the Chair: Classroom Assessment, the Arts, and Leadership
• Awards
• Southern Maine Partnership Update
• Thinking About Internship?
• Leadership Symposium
• Advising Questions?
• Fall 2014 Schedule

Factors That Influence Student Selection Of Educational Leadership Master’S Programs At Regional Universities, Pam Winn, Lesley F. Leach, Susan Erwin, Liza Benedict

Administrative Issues Journal

Graduate enrollment numbers in Educational Leadership programs have dwindled at many public higher education institutions. At the same time, for-profit institutions and institutions with private marketing partnerships have experienced increasingly greater enrollments. Many public institutions are reevaluating their marketing and recruiting strategies as they struggle to compete for students. Central to any marketing strategy is knowledge of the needs and wants of consumers; in the case of higher education, the consumers are students. This study sought to determine the needs and wants of Master’s-level Educational Leadership students by investigating the factors that influenced students’ selections of programs as well as …

Educational Leadership Newsletter February 2014, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• News from the Program Coordinator
• Southern Maine Partnership
• The Savvy Principal: What Streetwise Principals Know
• Early Study-Aspiration Programs
• Thinking About Internship?

Voices Of Leadership: A Narrative Study Of Four Vermont Superintendents And Their Experience With Policy Governance, Daniel Mcneil French

Graduate College Dissertations and Theses

In 2006, the Vermont School Board's Association launched a pilot implementation of Policy Governance® in four Vermont school districts. Policy Governance is a coherent governance model that requires boards to establish policy in four policy quadrants (Carver, 2006). Key features of Policy Governance include the clear delineation of roles and responsibilities between a board and its CEO and the articulation of Ends policies which describe the desired outcomes for the organization from a future-oriented perspective (Carver, 2006). These characteristics of Policy Governance are in many ways antithetical to traditional Vermont public school governance practices which are grounded in a long-standing …

Women Leadership K - 12 Public Education: One Woman’S Experienced Perspective, Randolph B. Muhammad

Randolph B Muhammad

This essay, Women leadership K - 12 Public Education; one woman’s experienced perspective, is the outcome of an interview, is a continuum of leadership theory and its application in relation to cultural differences with respect to how society envisions, defines leaders. One component of leadership today that is routinely discussed is a leader’s ability to be “transformational.” I opine that transformational in this context is a leaders ability to capitalize on differences associated with a multi-cultural society effecting societal change and ensuring social justice (education is a mechanism of social justice) for all. Northouse (2010) in the opening chapter of …

Could The Girls Be Counseled?, Christy L. Spurlock

Christy L Spurlock

Females attending Western in the late 1950s and 1960s had a much different dress code and residence hall rules than their male counterparts.

Constantine Samuel Rafinesque, Christy L. Spurlock

Christy L Spurlock

Constatine Samuel Rafinesque began his tenure at Transylvania in 1819. His career at Transylvania lasted seven years, from 1819-1826. He has become a sort of patron saint for Transylvania.

Interview Sue Williams Spurlock. Collegiate Oral Hisory Interview., Christy L. Spurlock

Christy L Spurlock

Interview with Sue Williams Spurlock about her college experience at Western in the late 1950s early 1960s

Identifying Organizational Containment And Its Effect On The Career Paths Of Black Educators, Risha Berry

Theses and Dissertations

The racial composition of the school workforce is the product of a complex interaction of social forces. School constituencies such as parents, students, and teachers impact new leader preferences. Their ideas influence decisions regarding who fits into school administration and who doesn't (Williams & Loeb, 2012). These "fit" preferences can shape school district ethos, which then influences access to social networks (Tooms, 2010). Limited entry to these networks may produce multiple disadvantages, particularly for Black educators. One way to think of this access is through the concept of containment. Restricted data from the 2011-12 Schools and Staffing Survey (SASS) will …

The Perceived Impact Of Teacher Performance Ratings On The Teacher Evaluation Process: Voices From The Field, Brian B. Bullis

Dissertations

The purpose of this study was focused on the various perceived impacts created by the expansion to a four-tier teacher performance evaluation rating model which would inform educational leaders in the State of Illinois. By studying the experiences of principals in two other states who previously underwent the same change, Florida and Massachusetts, a number of insights were found that can serve to inform Illinois.

The intended impacts found from expanding the performance ratings included the promotion of teacher growth, recognition of teacher excellence, promotion of teacher remediation, and support in dismissing ineffective teachers. The unintended impacts that were found …

Culturally Responsive Leadership: A Case Study To Explore Stakeholders’ Perceptions Of Culturally Responsive Leadership In A K-12 Public Charter School In North Carolina, Kimberly Michelle Jones Goods

Dissertations

The purpose of this instrumental case study was to explore stakeholders’ perceptions of the culturally responsive leadership practices of charter school leaders. The goals were: (a) to explore how the school leadership team perceived culturally responsive leadership in a K-12 charter school in North Carolina, (b) to explore how the teachers perceived culturally responsive teaching and learning in a K-12 charter school in North Carolina, and (c) to explore how parents perceived a culturally responsive home-school connection in a K-12 charter school in North Carolina. Because this study involved an examination of stakeholders’ perceptions of culturally responsive leadership in a …

The Influence Of Montessori-Based Literacy Instruction And Methods On Reading Achievement Of Students In Grades 3, 4, 5, 6, And 7, Frances Bowman

Seton Hall University Dissertations and Theses (ETDs)

Abstract

This study examines the influence of Montessori-based literacy curriculum and instruction on student achievement in Grades 3, 4, 5, 6, and 7. I studied 71 matched pairs of urban charter school students (n=142) to determine if there was a statistically significant difference in reading achievement, as measured by the Maryland School Assessment (MSA), between students who were instructed by their teachers in Montessori literacy methods and curriculum and students from a nearby charter school who were instructed by their teachers using a basal reading method. T-tests were used to compare the mean scores of the combined grade levels …

Growing As A Leader Through Developing Others: The Effect Of Being A Mentor Principal, Megan Rachel Adams

Department of Educational Administration: Dissertations, Theses, and Student Research

Principals play a significant role in student learning. They are expected to be both instructional and organizational leaders as well as the day-to-day management of a community of individuals. The balancing of multiple roles is a dynamic task that takes education, training, coaching and ongoing developmental support. However, principals often do not have these supports to foster growth and effective practice.

This multiple case study examined the experiences of two secondary school urban principals who mentored future administrative leaders. The study also explored other elements of the practice including the necessary supports for a successful partnership, the barriers to a …

Educational Leadership Newsletter Fall 2013, Educational Leadership Department, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• News from the Chair
• USM Pioneer Program: STEM Scholarships
• Faculty Highlights: Anita Stewart McCafferty
• Spring 2014 Registration

Educational Leadership Program Newsletter June 2013, Educational Leadership Program, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• Letter from the Department Chair
• Faculty Profile: Thanks, Lynne Miller!
• Alumni Spotlight: Leadership Symposium
• Southern Maine Partnership Glenn Cummings
• Fall 2013 Schedule
• Panel Discussion: Educator Evaluation Jeff Beaudry
• Summer Session Dates
• Faculty & Staff Directory

Educational Leadership Program Newsletter April 2013, Educational Leadership Program, University Of Southern Maine

Educational Leadership Newsletters

Inside the issue:

• Letter from the Department Chair
• Thinking About Internship? It's not too late.
• Alumni Spotlight: Michael LeGage
• Ongoing Faculty Position Search: Assistant Professor of Educational Leadership
• Fall 2013 Schedule
• Notes of Interest
• Faculty & Staff Program Directory

The Ontario Leadership Framework And Leadership Interactions In A Sustained Working Group In Ontario Education, Daniel Ballantyne

Electronic Thesis and Dissertation Repository

This study investigated the prevalence of the five Core Leadership Capacities (CLCs) in the Ontario Leadership Framework (OLF) in the work of teachers and administrators charged with developing an integrated Grade 10 curriculum incorporating student use of emergent electronic and web-based technologies. Retrospective interviews were conducted with members of this group --known as the Futures Forum Project (FFP)-- to elucidate and explore their professional interactions for traces of the CLCs. The researcher concluded that the CLCs were not used as an intentional framework for leadership, but did detect traces of distributed leadership closely linked to exchange theories of power. These …

An Analysis Of The Relationships Between The Perceived Organizational Climate And Professional Burnout In Libraries And Computing Centers In West Virginia Public Higher Education Institutions, Arnold R. Miller

Arnold R. Miller

The purpose of this study was to determine the relationships between the perceived organizational climate and professional burnout in libraries and computing services units in West Virginia higher education. Research questions were defined to investigate the differences between libraries and computing services units in the perceived organizational climate, professional burnout, organizational climate vs. burnout, demographics vs. organizational climate, demographics vs. burnout, and the combined effects of demographics and organizational climate upon burnout. The Work Environment Scale (WES) Form R, third edition, the Maslach Burnout Inventory (MBI) HSS, third edition, and a demographic questionnaire measured the organizational climate, burnout, and demographics. …

Educational Leadership Program Newsletter March 2013, Educational Leadership Program, University Of Southern Maine

Educational Leadership Newsletters

Inside this issue:

• Letter from the Department Chair
• The Department Welcomes Dr. Glenn Cummings
• State Senator Addresses Opening Meeting of the Southern Maine Partnership
• Thinking About Internship?
• Summer 2013 Registration
• Ongoing Faculty Position Search: Assistant Professor of Educational Leadership
• Summer 2013 Schedule
• Notes of Interest
• Faculty & Staff Program Directory

The Perceptions Of Principal Instructional Leadership Practices On 8th Grade Ohio Achievement Assessment (Oaa), Henry Ii Pettiegrew

ETD Archive

The purpose of this study was to identify the instructional leadership behaviors that distinguish effective suburban school in Northeast Ohio to reach conclusions about the contextual factors that influence the nature and exercise of the instructional leadership in schools. This research was conducted for the following purposes: (a) to determine if a significant relationship between principal self-perceived instructional leadership behavior and student performance, (b) to determine if a significant relationship between teacher perceived principal instructional leadership behavior and student performance, (c) to determine the extent principals' instructional leadership behavior scores, as perceived by principals, principal experience and student socioeconomic status …

Examining School Capacity For Inclusion Using A Multi-Dimensional Framework: A Case Study, Amy Lenee-Monnier Toson

USF Tampa Graduate Theses and Dissertations

With the passage of the No Child Left Behind Act (NCLB, 2002) and the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), the inclusion of students with disabilities (SWDs) in general education classrooms has become more prevalent within our public schools (DuFour & Eaker, 1998; Mcleskey et al., 2010). Current research on inclusion focuses on student outcomes and procedural changes and not the contexts and capabilities of education leaders who are implementing it. Empirical research that examines how schools have built the capacity for sustaining these models, especially through the perspectives of those who implement it, is limited …

Successful Title One Schools: What Works And Why? An Exploratory Case Study Of A Distinguished Title One School In South Carolina, Dawn Hooker

Theses and Dissertations

The amount of research on successful Title One Schools is woefully inadequate. Because so much money has been allocated for this program, more in depth research is imperative. A qualitative exploratory case study of one school and eight participants, including a principal, an assistant principal, a math coach and four teachers, focuses on the journey of one Title One school to becoming a Distinguished Title One School. The theoretical framework constructed to examine the experiences of these seven participants relied on the findings of an educational reform expert, Michael Fullan (2007) and his theory of Educational Change, along with Marzano's …