Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 4 of 4

Full-Text Articles in Education

Urban School Principal Rated As Highly Effective: Support And Culture For Co-Teaching, Michelle San Jan 2015

Urban School Principal Rated As Highly Effective: Support And Culture For Co-Teaching, Michelle San

Electronic Theses and Dissertations

The recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010; Nichols, Dowdy, & Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend & Cook, 2007). Researchers indicate that a key factor in effective co-teaching is administrative support (Friend et al.; Dieker & Murawski, 2003; Murawski & Dieker, 2008; Murawski & Dieker, 2004; Scruggs et al., 2007). The purpose of this study was to identify the policies and practices used by effective principals who have led the implementation of co-teaching in their schools. The researcher interviewed three middle school principals in a large urban school district to ascertain the essence of their experiences. The principals were ...


Principals' Perceptions On Educating Elementary Students Who Are Gifted, Ingrid Cumming Jan 2015

Principals' Perceptions On Educating Elementary Students Who Are Gifted, Ingrid Cumming

Electronic Theses and Dissertations

Students who are gifted need student centered academic challenges and authentic problems to spark reflection and enhance student outcomes. When academic needs are not met,students who are gifted may not reach their full academic potential and may lose motivation for learning. A primary reason for students who are gifted to underachieve in academics is equated to school factors including lack of instructional resources, social/emotional support, and teachers who are unprepared to teach students who are gifted. The purpose of this phenomenological research study is to explore the perceptions and lived experiences of participating elementary school principals in an ...


Principals' Lived Experiences In Childhood Poverty Impacting Resiliency Of Students In Poverty, Jonathan Rasmussen Jan 2015

Principals' Lived Experiences In Childhood Poverty Impacting Resiliency Of Students In Poverty, Jonathan Rasmussen

Electronic Theses and Dissertations

The number of children living in poverty within the United States is on the rise, which translates to more public school students experiencing those risk factors associated with poverty. Given the severity of the negative effect living in poverty has on the likelihood of academic success, paired with the current climate of accountability in U.S. public schools, it is imperative that educational leaders understand how to create a school culture that fosters resilience in students from poverty. The purpose of this study was to examine principals' lived experiences in childhood poverty impacts the decisions they make. More precisely, it ...


The Landwarnet School, The Army Learning Model, And Appreciative Inquiry: How Is A Centralized Training Organization Improved By Introducing Decentralization?, Lisa Jayne Stamper Jan 2015

The Landwarnet School, The Army Learning Model, And Appreciative Inquiry: How Is A Centralized Training Organization Improved By Introducing Decentralization?, Lisa Jayne Stamper

Electronic Theses and Dissertations

This exploratory, qualitative case study describes how a centralized training organization (LandWarNet School) was improved by introducing decentralization (Army Learning Model) toward “the best competitive position” or "sweet spot," defined by Brafman and Beckstrom (2006) as “enough decentralization for creativity, but sufficient structure and controls to ensure consistency” (pp. 189, 191). Any presence of the six chaordic elements of a decentralized organization, as described by Hock (1999), was also considered.

LandWarNet School (LWNS) trains approximately 6000 US Army Soldiers annually and is centrally organized. The new Army Learning Model (ALM) is a vision for a more decentralized training approach where ...