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Full-Text Articles in Education
Examining The Impact Of Leadership Style And School Climate On Student Achievement, Tina Robinson
Educational Foundations & Leadership Theses & Dissertations
The purpose of this quantitative study was to investigate whether or not leadership style and school climate are significant predictors of student achievement. The target population consisted of elementary and high school teachers from Virginia public schools who had taught under the leadership of their respective current principals for at least 4 years. Nine school divisions were randomly selected from each of the following regions—rural, suburban, and urban—within the Commonwealth of Virginia.
Data were collected using two surveys. Bass's (1985) Multifactor Leadership Questionnaire (Form 5X) was used to assess principals' leadership style—transactional, transformational, or laissez-faire—as ...
Elementary Principals' Literacy Practices And Their Relationship To Student Achievement In Reading, Sandra Carper Cox
Teaching & Learning Theses & Dissertations
Principal behavior is under intense scrutiny, particularly in light of increased demands for higher and higher levels of student achievement. Reading achievement is the measure by which schools as well as principal leadership are judged. This study examined principals' literacy practices and their relationship to student achievement in reading. Measures used for analyses included a researcher-developed survey instrument, the Principal Quality Literacy Practices Survey, and results from the grade five Virginia Standards of Learning (SOL) English: Reading test.
Survey data from 109 principals and 160 reading specialists from Southeastern Virginia were utilized. Principals and reading specialists reported that overall principals ...
The Effects Of Cooperative And Collaborative Strategies On Student Achievement And Satisfaction In Blended And Online Learning Environments, Christine E. Nickel
STEMPS Theses & Dissertations
The purpose of this study was to examine whether cooperative versus collaborative strategies used for a group project had differential effects on students' achievement, process and solution satisfaction, value and preference for collaboration, and perceptions of community of inquiry in online and blended environments. The study sample consisted of teacher education students enrolled in a technology integration course. Students' age, academic level, online experience, and teaching experience were used as covariates in an effort to identify differential effects associated with student characteristics. Cooperative and collaborative strategies were differentiated by the amount of structure imposed by the instructor as well as ...