Digital Commons Network^™

Culturally Responsive School Leadership: Exploring The Characteristics For Urban School Leaders, Cynthia Alexander Mitchell

Electronic Theses and Dissertations

The purpose of this quantitative study was to identify characteristics and establish them as key characteristics that influence leadership behavior for culturally responsive leadership. This identification clarified and attempted to offer a distinction between culturally responsive school leaders and teachers which considered synonymous. This study’s aim was to offer a clear distinction between the roles of culturally responsive teachers versus school leaders. Participants shared their academic experiences through a three round Delphi Method to identify qualities that establish the key characteristics that influence leadership behavior for culturally responsive leadership in the roles of urban school leaders. The participant leaders chosen …

A Study On The Relationship Between Trust Building Activities Within Schools And Student Achievement, Stephanie Michelle Turnbow

Electronic Theses and Dissertations

The purpose of this research was to determine the degree to which antecedents to trust impact teacher-administrator trust and to determine what impact that trust or a lack of trust had on student educational outcomes as mediated by school characteristics such as school type (elementary or secondary), percentage of minority students, and percentage of low socioeconomic students as measured by free and reduced lunch rates. A sample of 109 teachers and 46 administrators from 49 schools in rural school districts located throughout Southwest Tennessee participated in the study. Subjects completed an online version of the School Leader-Member Trust Survey which …

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 examines …

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 urban school …

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). …

Principal Preparation Effectiveness: A Program Evaluation Of The University Of Mississippi's Principal Preparation Programs, Summer Pannell

Electronic Theses and Dissertations

Since the creation of the principal's position, the role of principal has evolved from building manager and disciplinarian to a multi-faceted role responsible for strategic planning, managing funds, ensuring legislative compliance, implementing reforms, and increasing student achievement. Past research contends principal leadership may be the second most influential factor in student achievement, surpassed only by the effect of the classroom teacher (Marzano, Waters, & McNulty, 2005; Joyce & Showers, 2002). The role of the university Principal Preparation Program (PPP) is to equip participants with effective leadership practices to face the demands of school leadership roles (Duncan et al., 2011; Hernandez …

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 …