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How Faculty Perceive Their Role In Student Learning Assessment And Program Improvement, Mary Elizabeth Spence
How Faculty Perceive Their Role In Student Learning Assessment And Program Improvement, Mary Elizabeth Spence
Graduate Theses and Dissertations
Student success is inextricably linked with the assessment of student learning, and the literature cites the need for faculty engagement in the assessment process. However, many issues related to the assessment process may be considered demotivators by faculty. The purpose of this study is to examine whether faculty motivation to participate in student assessment was influenced by the accreditation status of the faculty member’s academic field. Data collection for this qualitative case study included individual interviews with participants and a review of documents related to the assessment process.
Investigating The Effect Of Perceived Social Support And Professional Support On The Ability To Persist As A Building Administrator In Arkansas, Jill Annette Larosa
Investigating The Effect Of Perceived Social Support And Professional Support On The Ability To Persist As A Building Administrator In Arkansas, Jill Annette Larosa
Graduate Theses and Dissertations
Across the United States, our K-12 public schools have very low levels of principals persisting in their jobs. The national average for principal tenure is four years, and one out of every five principals in poverty districts leaves after one year (Levin et al., 2019). The tenure average of four years is a devastating statistic because, according to an investigation commissioned by the Wallace Foundation (Leithwood et al., 2011), it takes an average of five years with a new administrator for a school’s performance to rebound to the level of achievement that existed before the administration change. At the current …