Education Commons^™

Experiences Of North American Teachers Working Overseas Who Broke Their Contracts Within One Year, Stephanie L. Kattera

CUP Ed.D. Dissertations

The purpose of this qualitative study was to gain insight into the experiences of North American teachers working in international schools and why they chose to leave within the first year. The findings offer insights into the following questions; (1) How do these teachers experience relationships with leadership and students? (2) What role, if any, did their recruitment and induction have on these teachers’ decision to leave? (3) What role, if any, did the culture of the host country play in these teachers’ decision to leave? The struggles experienced from these conditions led teachers to abruptly leave their contracted international …

Who Is More Free? A Comparison Of The Decision-Making Of Private And Public School Principals, M. Danish Shakeel, Corey A. Deangelis

Education Reform Faculty and Graduate Students Publications

While an abundance of school choice literature focuses on student achievement outcomes, little has been done to determine the mechanisms involved in producing such outcomes. We present a comparative analysis of private and public school principals using data from the School and Staffing Survey (SASS) 2011-2012. We add to the literature by examining the differences in private and public school principals’ abilities to influence important decisions at their schools. We conclude that private schooling may have a systematic advantage over public schooling since private school leadership exhibits more autonomy in influencing relevant decisions.

A Quantative Study Of The Relationships Among Teacher Social Capital, School Leadership And School Performance In Colorado Schools, Ellen Jane Winiarczyk

Educational Leadership and Policy Studies: Doctoral Research Projects

This study examined the relationship between teacher perceptions of teacher social capital, school leadership and school performance in schools across Colorado. The following three research questions framed the study: l) What is the evidence of teacher social capital within teacher perceptions of their school working conditions; 2) What is the relationship between teacher perceptions of school leaders and teacher social capital; and 3) What is the relationship between teacher social capital and school academic performance? Using data collected by the Colorado Department of Education in the 2015 Teaching, Empowering, Leading and Learning (TELL) survey of teachers, school leaders and other …

School Leaders’ Perspectives On Educating Teachers To Work In Vulnerable Communities: New Insights From The Coal Face, Lynette Longaretti, Dianne Toe

Australian Journal of Teacher Education

Classroom teacher quality can significantly impact student learning outcomes. Increased access to skilled teachers in low socioeconomic status (SES) schools could substantially improve the learning outcomes and engagement levels of young people.

The National Exceptional Teaching for Disadvantaged Schools (NETDS) programme is a university based Teacher Education programme that has been implemented by Deakin University in the Geelong/Werribee area. It seeks to prepare high achieving pre-service teachers (PSTs) to teach in low SES school settings.

This project investigated the views of school leadership teams in low SES schools including their views of an exemplary teacher, and the understandings and skills …

Learning Transfer: The Missing Link To Learning Among School Leaders In Burkina Faso And Ghana, Corinne Brion, Paula A. Cordeiro

Educational Leadership Faculty Publications

Every year, billions of dollars are spent on development aid and training around the world. However, only 10% of this training results in the transfer of knowledge, skills, or behaviors learned in the training to the work place. Ideally, learning transfer produces effective and continued application by learners of the knowledge and skills they gained through their learning activities. Currently, there is a limited body of research examining the factors that hinder and promote learning transfer in professional development, particularly the professional development of school leaders in developing countries. This qualitative exploratory study sought to address the gap in the …

Ready To Lead? An Examination Of The Alignment Of California Preservice School Leaders’ Fieldwork Experiences With State Leadership Standards, Sandie Stringfellow

Doctoral Dissertations

This study explored how three preservice school leaders (PSLs) in California spent their time during their fieldwork for their school-leader-preparation programs and if they were gaining experience in all of the California Professional Standards for Education Leaders (CPSEL). Specifically, my dissertation examined the use of a daily log (Project Reflect), a custom-built web-based application that is designed to serve as an easy-to-use measure of preservice-school-leader practice. The application was accessed from Internet-connected devices and logged time spent in practical situations in each of the CPSEL. This exploratory case study was conducted with three preservice school leaders in the San Francisco …

Navigating Conflict In Inclusive Education: Autoethnography From An Elementary School Principal, Kimberly Christine Adams

Doctoral Dissertations

Practitioners and researchers have interpreted and debated the concept of the least restrictive environment creating the operational practices of mainstreaming and inclusion to adhere to the laws of the Individuals with Disabilities Education Act. Despite the laws to ensure equal access to general education classrooms, and the vast body of literature on the technical implementation of inclusive practices, students with disabilities continue to be segregated and educated in a separate and unequal system of special education.

The purpose of this study was to better understand the competing tensions and conflict in inclusive education that elementary school principals navigate on a …