Education Commons^™

The Effect Of Distinguished Educators On Academic Gain Of Louisiana Academically Unacceptable Schools, Ruby C. Scroggins

Doctoral Dissertations

The purpose of this study was to examine the degree of academic growth of Academically Unacceptable schools in Louisiana which have been assigned a Distinguished Educator. Distinguished Educators are external change agents who are placed in Academically Unacceptable schools in Louisiana. The data were generated from the Louisiana Department of Education. The study investigated if English Language Arts (ELA) and mathematics scores significantly increased in schools which were assigned a Distinguished Educator. School Performance Scores for third, fourth, and fifth grades were examined to determine growth, as well. The ex post factodesign study consisted of different school configurations which …

The Relationship Between Louisiana Middle School Parent Perceptions Of School Effectiveness And School Performance Scores, Dana Autman Scott

Doctoral Dissertations

The purpose of this study was to investigate the perception of parents of middle school students in Louisiana about the (a) culture; (b) climate; (c) leadership; (d) curriculum, instruction, and assessment; and (e) level of parental and community involvement at the schools that their children attend as it relates to school performance. The instrument used in this study was the Parent Questionnaire developed for the Louisiana Needs Analysis (LANA). Designed by the Louisiana Department of Education (LDE), LANA is an internet-based tool provided to assist school administrators in evaluating school performance and planning for improvement.

During the data analysis, Pearson …

An Evaluation Of Instructional Coaching At Selected High Schools In North Louisiana And Its Effect On Student Achievement, Organizational Climate, And Teacher Efficacy, Richard M. Hearn

Doctoral Dissertations

The purpose of this study was to compare high schools in north Louisiana to determine if the presence or absence of instructional coaches influenced student achievement, organizational climate, and/or teacher efficacy in any significant manner. The 11 high schools in north Louisiana utilizing instructional coaches were matched to 11 high schools in the region that were not using instructional coaches and comparisons were made between the group performances in the areas of student achievement, organizational climate, and teacher efficacy. Student achievement data were determined based upon the percent proficient on the subtests of the 2009 administration of the Louisiana Graduate …

Factors Affecting School District Performance Scores In Louisiana, Ronnie Harrison

Doctoral Dissertations

The purpose of this study was to investigate the relationship between District Performance Scores (DPS) in Louisiana and (a) socio-economic status of students, (b) academic achievement using average ACT scores, (c) percentage of certified teachers, (d) district class size, (e) per pupil expenditure, and (f) percentage of minority students in determining why a district is considered low performing or high performing. The study investigated 68 school districts in Louisiana during the 2007-2008 school year.

The study noted significant differences in two of the six variables that may have an influence on the district performance score for the lower performing and …

Comparison Of The Transformational Leadership Practices Of Principals Of Charter Schools And Principals Of Traditional Public Schools In Louisiana, Charles W. Patterson

Doctoral Dissertations

The primary purpose of this study was to compare the transformational leadership practices of principals of charter schools and traditional public schools in Louisiana. A causal-comparative research design was utilized. All charter schools were asked to participate in the study, and a matched sample of public schools was selected for the comparison group.

Key findings suggest that charter school and traditional public school principals possess transformational leadership skills. However, there was no difference between the groups in the extent to which they practiced these behaviors. Teachers' perceptions did not differ from principals' self-reported practices. Personal and professional characteristics did not …

The Effects Of Consideration And Initiating Structure Exhibited By Principals On Teacher Morale In Selected Louisiana Secondary Schools, Robert Wayne Webber

Doctoral Dissertations

This study was conducted to determine whether a statistically significant relationship exists between the leadership styles of principals and teacher morale in the public secondary schools of north Louisiana, as perceived by teachers. The Ohio State studies and Getzels and Guba's Social Systems Model for educational organizations provided the theoretical framework for this study. Selected demographic variables of gender of the teacher, years of teaching experience, and race of the teacher were considered in this study. Information on teacher morale was collected from teachers in 14 randomly selected schools of north Louisiana. Data were obtained concerning teacher morale using the …