Open Access. Powered by Scholars. Published by Universities.®
- Keyword
- Publication
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Education
A Grounded Theory Qualitative Study Of Assistant Principals As Instructional Leaders In The High School Setting, Mary F. Hardesty
A Grounded Theory Qualitative Study Of Assistant Principals As Instructional Leaders In The High School Setting, Mary F. Hardesty
Educational Foundations & Leadership Theses & Dissertations
Assistant principals as content-focused instructional leaders are an essential component of educational reform. Continued state and federal accountability for improved student learning requires promoting assistant principals beyond managerial duties toward increased supervision as instructional leaders. Unfortunately, administrators at the high school level frequently lack content knowledge in the areas they supervise. A critical analysis of the position was needed knowing assistant principals are influential in the teaching and learning process. The first research question determined how and in what ways assistant principals who supervised instruction at the high school level made sense of their position dependent upon whether they were …
Adding "Student Voice" To The Mix: Perception Surveys And State Accountability Systems, Jack Schneider, James Noonan, Rachel S. White, Douglas Gagnon, Ashley Carey
Adding "Student Voice" To The Mix: Perception Surveys And State Accountability Systems, Jack Schneider, James Noonan, Rachel S. White, Douglas Gagnon, Ashley Carey
Educational Foundations & Leadership Faculty Publications
For the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, “student voice” is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Massachusetts, we draw on a unique set of student survey data, which we add to the state’s formula at a maximally feasible dosage in order to determine new school ratings. As we find, student survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional …