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Perceptions Of Doctoral Students Regarding Factors Contributing To Student Success, Felice D. Billups, Stacey L. Kite
Perceptions Of Doctoral Students Regarding Factors Contributing To Student Success, Felice D. Billups, Stacey L. Kite
Higher Education
Doctoral students comprise a unique population with special needs and concerns, both academically and personally. However, minimal research has been conducted regarding the programs and services that appropriately meet their needs, ensuring their academic success. The purpose of this study is to describe doctoral student satisfaction with Ed.D. program support services, offered at a small university in southern New England. Qualitative data from the first phase of this study identified factors that impede or assist in the completion of the degree program. These findings were used to develop a quantitative instrument to determine the satisfaction and magnitude of importance from …
Surviving A Doctoral Program: Student Perspectives Of Support Services, Felice D. Billups, Stacey L. Kite
Surviving A Doctoral Program: Student Perspectives Of Support Services, Felice D. Billups, Stacey L. Kite
Higher Education
The purpose of this study is to investigate student perspectives on factors that impede and assist in the completion of an Ed.D. program. Students at a small university in the northeast currently enrolled in their courses, as well as those enrolled in their dissertation phase, were included in this study.
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
K-12 Education
A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Teacher Education
A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).