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Mississippi School Accountability, Instructional Leadership, And Data Use; A Formula For Success, Teresa Duke

Dissertations

The following quantitative research study was conducted to determine if differences exist between “A-rated” and “F-rated” districts in Mississippi when it comes to how data are used for preparation of student academic achievement, how that data is used to influence instruction, and what beliefs school leaders have concerning the development of a data-based decision-making culture. Mississippi was chosen based on its unique accountability model.

The survey method was used for this study. Over 100 school leaders from across the state participated from 12 different school districts. Their responses provided some indication of the differences that exist between “A” and “F” …

Effect Of Previous Role And Experience On Principals' Self-Reported Behaviors, Kiffany Pride

Dissertations

Leading schools in the 21st Century is not a straightforward matter. Principals are responsible for the bifurcated role of managing and leading instruction in schools. However, many administrators lack the requisite skills to be instructional leaders. There are no national or state mandates designating a continuum of previous roles and experiences essential to being an effective principal. Despite the immense pressure for principals to cultivate effective learning cultures, there is limited research linking principals’ effectiveness or the lack thereof to the progression of their career path. Therefore, this research study was designed to add to the diminutive body of research …

A New Group Of Leaders; The Assistant Principal Academy For Instructional Leadership And Development, Katrice M. Cotton

Dissertations

In order to develop the skills needed for the role of today's school leader, providing quality professional development and learning opportunities to administrators is essential. The district created systems of administrative support to provide multiple learning experiences to adequately prepare leaders to serve at the school level. Riverwoods Public Schools invested in professional development that provided instructional leadership support. Professional development sessions provided new assistant principals with opportunities to network and engage in dialogue that provided examples of best practice in instruction.

Career And Technical Education: The Impact Of Leadership On School Improvement And Student Achievement, Eric T. Keeling

Dissertations

The Kentucky Department of Education’s (KDE) College and Career Readiness (CCR) Model elevated CTE in the public education arena forcing a paradigm shift in the administration of CTE across the Commonwealth. Instructional leadership and school improvement are viewed as important components of CCR. The perceptions of teachers concerning school improvement and the leadership behaviors exhibited by principals are essential in the daily operation of CTE schools. The purpose of the current study was to provide a body of knowledge revealing the relationships among Leadership, Instruction, and Student Achievement in the CTE setting. KDE adopted the Standards and Indicators for School …

Instructional Leadership And Deliberate Practice: A Framework For Improving Student Achievement, Matthew Henry Banach

Dissertations

This study examined whether the theory of deliberate practice could be applied and expanded to the field of education to explain how school leaders successfully work with teachers to improve student achievement in schools with a high percentage of student identified as minority and low income. For the purpose of this study, deliberate practice is defined as practice that is "(a) at an appropriate level, (b) provides informative feedback, (c) provides for opportunities for repetition, and (d) allows for correction of errors" (Sternberg, Grigorenko, & Ferrari, 2002, p. 71).

The researcher completed a qualitative case study of two public elementary …

Instructional Leadership And The Missouri Annual Performance Report, Donald Duane Forrest

Dissertations

This study was to determine if there was a positive correlation between the years of experience of the high school principal and the annual performance of the district. Data was obtained from sixty randomly selected school districts in Missouri. The years of experience of the high school principal was compared to the Missouri Assessment Program scores in tenth grade Math, eleventh grade Communication Arts, 9-12 attendance rate, and the graduation rate. The reporting period data for this study was selected from the 2007-08 school year from the Missouri Department of Elementary and Secondary Education website. The findings of this study …

How Instructional Leadership Is Addressed In Educational Administration/Leadership Programs, Lolethia Jones Kibble

Dissertations

Problem

Instructional leadership is a major factor in school effectiveness and student achievement, yet it is not widely practiced by school principals. One of the contributing factors, identified in the literature, is a lack of skills and knowledge. Although there is a great deal of information about principal preparation programs, there is very little information on the preparation of school leaders in the practice of instructional leadership behaviors. The purpose of this study was to examine how instructional leadership is addressed in both traditional and restructured educational administration/leadership programs and to what extent this is related to institutional and demographic …

Teaching/ Learning Experiences: Meanings Constructed By Participants Ini A Degree Completion Program For Adult Students, Natalie K. Manbeck

Dissertations

The purpose of this study was to explore the meaning that teachers and their adult students construct of their classroom experiences and to see how those meanings impact the teaching/ learning process. Because of the multiple factors affecting an educational experience, this study took the view that this should be explored in a holistic way. Most educational research focuses on the teacher's perspective, with students and their learning considered as the result of the educational process. In order to more fully understand what is occurring in classrooms and what students are actually learning, it is important to ascertain student perceptions …