Education Commons^™

Comparing The Effect Of Two Internship Structures On Supervision Experience And Learning, Robin D. Winslow, Meghan Eliason, Keith W. Thiede

Journal of Organizational & Educational Leadership

This study examined whether two different internship structures affected educational leadership students’ supervision experience, beliefs about supervision, and learning of a clinical supervision model. Some students supervised pre-service teachers placed at their schools, while others supervised in-service teachers employed at their schools (a more traditional internship). Students who supervised pre-service teachers reported using the various supervision components to a greater extent than did students who supervised in-service teachers. Although beliefs about the importance of different supervision components did not differ across groups, learning of the clinical supervision model was greater for students who supervised pre-service teachers than for those who …

Educator Perceptions Of Instructional Leadership In The School Improvement Process, Lori Lynne Brown

Electronic Theses and Dissertations

The purpose of this case study was to conduct an investigation of educator perceptions of instructional leadership in the school improvement process. Interviews were conducted with educators and an administrator in a small, rural high school in Middle Tennessee. In 2010, the high school was labeled as a low performing school by the Tennessee Department of Education (TDOE). In 2014, Commissioner Kevin Huffman announced the school was on the TDOE Reward School Cusp List for being in the top 10% of schools based on one-year progress data from the Tennessee Value-added Assessment System (TVAAS) school composites.

Participants of this case …

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.

Applying Distributed And Transformational Leadership Theories To Increase Opportunities For Women In Senior Educational Leadership In Saudi Arabia, Refah Aldawsari

Master's Theses and Doctoral Dissertations

In Saudi Arabia, the lack of representation of women in senior educational leadership is a problem that continues to plague the quality of K–12 educations in girls’ schools in the nation. In this paper, I will address the likely causes and outcomes of this issue and will suggest strategies for change that focus on the implementation of distributed and transformational theories of leadership to encourage renovation in Saudi girls’ school curricula. This paper also analyzes and compares some aspects of the Saudi boys’ and girls’ K–12 curriculum and conducts a survey that will present current opinions of the roles women …

Assessing Faculty Consensus On The Quality Of Student Work [Book Chapter], Connie Fulmer, Dorothy Garrison-Wade, F. Bingham, Ken Reiter

Connie L. Fulmer

No abstract provided.

Unpacking The Evidence Of Gender Bias, Connie Fulmer

Connie L. Fulmer

The purpose of this study was to investigate gender bias in pre-service principals using the Gender-Leader Implicit Association Test. Analyses of student-learning narratives revealed how students made sense of gender bias (biased or not-biased) and how each reacted to evidence (surprised or not-surprised). Two implications were: (1) the need for leadership programs to help students identify and unpack gender bias, and (2) to provide new leaders with strategies to confront and reduce gender bias in the organizations in which they will lead. A model for identifying, confronting, and reducing gender bias is presented as scaffolding to help educational leadership faculty …

Five Ideas For Reframing The Principalship, Thomas Bellamy, Connie Fulmer, Rodney Muth

Connie L. Fulmer

Schools, and especially principals, are challenged constantly to improve learning outcomes for students. We advance five ideas that should help principals address these challenges: (a) student learning "plus," (b) school accomplishments, (c) organizational context and depth of repertoire, (d) social and political context, and (e) leadership as an annual cycle.

Becoming Instructional Leaders: Lessons Learned From Instructional Leadership Work Samples, Connie Fulmer

Connie L. Fulmer

This study reports on lessons learned from pre-service principals as they completed the Instructional Leadership Work Sample project and became instructional leaders. Data were collected from 150 participants over a four-semester time period. Teacher partners for the study were recruited from a variety of subject areas and from three organizational levels.

The Annual Case: Developing, Organizing, Using, And Disseminating Craft Knowledge, Rodney Muth, Thomas Bellamy, Connie Fulmer, Michael Murphy

Connie L. Fulmer

An annual-case process that examines principal leadership over the course of a year can provide extensive opportunities for practitioners and professors to collect, examine, and disseminate knowledge in, of, and about practice. Such cases can support professional development and pre-service preparation and become bases for research across multiple sites.

Redefining Teaching And Learning In Educational Administration, Connie Fulmer

Connie L. Fulmer

Presents assumptions and components of an experiential learning model to demonstrate the transformation of traditional educational leadership program delivery models. Two examples of experientially-based course projects are presented to illustrate teaching and learning as a transactional process of creating personal knowledge. (SLD)

Assessing Faculty Consensus On The Quality Of Student Work [Book Chapter], Connie Fulmer, Dorothy Garrison-Wade, F. Bingham, Ken Reiter

Dorothy Garrison-Wade

No abstract provided.

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 …

Doc 9 Research Forum Abstracts, Chris Diaz

Doctoral Research Forums

In this research conference, members of the 2015 ACE Doctoral Cohort (Doc-9) will present their research for public review and discussion.

These presentations are a formal component of the Critical Engagement Project—a sustained and critical inquiry.

Through their Critical Engagement Project, doctoral students infuse their dissertation with a critical sense of self, their commitments, and their vision of both self and the world they seek to build through their inquiries.

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 …

The Influence Of Collective Instructional Leadership On Teacher Efficacy, Kyle A. Lee

Theses and Dissertations--Educational Leadership Studies

In understanding leadership to be the single most important factor in shaping a school’s performance, and second highest factor influencing student achievement, it is a necessity for investigations to focus on what successful leaders do to have excelling schools. Research has alluded to the understanding that the principal can no longer serve as the sole instructional leader of a school. This need for collaboration within the organization places a weight on principals to incorporate others within the school decision-making process.

This study examined how collective instructional leadership is currently influencing teacher efficacy in high performing central Kentucky elementary schools. Data …

School Tvaas Rank And Teacher Perceptions Of Elementary School Culture In East Tennessee, Janice L. Irvin

Electronic Theses and Dissertations

The focus of this study was a comparison between the perceptions of school culture characteristics as measured by the TELL Tennessee Survey taken by school-based licensed educators in Tennessee and each school’s overall composite TVAAS score. 9 factor variables were discussed in the literature review. This dissertation was a quantitative study of teachers' perceptions of school culture and TVAAS composite scores.

A one-way analysis of variance (ANOVA) was conducted to evaluate the relationships among overall school culture as measured by the TELL Tennessee survey and individual effects on TVAAS composite scores. The dependent variable was the response to the TELL …

Perceptions Of Middle School Principals As Instructional Leaders: A Case Study Of Two Schools, Todd J. Van Erp

Culminating Projects in Education Administration and Leadership

The purpose of this mixed methods study was to investigate the perceptions of middle school teachers and principals regarding the instructional leadership behaviors of the middle school principal in two top performing Minnesota middle schools. Similarities and differences in those perceptions were explored. Multiple data collection methods were used. The Principal Instructional Management Rating Scale (PIMRS) was used to measure the perceptions of Minnesota middle school teachers and principals in relation to the principal's instructional leadership behaviors. Interview questions were based on the ten subscales of the PIMRS survey. Interviews were conducted in both schools with the principal, randomly selected …

Perception, Practice, And Theory : A Case Study Of Leadership In An Urban Middle School, Marcia Lynette Speed

LSU Doctoral Dissertations

Explaining the complex nature of how leadership works within the school has proven difficult; consequently, many studies have shown little or no effects of leadership on student outcomes and school performance (Leithwood & Jantzi, 1999; Leithwood, Louis, Anderson, & Wahlstrom, 2004). Furthermore, researchers acknowledge that a gap exists in the literature between explaining models of leadership and describing the effective actions of leadership (Grissom & Loeb, 2011; Kruger et al, 2007; Robinson, 2006; Robinson et al 2008; Waters, Marzano, & McNulty, 2004). Of the research that does link leadership practices to student outcomes and school performance, the assumed indicators of …

The Relationship Between Principal's Emotional Intelligence Quotient, School Culture, And Student Achievement, Jeff Noe

Doctoral Dissertations and Projects

The purpose of this study was to examine the relationship between secondary school principal's emotional intelligence quotient, school culture, and student achievement. Partial correlation was conducted to examine the degree of relationships between principal's emotional intelligence quotient and school culture controlling for the effect of student achievement, and between principal's emotional intelligence quotient and student achievement controlling for school culture. Multiple regression analysis was utilized to examine the combined effect of principal's emotional intelligence quotient and school culture on student achievement. The study population consisted of secondary school principals and teachers within Virginia Department of Education's Region VII. Quantitative data …

Secondary School Administrators' Perception Of Leading And Implementing No Child Left Behind Mandates For Alabama Students With Disabilities, Janet Mcconis Jenkins

All ETDs from UAB

ABSTRACT This qualitative study looked at the lived experiences of middle school and high school administrators when leading and implementing the No Child Left Behind Act of 2001 (NCLB) and additional mandates of NCLB of 2004 for students with disabilities in their schools. An attempt was made through face-to-face interviews to explore and exam-ine what experiences and training these administrators had as the instructional leader for students with disabilities. NCLB mandates placed stipulations for school success in the hands of the school administrators. In an era of high stakes accountability, the traditional role of the school administrator as the disciplinarian …

Charter School Principals' And Teachers' Leadership Perception Scores On The Five Dimensions Of The Leadership Practices Inventory Instrument, Tamara B. Kirshtein

Seton Hall University Dissertations and Theses (ETDs)

The purpose of this study was to determine differences between the self-perceptions of principals in relation to the five leadership practices delineated by Kouzes and Posner's (2003) Leadership Practices Inventory in relation to the perceptions of their teachers on their (principal) leadership across the same five dimensions. The Wilcoxon Rank Sum Test was used to compare the median differences for statistical significance to address the four hypotheses of this study.

Hypothesis 1: Perception scores of charter school principals on themselves and teacher perception scores of their principals will not differ significantly on the five dimensions of leadership. An analysis of …

Elementary School Teachers Perceptions Of Effective Leadership Practices Of Female Principals., Jennifer Anne Mooney

Electronic Theses and Dissertations

The problem of this qualitative study is to assess teacher perceptions of the leadership practices of female principals. The focus of this study was at the elementary school level. The data were collected from the teachers about their perceptions regarding the female principals with whom they work. This qualitative study was conducted by interviewing 8 teachers from 3 elementary schools in northeast Tennessee. The teachers were interviewed to understand their perceptions of effective leadership practices exhibited by female principals.

During the data analysis, 7 constructs were identified after examining and coding the data for related themes. These 7 constructs were: …

A Study Of Principals' Instructional Leadership Behaviors And Beliefs Of Good Pedagogical Practice Among Effective California High Schools Serving Socioeconomically Disadvantaged And English Language Learners, Jamon Frederick Peariso

Doctoral Dissertations and Projects

This mixed methods descriptive and causal-comparative study investigates what instructional leadership behaviors effective California high school principals have and what their beliefs are in regards to pedagogy, related issues, and professional issues, either constructivist or instructivist in nature, in the environment of the current NCLB accountability era. Differences found in eight specific demographic variables were analyzed in combination with data obtained from principals' responses on the Principal Instructional Management Rating Scale (PIMRS) and the Principal Beliefs Survey (PBS, a variation of the Teacher Beliefs Survey).

The population comprised of principals whose schools have met their API growth targets for two …

The Impact Of Pre-K Programs On Student Achievement And Instructional Leadership In Rural Mississippi School Districts, Jeremy Eugene Stinson

Electronic Theses and Dissertations

In 2011, Mississippi continues to be the only state in the southern region without a single state-funded pre-k program (NIEER, 2007), and all preschool funds in the state are currently allotted to Head Start. Witte and Trowbridge (2004) warned that the combination of pre-k programs could be the reason for highly fragmented systems of state funding, policies, and regulations. The purpose of this mixed methods study was to investigate whether differences exist between preschool groups in three North Mississippi school districts and to determine the degree to which stakeholders in the programs practice instructional leadership. From a quantitative perspective, the …

Principal Instructional Leadership Behavior As Perceived By Teachers And Principals At New York State Recognized And Non-Recognized Middle Schools, Brendan J. Lyons

Seton Hall University Dissertations and Theses (ETDs)

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Educational Leadership Preparation: What Supervisors, Candidates, And Mentors Said, J. Eric Tubbs, H. Earl Holliday

Faculty and Research Publications

The findings of this study identified practicum areas that meet the educational demands of candidates while highlighting practicum areas that need improvement. The study contributes to the knowledge base of the field by drawing upon feedback from university supervisors, school mentors and program candidates to evaluate and improve the practicum experience in the educational leadership program. Program candidates are in the best position to discuss their recent experiences of exposure to the real world. Supervisors and mentors can witness from their first hand experience how effective practicum activities work. Responses from supervisors, mentors and candidates regarding leadership practicum experiences are …

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 …

Principals As Partners With Literacy Coaches: Striking A Balance Between Neglect And Interference, Jacy Ippolito

Jacy Ippolito

The Impact Of School Climate On School Outcomes, J. Eric Tubbs, Mary Garner

Faculty and Research Publications

The purpose of this article is to provide insight into an elementary school whose climate issues appear to plague and impact it's performance as measured by it's Annually Yearly Progress (AYP). The Northwest Georgia elementary school is located in a rural school system approximately 50 miles northwest of Atlanta, Georgia. A review of the literature suggests school climate can affect many areas and people within schools. It further suggests that positive interpersonal relationships and optimal learning opportunities in all demographic environments can increase school achievement levels and reduce maladaptive behaviors (McEvoy & Welker, 2000). Providing a positive and supportive work …

Are Educational Leadership Candidates Prepared To Address Diversity Issues In Schools?, Tak C. Chan

Faculty and Research Publications

: Standard 4 of the Educational Leadership Constituency Council (ELCC) Standards addresses school diversity issues and specifies requirements that all educational leadership programs need to meet. In response, all educational leadership programs in Georgia referenced ELCC Standards and have worked to foster diversity as a priority in their programs. The faculty has been given guidelines to respond to diversity issues by implementing a variety of constructive strategies. For all that the faculty has done to foster diversity in the educational leadership programs, do program candidates get the message? Most of the literature on leadership diversity is focused on the significance …