Educational Leadership Commons^™

The Relationship Between Principals' Leadership Self-Efficacy, Student Achievement And School Performance, Robert Louis Williams

Dissertations

The two major components of school accountability, under the Mississippi Schools Accountability System, are growth expectation and school achievement. Mississippi schools are assigned a school performance classification based upon student achievement and whether schools did not meet, met, or exceeded their growth expectation. The primary purpose of this study was to determine if there is a statistically significant relationship between principals' ratings of self-efficacy, school performance, and school growth status. In addition, this study sought to determine if there is a statistically significant relationship between principals' ratings of delegatee performance, school performance and school growth status.

The participants for this …

The Family Involvement School Consultant: A Model For Involving Families And Parents In Their Children Education, Sherwood Thompson, Masila Mutisya

Educational Leadership and Policy Studies Faculty and Staff Research

The age-old question still remains the same-why is parent and family involvement is children's education important? The answer remain the same also: because it's good for the educational achievement of children. Parent and family involvement is still on the forefront of education research topics. Getting parents to visit schools is an ongoing task; however, it is a task that must be tackled if educators and communities hope to change the way we educate children.

Middle-Level Leaders Perceptions Of Accountability, Deena Cousar Brown

Dissertations

The purpose of this study was to identify the perceptions of middle-level principals personal and school accountability, their perceptions of beliefs and competencies that influence improvement in student achievement and accomplishment of accountability, and their perceptions regarding the adequacy of professional development and preparation for middle-level principals that affect their ability to improve student achievement and perform their leadership role in an increased accountability environment. This study specifically examined differences in the perceptions of middle-level principals' accountability based on the socioeconomics of the school, the number of years of administrative experience, and previous middle-school teaching experience.

The Relationship Between School Culture And Third-Grade Fcat Reading Proficiency In Seminole County Public Elementary Schools, Kelley Novak

Electronic Theses and Dissertations

This study aimed to determine the relationship between school culture and student achievement. Elementary school teachers (N=574) from 27 schools in suburban Seminole County, Florida completed the School Culture Triage Survey to generate a school culture score. The participating schools were ranked and placed in categories representing the top 33% (N=9), middle 33% (N=9), and bottom 33% (N=9) of the population based on their culture score. School culture data were analyzed and correlated with third grade student achievement data, as measured by the 2007 Florida Comprehensive Assessment Test (FCAT) Reading to determine if there were any relationships between (a) school …

Effective School Research: Teachers' And Administrators Perceptions Of Its Existence On Campus, Vance Vaughn, Peggy B. Gill, Ross Sherman

Educational Leadership and Policy Studies Faculty Publications and Presentations

Effective school research focuses school improvement on the variables that are within the control of educators and have the greatest potential to impact student achievement: 1) instructional leadership, 2) instructional personnel, 3) instructional environment, and 4) instructional programming. In an era of high accountability with many initiatives being proposed for school reform, effective school research continues to provide valuable research-based information to the school principal, superintendent and larger educational community. By examining the school in relation to this research-based information, educational leaders are informed about factors that promote student achievement. This study surveyed teachers and administrators on eight middle school …

The Impact Of Option-In Longevity Enrollment Patterns On Student Achievement, Behavior, And Engagement Outcomes, Andrew J. Rikli

Student Work

The impact of option-in longevity patterns on student achievement, behavior, and engagement outcomes was evaluated. The seventh-grade pretest compared the seventhgrade posttest gains made by students who were enrolled short-term (n = 46) as they completed their first year in a middle school setting indicated that the exposure to a consistent and equitable educational program continued to result in positive student outcomes. Levels of performance for option-in students were also found to be congruent with the posttest achievement, behavior, and engagement data for students who are residents of the district (n = 46). School choice options and longevity within a …

Perceptions Of High School Principals In A Southeastern Urban School District On Leadership Practices And Parental Involvement, Elizabeth Chattmon Graham

College of Graduate Studies: Theses & Dissertations

The purpose of this study was to examine the leadership practices of high school principals and parental involvement and to examine to what extent those practices differed between principals and how they related to parental involvement. The study revealed major issues surrounding parental involvement such as how principals defined parental involvement, how principals communicated the importance of parental involvement; what parental involvement activities impact student achievement; what common leadership practices influenced parental involvement; and what are some common experiences of high school principals regarding parental involvement. The methodology employed to conduct this qualitative study was face-to-face audio-taped interviews at the …

The Relationship Between Leadership Practices Of Principals And Student Achievement, Serena L. Starcher

Theses, Dissertations and Capstones

This study sought to determine if a significant relationship existed between the leadership practices of school principals and student achievement in mathematics and reading. The leadership practices of principals were measured using Kouzes’and Posner’s Leadership Practices Inventory (LPI) which measures leadership practices in five distinct areas: modeling the way, inspiring a shared vision, challenging the process, enabling others to act and encouraging the heart. Student achievement in reading and mathematics was determined using the percentage of students proficient in reading and mathematics as measured by the state of West Virginia’s standardized exam, the West Virginia Educational Standards Test (WESTEST) for …

Supervisor Perceptions Of The Quality Of Troops To Teachers Program Completers And Program Completer Perceptions Of Their Preparation To Teach: A National Survey, William A. Owings, Leslie S. Kaplan, John Nunnery, Robert Marzano, Steven Myran, David Blackburn

Educational Leadership & Workforce Development Faculty Publications

[First Paragraph]

During winter/spring, 2005, 2,103 Troops to Teachers (T3) program completers and their school administrators from 49 states and the District of Columbia were surveyed to determine whether T3s were more effective in the classroom than traditionally prepared teachers who had comparable years of teaching experience. Respondents also returned information about their schools’ demographics, views about their teacher certification preparation program, and information about themselves, their teaching behaviors, and future plans. Sixty-one percent of the respondents returned completed surveys.

The Relationship Between School Culture And Student Achievement In Middle Schools, Karen Vislocky

Electronic Theses and Dissertations

This study was developed to produce data about the cultures of selected Florida middle schools. The research was intended to contribute to the existing body of knowledge on collaboration, collegiality, and self-determination/efficacy as related to student achievement. The focus for this study was provided through three research questions: (a) to determine to what extent middle schools scoring in the top half and the bottom half on the modified version of Wagner and Masden-Copas' School Culture Triage Survey differed on various demographic elements; (b) to determine what differences, if any, existed between the cultures of the selected Florida middle schools and …

The Feedback Loop - Winter 1999, Nova Southeastern University

The Feedback Loop

No abstract provided.

The Feedback Loop - Winter 1999/2000, Nova Southeastern University

The Feedback Loop

No abstract provided.

The Feedback Loop - Fall 1997, Nova Southeastern University

The Feedback Loop

No abstract provided.

The Feedback Loop - Spring 1997, Nova Southeastern University

The Feedback Loop

No abstract provided.

The Feedback Loop - Winter 1997, Nova Southeastern University

The Feedback Loop

No abstract provided.

The Feedback Loop - Summer 1995, Nova Southeastern University

The Feedback Loop

No abstract provided.

The Feedback Loop - Winter 1994, Nova Southeastern University

The Feedback Loop

No abstract provided.

The Feedback Loop - Fall 1993, Nova University

The Feedback Loop

No abstract provided.

The Feedback Loop - Winter 1993, Nova University

The Feedback Loop

No abstract provided.

The Relationship Between School Learning Climate And Student Achievement, Craig Stanley Olson

All Graduate Projects

Based on the review of the literature and research, the relationship of school learning climate and student achievement is explored. Common ideological, organizational, and leadership factors characteristic of high-achieving, "effective" schools are identified and their relationships examined. Ideological factors identified are: 1) A belief that all students are expected by staff to reach high levels of achievement; 2) A belief that individual and school-wide performance on achievement tests is an appropriate goal and measure of school effectiveness; and 3) A belief that self-concept is an important factor in student achievement. Organizational factors identified are: 1) High degree of trust; 2) …