Secondary Education and Teaching Commons^™

The Impact Of Instructional Rounds Professional Development On Teacher Self-Efficacy, Melessa B. Widener

Education Dissertations and Projects

The purpose of this study was to determine the impact of instructional rounds professional development on teacher self-efficacy. The scope of this study was a qualitative case study including interviews with teachers who had participated in instructional rounds professional development in a rural district in the foothills of North Carolina. The methodology included interviews with two teacher leaders from all elementary schools implementing Responsiveness to Instruction (RtI) and teachers at the Early College who participated in instructional rounds professional learning through the New Schools Project. The findings include teachers' quotes from the transcriptions of the interviews as supporting the research …

Eury Value-Added Experience Model: A Case Study On The Collective Learning Culture Of A Suburban Middle School In The Southeastern Region Of The United States, Timothy Merrell Reed

Education Dissertations and Projects

This dissertation was designed to test the Eury Value-Added Experience Model as a theoretical model to measure and evaluate the collective learning culture of a school organization. The Eury Value-Added Experience Model is based upon five domains of the theoretical model: (1) dispositions, (2) professional experiences, (3) structure, (4) shared decision making, and (5) assessment and reflection skills. This mixed-method case study used the five domains to focus on the collective learning culture of a suburban middle school in the western region of the State of North Carolina. Limited research exists on the use of the Eury Value-Added Experience Model …

Leadership Practices: Perceptions Of Principals And Teachers Of A Small Rural School District In Western North Carolina, Randy Mann

Education Dissertations and Projects

The purpose of this study was to examine the differences of the teachers' perceptions and principals' perceptions of the principals' leadership practices in public schools of a small rural county in western North Carolina. The participants in this study included 207 certified teachers and 11 building-level principals. The researcher used the survey method of data collection in which the teacher participation was 70% and the principal participation was 92%.

The instruments used to collect data included a demographic survey and the Leadership Practices Inventory (LPI) (Kouzes & Posner, 2003a). The demographic survey was used to obtain teacher demographic characteristics. The …