AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON ...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITY AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS - Dissertation Proposal by Sheri L. Miller-Williams - Dissertation Chair: William Allan Kritsonis, PhD
How leadership-influences-student-learningElniziana
Effective leadership plays a highly significant role in improving student learning according to this review of research. Leadership has been shown to have second only to classroom instruction in its impact on student learning. Leadership effects are often greatest in schools facing the most challenges. Successful leadership encompasses three core practices - setting directions by establishing a shared vision and goals, developing people by offering support and professional development, and redesigning the organization to better support teaching and learning. While these basics are important, additional context-specific factors are also needed for leadership to be truly successful in improving outcomes for students.
This document discusses power and authority in education systems. It begins with an overview of how hierarchies of power and authority affect education, leading to important questions about operating ethically and legally. It then outlines several sub-topics, including empowering students, teachers unions, teaching for equity, the effects of poverty on education, and state-level administration and policy. For each sub-topic, it provides background information and discusses relevant issues through references to additional sources.
Apa style dissertation why does effective leadership make a difference in hig...CustomEssayOrder
This document discusses the importance of effective leadership in high poverty schools. It begins by providing background on the challenges faced by high poverty schools and how some have overcome obstacles through strong leadership. The purpose is to examine how effective leadership impacts academic performance in high poverty elementary schools. A qualitative study using interviews and observations of principals in 20 Title I schools will determine the relationship between leadership and performance. Key research questions focus on identifying attributes of effective principals and the leadership styles and challenges they face in improving student outcomes.
20140908 Alger Teacher Incentive Pay that WorksVicki Alger
This document provides a summary of a report on teacher incentive pay programs around the world. It discusses 10 case studies of effective programs that reward teachers based on student achievement. Two successful group incentive programs are from Chile and Dallas, Texas that keep teachers motivated by carefully defining incentive award groups. Two individual incentive programs that focus on student achievement are from Little Rock, Arkansas and England. The report also discusses programs that combine group and individual incentives. It provides lessons for policymakers on defining expectations, supporting teachers, rewarding performance, building sustainable programs, and promoting continuous improvement.
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON ...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITY AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS - Dissertation Proposal by Sheri L. Miller-Williams - Dissertation Chair: William Allan Kritsonis, PhD
How leadership-influences-student-learningElniziana
Effective leadership plays a highly significant role in improving student learning according to this review of research. Leadership has been shown to have second only to classroom instruction in its impact on student learning. Leadership effects are often greatest in schools facing the most challenges. Successful leadership encompasses three core practices - setting directions by establishing a shared vision and goals, developing people by offering support and professional development, and redesigning the organization to better support teaching and learning. While these basics are important, additional context-specific factors are also needed for leadership to be truly successful in improving outcomes for students.
This document discusses power and authority in education systems. It begins with an overview of how hierarchies of power and authority affect education, leading to important questions about operating ethically and legally. It then outlines several sub-topics, including empowering students, teachers unions, teaching for equity, the effects of poverty on education, and state-level administration and policy. For each sub-topic, it provides background information and discusses relevant issues through references to additional sources.
Apa style dissertation why does effective leadership make a difference in hig...CustomEssayOrder
This document discusses the importance of effective leadership in high poverty schools. It begins by providing background on the challenges faced by high poverty schools and how some have overcome obstacles through strong leadership. The purpose is to examine how effective leadership impacts academic performance in high poverty elementary schools. A qualitative study using interviews and observations of principals in 20 Title I schools will determine the relationship between leadership and performance. Key research questions focus on identifying attributes of effective principals and the leadership styles and challenges they face in improving student outcomes.
20140908 Alger Teacher Incentive Pay that WorksVicki Alger
This document provides a summary of a report on teacher incentive pay programs around the world. It discusses 10 case studies of effective programs that reward teachers based on student achievement. Two successful group incentive programs are from Chile and Dallas, Texas that keep teachers motivated by carefully defining incentive award groups. Two individual incentive programs that focus on student achievement are from Little Rock, Arkansas and England. The report also discusses programs that combine group and individual incentives. It provides lessons for policymakers on defining expectations, supporting teachers, rewarding performance, building sustainable programs, and promoting continuous improvement.
The document outlines a plan to improve equity in the Mercer Area School District through collaboration and data-driven decision making. It begins with forming an Equity Audit Team to analyze student achievement, program enrollment, and attitudes. Their findings show disparities between student groups. To address this, the plan calls for:
1. Communicating a shared district vision of preparing all students for success.
2. Regular data collection and shared leadership between stakeholders to guide decisions.
3. Developing an Action Team for Partnerships to coordinate family/community involvement.
4. Implementing a framework that leads change through auditing practices, developing goals, empowering stakeholders, and ongoing reflection.
Jones fayettevvile principals and counselors perceptions of freshmen academy ...William Kritsonis
This study explored the perceptions of North Carolina freshmen academy principals and counselors regarding social and educational issues impacting student academic success. The researchers conducted a survey of 103 principals and 103 counselors. Two key themes emerged from their responses: (1) the need for a student-centered environment within the academy and (2) beliefs that the academy model could lead to improved student outcomes. Respondents identified challenges such as high teacher turnover, a lack of respect from the regular high school staff, and insufficient parental involvement. Prior to implementing the academies, schools commonly faced issues like high absenteeism, discipline problems, and low student performance among ninth-graders. The study provided insights into freshmen transition programs from
This study investigated the influence of self-esteem on academic success among secondary school students in Calabar, Nigeria. 345 students completed questionnaires on self-esteem and academic performance. Students with positive self-esteem had higher average scores on achievement tests in mathematics and English compared to students with negative self-esteem. Statistical analysis found a significant difference in academic success between the two groups. The study concluded that self-esteem significantly influences students' academic performance and recommended improving students' self-esteem through counseling interventions to boost academic outcomes.
This document summarizes research on school reform strategies aimed at increasing graduation rates and student performance among low-income students. It describes how New York City closed underperforming large high schools and replaced them with new small schools and charters designed around principles of effective schools. These reforms led to dramatic improvements, with graduation rates rising from 35% to over 75% on average. Examples of high-performing charter networks, such as Green Dot and North Star Academies, showed how school designs emphasizing accountability, high expectations, and extended learning time can help close achievement gaps.
Perceptions of Tenured and Adjunct Faculty Regarding the Role of the Adjunct ...inventionjournals
This study purpose was to explore the perceptions of adjuncts and tenured faculty about the role of the adjunct in higher education. Through purposeful sampling, the lived experiences of nine adjuncts and nine tenured faculty members were considered from three historically black colleges and universities in the southeastern United States. The Critical Social Theory guided this qualitative phenomenological study as it relates to organizational culture. The Critical Social Theory framework illuminates the perceptions of the more powerful players in an organization and the impact of these perceptions on the workplace culture. Six themes that emerged from the analysis of the data: (a) Professional Development and Support, (b) Increased Collaboration, (c)Standard Recruiting and Retention Practices, (d) Shared Responsibilities, (e) Their Perceived Student Perceptions of Adjuncts and Tenured Faculty in the Classroom, and (f) The Relationship between Adjuncts and their University. These themes gave rise to a general description of the perceptions and the workplace culture. The findings from the study yielded several unexpected outcomes.
This document summarizes the findings of a study that examined factors that transform low-performing, high-poverty schools into high-performing schools. The study interviewed principals of 3 award-winning, high-poverty schools. Key findings included that principals cited trust and teamwork, scaffolded behavioral and academic instruction, and communities of care as transformational factors. The principals did not share similar backgrounds in terms of adversity, socioeconomic status, or being first-generation college graduates. However, all schools implemented comprehensive, school-wide frameworks focused on addressing habits, executive function, and resilience. These findings provide insights into practices of successful high-poverty schools.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education. The researcher will use a concurrent mixed methods approach to explore personal, social, and academic factors through quantitative surveys and qualitative interviews. The study hypothesizes that student engagement programs increase retention and graduation rates. It will survey 300 students at a historically black college on their experiences with support services and reasons for opting out of college. The goal is to identify interventions that increase retention of non-traditional adult male learners of African descent.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education. The researcher will use a concurrent mixed methods approach to explore personal, social, and academic factors through quantitative surveys and qualitative interviews of 300 students at a historically black college. The study aims to determine if academic support programs and family support relate to increased enrollment and persistence. Results could inform the development of credit and non-credit courses to engage and support adult male learners of African descent.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education. The researcher will use a concurrent mixed methods approach to explore personal, social, and academic factors through a survey and interviews of 300 students at a historically black college. The study aims to determine if academic support programs and family educational background relate to retention and graduation rates. Results could inform the development of credit and non-credit programs to better engage and support adult male learners of African descent.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education using a mixed methods approach. The researcher will explore personal, social, and academic factors through a concurrent quantitative and qualitative study involving surveys and interviews of 300 students at a historically black college. The study aims to determine if academic support programs relate to increased enrollment and engagement for adult male learners of African descent. Results could help advocate for support programs to increase retention and graduation rates.
This document summarizes three action plans presented by Whitney Bailely, Tiffany Proctor and Starla Townsend to address challenges related to changing student demographics and improving academic achievement of African American students. The plans include culturally responsive professional development programs for teachers at East Paulding High School, Woodland High School, and Cascade Elementary School. The programs involve cultural training, book discussions, and data analysis to increase teacher awareness of cultural differences and implement culturally relevant teaching strategies.
This document discusses using online mentoring to address issues of student persistence, retention, and graduation in higher education. It notes that only about two-thirds of first-year students stay in school, and only one-third graduate with a bachelor's degree. Online mentoring is proposed as a way to provide students emotional support, help them perform better academically, and encourage underrepresented groups to stay enrolled at lower cost than traditional face-to-face mentoring. The recommendation is that educational institutions should offer online mentoring programs to help more students persist and graduate.
This document summarizes a study conducted by Walden University to improve student progress and retention, especially in the first year. It details the university's cultural shift to establish a clear student progress strategy and methodology for a multi-year study of retention initiatives. The study found initiatives improved student satisfaction, performance, and retention. The introduction provides historical context on the focus of retention in higher education beginning in the 1960s. It also notes challenges in online programs include competing responsibilities, lack of direct contact between students and faculty, and need for support specific to distance learners.
This document summarizes a research proposal that aims to examine the impact of mentoring on the academic achievement of African American students at predominantly white institutions (PWIs). The proposal reviews previous literature showing mentoring can positively impact students' psychological development and academic outcomes like GPA and retention. However, few studies specifically examine the effects for African American students at PWIs. The proposed quantitative study would use surveys to compare the GPAs, retention rates, and extracurricular involvement of mentored vs. non-mentored African American freshmen at several PWIs, to determine if mentoring benefits this population. The results could support mentoring programs and encourage faculty involvement in mentoring.
This document summarizes research on the impact of inclusion on general education students. It finds that while inclusion aims to promote equality, in practice it can negatively impact the academic achievement of general education students. Overcrowded classrooms with insufficient support for teachers makes it difficult for them to differentiate instruction to meet all students' needs. As a result, general education students may receive less individual attention or have their learning slowed down. While inclusion can benefit some lower-performing students, research has found it can cause test scores to stagnate or decline for higher-performing general education students. For inclusion to be effective, a consistent research-backed model and greater resources for teachers are needed.
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
This presentation provides an overview of enrollment management for participants of the College Business Management Institute in 2019. It defines enrollment management as a process that brings together student recruitment, financial aid, retention, and graduation functions. The presentation notes that enrollment management has become increasingly important for institutions of higher education due to new pressures in the "new normal" environment, including increased competition, limits on tuition increases, and demands for accountability. It outlines learning outcomes related to understanding enrollment management philosophically and operationally, and discusses trends, issues, and the risks involved.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
The document discusses worldviews and cultural engagement. It defines a worldview as a fundamental set of beliefs through which people view the world, their purpose, and their future. A worldview shapes how people interpret reality and make judgments. The Christian worldview is structured around the concepts of Creation, Fall, Redemption, and Consummation. It addresses whether certain activities, jobs, or aspects of life are considered spiritual or holy from a Christian perspective.
The document discusses several perspectives on concepts like humanity, belonging, sharing, and faith. It shares quotes and views that humanity is defined through relationships with others, the importance of listening without judgment to help sort out thoughts, and that love and faith in a greater creative power can help overcome fear and hate.
The document outlines a plan to improve equity in the Mercer Area School District through collaboration and data-driven decision making. It begins with forming an Equity Audit Team to analyze student achievement, program enrollment, and attitudes. Their findings show disparities between student groups. To address this, the plan calls for:
1. Communicating a shared district vision of preparing all students for success.
2. Regular data collection and shared leadership between stakeholders to guide decisions.
3. Developing an Action Team for Partnerships to coordinate family/community involvement.
4. Implementing a framework that leads change through auditing practices, developing goals, empowering stakeholders, and ongoing reflection.
Jones fayettevvile principals and counselors perceptions of freshmen academy ...William Kritsonis
This study explored the perceptions of North Carolina freshmen academy principals and counselors regarding social and educational issues impacting student academic success. The researchers conducted a survey of 103 principals and 103 counselors. Two key themes emerged from their responses: (1) the need for a student-centered environment within the academy and (2) beliefs that the academy model could lead to improved student outcomes. Respondents identified challenges such as high teacher turnover, a lack of respect from the regular high school staff, and insufficient parental involvement. Prior to implementing the academies, schools commonly faced issues like high absenteeism, discipline problems, and low student performance among ninth-graders. The study provided insights into freshmen transition programs from
This study investigated the influence of self-esteem on academic success among secondary school students in Calabar, Nigeria. 345 students completed questionnaires on self-esteem and academic performance. Students with positive self-esteem had higher average scores on achievement tests in mathematics and English compared to students with negative self-esteem. Statistical analysis found a significant difference in academic success between the two groups. The study concluded that self-esteem significantly influences students' academic performance and recommended improving students' self-esteem through counseling interventions to boost academic outcomes.
This document summarizes research on school reform strategies aimed at increasing graduation rates and student performance among low-income students. It describes how New York City closed underperforming large high schools and replaced them with new small schools and charters designed around principles of effective schools. These reforms led to dramatic improvements, with graduation rates rising from 35% to over 75% on average. Examples of high-performing charter networks, such as Green Dot and North Star Academies, showed how school designs emphasizing accountability, high expectations, and extended learning time can help close achievement gaps.
Perceptions of Tenured and Adjunct Faculty Regarding the Role of the Adjunct ...inventionjournals
This study purpose was to explore the perceptions of adjuncts and tenured faculty about the role of the adjunct in higher education. Through purposeful sampling, the lived experiences of nine adjuncts and nine tenured faculty members were considered from three historically black colleges and universities in the southeastern United States. The Critical Social Theory guided this qualitative phenomenological study as it relates to organizational culture. The Critical Social Theory framework illuminates the perceptions of the more powerful players in an organization and the impact of these perceptions on the workplace culture. Six themes that emerged from the analysis of the data: (a) Professional Development and Support, (b) Increased Collaboration, (c)Standard Recruiting and Retention Practices, (d) Shared Responsibilities, (e) Their Perceived Student Perceptions of Adjuncts and Tenured Faculty in the Classroom, and (f) The Relationship between Adjuncts and their University. These themes gave rise to a general description of the perceptions and the workplace culture. The findings from the study yielded several unexpected outcomes.
This document summarizes the findings of a study that examined factors that transform low-performing, high-poverty schools into high-performing schools. The study interviewed principals of 3 award-winning, high-poverty schools. Key findings included that principals cited trust and teamwork, scaffolded behavioral and academic instruction, and communities of care as transformational factors. The principals did not share similar backgrounds in terms of adversity, socioeconomic status, or being first-generation college graduates. However, all schools implemented comprehensive, school-wide frameworks focused on addressing habits, executive function, and resilience. These findings provide insights into practices of successful high-poverty schools.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education. The researcher will use a concurrent mixed methods approach to explore personal, social, and academic factors through quantitative surveys and qualitative interviews. The study hypothesizes that student engagement programs increase retention and graduation rates. It will survey 300 students at a historically black college on their experiences with support services and reasons for opting out of college. The goal is to identify interventions that increase retention of non-traditional adult male learners of African descent.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education. The researcher will use a concurrent mixed methods approach to explore personal, social, and academic factors through quantitative surveys and qualitative interviews of 300 students at a historically black college. The study aims to determine if academic support programs and family support relate to increased enrollment and persistence. Results could inform the development of credit and non-credit courses to engage and support adult male learners of African descent.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education. The researcher will use a concurrent mixed methods approach to explore personal, social, and academic factors through a survey and interviews of 300 students at a historically black college. The study aims to determine if academic support programs and family educational background relate to retention and graduation rates. Results could inform the development of credit and non-credit programs to better engage and support adult male learners of African descent.
This research proposal aims to study factors that affect retention rates among non-traditional adult learners of African descent in higher education using a mixed methods approach. The researcher will explore personal, social, and academic factors through a concurrent quantitative and qualitative study involving surveys and interviews of 300 students at a historically black college. The study aims to determine if academic support programs relate to increased enrollment and engagement for adult male learners of African descent. Results could help advocate for support programs to increase retention and graduation rates.
This document summarizes three action plans presented by Whitney Bailely, Tiffany Proctor and Starla Townsend to address challenges related to changing student demographics and improving academic achievement of African American students. The plans include culturally responsive professional development programs for teachers at East Paulding High School, Woodland High School, and Cascade Elementary School. The programs involve cultural training, book discussions, and data analysis to increase teacher awareness of cultural differences and implement culturally relevant teaching strategies.
This document discusses using online mentoring to address issues of student persistence, retention, and graduation in higher education. It notes that only about two-thirds of first-year students stay in school, and only one-third graduate with a bachelor's degree. Online mentoring is proposed as a way to provide students emotional support, help them perform better academically, and encourage underrepresented groups to stay enrolled at lower cost than traditional face-to-face mentoring. The recommendation is that educational institutions should offer online mentoring programs to help more students persist and graduate.
This document summarizes a study conducted by Walden University to improve student progress and retention, especially in the first year. It details the university's cultural shift to establish a clear student progress strategy and methodology for a multi-year study of retention initiatives. The study found initiatives improved student satisfaction, performance, and retention. The introduction provides historical context on the focus of retention in higher education beginning in the 1960s. It also notes challenges in online programs include competing responsibilities, lack of direct contact between students and faculty, and need for support specific to distance learners.
This document summarizes a research proposal that aims to examine the impact of mentoring on the academic achievement of African American students at predominantly white institutions (PWIs). The proposal reviews previous literature showing mentoring can positively impact students' psychological development and academic outcomes like GPA and retention. However, few studies specifically examine the effects for African American students at PWIs. The proposed quantitative study would use surveys to compare the GPAs, retention rates, and extracurricular involvement of mentored vs. non-mentored African American freshmen at several PWIs, to determine if mentoring benefits this population. The results could support mentoring programs and encourage faculty involvement in mentoring.
This document summarizes research on the impact of inclusion on general education students. It finds that while inclusion aims to promote equality, in practice it can negatively impact the academic achievement of general education students. Overcrowded classrooms with insufficient support for teachers makes it difficult for them to differentiate instruction to meet all students' needs. As a result, general education students may receive less individual attention or have their learning slowed down. While inclusion can benefit some lower-performing students, research has found it can cause test scores to stagnate or decline for higher-performing general education students. For inclusion to be effective, a consistent research-backed model and greater resources for teachers are needed.
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
This presentation provides an overview of enrollment management for participants of the College Business Management Institute in 2019. It defines enrollment management as a process that brings together student recruitment, financial aid, retention, and graduation functions. The presentation notes that enrollment management has become increasingly important for institutions of higher education due to new pressures in the "new normal" environment, including increased competition, limits on tuition increases, and demands for accountability. It outlines learning outcomes related to understanding enrollment management philosophically and operationally, and discusses trends, issues, and the risks involved.
A Guide for School Districts: Exploring Alternative Measures of Student Learn...Tanya Paperny
Districts across the country play a crucial role in ensuring schools effectively serve students and families. Beyond federal requirements in the Every Student Succeeds Act and state-level accountability systems, locally developed school performance frameworks are a key lever for holding schools accountable, particularly for student learning and wellness.
Today — with unfamiliar school configurations and unknown impacts on student outcomes — it is more important than ever that districts are diligent about assessing schools’ impact on students. But the ways that districts have done so in the past may no longer be appropriate. And districts that previously did not engage in school-level performance assessments now have a new incentive to do so.
This toolkit is a resource to help districts adapt existing school performance frameworks to the current moment or create new ones. These slides identify and walk through the fundamental questions districts need to consider in designing school performance frameworks that acknowledge the challenges that schools and students are facing, as well as a continued need to monitor performance and continuously improve.
Teacher quality and related issues (i.e., teacher preparation, recruitment, and professional development) ranked among the highest priority areas among a sample of education policymakers surveyed by the Institute of Education Sciences. And it is not surprising that quality teaching also emerged as a central theme in one recent series of Policy Forums.
Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports.
Source: https://ezinearticles.com/?Overcoming-Challenging-School-Environments&id=10174636
The document discusses worldviews and cultural engagement. It defines a worldview as a fundamental set of beliefs through which people view the world, their purpose, and their future. A worldview shapes how people interpret reality and make judgments. The Christian worldview is structured around the concepts of Creation, Fall, Redemption, and Consummation. It addresses whether certain activities, jobs, or aspects of life are considered spiritual or holy from a Christian perspective.
The document discusses several perspectives on concepts like humanity, belonging, sharing, and faith. It shares quotes and views that humanity is defined through relationships with others, the importance of listening without judgment to help sort out thoughts, and that love and faith in a greater creative power can help overcome fear and hate.
This document describes a software development life cycle (SDLC) model for small to medium database applications. The SDLC follows a waterfall approach with six main stages: planning, requirements definition, design, development, integration and testing, and installation and acceptance. Some variations and prototyping are allowed between stages to clarify requirements or design elements if impacts remain minimal and scope-controlled. The SDLC is meant to prevent scope creep through its structured approach and emphasis on progressive enhancement of capabilities over time.
The document discusses several perspectives on concepts like humanity, belonging, sharing, and faith. It shares quotes and views that humanity is defined through relationships with others, the importance of listening without judgment to help sort out thoughts, and that love and faith in a greater creative power can help overcome fear and hate.
The document outlines the procedures and expectations for students in Mrs. Lovdahl's science class. When entering the classroom, students should check the board for the day's topic and homework, get out their science notebook, update their agenda, and clear their table except for required materials. During class, students should be courteous by raising their hands and listening, respectful of property, others, and themselves, kind to each other, stay awake, and keep cell phones put away. At the end of class, students should remain at their desks until dismissed and return their science notebook neatly. Supplies are due within one week for a full grade, and forms should also be returned within one week. Grades are based on class
The document discusses different views of the afterlife from various religious texts. It examines concepts like Sheol/Hades from the Old Testament, which portray the afterlife as a shadowy place where the dead exist. The New Testament introduces ideas of resurrection and life after death. Jesus is said to have descended into hell after death. Hell is associated with the valley of Hinnom and the idea of eternal punishment. In the end, death and hell will be destroyed as God establishes a new heaven and earth.
Andrew Clay Shafer documents his journey building cloud computing systems. He discusses his early experiences as a developer frustrated by servers. He then found freedom working with cloud technologies. However, he realized that cloud systems still require expertise to implement reliability, networking, storage, and other complex components. Shafer provides advice on systems thinking and not relying on secret techniques or experts, but rather through dedicated training. He encourages readers to go build their own cloud systems.
Dr. William Allan Kritsonis - What the Law Says About Curriculum Issues PPT.William Kritsonis
The document summarizes key laws and policies regarding curriculum and assessment in Texas schools. It discusses requirements for foundation and enrichment curriculum, statewide assessments (TAKS, now STAAR), accountability ratings for schools, consequences for low performance, and laws like No Child Left Behind. It also covers policies around removing objectionable materials, technology/internet use in schools, and legal cases that have impacted these issues.
Colombia Colombia: small businesses promote womenCAFOD
40 years of internal conflict in Columbia has left nearly four million people displaced.
75% of those that have been forced to flee their homes are women and children.
This document provides guidance on presenting results from research studies. It discusses how to describe categorical, dichotomous, and continuous variables using percentages, means, medians and other statistical measures. Key recommendations include focusing on effect sizes rather than just significance, using confidence intervals to indicate precision, and choosing appropriate statistical tests based on the type of data. Tables and figures are suggested for presenting results along with keeping the number of key findings limited to the most essential. Overall, the document offers best practices for clearly communicating the important results from a study.
Dr. Wm. Kritsonis, Editor, NFEAS JOURNAL, www.nationalforum.comWilliam Kritsonis
This document discusses research on collective efficacy and faculty trust in middle schools. It presents three hypotheses: 1) aspects of organizational trust will predict collective efficacy, 2) trust in clients (students and parents) will predict collective efficacy, and 3) trust in colleagues will predict collective efficacy. The study measures collective efficacy and three dimensions of faculty trust (in principal, colleagues, and clients) across 31 middle schools using validated scales. The results may help school leaders understand how faculty trust influences collective efficacy and school effectiveness.
OpenStack Summit, A Community of Service ProvidersAndrew Shafer
Andrew Clay Shafer gave a presentation at the OpenStack Summit on November 10, 2010 about open ecosystems and cloud computing. He discussed how most code for Linux and other open source projects comes from hundreds of individual contributors rather than just a few large companies. Shafer envisions a community of service providers working together using shared open technologies, with an open "kernel for the cloud" that enables services to be built and deployed easily. He discussed some principles for reliability in cloud systems and challenges around standardization and interoperability.
The document summarizes many laws governing curriculum and accountability issues in Texas public schools. It discusses requirements for core curriculum and enrichment courses. It also outlines student assessment and testing policies, the accountability system for school districts and campuses, and legal issues around topics like gifted/at-risk students, bilingual education, homeschooling, and more. While efforts have decentralized some control to local districts, federal and state authorities still mandate much of the curriculum and implement strong accountability measures aimed at reducing dropouts and improving achievement.
Technology as a catalyst for growth by EricssonMaria Boura
Presentation during the "Services at times of recession" workshop during the Athens 2013 Money Show, held on December 23, 2013. The presentation provides an overview of how Information & Communications Technology has become a catalyst for transformative changes across all industries that can create sustainable growth.
Dr. Fred C. Luenburg, Can Schools Regulate Student Dress & Grooming - Publish...William Kritsonis
School boards may enact reasonable regulations on student dress and appearance to promote safety, health, and an orderly learning environment. Courts generally give school officials deference over dress codes if they are intended to prevent disruption. Dress codes restricting gang attire, vulgar/obscene messages, or immodest clothing are usually upheld. School uniforms are increasingly common as they can reduce distractions and socioeconomic differences among students. However, student expression through appearance is still protected to some degree under the First Amendment.
Parishioners and students from several churches and schools in the UK organized various fundraising events like quiz nights, dances, lunches, and car washes to raise money for charitable causes through CAFOD's World Gifts program. Their efforts collectively raised over £6,000, which provided items like water supplies, rice banks, fruit tree nurseries, mother and baby care packs, and other resources to communities in developing countries.
This document summarizes the graduates of the PhD Program in Educational Leadership at PVAMU/The Texas A&M University System between 2006-2010. It lists the names of the graduates by cohort year, their dissertation chair, and year of graduation. In total, it reports that 35 people have completed the program, with Dr. Kritsonis advising the most dissertations at 19 and Dr. Hermond advising the second most at 7.
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
This document summarizes a journal article about the challenges that teachers and administrators face in a era of high-stakes testing. It discusses how administrators are often focused on test performance and accountability, which negatively impacts teacher morale and student learning. It also notes that many administrators are not highly qualified and lack the necessary skills to support teachers. As a result, students in low-income schools often receive a neglected education and have limited opportunities to succeed academically.
Successful leadership: a review of the international literature examines research on effective school leadership. It finds that while instructional/pedagogical leadership has been shown to improve student outcomes, transformational leadership and a combination of the two approaches may be most effective. Successful school leaders set direction, create positive school culture, and support staff motivation and commitment to foster improvement. International research emphasizes the importance of leadership in supporting school improvement.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; counseling and addiction, international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...William Kritsonis
This document provides an introduction and literature review for a dissertation examining the effectiveness of Title I tutoring programs in elementary schools. It discusses the background of Title I programs and issues with evaluating tutoring effectiveness. The study aims to investigate tutoring program structures and relationships between program ratings and student achievement. Surveys will be used to collect administrator and teacher ratings of tutoring programs at selected elementary schools.
Strategies applied by the board of management to enhance students academic pe...Alexander Decker
This document discusses strategies applied by Boards of Management (BoM) to enhance student academic performance in secondary schools in Mandera County, Kenya. It finds that most BoM members lack formal education and management skills, resulting in challenges like lack of monitoring, political interference, and mismanagement that negatively impact student performance. The document recommends that BoM members be appointed based on merit and receive management training, and that communication and resource utilization be improved to enhance student academic performance.
This document discusses theoretical perspectives on managing disadvantaged schools, using remote indigenous schools as a case study. It begins by introducing the importance of education in Malaysia's development. School administrators play a key role in school success. The document then reviews literature on leadership styles and a conceptual framework for indigenous education. It describes the methodology of interviewing administrators at two indigenous schools. Findings show the administrators prioritize basic skills and have modest performance targets, seeing indigenous students need supportive and encouraging teaching methods tailored to their culture.
This document discusses improving the quality of teaching through effective school leadership. It makes three key points:
1) Research shows that teacher quality has the greatest impact on student learning outcomes, so school leaders must prioritize improving teaching. Leaders can influence teaching through setting expectations, supporting teachers, and challenging them to improve.
2) To improve teaching, leaders must develop a clear school-wide vision of effective teaching and learning, establish a culture of trust and feedback, and provide meaningful support and challenge to teachers.
3) Leaders need knowledge of effective teaching practices to make accurate judgements and support teachers through evidence-based approaches. They must draw on research to inform improvement efforts and contribute their own school-based research.
1) The document discusses improving the quality of teaching through effective school leadership. Research shows that teacher quality and school leadership have the greatest impact on student learning outcomes.
2) It explores how school leaders can influence teachers and middle leaders to improve teaching standards through developing a clear vision of effective teaching, providing meaningful feedback, supporting teacher development, and ensuring leadership prioritizes teaching and learning.
3) Developing a culture of trust where teachers feel comfortable receiving feedback and engaging in professional dialogue is important for improving practice. Leaders must be able to accurately evaluate teaching quality and support teachers to improve.
Redifining school leadership responsibilitiesluna dionson
This document discusses recommendations for improving school leadership through clarifying core responsibilities and redefining frameworks. It presents 4 key responsibilities that positively influence learning: 1) supporting teacher quality, 2) goal-setting and assessment, 3) strategic resource management, and 4) collaboration. School leaders need autonomy but also training, time and support to focus on these practices. Collaboration between schools can benefit systems if leaders develop skills for external engagement. Frameworks that define leadership domains can guide coherent policy around recruitment, training and evaluation.
CHAPTER 3 THE SIGNIFICANCE OF LEADERSHIP AND MAANAGEMENT DEVELOPMENT.pptxCharissemay28
This chapter discusses the importance of leadership development and preparation. It argues that management development is a planned process of learning and growth to change behaviors. Effective preparation is necessary for leaders to benefit learners and the school community. The role of principals is expanding in complexity due to factors like increased school responsibilities from devolution, growing student populations, and societal demands. Specific training is needed to develop leaders' knowledge, behaviors, and abilities to handle these challenges. Leadership preparation is also a moral obligation to support ethical leadership focused on justice, respect, honesty, and team building. Research shows effective preparation makes a difference in leadership quality and school/student outcomes.
Many rural California high schools are impacted by the disadva.docxalfredacavx97
Many rural California high schools are impacted by the disadvantages of poverty, non-English speaking students, limited
resources, changing demographics, and challenges of the rural context. Focusing on contemporary leadership theories and
school-community interrelationships, this qualitative study examines the practices of educational leaders in three high-
performing, high-poverty, rural California high schools. The authors employed case study methodology using a variety
of data sources including document analysis, interviews, and observations. Cross-case findings revealed that the local
educational leadership had effectively employed multiple instructional, distributed, and transformational practices to
improve student outcomes, and had established multiple formal and informal linkages with institutional entities outside of
the school to accomplish their missions. Contributors to school-wide success in each case included: focus on instruction,
standards, and expectations; strengths of teachers, and; development of multiple support systems for students with varying
needs. Educational leaders in the schools studied with the highest poverty rates and highest percentages of English Language
Learners made significant improvements in student achievement through active involvement of parents and the mobilization
of other external and community resources.
Citation: Masumoto, M., & Brown-Welty, S. (2009). Case Study of Leadership Practices and
School-Community Interrelationships in High-Performing, High-Poverty, Rural California High
Schools. Journal of Research in Rural Education, 24(9). Retrieved [date] from http://jrre.psu.edu/
articles/24-1.pdf
Marcia Masumoto and Sharon Brown-Welty
California State University, Fresno
Journal of Research in Rural Education, 2009, 24(1)
Case Study of Leadership Practices and
School-Community Interrelationships in High-Performing,
High-Poverty, Rural California High Schools
Introduction
California’s large rural population has unique
attributes, with high proportions of minority students and
English Language Learners, and a growing percentage of
economically disadvantaged children (California Department
of Education, 2005). Unlike the declining agrarian and rural
regions in other parts of the nation, many of California’s
rural areas are experiencing population growth.
Between 1970 and 2000, the child population in
the San Joaquin Valley, a predominantly rural region of
California, grew faster than the state average, increasing
by 20% (Goodban, Hedderson, Ortiz, & Branton, 2004).
During the same period, the percentage of White children
in the San Joaquin Valley decreased from 75% to 43% and
the percentage of Latino/a children more than doubled,
growing from 17% to 39% (Goodban, et al., 2004, p. 6).
Approximately 25% of San Joaquin Valley students are
classified as English Language Learners (Jepsen & deAlth,
2005).
In a 2003 national state-by-state comparative analysis,
Ru.
This document provides an overview of teacher preparation in the United States. It discusses the criticisms of teacher education programs, such as low admission standards, and reforms initiated in response, like expanding programs to five years. It also covers topics like teacher certification requirements, alternative certification, and definitions of key terms related to the teacher preparation process.
The document summarizes key points about education accountability and authority. It discusses how accountability is a loaded term in education reform and efforts to introduce standards and require more rigorous teacher preparation. It then examines the ERA education reform act in England in 1988 and its flaws, including that its theoretical foundation was more political than pedagogical, it allowed little parental input, and freedom of choice was illusory as parents could only choose which school taught the centralized curriculum. The reform was also very expensive to develop and implement and offered teachers little flexibility.
Similar to Dr. William Allan Kritsonis, Dissertation Chair for Sheri L. Miller-Williams, Dissertation Proposal Defense, PPT. (20)
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Dr. William Allan Kritsonis, Dissertation Chair for Sheri L. Miller-Williams, Dissertation Proposal Defense, PPT.
1. The Impact of Atypical Principal
Preparation Programs
on School Accountability Ratings and Student
Achievement Results in High-Poverty Schools
Dissertation Proposal
March 31, 2011
Sheri L. Miller-Williams, Doctoral Student
William Allan Kritsonis, PhD
Dissertation Chair
2. Committee Members
William Allan Kritsonis, PhD, Chair
Donald R. Collins, PhD
Carl Gardiner, Ed.D
Clement E. Glenn, PhD
Solomon Osho, PhD
3. The U.S. Education Dilemma
“Although the U.S. has some of the best public schools in
the world, it also has too many far weaker than those found
in other advanced countries. Most of these are segregated
schools which cannot get and hold highly qualified teachers
and administrators, do not offer good preparation for
college, and often fail to graduate even half of their
students”.
Orfield and Lee (2007)
4. K-12 Reality: A National Perspective
Introduction to the Problem
5. The Average Minority School
• According to Orfield and Lee (2007), on average, segregated
minority schools are inferior in terms of the quality of their
teachers, the character of the curriculum, the level of
competition, average test scores, and graduation rates.
– Many of these segregated black and Latino schools have now been
sanctioned for not meeting the requirements of No Child Left
Behind and segregated high poverty schools account for most of
the “dropout factories” at the center of the nation’s dropout crisis.
(pp. 4-5)
• This does not mean that desegregation solves all problems or
that it always works, or that segregated schools do not perform
well in rare circumstances (Orfield & Lee, 2007).
6. Dropout Factories
According to Orfield (2009):
– Schools in the U.S. are more segregated today than they have been in more
than four decades.
– Millions of non-white students are locked into “dropout factory” high schools,
where huge percentages do not graduate, and few are well prepared for college
or a future in the U.S. economy. (p. 26)
– Orfield and Lee (2005) suggest that poverty has long been one of the central
problems facing segregated schools. Segregation tends to be multidimensional.
Typically students face double segregation by race/ethnicity and by poverty.
These schools differ in teacher quality, course offerings, level of competition,
stability of enrollment, reputations, graduation rates and many other
dimensions. (p.3)
7. The Impact on School Quality
According to Orfield and Lee (2007):
• Poverty has long been one of the central problems facing segregated
schools.
• Segregation tends to be multidimensional.
• Few highly segregated minority schools have middle class student
bodies.
• Typically students face double segregation by race/ethnicity and by
poverty.
• These schools differ in teacher quality, course offerings, level of
competition, stability of enrollment, reputations, graduation rates and
many other dimensions. (p.17)
8. Segregation and
Education Outcomes for Students
• As the U.S. enters its last years in which it will have a
majority of white students, it is betting its future on
segregation (Orfield & Lee, 2007).
• “The data coming out of the No Child Left Behind tests
and the state accountability systems show clear
relationships between segregation and educational
outcomes, but this fact is rarely mentioned by policy
makers” (p.7).
9. No Child Left Behind: Gauging Growth
In a recent study entitled, “Gauging Growth: How to Judge No
Child Left Behind (2007), Fuller et al reveal that:
• Most states and the federal government have adopted policies
that have the effect of punishing schools and school staffs for
unequal results in re-segregated schools, which tend to have
concentrations of impoverished low-achieving students along with
inexperienced and sometimes unqualified teachers.
• The punishment and the narrowing of the curriculum that
accompanies excessive test pressure have not been effective and
there is evidence that it has made qualified teachers even more
eager to leave these schools. (pp. 268-277)
10. School Accountability and the
Landscape of Principal Leadership
• The onslaught of high stakes testing, accountability, and
public pressure to meet these high standards
necessitates the need for a different type of principal,
despite training programs that continue to prepare
principals for schools of yesterday.
11. The Impact of Principal Leadership
• The school leader has become the central ingredient to school
improvement. Hess and Kelly (2007), revealed that school principals
are the front-line managers, the small business executives, the team
leaders charged with leading their faculty to new levels of
effectiveness.
• The critical mass of research literature supports the concept that
effective leadership is significant to the successful creation of a well
balanced and healthy organization (Bruffee, 1999; Bolman & Deal,
1997; Furman, 2003; Schein, 2000; Yukl, 2006).
13. Rationale for the Study
A recent four-year study by Arthur Levine, president of Teachers College Columbia
University, raised the stakes in this debate by harshly assessing the quality of
educational administration programs.
– Based on a survey of practicing principals and education school deans, chairs,
faculty, and alumni, as well as case studies of 25 school leadership programs,
Levine concluded that "the majority of educational administration programs
range from inadequate to appalling, even at some of the country's leading
universities.”
– The study found that the typical course of studies required of principal
candidates was largely disconnected from the realities of school management.
The Chronicle of Higher Education, Arthur Levine, 2005
14. Rationale for the Study
– Nearly two-thirds of principals felt that typical graduate leadership
programs "are out of touch" with today's school realities.
– By reputation, principal-preparation programs are not highly effective.
– 69 percent of principals and 80 percent of superintendents believed
that typical leadership programs "are out of touch with the realities of
what it takes to run today's school district Over 85 percent of both
groups believed that overhauling preparation programs would help
improve leaders. Transforming Principal Preparation.
Schools Can’t Wait: Accelerating the Redesign of University Principal Preparation
Programs (SREB, 2006, p. 18),
15. Rationale for the Study
• Texas principal turnover is on the rise.
• From 1995–98, 47.3% of all principals left their schools or the field.
• Turnover was highest at the high school level, with 58.6% of principals leaving.
• From 2004–07, principal turnover at all levels increased nearly 5% (to 52. 2%).
Again, high school principals were most likely to leave their jobs (60.7%).
Implications from the UCEA/The Revolving Door of the
Principalship. March 2008
16. Rationale for the Study
• Highly skilled school leaders are not born — nor are they fully forged
in the instructional setting of the school classroom. Neither do they
emerge fully prepared to lead from traditional graduate programs in
school administration.
• Most likely, effective new principals who have been rigorously
prepared and deliberately mentored in well-designed programs that
immerse them in real-world leadership experiences where they are
challenged to excel will be the most successful
Southern Regional Educational Board, 2007
17. The Emergence of Atypical Principal Preparation Programs
A few things stand out about the ways new providers are
educating school administrators through atypical types of principal
preparation programming:
• These programs tend to give more emphasis to on-the-job
preparation than university-based programs do.
• They seem to favor mentoring over book learning.
• Their formal curricula seem to be more pragmatic, geared to the
specific knowledge and skills required by school principals and
superintendents at different career stages.
• The programs appear to be as concerned with supporting practicing
administrators as they are with preparing them for the job.
Levine (2005)
18. Significance of the Study
• The researcher believes that through this study a strong
and positive impact will be made on the quality of
principals in the greater Houston area and larger body of
K-12 education.
• The study will bring forth recommendations around
principal development and how training and preparation
of school leaders can impact achievement outcomes for
students, and thus impact urban educational reform as a
whole.
20. Theoretical Framework
• The theoretical foundation for this study is largely based on the need for a
new model of leadership development which will accommodate the ever
changing complexion of today’s most challenging schools. This study is
framed through the lens of research around educational leadership.
• As a result of an expansive literature review, five main components
surfaced as recurring themes among current trends in leadership. These
components consist of: a) increased accountability; b) need for effective
leadership; c) organizational effectiveness; d) leader as a change agent;
and e) development of school culture.
• This study will be primarily driven by Transformational Leadership Theory
to support the notion of school reform through the actions of the principal
as school leader. The two theorists most associated with its modern
incarnation in America are Bass and Burns.
21. Theoretical Framework
Increased Accountability
Organizational Effectiveness
Need for Effective Leadership
Leader as Change Agent
Development of School Culture
Improvement in Accountability
Ratings and Student Achievement
Results
Transformational Leadership
Leadership Descriptors
Causes change in individuals and social systems.
Creates valuable and positive change in the followers with the
end goal of developing followers into leaders.
Enhances the motivation, morale and performance of his
followers through a variety of mechanisms.
The leader transforms and motivates followers through his or
her idealized influence (referred to as charisma), intellectual
stimulation and individual consideration).
In addition, the leader encourages followers to come up with
new and unique ways to challenge the status quo and to alter the
environment to support being successful.
23. Purpose of the Study
The purpose of this quantitative causal-comparative study is to
investigate the differences between the impact of atypical and
traditional principal preparation on school accountability ratings
and student achievement results in the Greater Houston area
high-poverty schools.
24. Purpose of the Study
The study will include an analysis of school accountability
ratings and student achievement results at a select group of
high-poverty schools to compare overall school and student
performance of a comparison group of traditionally trained
principals versus atypically trained principals.
25. Purpose of the Study
• In this study, the researcher seeks to identify differences that exists
between the type of principal preparation and to analyze quantitative
data.
• For the purposes of this research study, the researcher seeks to
compare the means (sets of scores) from two independent or different
groups.
• The comparison groups will consist of those who have participated in
atypical or traditional principal preparation programs.
27. Research Questions
Research and information gained from a synthesis of related literature
helped to formulate research questions to guide this study. The
researcher attempts to find answers to the following research questions:
1. Are there differences in school accountability ratings in high-poverty
schools in the Greater Houston area where principal training and
preparation programs differ (atypical vs. traditional)?
2. Are there differences in student achievement outcomes in high-
poverty schools in the Greater Houston area where principal
training and preparation programs differ (atypical vs. traditional)?
28. Research Hypotheses
In order to answer the research questions, the researcher has developed the
following null hypotheses:
(H01): There will be no statistically significant difference in school accountability
ratings of high-poverty schools in the Greater Houston area having principals who
went through atypical principal preparation and those high-poverty schools with
principals receiving atypical principal preparation.
(H02): There will be no statistically significant difference in student achievement
outcomes of high-poverty schools in the Greater Houston area having
principals who went through atypical principal preparation and those high-poverty
schools with principals receiving traditional principal preparation.
30. Variables
• There is one independent variable with two levels:
– X1= atypical principal preparation, and
– X2= traditional principal preparation.
• For each research question, the researcher has one dependent
variable:
– School Accountability Ratings (Exemplary, Recognized, Acceptable,
and Unacceptable), and
– Texas Assessment of Knowledge and Skills (TAKS) student
achievement scores in mathematics and reading.
32. Subjects of the Study
• The approximate number of schools matched to the principals in the
Greater Houston area in the quantitative data set is 100.
• The number of students housed in the schools matched to the principals
in the quantitative data set is approximately 70,000 (100 schools with
approximately 700 students enrolled= 70,000).
33. Target Population and Sample
• Five districts in the Greater Houston area will be targeted to participate in
the study. These districts include:
• Houston ISD,
• Aldine ISD,
• Alief ISD,
• Cy-Fair ISD; and
• Humble ISD.
• All elementary, middle and high schools within these five districts will be
included as part of the target population.
• The selected districts are all located in Harris County, have at least 30,000
students, and at least 30% of its students classified as economically
disadvantaged.
35. Sampling Procedures
• For this study the researcher will employ a two-fold sampling strategy:
criterion sampling and the snowballing sampling technique. A
sample size of 100 principals/schools will be selected for the study.
• A criterion sampling approach will be utilized to select 100
principals/school to participate in the study.
• The sample population will consist of 20 principals/schools selected from
each of the five targeted districts.
• Within this sample, a combination of 10 atypically trained and 10
traditionally trained principals will be included for each district represented
in the study.
• The sample will include 50 atypically trained and 50 traditionally trained
principals and the schools they lead.
36. Sampling Graphic
Five Greater Houston School DistrictsFive Greater Houston School Districts
20 Principals/Schools from Each District20 Principals/Schools from Each District
10 Traditionally10 Traditionally
Trained & 10Trained & 10
Atypically TrainedAtypically Trained
Sample Includes 50 Traditionally Trained Principals and 50 AtypicallySample Includes 50 Traditionally Trained Principals and 50 Atypically
Trained PrincipalsTrained Principals
10 Traditionally10 Traditionally
Trained & 10Trained & 10
Atypically TrainedAtypically Trained
10 Traditionally10 Traditionally
Trained & 10Trained & 10
Atypically TrainedAtypically Trained
10 Traditionally10 Traditionally
Trained & 10Trained & 10
Atypically TrainedAtypically Trained
10 Traditionally10 Traditionally
Trained & 10Trained & 10
Atypically TrainedAtypically Trained
37. Criterion Sampling Technique
• Criterion sampling involves selecting cases that meet some predetermined criterion of
importance.
• Using this technique, the researcher will identify criteria and select principals/schools that meet
a pre-determined set of characteristics.
• Principals/schools included in the study must meet the following criterion to be selected as part
of the study:
– (1) participants are active principals of K-12 schools,
– (2) participants must be employed in one of the five targeted districts,
– (3) participants have been in the role of principal at the selected school for two full
academic years beginning in 2008-2009 and ending in 2009-2010,
– (4) participants must have at least 3-10 years of principal experience.
– (5) schools must participate in the Texas Education Agency state assessment system,
and
– (6) schools must be identified as having 80% or higher free and reduced lunch,
38. Snowball Sampling Procedures
• Within the study, the researcher will utilize the snowballing technique to
locate people meeting specific criteria that the researcher would not have
been able to identify.
• Snowball sampling is a method used to obtain research and knowledge, from
extended associations or through previous acquaintances.
• The advantage of this technique is the ability for the researcher to use those
in the field with knowledge of others who meet the criteria identified for
participation in the study. This technique will ensure that sampling group is
consistent.
• Within this sampling process, an individual or a group receives information
from different places through a mutual intermediary.
• Snowball sampling is a useful tool for building networks and increasing the
number of participants.
40. Research Design
• Descriptive statistics will be used to compile demographic data on all participating
principals/schools included in the study. The statistical analysis portion of the study will
rely solely on quantitative instruments.
• A quantitative causal-comparative design will be used to determine the cause for or
the consequences of differences between participants in the study.
• The basic causal-comparative design involves selecting two or more groups that differ
on a particular variable of interest and comparing them on another variable (Fraenkel
& Wallen, 2009).
• The value of using this type of design is the ability for the researcher to identify
possible causes of observed variations in behavior patterns (Fraenkel & Wallen,
2009).
• Utilizing this methodology, the researcher will be able to investigate the effects of the
independent variable after it has been implemented or has already occurred.
41. Instrumentation
• A School Leadership Demographic Survey created by the researcher will be
utilized to analyze the target population and narrow the sample based on identified
criteria.
• The survey will be comprised of nine sections:
– school name,
– grade level,
– economically disadvantaged percentage,
– years of experience as a building principal,
– total years as principal of the current school,
– total years of administrative experience,
– ethnicity,
– gender; and
– type of principal training.
The purpose of this survey is to narrow the total population down to a
sample size based on the criteria identified for the study.
42. School Leadership Demographic Survey
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPAL PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITY AND
STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS
THE SCHOOL LEADERSHIP DEMOGRAPHIC SURVEY (APPENDIX 1)
Section I: School Demographics
School Name __________________________________
Enrollment __________________________________
Grade Level K-5 5-6 6-8 9-12
Years of Principal Experience 1-3 4-6 7-9 10 or more
Economically Disadvantaged % __________________________________
Section II: Principal Demographics
Ethnicity M F
Gender W AA H O
Years of Admin Experience 1-5 6-10 11-15 16-20 20+
Note: Administrative experience in any supervisory position not defined as the principalship.
Section III: Principal Preparation
Note: Please select the type of principal development program you participated in defined by the descriptions below.
__________ Traditional Principal Preparation (Completion of Master’s Degree and principal certification attained prior to assuming
principalship.
__________ Atypical Principal Preparation (Completion of Master’s Degree, principal certification and an extended training program
which includes field residency or clinical internship with a mentor principal or coaching from a master principal.
43. Instrumentation
• Other than contact with the principals/schools to issue and retrieve the
confidential survey used only to aid in the identification of the criterion-
based sample population, there will be no other involvement of human
subjects.
• The dominant instrumentation for the study will be the Texas
Assessment of Knowledge and Skills (TAKS) data from the 2008-2009
and 2009-2010 school years gathered from the Academic Excellence
Indicator System (AEIS) report published by the Texas Education
Agency (TEA) each year.
44. Instrumentation
• The Texas Education Agency’s AEIS report and TAKS scores for 2008-
2009 and 2009-2010 will be used to measure the impact of principal
leadership on school accountability ratings and student achievement
results for atypically trained principals versus traditionally trained
principals.
• To compare school accountability ratings, the AEIS report will be
accessed and will include two academic years of rankings classified as:
Exemplary (E), Recognized (R), Acceptable (A) or Unacceptable (U) for
each principal/school included in the study.
• Student achievement results will also be measured by the percentage
of growth in mathematics and reading for two academic years (2008-
2009 and 2009-2010) for each principal/school included in the study.
45. Statistical Analysis
The following steps will be used in the statistical analysis portion of the study:
• Step 1: Administer School Leadership Survey to establish a pool of 100
principals/schools for the study. Assign a number to surveys as they are returned to
the researcher. Enter all demographic information into an Excel spreadsheet based on
the number assigned.
• Step 2: Identify and select participating principals/schools based on survey data, and
employ the criterion sampling approach to cross-reference survey data with the Texas
Education Agency’s AEIS data report to identify schools that meet the established
criteria. Highlight those schools meeting the criteria on the Excel spreadsheet to be
identified as meeting the criteria for the study.
• Step 3: Create final Excel database to include 100 schools from five targeted districts,
ensuring that the sample includes 50 traditionally trained and 50 atypically trained
principals.
• Step 4: Access and retrieve 2008-2009 and 2009-2010 extant AEIS reports from the
Texas Education Agency website. For each school year, access the reading,
mathematics and school accountability rating for each school. Enter this information
into the Excel spreadsheet.
46. Statistical Analysis
Step 5: Disaggregate the data by differences in reading, mathematics and school accountability ratings for
each school.
Step 6: The Statistical Package for the Social Sciences (SPSS 13.0) will be utilized to analyze the data.
Frequencies and percentages will be calculated and represented graphically. The Independent Samples
T-Test will be used to measure differences in the comparison groups.
Step 7: The researcher will construct frequency polygons and then calculate the mean and standard
deviation of each group if the variable is quantitative.
Step 8: Generalizations regarding the study will be made to the cohort of public schools that principal
2008-2009 2009-2010
Reading Reading
Mathematics Mathematics
School Accountability
Ratings
School Accountability
Ratings
Traditionally Trained Principals
Atypically Trained Principals
47. References
Bruffee, K. A. (1999). Collaborative learning: Higher education, interdependence, and the authority of
knowledge (2nd ed.). Baltimore, MD: The John Hopkins University Press.
Fuller, B., et. al. (2007) “Gauging Growth: How to Judge No Child Left Behind?” Educational
Researcher. 36.5. pp. 268-278. Sage Publications. Web.
Hess, F.M., & Kelly, A.P. (2007), Learning to lead: What gets taught in principal preparation
programs. Teachers College Record, 109(1), 244-74.
Levine, A. (2005). Educating school leaders. The Chronicle of Higher Education. pp. 11, 12, 22, 24,
29, 51, and 52.
Orfield, G., & Lee, C. (2007). Historic reversals: Accelerating resegregation, and the need for new
integration strategies. (A report of the Civil Rights Project/Proyecto Derechos Civiles).
UCLA. Los Angeles, CA. Retrieved from http://news.yahoo.com/s/
Orfield, G. (2009). Reviving the goal of an integrated society: A 21st century challenge. Public
Agenda Website. Retrieved from
http://www.publicagenda.org/issues/factfiles_detail.cfm?issue_type=higher_education&list6
48. References
Southern Regional Educational Board. (2006). In schools can’t wait: Accelerating the redesign of
university principal preparation program. Retrieved from http://www.sreb.org
University Council for Educational Administration. (2008). Implications from UCEA: The revolving door
of the principalship. Retrieved from
http://www.edb.utexas.edu/ucea/home/ucea/www/pdf/ImplicationsMar2008.pdf