Educational Leadership, Elementary Education, Language Arts Education, Literacy Education, Literacy Leadership, Principal Perceptions Abstract This dissertation study explores the perceptions of principals as literacy leaders and the enactment of these perceptions in high-need elementary schools. Literacy leadership, as perceived by principals, was analyzed based on interview data from six participants. Individual cases were studied for the unique characterizations each participant brought to the construct of literacy leadership through their own lived experience. Cross-case analysis was conducted in order to draw out themes among participants.
Portraits of the High School Principal: Perspectives on Instructional Leadership Margo M. Symcox, Linda Abstract Education reform has increased accountability measures for principals to ensure all students are achieving. Although student achievement should be the primary focus of a principal, the various responsibilities of the principalship can overshadow instruction.
Due to the large number of students, multitude of course offerings, extra-curricular activities, discipline, and operational issues, many high school principals are inundated with responsibilities and challenges that may cause less time to be allocated to curriculum and instruction.
These multiple responsibilities can also lead to principal burnout and high turnover rates. To understand how high school principals managed their time to ensure curriculum and instruction was a priority, a qualitative study was conducted.
The researcher collected and analyzed data from semi-structured interviews, observations, and documents.
The instructional principals in this study each had a co-principal to manage the principalship. This structure should have guaranteed curriculum and instruction would be a priority. However, there were still challenges that would disrupt the focus from instruction. Even with the division of responsibilities, principals felt ownership for anything that transpired on the campus.
In spite of the demanding time requirements of the high school principalship, the leaders in this study were very dedicated to the role and student achievement.
Abstract From the early days of academia, classroom incivility has been acknowledged as counterproductive to the social contract of an educational environment; however, due to the subjectivity of what constitutes uncivil behavior, classroom incivility continues to be open to interpretation.
A marginal amount of classroom incivility literature has focused on higher education settings; even more scant is the literature that has explored uncivil behaviors in Educational dissertations principals perceptions work education environments.
Based on these findings, implications for field internship and professional practice were identified and recommendations were made to assist undergraduate and graduate programs to recognize what is potentially the new norm in social work education settings and to promote a dialog regarding how students are educated and socialized into the social work profession.
This research did not clarify the issue of what constitutes classroom incivility; rather, it generated questions for future research regarding probable causes, consequences, and effects of uncivil behaviors in social work education.
The need to educate and produce more STEM graduates is eminent, and research shows that the pipeline to prepare students for STEM fields begins in elementary school. Meanwhile, opportunities for elementary teachers to develop their STEM PCK and confidence in teacher preparation programs or professional development are limited.
Data collection methods included qualitative interviews, observations through videotaped lessons, documents, and quantitative pre- and post-surveys. Pre-service teachers were willing and excited to teach STEM subjects in their future elementary classrooms at the conclusion of the program. However, the growth in content knowledge and confidence was uneven among the four STEM content areas and there was a lack of integration.
Further recommendations for policy and research are presented and discussed. Symcox, Linda Abstract A major problem high schools are confronted with is how to help all their students to become college ready.
Part of the problem is how to provide that important social capital to thousands of students on campus while the counseling staff numbers at a school may be in the single digits, with student-to-counselor ratios ranging from students to one counselor.
A way to mitigate this ratio is to educate the teaching staff to help provide key college knowledge in class, as they are the primary contact with students during the school day. In order to explore how high schools can create a culture around college readiness, a holistic qualitative study using in-depth interviews of students, and an open-ended survey of both students and teachers, along with a study of important college readiness documents provided rich, valuable feedback about how students and teachers and other staff members experience sharing the social capital of college knowledge.
The data for this study was obtained from nine individual interviews of current high school students from grades 10, 11, and 12, and eight open-ended surveys of current high school students from grades 10, 11, and Data was also gathered from eight open-ended surveys of teachers, counselors and college-career specialists, and through a review of primary source documents from the school site the student participants attend.
The findings show the power institutional agents possess to influence students through daily contact and sharing the most relevant college readiness information. Murray, John Abstract Higher education has taken pride in holistically developing students.
There remains little research on programs that directly and explicitly focus on spiritual development, especially in public institutions. It is important to study such programs to understand them as possible models and best practices for addressing spirituality in higher education.
A multi-case study methodology design was used to implement this research study. Each case involved interviews with student users, interviews with staff, and a review of documents. Findings have concluded that these spiritually-related services do address various measures of spirituality.
However, there are areas in which spiritually-related services could improve to address more measures of spirituality.
Also, there are some negative factors that need to be addressed to improve the efficacy of these services. Some factors include visibility of the services provided and more specific training for staff.Specifically, the LKES Perception Survey gathered principals’ perceptions of the effectiveness of the 15 components, eight Leader Assessment on Performance Standards (LAPS), 10 objectives, and three weights utilized in LKES.
Eggen, David D. Principals’ Perceptions of Distributed Leadership in an Elementary School Setting. Published Doctor of Education dissertation, University of Northern Colorado, This dissertation is a qualitative study of principals’ perceptions on distributed leadership in elementary schools.
Education as a path to love: A leadership perception of Benedict XVI’s challenge to Catholic education (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. Available from ProQuest Dissertations and Theses database.
Educational Leadership, Elementary Education, Language Arts Education, Literacy Education, Literacy Leadership, Principal Perceptions Abstract This dissertation study explores the perceptions of principals as literacy leaders and the enactment of these perceptions in high-need elementary schools.
Dissertations (PDF) [faq collapsed] Jump to Content Jump to improve the quality of teaching and learning in K education are two of the most hotly contested and complex educational issues in contemporary U.S. education. The purpose of this qualitative interview study was to investigate high school principals’ perceptions of.
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