THE VOICE OF ELEMENTARY SCHOOL PRINCIPALS ON SCHOOL CLIMATE MAY 2010 SUZANNE E. SCALLION B.S. WORCESTER STATE COLLEGE M.ED., BRIDGEWATER STATE COLLEGE C.A.S., HARVARD UNIVERSITY ED.D. UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Linda L. Griffin School climate has been described as “the set of internal characteristics that.
School principals’ leadership is key to successful school reform, as is increased student achievement. This nonexperimental ex post facto study tested relationships among secondary school principals’ leadership behaviors, school climate, and student achievement. Of 165 secondary school principals from the three largest school districts in South Florida, 58 completed three online survey.The nationwide focus on student achievement and school accountability has resulted in an effort at the federal and state levels to identify and turn around the nation’s lowest-performing schools. States and districts are desperately searching for solutions for failing schools. As a result, they are focusing on Comprehensive School Reform (CSR) models to generate changes in student achievement.The number of studies related to school reform and principal leadership styles confirms both the interest in how the two might be related and the enigma that schools and principals present as research topics. The art and science of school reform is hard to figure. While many studies attempt to make sense of an overlapping and competing set of.
A study of the career paths of African-American women principals in the elementary schools of Chicago, Illinois, appointed before and after the implementation of school reform (Unpublished doctoral dissertation). University of Illinois at Urbana-Champaign, Urbana-Champaign, IL. Google Scholar.
These two documents are designed to provide Rhode Island school principals with the data they need in order to make decisions that will create increased capacity within their schools for reform. The purpose of this study was to examine (1) how urban elementary principals use the data provided in the state's data sources, SALT and InfoWorks!—specifically, what themes and patterns of use.
My PhD on school reform can be found at the attached link. But that is a big read! Some years ago, I wrote an article about the role of school administrators in supporting curriculum reform.
The issue of school improvement is complex, and although reform initiatives have emanated from positive intentions for schools, many have been detrimental to school culture. Collaborative school culture has been cited as an essential element of school improvement; thus, a need exists to better understand how principals perceive and shape collaborative school cultures.
While the reform has various components, its main features are recruitment, retention, and performance bonuses for teachers and principals in schools with a greater concentration of high-poverty students. The third paper expands on these findings by exploring whether improving the talent within a school has an effect on student outcomes. Results suggest that while the program was not effective.
School Principals: Illuminating the Behaviors and Practices of Effective School Principals in Challenging Public School Contexts. Published Doctor of Education dissertation, University of Northern Colorado, 2010. Effective school principals are urgently needed to lead reform efforts to close the.
Turnaround principals in urban schools: Case studies of leadership and process. Roberto Padilla, Fordham University. Abstract. Increasingly, education reform advocates have pointed to the for-profit sector for examples on how to turn around failing organizations that, whether a company or a school, have myriad challenges that require real reform.
School of Education Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Organizational Leadership June 2020 Committee in charge: Carlos V. Guzman, PhD, Committee Chair Timothy McCarty, EdD Jeffery Lee, EdD.
This study explores high school principals’ perceptions and enactment of and for their role in the implementation of a national education reform. Through a sense-making lens, this qualitative study explores principals’ considerations while they perceive and enact their role within a national reform. This study investigates data from interviews with 60 Israeli high school principals.
The principalship has evolved dramatically and become far more complex. Everyday, school leaders are reshaping their roles because of the internal and external pressures associated with the job. Currently, the reform agenda across the country focuses almost entirely on the states and federal government's demand to improve student performance. There is a national push for accountability and.
During reforms, principals often experience ambiguity, contradicting demands, and lack of information. As critical change agents and system players, principals interpret reform demands and translate them into school practices through a process of sense-making. The current qualitative research explored 59 elementary school principals’ sense-making of their leadership within a national reform.
Dissertation Chair: Dr. Mary McCullough Leaders' Perceptions of the Role of Leadership in Catholic High Schools through a Generational Lens. Up until the 1950s, Catholic school principals were mainly priests, sisters, and brothers who were well grounded in theology, scripture, catechesis, and the Catholic social teachings they received during their formation.
School districts are increasingly focused on instructional practice in classrooms. Many urban school districts have shifted decision-making responsibility to school principals in order to improve instruction. This reform strategy has been referred to as decentralization or school-based management. Decentralization has a significant influence on principal's human resource activities as it.
The participants for this study were primary school principals. They were purposively drawn from Maseru, Lesotho to provide rich data because they currently lead the implementation of curriculum reform at this school level. The main findings indicate that principals in this study have positive views regarding their leadership of the new curriculum. However, inadequate in-service training and.