To see the other types of publications on this topic, follow the link: School supervision.
Dissertations / Theses on the topic 'School supervision'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'School supervision.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Alkrdem, Mofareh. "School-based instructional supervision in Saudi Arabian public secondary schools." Thesis, University of York, 2011. http://etheses.whiterose.ac.uk/2335/.
Full textAbstract:
This study was concerned with the lack of information regarding school- based instructional supervision practices in Saudi Arabian public secondary schools, with specific attention paid to the perceptions of instructional supervision held by teachers. Therefore, the main aim of this study was to examine what secondary teachers perceive as effective instructional supervision and to examine the current state of school-based instructional supervisory practices and procedures in Saudi Arabian public secondary schools from the perceptions of headteachers, teachers, and district education officers. Specific research questions focused on the respondents' perceptions of and preferences for the focuses and practices of school-based instructional supervision, supervisory personnel, staff development programmes relevant to instructional supervision, and desired changes for improvement supervision practices. A survey design was utilised for this study. Data for the study were collected through questionnaires and interviews. The questionnaires were completed by 272 teachers and in-depth interviews were conducted with 33 participants (18 teachers, 10 headteachers, and 5 district education officers), thus yielding a total of 305 participants. The findings reveal supervision practices were marred by questionable practices associated with victimisation, intimidation, inconsistency, confusion, and biases. The supervisors lacked the necessary supervisory skills, were not serious about their supervisory roles, and, consequently, they were not taken seriously by teachers. In addition, the findings of this study indicate that instructional supervision are characterised by conflicting role expectations that cause stress and mistrust for teachers and instructional supervisors and that the development of clearly written policies on instructional supervision is an area needing the greatest attention. Among the proposed changes for the improvement of supervision practices, based on the findings of the study, were (a) encouraging supervisors to be objective and teacher-friendly; (b) encouraging headteachers to take the leading role in school-based supervision by developing interest in supervision, allowing themselves to be supervised by other members of the teaching staff, and getting involved in classroom teaching to become acquainted with ongoing classroom events; (c) providing appropriate rewards and incentives to teachers who receive good supervisory reports or take initiatives to facilitate their professional learning; and (d) fostering collaboration and teamwork among teachers and instructional supervisors.
2
Retallick, John Anthony, and mikewood@deakin edu au. "Clinical supervision and symmetrical communication: Towards a critical practice of supervision." Deakin University. School of Education, 1988. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051208.090305.
Full textAbstract:
The central argument of the thesis is that the dominant modes of the supervision of teaching are in need of critique and reconstruction. From a critical perspective, supervision is viewed as a political and ideological process enacted through asymmetrical relations and structures of communication. It is underpinned by a discourse of technocratic rationality and control Clinical supervision, a currently popular model of teacher supervision, has (despite its emancipatory origins) been accommodated by the dominant ideology and is employed as a hegemonic mechanism of evaluation, control and even dismissal of teachers.
However, historical analysis reveals that teachers have contested and resisted authoritarianism and centralized control in favour of developing more democratic and participatory forms of professional development. In these moves can be found a rationale for a reconstruction of the theory and practice of clinical supervision around the concepts of symmetrical communication and critical pedagogy. The researcher engaged in a self-reflective study with a group of supervisors and teachers in N.S.W. schools to explore the possibilities and limitations of a critical and counter-hegemonic practice of supervision.
The outcomes, in the form of three case studies, are analysed in terms of a dialectic of reconstruction and maintenance of the status quo. The evidence reveals that some of the research participants sought to reconstruct their supervisory relationships in ways which challenged the bureaucratic structures of their workplace. Others, however, rejected the emancipatory possibilities and resolved to maintain their traditional hierarchical relationship.
3
Tartt, Fannie Harrison. "School improvement: the relationship between effective school characteristics and student achievement in selected Dekalb County Schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1832.
Full textAbstract:
The purpose of this study was to examine the relationship between effective school characteristics and student achievement after the first year of implementing a school improvement project. The intent of this study was to analyze what occurred in terms of processes and products and to compare changes in school characteristics and student changes achievement in the treatment schools in the control schools. The study posed the following questions:
1. Was there a difference in the treatment group and in the control group in changes in effective school characteristics: environment, goals, leadership, expectations, time-on-task, monitoring student progress, and home/school relations?
2. Was the treatment group more successful than the control group based on student achievement of the basic skills?
3. What was the relationship between effective school characteristics and student achievement?
The study encompassed the use of an experimental design and employed techniques of ethnographic studies. Each group, treatment and control, consisted of three schools that were matched on socio-economic status and on student achievement. Six principals, 150 teachers, and 2,228 students were involved in the study. The treatment consisted of leadership training on effective school characteristics, the development and implementation of a school-based improvement plan, and staff development. The Connecticut · School Effectiveness Questionnaire, the California Achievement Test, and observed behavior were used as measurement tools. Data collected on thirty-five variables were subjected to t-tests, correlations, and factor analysis.
The results of the study appear to warrant the following conclusions:
1. The DeKalb County school-based model was successful in improving effective school characteristics in the treatment group. The treatment was highly related to each of the following effective school characteristics: environment, goals, leadership, expectations, time-on task, monitoring student progress, and home/school relations. This finding was verified by observed behavior. The control group did not show significant ii improvement in any of the seven effective school characteristics.
2. There was no significant relationship between the treatment and student achievement gains in mathematics and in reading when gains were disaggregated by individual students.
3. There was a significant relationship between achievement gains in reading and in mathematics in the treatment group when gains were aggregated.
4. There was a moderately significant relationship between mathematics gain and reading gain.
5. The treatment group was successful in improving the achievement of students in each quartile. The control group was successful scores of students in quartiles, but was not in improving the first, successful the achievement second, and third in improving the achievement of students in the fourth quartile.
6. There was no significant relationship between student achievement and each of the following characteristics: environment, goals, leadership, expectations, time-on task, monitoring student progress, and home/school relations.
7. The characteristics impacted the most during the first year of implementation were leadership, time-on-task, monitoring student progress, and goals.
8. The pretest characteristics that showed high relationships with each of the posttest characteristics iii were environment, expectations, and home/ school relations.
9. A high relationship was evidenced between pretest achievement and posttest achievement in mathematics and in reading. Reading achievement was also related to mathematics achievement.
10. When socio-economic status, sex, and grade were controlled, no significant relationship existed with any of the other thirty-two variables used in this study.
4
Bishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.
Full text
5
Steitz, Matthew Harold. "Proactive campus supervision a high school case /." Diss., [La Jolla] : [San Marcos] : University of California, San Diego ; California State University, San Marcos, 2010. http://wwwlib.umi.com/cr/ucsd/fullcit?p3390660.
Full textAbstract:
Thesis (Ed. D.)--University of California, San Diego and California State University, San Marcos, 2010.Title from first page of PDF file (viewed Feb. 22, 2010). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 129-134).
6
Holmes, Michael Todd. "Creating a Positive School Culture in Newly Opened Schools." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-05122009-150844/.
Full textAbstract:
The purpose of this study was to determine the most effective practices by school administrators when creating school culture in newly opened schools. Using semi-structured interviews, four principals who opened a new school were interviewed individually and in a focus group. The constant comparative method was used to analyze the data. Two themes emerged from the data. First, principals at new schools should spend a significant amount of time ensuring quality staff members are hired. Additionally, once hired, principals are responsible for providing appropriate professional development activities to better prepare staff members to meet the challenges of opening a new school. Second, principals must find a balance between their role as principal of the school and their personal and family lives. This balance takes three forms: 1) Shared Responsibility, 2) Manager vs. Instructional Leader, and 3) Personal and Family Responsibilities. Limitations to the study included generalization to other studies, personal biases and objectivity on the part of the researcher, small sample size and lack of a high school participant. By applying what has worked, and avoiding what was not successful, administrators are in a better position to ensure a smooth opening, a satisfied school community, and, most importantly, successful students, all which are reflective of the schoolâs culture.
7
Al, Hamad Rasheed Hamad. "Improving science supervision in the Kuwaiti school system." Thesis, University of Southampton, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276361.
Full text
8
Badavan, Yusuf. "Educational innovation and primary school supervision in Turkey." Thesis, University of Leicester, 1993. http://hdl.handle.net/2381/35597.
Full textAbstract:
The aim of this study is to attempt to focus on the relationship between educational innovation and primary school supervision in Turkey. The main focus is on the innovative behaviours exhibited by the primary school supervisors. Thus, the experiences of primary school teachers, provincial directors of education and primary school supervisors about these behaviours are identified. The views of these groups on some on-going supervisory activities in primary education in general and its supervision in particular are also identified and compared with each other. In addition, the views of these three groups of educationalists were sought on the barriers which could prevent the process of initiation and implementation of educational innovations and their recommendations for the improvement of the degree of implementing such innovations in primary schools. Questionnaires were administered to a sample of 190 teachers, 50 supervisors and 10 directors, drawn from representative regions throughout Turkey. For the teachers and supervisors, information obtained and their personal charecteristics made it possible to examine the relationship of their responses with, for example, sex, age, teaching experiences and region. The findings of the study revealed that the vast majority of the pre-defined would-be innovative behaviours of supervisors had not been adequately exhibited both in quantity and quality, according to the responses of the vast majority of the teachers. However, a substantial proportion of the supervisors reported that they had exhibited those behaviours. The findings also suggested that the "quality control" or "assessment" aspect of the primary school supervision in Turkey was given more weight than the "support" and "advice" aspects of it. However, the results also highlighted that there was a need for shifting of the focus away from monitoring and inspection to support and advice in supervisory activities. The results also suggested that the teachers revealed views distant from the supervisors and directors with regard to the items on some on-going supervisory activities. But, they reported nearly similar views about the pre-identified seventeen barriers and eleven recommendations. The barriers were acknowledged and the recommendations were 'agreed' with.
9
Mele, Susan Catherine. "The Supervision of Paraprofessionals in Elementary School Classrooms." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50532.
Full textAbstract:
The purpose of this study was to examine and explain the quality of teacher supervision of paraprofessionals. The researcher analyzed (a) pre-service and in-service supervisory training received by teachers who supervised paraprofessionals, (b) teacher knowledge of supervisory practices, (c) teacher supervisory practices applied to supervision, (d) teacher accountability for supervision, (e) time teachers met with paraprofessionals, and (f) other personal or situational factors that influenced the quality of teacher supervision of paraprofessionals.
The methodology for the study was multiple case studies with cross-case analysis. Six administrators, six teachers in grades K-5, and six paraprofessionals from three elementary schools in districts located in Virginia were invited to participate in this study. Interview protocols were developed from information gleaned from the literature review, checked for content validity, and pilot tested before being used. Analysis was completed using the constant comparative method as outlined by Maykut and Morehouse (1994).
Preparing teachers to supervise paraprofessionals is important if the expectation is paraprofessionals are to support the educational program of students. Under the No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Improvement Act of 2004, teachers are required to provide adequate supervision to paraprofessionals, yet they are not prepared to provide the supervision required. The results of this study indicated (a) teachers are not prepared to supervise paraprofessionals because they lack the training to do so, (b) teachers are not knowledgeable about what constitutes good supervisory practices, (c) teachers are not held accountable for the supervision they are expected to provide, (d) administrators do not make roles and expectations for teachers who supervise paraprofessionals clear, (e) teachers and paraprofessionals are negatively influenced by the absence of a common planning period, and (f) principals, teachers, and paraprofessionals believe positive interpersonal relationships are vital to the supervisory process.
Training is essential. If colleges, universities, and local school districts fail to train teachers regarding supervision of paraprofessionals, the quality of supervision provided by teachers who supervise paraprofessionals, and the services paraprofessionals provide to students will remain uncertain.Ed. D.
10
Loving, Rachel. "School Counselor Training: Differentiated Site Supervision Based on Prior Work Experiences." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2899.
Full textAbstract:
Over a decade after the regulation change in Virginia allowing individuals without teaching experience to pursue school counseling careers, no known study had focused exclusively on differences site supervisors observe when training school counselors from different professional backgrounds and the extent to which those counselors employ a tailored supervision approach in the clinical setting. While site supervisor training has been an area of interest in recent articles (e.g., Dollarhide & Miller, 2006), its relationship to supervision philosophies and technique differentiation has not been previously addressed. The researcher investigated those topics using a mixed-method research design shaped by suggestions from recent literature (e.g., Better-Fitzhugh, 2010; DeKruyf, 2007; Luke, Ellis, & Bernard, 2011; Miller & Dollarhide, 2006; Peterson & Deuschle, 2006; Stephens, 2008). This study analyzed site supervisors’ perspectives on supervision, the role training can play in developing site supervisors’ confidence and philosophical orientation, and the beliefs and practices site supervisors employ when supervising former teachers and non-teachers. Observed differences between former teachers and non-teachers in the clinical setting existed, yet 7 out of 12 site supervisors did not differentiate their supervision approach in order to close this gap. Findings from both Phase I (survey) and Phase II (interview) of this study indicated that practice is linked to training. Site supervisors who reported receiving supervision training were more likely to work from a philosophy of site supervision, feel more confident about their ability to supervise, and believe that differences between former teachers and non-teachers were slight and could be overcome with supportive, intentional supervision.
11
Neyland, Leslie N. "The Evaluation of Supervision among School Counseling Internship Supervisors." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1432048322.
Full text
12
Dunn, Rochelle L. "The knowledge and competencies of effective school counselor supervision." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086109491.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xiii, 159 p. : ill. Advisor: Susan J. Sears, College of Education. Includes bibliographical references (p. 102-109).
13
Bellflower, Teresa. "Examining the perceptions of school violence through the views of middle school students, parents, teachers and community members." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/724.
Full textAbstract:
The purpose of this study was to determine how middle school students, parents, teachers, and community members perceived acts of violence. It focused indirectly on how a small community was impacted following a hostage situation. The theoretical framework for this study draws from the theories of violence as described by Aisenberg and Ell, Canady, Gottfredson and Hirschi, and Miller. In this qualitative study the research questions focused on perceptions of school violence acts and potential influences' on the participants in this study. The participants consisted of 6 middle school students, 4 middle school parents, 4 school officials, and 4 community members. The results of the interviews were analyzed using a color-coded system to find patterns within each group. These patterns were then compared to determine similarities and differences. Four common themes emerged from the interviews: (a) the main causes of school violence were bullying, substance abuse, low socioeconomic level, and a bad home environment, (b) peer pressure and lack of communication were perceived to lead to school violence, (c) the most frequent occurring acts of school violence were fighting, arguing, teasing, and hitting (d) the most serious acts of school violence were holding people against their will, fighting, and bullying. Findings confirmed that a difference emerged within three of the groups pertaining to who was to be held responsible for the safety of students. As a result of random acts of violence, two beneficial changes occur. First, the adult community is forced to collaborate and communicate about a topic never experienced before. Second, the students learn to rely on each other for support. Social change implications include changes in county policies and practices by establishing new measures related to school safety that protects school children.
14
Clear, C. B. "Perceptions of Selected School Board Members, Principals, and Students on the School Activity Program of Certain Secondary Schools." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2659.
Full textAbstract:
The problem of this study was to determine if there was a significant difference among the expressed perceptions of selected school board members, principals, and students as related to specific aspects of the student activity program. The sample size of this study consisted of 359 participants in the following groups: school board members, principals, and students. School board members and principals were treated as intact groups while the students were randomly selected and stratified based on sex and rank in class. Each group was described based on demographic data. The t-test for independent samples and analysis of variances were used for statistical analysis. Eleven research questions, with six responses each, were analyzed according to six aspects of student activities: (a) athletics, (b) academic-class related activities, (c) performing arts, (d) student government, (e) career-oriented activities, and (f) social-oriented activities. A mean score for each group on each activity was calculated for test purposes. Significant differences were found between (a) school board members and students as related to academic-class related activities, and (b) school board members and students as related to social-oriented activities. Other important findings included the following: (1) Sixty-seven percent of students lived in the county, not towns or cities. (2) Career-oriented activities were the most popular among students. (3) Middle-ranked students had more favorable perceptions of the student activity program than top-ranked or bottom-ranked students. (4) There is general agreement among school board members, principals, and students concerning the student activity program.
15
Marland, Harriet Grieve. "Primary school supervision in Pakistan : practice, purpose and potential." Thesis, University of Hull, 1999. http://hydra.hull.ac.uk/resources/hull:8048.
Full textAbstract:
The system of supervising government primary schools in Pakistan is a matter of continuing debate. The performance of supervisors is frequently criticised, and their ability to improve the quality of education in primary schools is questioned. Periodically it is suggested that improvement requires a completely new supervisory cadre. The aim of this research is to clarify the purpose of primary school supervision, and to present evidence of both the practice of individual supervisors and their potential for achieving improvement in primary schools, in order to suggest ways in which the impact of supervision can be enhanced. Models of the supervisor as guardian, guide and innovator are distinguished and used to explain some of the conflicting demands made of supervisory personnel. The potential and limitations of work within each model are explored. Central to the research is a study which took place within the Sindh Primary Education Development Programme 1992-96, an internationally sponsored programme which included extensive training opportunities for supervisors. Questionnaire responses were collected during this training programme from ninety-one supervisors covering one rural and one urban district. Analysis focuses on the supervisors' perceptions of patterns of influence and achievement within their own work, using data from the questionnaires, interviews and seven individual life stories. The findings of this research challenge some influential assumptions about the centrality of primary teaching experience and specific training to ensure effective supervision. Instead,sincerity and respect emerge as key concepts of particular importance for sustaining professional endeavour. The results suggest that reforms of the selection and training of supervisory personnel are unlikely to influence practice permanently in Pakistan, unless accompanied by greater clarity about the precise role required, together with a revisioning of the relationships between the people within the education system as a whole founded on mutual respect for each others' work.
16
McMahon, Mary L. "Perceptions of clinical supervision in school guidance and counselling." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36556/1/36556_Digitised%20Thesis.pdf.
Full textAbstract:
This thesis examines the perceptions and experiences of school guidance personnel in relation to clinical supervision. Specifically the study sought to discover how clinical supervision is conceptualised by school guidance personnel, and how it is experienced by them. In addition, it examined how school guidance personnel perceive that the supervisory context affects the conduct of clinical supervision. The study also evaluated the use of teleconference calls as a medium for conducting focus group interviews with participants in remote locations.
The study was conducted in three parts. First, data was gathered through a survey questionnaire. Two versions of the questionnaire were developed. One version was worded to reflect the role of guidance officers in the supervisory process, and the other version was worded to reflect the role of senior guidance officers in the supervisory process. The questionnaires were distributed to all guidance officers and senior guidance officers employed by the Queensland Department of Education (renamed Education Queensland since the time of the study). Second, focus group interviews were conducted using teleconference call facilities.
The focus group interviews were conducted with a random sample of guidance officers and senior guidance officers who had completed the questionnaires. Guidance officers were interviewed separately from senior guidance officers. In addition, guidance officers who received clinical supervision were interviewed separately from those who did not receive clinical supervision. Third, the use of teleconference calls as a medium for conducting focus group interviews with people from remote locations was evaluated by means of a questionnaire sent to all participants. The data was analysed quantitatively and qualitatively as appropriate.
The findings established that the provision of clinical supervision was perceived as inadequate by most senior guidance officers and guidance officers. In addition, most participants perceived that the amount of training they had received in clinical supervision was inadequate. The study also found that the training and induction of those new to the profession are inadequate. The inadequacy of clinical supervision, supervision training, and the training and induction of those new to the profession was attributed to the supervisory context and a lack of professional leadership on the part of Education Queensland. In addition, differences were found between supervised guidance officers and senior guidance officers, males and females, supervised and unsupervised guidance officers, primary and secondary guidance officers, and experienced and less experienced guidance officers. The study also found that the use of teleconference calls was a successful method of conducting focus group interviews.
As a result of this study, the recommendations relate to the issue of professional leadership. In particular, recommendations are provided for Education Queensland, the Queensland Guidance and Counselling Association Inc., the professional organisation representing guidance personnel, and the universities who conduct counsellor training and guidance training courses. Specifically, the recommendations address the establishment of clinical supervision guidelines, supervision training, induction of those new to the profession, and closer communication between the Queensland Guidance and Counselling Association Inc. and Education Queensland.
17
Marino, Reshelle C. "The Influence of Specialization-Specific Supervision on School Counselors’ Perceptions of Preparedness, Professional Identity, and Perceived Supervisor Effectiveness." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1413.
Full textAbstract:
Despite the vast array of research evidence supporting supervision as a necessary component of the professional identity development of counselors, many counselors in training do not receive adequate supervision (Cashwell & Dooley, 2001). The school counseling profession has continued to struggle with the development of a widely recognized and consistent professional identity (Herlihy, Gray, & McCollum, 2002). Although there are many supervision models provided in the counseling literature (Bernard & Goodyear, 2008), there are not any consistently agreed-upon supervision models specific to the training of school counselors.
The purpose of this research was to evaluate school counselors’ perceptions of their preparedness, professional identity, and perceived supervisor effectiveness related to specialization-specific supervision (SSS). School counselors from ASCA’s southern region were asked to respond to the Specialization-Specific Supervision Questionnaire (SSSQ). The findings of this study demonstrated that school counselors who received specialization-specific supervision felt better prepared to begin an entry-level school counseling position, had a stronger sense of their professional identity, and expressed feeling more positive regarding their perceptions of supervisor effectiveness than school counselors who did not receive specialization-specific supervision. These results support the conclusions of previous research, which indicated that supervision serves the following purposes: varies from discipline to discipline (Campbell, 2000); is a vital component of school counselor training (Bernard & Goodyear, 2008); is a conduit for professional identity development (Dollarhide & Miller, 2006); and is a contributing factor to the overall supervisory experience (Lazovsky & Shimon, 2005).
18
Nelson, Ronald D. "The Preferences of Tennessee School Superintendents and School Board Chairpersons Regarding School-based Management." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2759.
Full textAbstract:
The purpose of this study was to determine the preferences of Tennessee public school superintendents and school board chairpersons regarding school-based management and to determine the differences between both groups' preferences regarding the following aspects of school-based management: each identified approach or model, school-based budgeting decisions, personnel decisions, curriculum decisions, function(s) of school-based management councils, and district level planning prior to implementing school-based management. Demographics were reported regarding superintendents' and school board chairpersons' preferences regarding school-based management. When a significant difference was determined between the two groups' preferences regarding any of the identified facets, the demographics were analyzed. The method of study was survey. Surveys were mailed to all of Tennessee's public school superintendents and school board chairpersons. Of the superintendents and school board chairpersons surveyed, 71.0% of the superintendents and 63.0% of the school board chairpersons responded. Null hypotheses were stated for the different aspects of school-based management. Demographic information was reported. A significant difference was determined between the preferences of the two groups regarding the function(s) of school-based management councils at the.05 level.
19
Primm, Fannie Marshall. "Reasons for leaving school as perceived by early school leavers." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/2763.
Full textAbstract:
Purpose
The purpose of this study was to identify and explain the selective responses that dropout students felt contributed to their leaving school before graduation.
Procedures
The researcher collected three sets of data which included the review of the literature, the student records in the Southwest School District and the interviews of two hundred participants using McDowell's questionnaire.
The questions were conceived of as functioning primarily in the context of justification. Thus, the researcher did not begin with previously identified reasons; rather, the researcher examined the responses to determine reasons which seem to be fruitful. The Sophia McDowell questionnaire was used to collect demographic information on each student to further explain their reasons for dropping out of school in four areas: personal data, family information, career information and school achievement. The results of data findings were described collectively and individually and summarized in tables.
Conclusions
1. The literature on early school leavers depicts a profile which identifies them as suffering from personal problems, lack of parental support, economic condition and poor student/teacher relationships. However, these statements represent social and administrative judgments rather than functional terminology.
2. The student personnel records are of little value in gaining insight into early school leaving. The records seem to classify the students' departure as the result of "lack of interest" which offers little insight into the students' real circumstance.
3. The superficial responses for early school leaving as offered by students on a questionnaire varies little from the causes as reported in the literature.
When the total sample is viewed, one finds that there were more Black Americans and more males who dropped out of school and at an earlier age than Caucasians and females.
The marital status of the participants' parents indicates that more of the dropouts come from homes with married parents. The majority of these students, however, did return to some kind of basic education or to a job training program. On the other hand, more of the permanent dropouts come from single-parent or broken homes and did not return to school. Before one can justify that parental marital status does influence students to either remain in school or to drop out of school, however, more research is needed in this area.
The majority of the participants studied were preparing for their future occupations by going back to school. From a sample of two hundred participants, there were 144 attending extended day school, vocational school, on-the-job training and apprenticeship training.
20
Agnew, David T. "An Evaluation of the Getz - Roanoke County School Division's School Counselor Peer Group Clinical Supervision Program." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30534.
Full textAbstract:
(G-PGCS) was designed and implemented for K-6 school counselors. G-PGCS began in the fall of 1994 and has continued to the present; however, there have been no studies on the effects of the program. Therefore, the purpose of this study was to conduct a qualitative evaluation of G-PGCS.
The evaluation participants included current Roanoke County K-5 school counselors, and selected administrators. The sources of data for the evaluation were interviews, an informal observation, program documents, Semantic Differential Scales (SDS) designed for this evaluation, the Job Satisfaction Blank (JSB; Hoppock, 1935), a counselor burnout SDS (Cummings and Nall, 1983), video tapes of G-PGCS sessions and responses to an anonymous memorandum.
As a result of participation in G-PGCS, the K-5 counselors interviewed reported gains in counseling skills, positive professional changes, and personal growth. JSB and burnout SDS means of the G-PGCS counselors indicated that they have a high job satisfaction and low counselor burnout levels. G-PGCS could have contributed to high JSB and low SDS burnout scores, but further study is needed in this area. Strengths of G-PGCS were increased peer support and self-awareness, learning new counseling techniques and skills, G-PGCS supervision feedback, and a greater sense of professionalism. In addition, administrative support, training, and structure were cited as strengths. The SDS also confirmed the gains and strengths of G-PGCS.
Group membership and/or dynamics was cited as a weakness because some of the counselors wanted to change group membership periodically. The other two weaknesses were the lack of adequate time for clinical supervision and the need for more clinical supervision training. No weaknesses of G-PGCS were found in the statistical analysis of the SDS. With administrative support and modifications, G-PGCS can be replicated to meet the clinical supervision needs of school counselors. Further research including an experimental pre- and post- observation study is needed to find specific G-PGCS program gains.Ph. D.
21
Stahl, Ladbury Janelle L. "School Counseling Supervision: A Qualitative Summary from the Perspective of School Counseling Site-Supervisors." Diss., North Dakota State University, 2012. https://hdl.handle.net/10365/26837.
Full textAbstract:
School counseling supervision is an area of research that has limited information available to school counselors. As a result, a qualitative study from the perspective of school counseling site-supervisors was conducted to address the following three research questions 1) What is good school counseling supervision?, 2) What exemplifies exceptional school counseling site-supervisors?, and 3) Why do school counselors become involved in school counseling supervision? In order to best address the questions in this study, the researcher conducted individual phone interviews with ten participants working as school counseling site-supervisors throughout the United States. To increase the trustworthiness of the study the following methods were used: member checks, data saturation, triangulation, the peer review process, identification of the researcher's perspective, maximum variation, an audit trail, and participant quotations. As a result of the study, the researcher identified seven major themes. The themes identified in the study are: 1) Good school counseling supervision facilitates professional growth and development of the school counseling intern from a developmental perspective, 2) Good school counseling supervision establishes a collaborative working relationship for the intern with the supervisor and the school's stakeholders, 3) Good school counseling supervision establishes an environment that is conducive to learning, flexible and well-defined, 4) An exceptional school counseling supervisor is aware of the developmental process of the school counseling intern, 5) An exceptional school counseling supervisor acts as an educator, counselor and consultant throughout the internship experience, 6) An exceptional school counseling supervisor is self-aware and reflective in their own work as a school counselor, and 7) School counselors become involved in school counseling supervision as a part of their professional growth, continual development of the counseling profession and to maintain the professional identity of a school counselor. Finally, the researcher provides a summary of the research study's results identifying connections between the results, the existing literature and how this study fills current gaps. Additionally, the researcher provides a critical analysis of the study, the study's limitations and areas for future research to enhance the field of school counseling supervision.
22
Papaemaneul, Vicki Dumois. "Supervision in School Psychology: Assessing the Relationship with Professional Practices." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002798.
Full text
23
Wood, Joanna. "Supervision for school staff : what is valuable about Solution Circles?" Thesis, University of East London, 2016. http://roar.uel.ac.uk/5220/.
Full textAbstract:
Group supervision is used for support, education and/or monitoring. Despite the potential value of these elements for school staff, it is rarely practised. This mixed methods research, from a critical realist perspective, explored the use of Solution Circles to structure staff supervision groups in three schools. Five circles were run in each school, involving thirty-one participants, eighteen of whom contributed data. Thirteen staff trained as facilitators. The self-efficacy, resilience and anxiety levels of the staff taking part were not found to be significantly different as a result of the intervention. However, a small effect size was noted for self-efficacy, perhaps worthy of further investigation in the context of the small sample size. Thematic analysis of participant feedback (gathered during the last circle, which ran as a Focus Group) indicated the following mechanisms as affecting the value of Solution Circles for staff supervision groups: the structure of the sessions; aspects linked to the groups meeting a ‘need to talk’; elements which helped participants to ‘feel like a team’; and, school context factors. Semi-structured interview data from six facilitators indicated that the structure of the circles, individual characteristics of facilitators, the provision of support for facilitators, and elements of the wider school context, were all mechanisms which affected the facilitation of the programme. Further research might implement elements of these mechanisms and measure their impact.
24
Painter, Amy. "The Presence of Cyberbullying in Rural Middle Schools: Advanced Technology, School Initiatives, and Parent Involvement." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/70.
Full textAbstract:
This descriptive study used preexisting student and parent surveys to examine cyberbullying in two rural middle schools. This study was guided by the social dominance theory, which says that individuals establish themselves in social hierarchies, and by the social-ecological framework theory, which suggests that behavior is influenced by many related systems. This study identified the rates of occurrence of methods used for cyberbullying, types of Internet access available, parental awareness, intervention, and resolution of cyberbullying issues. A simple random sample of 162 parents and 213 students completed the survey. Compared to national results, more local students (9.9%) admitted cyberbullying in the past 30 days, and more local survey students (14.1%) reported being cyberbullied in the past 30 days. For 9 of the 18 methods of cyberbullying examined, chi-square tests revealed that the local usage rates were significantly higher than national rates. Results from the parent survey suggested that parents were aware of the use of social media and that cyberbullying was taking place. Of those surveyed, 24% reported some knowledge of cyberbullying, and 75.6% of parents were concerned that their children could be cyberbullied. Results of this survey study helped in designing a project action plan to educate, to provide professional development for teachers, and to offer parent workshops to assist with preventing cyberbullying. Efforts to accomplish a positive social change may evolve after successful implementation of anti-cyberbullying programs in the middle schools.
25
Britt, Carlesia. "Middle School Teachers and Administrators' Views Concerning the Prevention of School Violence." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7124.
Full textAbstract:
Over the years, school violence has gained attention due to an increase of aggressive behaviors and actions within school systems across the United States. As a result, it has prompted school districts to develop plans that address school violence efficiently to promote safe school environments. There is gap in current literature as it pertains to addressing school violence in the middle school setting. The purpose of this study was to explore the views of teachers and administrators concerning effective ways to implement proactive prevention strategies to attain better approaches to preventing school violence. This case study methodology were framed by Bronfenbrenner's ecological theory to determine the association between school violence, students, parents, teachers, administrators, and other middle school staff members. Data were collected through 8 individual, structured, participant interviews with the use of an audio recorder. The resulting data were hand coded to create themes. The results of this study indicated that the middle school administration is failing to administer adequate and proper training to address school violence for their teachers, which has become a major concern. The study findings also indicated that the collaboration of teachers and administrators presented some issues when addressing and managing school violence occurrences. The results of this study could influence positive social change by supplying modernized information concerning the preventions of school violence from the outlook of middle school teachers and administrators.
26
Pool, Anita M. "Supervision Experiences of School Counselors-in-Training: An Interpretive Phenomenological Study." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2268.
Full textAbstract:
Students pursuing a master’s degree in CACREP-accredited school counseling programs are required to complete supervised field experiences as a part of their course requirements. During their practicum and internships experiences, they receive university supervision by a faculty member or doctoral student supervisor, as well as site supervision at the placement site, typically from a school counselor. University supervisors may lack experience in school counseling and knowledge of the unique roles and supervision needs of school counselors. In addition, site supervisors may lack training or knowledge of clinical supervision. Furthermore, the multiple systems in which SCITs function may have differing goals and expectations for supervisees. The various factors influencing supervision may result in confusion and frustration for SCITs.
The purpose of this interpretive phenomenological study was to understand the supervision experiences of SCITs enrolled in CACREP-accredited counselor education programs in Southern Louisiana universities who recently completed internship. Specifically, I sought to understand SCITs experiences with regard to university individual and group supervision, site supervision, and what influence, if any, the ASCA National Model had on their supervision experiences.
After receiving IRB approval, participants were invited to participate via an email solicitation. The eight participants chosen were master’s students from CACREP-accredited counselor education programs who recently completed internship. Data were collected through individual, face-to-face, audio-recorded interviews utilizing a semi-structured interview protocol. After the interviews were transcribed, the data were analyzed using IPA data analysis procedures. The final analysis resulted in four super-ordinate themes.
The findings describe the meaning of the lived experiences of SCITs with supervision. According to the results, supervision experiences, whether being reported as positive or negative, could be attributed to: impact of counselor education program, aspects related to supervisors, significance of feedback, and influence of self. The results could help inform the design of counselor education programs to more adequately prepare SCITs for school counseling as it is today. Furthermore, the results could help improve site supervision practices.
27
Lindberg, Tara. "Peer Support Among School Psychologists in Urban School Districts." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468793217.
Full text
28
Morgan, Frank Edward. "Factors influencing school board decisions on redistricting." W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1539618558.
Full textAbstract:
The purposes of this study were: (1) to determine the factors that influence the decisions of local school boards concerning redistricting, and (2) to determine if the factors influencing redistricting decisions-are more instructional or non- instructional in nature. The study employed a case study methodology, examining a specific school board involved in a redistricting process that occurred in 1996.;Data for the study were collected utilizing the following: interviews with school board members; interviews with staff members; interviews with members of the media who covered the redistricting process; interviews with community members; newspaper articles; school board meeting minutes and other internal documents about the redistricting process; and correspondence from the public to the school board about the redistricting process.;The study's conclusions were as follows: (1) The superintendent and the recommendations he made were a very strong influence. (2) Interest groups had an influence on the board, but not an overwhelming one. (3) Individual values influenced the board's decisions as members weighed the various alternatives. (4) Cultural/normative factors influenced the board's decision, especially in terms of the process to reach a decision. (5) The high level of emotion present during the process and the lack of viable alternatives influenced the board's decision. (6) The board was influenced by several concrete measurable criteria, including: building capacity/projected growth; cost effectiveness; feeder patterns; minimizing numbers redistricted; neighborhood schools/proximity of schools; socioeconomic/ethnic diversity; and travel distance and time. These factors served as a buffer against the high level of emotion in the process. (7) Non-instructional factors were the strongest influences on the board; however, instructional factors also played an important role.;Major implications of these conclusions included the need for accurate information on measurable instructional and non-instructional criteria; the need for establishing community and board consensus on priority redistricting criteria; the need for adequate time for decision making; the need for alternative means of gathering public input; and, the importance of process.
29
Todd, Annie Lunette. "School improvement through site -based management practices." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1539618698.
Full textAbstract:
The purpose of this single site case study was to examine administrators', teachers', and guidance counselors' perceptions of site-based management components and school improvement. The study addressed the following three questions: (1) What are the perceptions of experienced teachers toward key aspects of site-based management (shared decision making, school climate, and student success)? (2) What factors do experienced educators identify with promoting the successful implementation of site-based management components (shared decision making, school climate, and student success)? (3) What factors do experienced educators identify with hindering the successful implementation of site-based management components (shared decision making, school climate, and student success)?;The study employed both quantitative and qualitative methodology. Administered to only experienced teachers with three or more years of teaching, a questionnaire was used to collect data for three sub-scales: shared decision making, school climate, and student success. to answer question one, descriptive statistics were reported, and an ANOVA was used, resulting in no significant difference among the sub-scales. Qualitative data were collected from a focus group comprised of the School Improvement Team and from semi-structured interviews to identify factors promoting and hindering the successful implementation of site-based management components.;Results indicate that the implementation of SBM strategies was overall positive. Participants' responses revealed that shared decision making is an effective strategy for improving the school. Furthermore, the school climate is conducive to teaching and learning, and students are successful at this recently recognized Blue Ribbon School. as a professional community, the administrators and teachers collaborated to develop the vision, mission, and school improvement plan, especially with a focus on student achievement. Although the results were positive overall, participants also identified barriers, such as time, funding, and lack of technological assistance, sometimes hindering improvement efforts.
30
Tucker, Diane. "Successful Sustainability in a Catholic Secondary School." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2898.
Full textAbstract:
The decreasing number of sustaining Catholic schools has limited diversity in educational options for families, affecting local district finances, reducing potential for academic competition among schools, and increasing crime and violence in in the areas where these schools have closed. In 2013-2014, 9 out of 22 Catholic secondary schools closed or merged in the Northeast region of the United States. However, some schools in the Northeast region have been thriving and sustaining their students and programs. Utilizing Fullan's systems thinking on sustainability as conceptual framework, a descriptive case study of a successful Catholic secondary school in the Northeast region was completed to find best practices and strategies to duplicate in other Catholic schools. Nine semistructured personal interviews were conducted, and relevant school documents were reviewed. Data analyses included open and axial coding, resulting in themes that revealed elements assisting school sustainability, including effective financial planning for affordability, educational programs, collaboration, communication, diversity, administrative support, trust in leadership, Catholic identity, and safe environment. Successful leadership strategies were developed from these elements and incorporated into A Guide for Catholic School Leaders on Successful Sustainability. This guide will be presented as a professional development preparation program for secondary Catholic school leaders. This project study has the potential to produce positive social change by improving school leader preparation, increasing educational diversity, providing services to the local community, and directing outreach to the increasing immigrant population.
31
Dobney, William Lloyd. "Institutionalization of clinical supervision in the public schools of North Carolina." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/50007.
Full textAbstract:
During the 1982-83 school year, public school districts in North Carolina were given the option of using clinical supervision as part of a state-wide performance appraisal process. This option resulted in considerable variation in the implementation and institutionalization of clinical supervision in schools and provided the opportunity to study variables associated with the institutionalization of change in school systems.
Berman’s (1981) implementation paradigm was used to identify and categorize predictors of institutionalization. A set of five variables was selected as having the best potential for accounting for the variation in institutionalization of clinical supervision in the public schools of North Carolina.
1. Principal’s perception of the amount of time required to perform one clinical supervision cycle.
2. Amount of internal support for clinical supervision.
3. Amount of training in clinical supervision.
4. Principal’s belief in the effectiveness of clinical supervision.
5. Type of school administered.
A Principal’s Survey was developed and mailed to a random sample of 450 public school principals in North Carolina. Information was received from 288 principals (64%). A follow-up survey of nonrespondents verified the representativeness of the original respondents. Principals responding to the follow-up survey were added to the original respondents for a total sample of 300 principals (67%). Multiple regression analysis was applied to the data with institutionalization as the dependent variable. The multiple R was .30 and R² was .09 (F = 4.03, p < .00). Internal support was the only significant predictor of institutionalization (b = .20, t = 3.62, p < .05).
Two demographic variables, age and sex, were added to the multiple regression as a side analysis. With these 4 variables added, an R² of .10 was obtained (F = 3.37, p < .001). Age was determined to be a statistically significant predictor of institutionalization (b = -.06, t = -2.48, p < .05).Ed. D.
incomplete_metadata
32
Florence, Gregory Wayne. "Teacher Supervision Methods in Virginia." VCU Scholars Compass, 2005. http://hdl.handle.net/10156/1787.
Full text
33
Hale, Keuseman Sarah G. "A study of those who made the jump: examining the differences between traditional public school leadership and charter school leadership." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5767.
Full textAbstract:
This interpretive, exploratory qualitative study examines the similarities and differences between charter school leadership and traditional public school leadership. Previous research has examined the differences in school leadership in traditional public schools from large-scale, quantitative data (Cravens, Goldring,& Penaloza, 2012; Goff, Mavrogordato, & Goldring, 2012). Though research exists on specific facets of charter schools such as student achievement, there is little research on the needs of charter school leaders and how well-prepared they are for their unique roles (Huerta, 2009; Hughes & Silva, 2013). The purpose of this study is to contribute to the body of knowledge on school leadership by developing an emic description of the relationship between charter school leadership and traditional public school leadership through a qualitative interpretivist study approach.
School leaders in Minnesota who have been heads of school in both independent charter schools and traditional public schools were surveyed, and four were selected for in-depth follow-up interviews. The guiding research questions are: (1) What are the differences between traditional public school leadership and charter school leadership according to school leaders in Minnesota who have been leaders of both types of schools; (2) How do school leaders in Minnesota who have been leaders of both charter schools and traditional public schools experience instructional leadership in the different school organizations; and (3) How do school leadership preparation programs help prepare educators for leadership in charter schools?
Findings from this study indicate that differences in school leadership in traditional public schools and independent charter schools may exist due to organizational structure, including the expanded scope of school leadership in charter schools. However, some of the differences may be because of school size, as leaders with experience in both types of schools indicated that leading a charter school is similar to leading a small, rural, traditional public school. The findings also examine the structures created to support charter school leadership, and the need for professional community and support. Implications for school leader professional development and school leadership preparation programs are discussed.
34
Adams, Larry Lee. "Parents' and Teachers' Perception of an Alternative School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5598.
Full textAbstract:
The alternative school in this case study has experienced resistance to the assignments the past few years. Present enrollment consists mostly of African American male students, whose parents complain about constant fighting, inadequate educational resources and the lack of class selections necessary for student academic progress. The purpose of this qualitative case study was to explore the perceptions of teachers and parents regarding academic information, and general information, they perceived have had the greatest impact on behavior, discipline, and achievement in the school environment. In addition, parents' primary concerns about student assignment to the alternative school were explored. Constructivist learning theory was used to guide the study and research questions addressed the perspectives of teachers and parents about best practices concerning the behavior and academic achievement problems among black males attending the school. Data collection included interviews with 20 past and present parents and 15 teachers selected using purposive sampling. Data analyses involved using Hatch's nine-step typology to code data and analyze for common themes. The results indicated that the alternative school has generally been successful in promoting student achievement and facilitating correct behaviors of assigned students. However, parents' views differed regarding with the school environment. To address these differences, a professional development project was developed that included working with teacher, parent and student perspectives regarding academics and behavior concerns that were affecting the functioning of the school. Positive social change might occur as stakeholders realize the return of alternative school students to the educational
environment who have the potential to be productive members of the community.
35
Hsu, Sungti. "Legislation, Litigation, Regulation, and Implementation of Paraprofessional Supervision in School Settings." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1782.pdf.
Full text
36
Estes, Ronald James. "California school administrators and school board presidents' perceptions of grade level organization in school districts." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2772.
Full textAbstract:
The purpose of this study was to determine which factors associated with particular school configurations are considered when "reconfiguring" suburban and rural school districts. Superintendents, site administrators, and school board presidents from suburban and rural California school districts of no less than 800 and no more than 6,000 ADA served as the population for this study. A survey questionnaire was developed and sent to superintendents, site administrators and school board presidents in school districts that had considered reconfiguration in the last ten years. Within the questionnaire, perceptions towards factors related to grade configuration were explored. Open-ended questions and in-depth interviews were also conducted by the researcher. The typical survey respondent was between 45 and 49 years of age, Caucasian (over 90%) and had an average education at the master's degree level. The typical school district of the respondents had an enrollment between 2,000 and 2,999. Respondents indicated that their districts had been reconfigured within the last three years. The five most cited factors were: To better meet the needs of children, Desire to improve academics, Overcrowded conditions, Building a new school, and Evaluation of the education program. Responses to the open-ended questions revealed that there is not consistent support for any particular grade level organization. Responses to the open-ended questions also revealed that overcrowding and a lack of adequate facilities significantly hastened district efforts in reconfiguration. The recommendations from this research to district policy makers are: (1) Be thorough in the study of district reconfiguration, survey all groups but remain focused on the issues brought forth in this study, (2) Decision makers should consider the research but not allow the dialog regarding district reconfiguration to become muddled by its conflicting findings and recommendations, (3) Prioritize what you wish to accomplish when reconfiguring and stay focused on those issues, and (4) Decisions should be based on local concerns and needs.
37
Flowe, Ronald M. "A model to predict institutionalization of school-business partnerships." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618308.
Full textAbstract:
The purpose of this study was to create a model to predict institutionalization of partnerships between schools and businesses. The study posited that institutionalized partnerships will contain ten program qualities which are missing in partnerships that do not become institutionalized. These ten critical program qualities include: (1) the perception in both partners of a need which engagement in a partnership might fulfill, (2) the identification of specific rewards to both partners, (3) putting the terms of the partnership agreement in writing, (4) support of the chief executive officer, (5) support of the school administration, (6) financial stability of the business partner, (7) substantial community influence of the business partner, (8) location of the business partner within the geographic boundaries of the school division, (9) competence of the personnel charged with implementing the terms of the agreement, and (10) frequent exchange of information.;The researcher identified ten school-and-business partnerships representing a mix of urban, small city or town, suburban, and rural school divisions. Five institutionalized partnerships and five non-institutionalized partnerships were studied to determine whether the ten program qualities influenced institutionalization. Partnership sites were visited, and school officials were interviewed following a planned schedule of questioning to ascertain whether the program qualities were present in the partnerships.;Results suggested that each of the ten program qualities was a cornerstone of institutionalization. Every partnership which failed to become institutionalized also failed to include one or more of the program qualities. All institutionalized partnerships included all ten program qualities.
38
Jackson, Rutha Mae. "Teacher's Perceptions of Bullying in a Rural School District." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5351.
Full textAbstract:
Bullying is a serious problem that can interfere with children's developmental and learning processes but can be difficult to manage and diffuse. The purpose of this qualitative case study was to examine teachers' perceptions and experiences with managing student bullying in a middle school in central Georgia. Olweus's effective classroom management model served as the conceptual framework to guide this study. The research questions focused on teachers' perceptions of their current practices of diffusing bullying situations and their experiences with bullying occurrences. A case study design was used to capture the insights of 10 middle school teachers through interviews, and purposeful sampling was used to select the participants. The participants were middle school teachers with 1 or more years of teaching experience who have experienced student bullying. Emergent themes were identified through an open coding process, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and researcher reflexivity. The findings revealed that teachers manage student bulling in independent ways based on their own experiences, that teachers should identify and share a unified definition of bullying, and that teachers would benefit from professional development to help them better manage student behavior consistently within the school. This study may influence positive social change by providing teachers and administrators with crucial information needed to implement an organized, systematic approach to reduce student bullying occurrences and to provide students with a safe learning environment.
39
Du, Cloux Kim E. "Professional Development Experiences of Southern California Elementary School Teachers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4361.
Full textAbstract:
Many researchers have concluded that teachers' frustration with the lack of quality teacher professional development can be addressed by acknowledging teachers' voices and involving them in the planning and design of their professional development. The purpose of this basic qualitative study was to explore 3rd through 5th grade elementary teachers' experiences with professional development in their schools or in their district in Southern California. Hargreaves and Fullan's concept of professional capital and Shulman's construct of knowledge growth in teaching provided the conceptual framework for this study. The research questions that framed the interview protocol for this study focused on teachers' experiences and ideas for professional development. Open coding of interviews with 8 teachers determined common words, phrases, or sentences and constant comparison determined emergent themes. Findings that emerged were that district professional development lacked continuity and was experienced as overwhelming, ineffective, inadequate, and often insufficient. Teachers perceived that their needs were seldom met and their involvement in the planning and design of professional development was limited. The elementary teachers desire reflective processing time to become masters of their craft, as well as active involvement in planning and designing their professional development. This study may contribute to positive social change by providing insight to professional development designers that teachers desire involvement in planning training with more engagement and higher levels of learning which can contribute to improved student outcomes. Collaboration such as that found in professional learning communities could accomplish this goal.
40
Rajnapong, Ranee. "A Delphi Investigation of Staff Development Knowledge and Skills Needed for Primary School Principals in Thailand." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332654/.
Full textAbstract:
This study sought to determine the staff development knowledge and skill needs of school administrators as perceived by primary school principals in Thailand. This study posed the following questions for investigation: what specific knowledge and skills do primary school principals in Thailand perceive as necessary for them to perform the role of staff developer in their schools, and which competencies are perceived to be the most important?
41
Cardarelli, Rosaline. "The Impact of Leadership Behaviors of Blue Ribbon Catholic School Principals on School Culture." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618797.
Full textAbstract:
The purpose of this study was to conduct an analysis of six successful Blue Ribbon Catholic schools to determine the relationship between principal's leadership behaviors, teacher's perceptions of principals and resulting school culture within six successful Blue Ribbon schools. A mixed methods approach for analysis was used through both qualitative and quantitative methods by means of principal interview data, observations, survey data, principal survey, and teacher survey. Participants in the survey included six principals and 80 teachers from elementary and high schools from rural as well as urban schools. The six schools in the study were all co-educational and ranged in size from 450 students to 1,200 students, with an average of 36 teachers per school and a 16:1 student teacher ratio.;The Bolman and Deal Four Frame Model (2008) provided the basis for the questions and surveys used to collect data concerning principal leadership, teacher's perceptions of principal leadership and overall school culture. The four frame organizational theory model components are described as: the Structural Frame, which focused on goals, rules, and policies; the Human Resource Frame, which addressed roles, norms, and relationships; the Political Frame, which focused on power, self-interest and aspirations; and the Symbolic Frame, which provided a view of culture, norms and values. Constraints included deviation from normal school schedules due to significant weather-related school closures and limited time for long term classroom observation. A correlation between principal leadership and overall school culture was validated overall but there was no significant statistical difference among the values of the frames as they apply to impact on school culture.
42
Cardoso, Sara Isabel Gomes de Sousa. "Absentismo escolar: uma consequência individual ou do sistema familiar?" Bachelor's thesis, [s.n.], 2014. http://hdl.handle.net/10284/4280.
Full textAbstract:
Projecto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em CriminologiaO absentismo escolar é uma temática complexa, sendo que ao contrário do que se pensa não consiste apenas na falta de assiduidade regular às aulas. Como será desenvolvido ao longo deste projecto existem várias explicações e causas do absentismo escolar passando as mesmas pela influência da família, da escola, dos grupos de pares e pelo meio social onde se encontram inseridos. É por isso uma temática complexa e multidimensional que afecta vários contextos da vida de um aluno. A supervisão parental consiste num conjunto de acções praticadas pelos pais com o objectivo de monitorizar as actividades desenvolvidas pelos filhos, sendo que tem uma acção preventiva no que diz respeito ao desenvolvimento de condutas antissociais na fase da adolescência. Desempenha um papel essencial no que diz respeito ao desempenho escolar dos filhos, na adopção de comportamentos sexuais seguros e tem influência na escolha do grupo de pares. O objectivo deste estudo é a avaliação da influência da supervisão parental no absentismo escolar, querendo especificamente perceber se ao existir um aumento de supervisão parental haverá uma diminuição da conduta absentista dos alunos. Este é um estudo que terá por base uma investigação de carácter misto, usando técnicas qualitativas e quantitativas, que será desenvolvido com alunos dos 12 aos 15 anos de idade que se encontrem inseridos numa escola básica. Este estudo desenvolver-se-á tendo como instrumentos dois inquérito por questionário e uma entrevista que permitirá analisar este fenómeno e perceber se existe a possibilidade de estabelecer uma relação entre a supervisão parental e o absentismo escolar como foi referido anteriormente.
The truancy is a complex theme, and contrary to what people can think is not merely the lack of regular class attendance. As will be developed throughout this project there are several explanations and causes of truancy since the influence of family, school, peer groups and the social environment in which they are inside. This is a complex and multidimensional theme that affects many areas of a student life. Parental supervision is a set of actions practiced by parents in order to monitor the activities of the children, and has a preventive action with regard to the development of antisocial behaviors in adolescence. Plays an essential role with regard to the academic performance of children in the adoption of safer sexual behaviors and influences the choice of the peer group. The purpose of this study is to evaluate the influence of parental supervision on school absenteeism, specifically wanting to understand if there is an increased parental supervision there will be a reduced absentee student conduct. This is a study that will be based on an investigation of mixed character, using qualitative and quantitative techniques, which will be developed with students from 12 to 15 years old who are placed in an elementary school. This study will be developed using two instruments inquiry by questionnaire and an interview that will examine this phenomenon and realize the possibility of establishing a relationship between parental supervision and truancy as mentioned above.
43
Kucer, Priscilla Naomi. "Effect of Clinical Supervision on Job Satisfaction and Burnout among School Psychologists." Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742692.
Full textAbstract:
This study examined the effect of clinical supervision on job satisfaction and burnout among school psychologists in large urban school districts in Florida. The theory of work adjustment, Maslach and Jackson’s three-dimensional model of burnout, and Atkinson and Woods’s triadic model of supervision were the theoretical foundations and/or conceptual frameworks used in this study. The two research questions that guided this study addressed the effect of the receipt of clinical supervision on job satisfaction and burnout among school psychologists in large urban school districts. The study was conducted with a convenient sample of 75 school psychologists from a target population of 330 who were primarily working as practitioners within the school districts. An online survey was created with demographic questions, the short-form Minnesota Satisfaction Questionnaire (MSQ-sf), and the Maslach Burnout Inventory–Educators Survey (MBI-ES). The MSQ-sf has an overall scale of job satisfaction that was computed. The MBI-ES is comprised of three subscales: emotional exhaustion, depersonalization, and personal accomplishment. The subscale total scores were calculated for each MBI-ES dimension. The Mann-Whitney U test revealed no statistically significant difference in job satisfaction between the two groups (U = 736, z = 1.783, p = .075). The MANOVA did not reflect a significant difference in burnout between the two groups, F(3,71) = .657, p = .581; Pillai’s Trace = .027; partial η2 = .027.
44
Smith, Kathleen M. "The impact of district and school climate on student achievement." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618795.
Full textAbstract:
The purpose of this study was to examine district climate and explore its relationship to school climate. It also explored the relationships of these factors to student achievement in districts with low- and high-poverty elementary schools. Instruments used included the School Climate Index and the District Climate Index.;This was a quantitative correlational study that examined the possible relationships between district climate, school climate and student achievement on the 2007 Standards of Learning assessments for grades 3, 4, and 5 English (reading, research and literature) and mathematics in 25 low- and 44 high-poverty elementary schools in 36 Virginia districts. A Pearson r was used to determine the relationship between the constructs and was computed with a significance level of p < .01. The Independent-Samples t Test procedure compared the means for school climate and district climate in low- and high-poverty schools and the means for mean scale scores on SOL assessments in low- and high-poverty schools.;Significant relationships were found between district climate and school climate and between the constructs of district climate and school climate in all schools and in high-poverty schools. No significant relationships were found between district climate and student achievement; however, relationships were found between school climate and student achievement and the constructs of school climate and student achievement.
45
Searfoss, Robert Charles. "Teachers' Perceptions About a High School Mastery-Based Learning Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6666.
Full textAbstract:
A public suburban high school in South Carolina used a mastery-based learning program called Power of M that was created with the specific goal of decreasing the number of students who repeated the 9th grade. A large volume of 9th grade students who were enrolled in the English 1 mastery-based learning course failed, which prompted this study. The purpose of this qualitative study was to investigate teachers' perceptions and experiences about mastery-based learning, about student performance within this program, and about teachers' professional needs to improve program delivery. Bloom's mastery-based learning theory formed the conceptual framework that guided the study. The research questions focused on English 1 teachers' perceptions and experiences about teaching practices in the mastery-based learning program, implementation of the program, and training needs. A case study design was used to capture the insights of 6 English 1 teachers through semistructured interviews and observations of mastery-based learning classroom. Teachers who were currently teaching in the English 1 mastery-based learning program or who had previously taught in the program in the past two years were invited to participate in this study. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking, rich descriptions, and triangulation. The findings revealed that English 1 teachers recognize the benefits of mastery-based learning, that a system is needed to identify students' learning styles, and that teachers need training in planning and organization. This study has implications for positive social change by offering a structure to provide teachers with strategies and approaches for managing the mastery-based instructional program.
46
Abu, Lucky U. "Identifying Talented and Gifted Students in a Northeastern Middle School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4583.
Full textAbstract:
The process of identifying talented and gifted (TAG) students in one local northeastern middle school was generally inconsistent with the state and local school district identification policies. The result was that qualified students were not always identified for this program, and this practice became a rationale to conduct a modified policy analysis of the TAG program placement procedures. The local school district policies on TAG are based on the gifted program standards of the National Association for Gifted Children (NAGC). Using the NAGC standards as the conceptual framework, the implementation of district policies on identification of students into the TAG program were explored in this case study of one school. The purpose was to clarify the implementation of the TAG program processes in accordance with NAGC standards and state policy. Data were collected from multiple sources through interviews with guidance counselors, teachers, the data coach, and local middle school administrators who were involved in placement of TAG students, and from review of policy documents and archived data. Data from interviews and document review were analyzed using typological analysis model in alignment with the NAGC standards from which themes formed a policy compliance/noncompliance basis for a white paper. In this white paper, recommendations were made to the local district that included screening consistency for all students, using multiple measures for qualification, and assuring certification of testing personnel. Social change implications include the potential to improve TAG identification policy for those responsible in this district and other similar districts for placement consistent with state and NAGC standards.
47
Jurewicz, Marsha Moye. "Organizational citizenship behaviors of middle school teachers: A study of their relationship to school climate and student achievement." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539618640.
Full textAbstract:
In response to accountability issues mandated by federal and state legislation, educators are looking at various aspects within schools to identify relationships between school variables and student performance. This study addressed this issue by investigating the relationship between organizational citizenship behaviors of middle school teachers and student achievement, and organizational citizenship behaviors of middle school teachers and school climate within 82 middle schools throughout the state of Virginia. This study also explored the relative effects of student socio-economic status (SES) and organizational citizenship behaviors on student achievement. The Organizational Citizenship Behavior in School Scale (OCBS) was used to measure teacher organizational citizenship behavior. The School Climate Index (SCI) was used to measure school climate. The eighth grade Virginia Standards of Learning math and English Tests were the measurement tools for student achievement.;A significant relationship was found between organizational citizenship behavior (OCB) and student achievement in both English and math. There was also a significant relationship between OCB and school climate. Additional correlational analysis found significance between organizational citizenship behaviors and each of the four dimensions of school climate: collegial leadership, teacher professionalism, academic press, and community engagement. Further stepwise regression analysis indicated that SES had a significant independent effect on student achievement in both math and English. Organizational citizenship behaviors had a significant independent effect on student achievement in English when controlling for SES.
48
Calzini, Clinton Robert. "Educational efficiency in Virginia Public School Divisions." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1550154033.
Full text
49
Koeller, Katherine Ann. "The effects of after-school supervision on physical fitness levels in children." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834624.
Full textAbstract:
The purpose of this study was to determine the effects of adult after-school supervision and the number of parents living at home on health-related fitness levels. Participants for the study were approximately 250 boys and girls in grades three, four and five from Selma Elementary School. The AAHPERD Physical Best Test (1988) was used to assess health-related fitness. This test measured the following components: a) flexibility (sit-and-reach test), b) cardiovascular endurance (timed run/walk test), c) body composition (sum of triceps and calf skinfolds) and d) muscular strength/endurance (timed sit-ups). A questionnaire and consent form were sent home to the parents of all participants. The questionnaire asked the child's name, grade, gender, number of parents/guardians living at home, and who supervises the child after-school. Each third-, fourth- and fifth-grade class completed two days of testing during physical education class time. The mile run/walk was administered on the first day. The second day consisted of three stations: 1) sit-and-reach, 2) skinfold assessment and 3) timed sit-ups. A 2 X 2 MANOVA was used to analyze the data. There was no significant difference between children with after-school supervision and those without after-school supervision. There was also no significant difference between children from one-parent families and children from two-parent families. However, there was a significant interaction between the number of parents and whether or not there was supervision [F(4, 109)= 4.23, p= .003]. An examination of the accompanying univariate Ftests showed that this interaction was mainly due to the difference on the variable sit-ups [F(1, 1 12)= 4.94, p= .028]. A post-hoc simple effects analysis of variance for one-parent families showed that the mean value for sit-ups for children without after-school supervision (x= 39.75) [F= 1, 112)= 5.27, p= .024] was significantly greater than the mean value for situps for children with after-school supervision(x= 34.33). The analysis also showed for two-parent families that there was no difference in the mean number of sit-ups between children with supervision (x= 35.94) [F(1, 112)= .36, p=.549] and those without supervision (x= 34.94).Institute for Wellness
50
Perkins, Arland Early. "School Principals’ Sources of Knowledge." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2353.
Full textAbstract:
The purpose of this study was to determine what sources of professional knowledge are available to principals in 1 rural East Tennessee school district. Qualitative research methods were applied to gain an understanding of what sources of knowledge are used by school principals in 1 rural East Tennessee school district and the barriers they face to using knowledge sources. This study questioned whether these resources are adequate for, accessible to, and used by school principals. In this study I examined principals’ perceptions of the need for a district-led mentoring program.
The study first consisted of a preliminary data collection procedure. Ten of the school district’s principals completed a demographic questionnaire and list of survey questions developed from the 4 research questions and elements of the literature review. These data were reviewed by the researcher in order to categorize the respondents’ responses into meaningful demographic data. The final data collection procedure involved 6 principals chosen to complete face-to-face interviews consisting of open-ended questions developed from an initial interview protocol. Results indicated the principals’ examples of seeking knowledge and information from data sources, collegial professionalism, readings of research and literature, and professional development. The principals presented evidence that they embrace teaching and learning within their roles as school principals. The 2 areas on which the principals focused their concerns were time and the current state department educational reforms. The principals provided recommendations for a future district-wide principal mentoring program.