Дисертації з теми "High schools Singapore Administration"

In recent years, much emphasis has been placed on student outcomes on high stakes summative assessments. This call for accountability has forced educators to look critically at themselves and their schools to determine what they can do to improve the outcomes (Suber, 2011). Generally, in the United States, schools with high percentages of poor students have low achievement relative to schools with wealthy student bodies (Suber, 2011). However, there are a select number of educational institutions that seem to be beating the odds. These schools have both high concentrations of poverty and exceptional outcomes on federal, state and local assessments (Edmonds, 1979). Teachers in those schools tend to report positive perceptions of school administrators, and school administrators tend to have a significant impact on outcomes (Edwards, 1979).

The purpose of the study is to better understand principal leadership policies, practices, behaviors that are present in high achieving, high poverty schools. Furthermore, building level data will be used to identify specific areas of strength/weakness within individual schools. In order to accomplish this goal, the research focus will be teacher perceptions of leadership qualities of the administrators in high achieving, high poverty schools in Russelburg (a pseudonym) Illinois District #1. By looking inside individual schools, the district can compare and contrast the perceptions to determine what specific leadership characteristics are present. As a result, professional development goals can be developed that focus on the areas of weakness found in the results.

Some believe sixth through twelfth grade configured schools offer programs and incentives that aid the success of students. The assumption is that these schools provide inherent motivation supportive relationships, and forward thinking about education and its implications on life (Gootman, 2007; Hall, 2008). This study examined the relationship between sixth through twelfth grade and ninth through twelfth grade configured schools and student achievement. This study was based on a positivist research paradigm, and used quantitative methodology and statistical significance testing.

The research on grade configuration and its impact on students’ engagement levels in ninth grade stemmed from Socialization Theory, Flow Theory, and the Human Capital Theory. Quantitative analysis was conducted through multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA) to discover the relationship between student engagement in both sixth through twelfth and ninth through twelfth configurations. The Research Assessment Package for Schools-Middle School (Institute for Research and Reform, 1998, Wellborn & Connell, 1987) was the data collection tool.

The socio-economic achievement gap is prevalent in schools across the country. There are many high-poverty, high-performing schools that have been successful in closing this achievement gap. This study investigated 30 Illinois elementary school principals from high-poverty, high-achieving schools. Principals were given the Myers-Briggs Type Indicator and data was collected about school location, number of administrative jobs previously held, gender, race, and ethnicity of the principal. The personality types of the principals were compared to historical data on personality types of school principals. There were three findings in the study. Principals with the sensing-thinking-judging (STJ) type were most prevalent in the sample of high-poverty, high-performing schools. The rate of STJ and specifically ESTJ in the sample was higher than the historical data for principal personality type. Principals in their third or more administrative job in the sample had higher scores for extravert than those in their first or second job. More research is recommended including larger samples, samples including high schools, and comparison research with principals of high-poverty, low-performing schools.

The purpose of this study was to identify best practices perceived and used by principals in low-SES high schools to achieve high annual attendance rates.

The study was an applied qualitative design, which used interviews for data collection and an emergent approach to data analysis. It involved a combination of criterion and extreme sampling to identify and interview eight principals from low-SES high schools (grades 9–12) in West Virginia with an annual attendance rate over 90%. Coding and data analysis processes involved in vitro and structural protocols.

The following best practices emerged from the research in order of most to least used: offering incentives and student recognition; establishing a positive school culture with high expectations for students to come to school; holding meetings with parents, students and an administrator; having personalized communication between students and an adult within the school; telephoning families of absent students; consistently following established district and state policies for attendance; and picking up absent students at their homes.

All the approaches revealed could be characterized as aspects of one overall best practice: developing a positive culture within the school. The ensuing specific best practices were actions and policies consistently applied and enforced.

Improved attendance results in improved performance and college- and career-readiness. Approaches similar to those revealed in this study of high-attendance, low-SES West Virginia high schools may help to improve attendance and achievement in other high schools, not just in West Virginia, but throughout the United States.

The purpose of this exploratory study was to analyze how high school principals approached developing a collaborative culture and providing collaborative leadership in a large high school setting. The population sample for this study was 82 principals of large comprehensive high schools of grades 9 through 12 or some combination thereof with student populations of more than 1700 students from nine states in the middle region of the United States including Colorado, Missouri, Kansas, Iowa, Nebraska, Illinois, Indiana, Oklahoma, and Wisconsin. Of the 82 respondents, 81 fully completed the survey and one was incomplete. The survey was developed from questions from several survey instruments by Dr. Jeffrey Glanz, Professor, Yeshiva University, Dr. Jerry Valentine, Professor Emeritus at University of Missouri, Dr. Hank Rubin, Professor at South Dakota State University, and the researcher.

Quantitative data examined beliefs, practices, and self assessments by the principal based on collaborative leadership, collaborative learning, and school culture. Inferential statistics were used to draw conclusions from the sample population tested. The study through an analysis of variance and bivariate correlations analyzed differences sorted by degree of collaboration and relationships among variables correlated with collaborative learning and leadership of principals in a large high school setting. In addition, demographic data were analyzed using ANOVA to test for correlations between these interrelated variables of the degree of collaborative learning in the school as described by the schools’ principals (a) the degree to which the principals’ self-described their leadership practices, (b) the degree to which the principals’ self-described their beliefs about collaborative leadership, and (c) the demographic characteristics of the principals’ professional experiences and background.

The study found principals in large high schools their learning practices, their beliefs about collaborative leadership, examples of their work, and their perceptions about the degree of collaborative learning were evident. The study found there are significant differences in leadership practices and beliefs for schools that are perceived as more collaborative compared to those perceived as less collaborative. The study found, however, there was no significant relationship between demographic characteristics of professional experiences and background were related to collaborative leadership and learning practices and beliefs. Overall, the findings from this study created awareness about the uniqueness of collaborative leadership in a large high school setting and how principals of large high schools can more readily facilitate collaborative learning in these complex settings.

This research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team practices in relation to improving graduation rates and the second sub-question addressed the accountability of changing standards with respect to graduation rates. A third sub-question sought to answer how interactions of principals and assistant principals relevant to improvement in student performance are interpreted by faculty and staff. The purposeful sample from each of the three high schools consisted of one principal, four assistant principals and one teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates.

The study reveals six major findings: (a) school leaders establish a clear vision, mission or goal to increase graduation rates, (b) identification, management and evaluation of academic enrichment programs are necessary interventions for student success, (c) school leaders build a culture of student learning and achievement through a system of processes, programs and support initiatives, (d) the leadership team is knowledgeable, strongly motivated and devoted to their role as leaders in serving all students, (e) school leaders use data as guiding variables in making decisions regarding at-risk student achievement and success, and (f) school leaders develop and foster positive relationships with students and teachers.

Mindfulness practices build an attentive awareness of the present moment and appear to support the kind of well-being school communities seek to cultivate. Currently there are increases in demands for the services offered by crisis counselors, who work to serve students’ emotional needs. Students are increasingly reporting levels of chronic sadness, hopelessness, and suicidal ideation. This is reflected nationally with high school students around the country reporting increased incidents of stress and depression. This issue represents larger educational problems, which correlate increased stress levels and ineffective teaching of coping skills with more serious problems such as increased risk of teen suicide. The problem of practice addressed by this dissertation is how schools might best integrate mindfulness practices, the learned attentive awareness of the present moment, into this void and evaluate whether this approach to increasing students’ ability to pay attention to their immediate experience, helps mitigate the problems affiliated with increased levels of stress.

Children living in poverty in the United States face some of life’s greatest challenges, including achieving academic success in school. Evidence is also emerging of a growing income disparity in America that affects families, communities and local labor markets in ways that can undermine the effectiveness of schools serving disadvantaged populations (Duncan & Murnane, 2011). Evidence exists, however, that high academic performance is within the reach of all children in high poverty schools, and that principal leadership is a contributing factor.

This study examined principal leadership practices in three high poverty K-5 elementary schools in Oregon identified as Model schools under the Oregon ESEA waiver to No Child Left Behind. This study identified themes of leadership practices including 1) high expectations, 2) meeting children’s basic needs, 3) shared leadership and teamwork, 4) use of data, and 5) personal attributes of the principal. Other themes considered important to one or more groups of respondents but not necessarily to all included 1) caring, 2) positive support, 3) addressing biases about children and families in poverty, 4) principal’s elementary teaching experience, and 5) pride in the local school. As such, the findings of this study support the knowledge base in educational leadership regarding principal leadership as a factor in schools that impact the academic growth of children (Hallinger, 2005; Hallinger, Bickman, & Davis, 1996; Hallinger & Heck, 1998; Hattie, 2009; Jacobson et al., 2004; Leithwood & Jantzi, 2012; Leithwood & Louis, 2012; Leithwood et al., 2004; Lyman & Villani, 2004; Marks & Printy, 2003; and, Water, Marzano, & McNulty, 2003).

This study has implications for district hiring and planning for principal succession, teacher hiring, resource allocation, community engagement, and district support for schools serving students in high-poverty communities.

Small City School Districts across New York State are becoming increasingly fearful of losing newly hired, highly talented teachers. In the United States, 8% of teachers leave the profession annually and greater than 50% quit teaching before reaching retirement age (Sutcher, 2016). A study done on teacher retention decisions in New York City revealed lack of administrative support as one of the top five reasons for teacher attrition (Boyd, Grossman, Ing, Lankford, Loeb & Wyckoff, 2011). The importance of a teacher’s effect on student achievement cannot be overstated. Teachers have more influence on student achievement than any other factor (Carver-Thomas & Darling-Hammond, 2017).

The purpose of this quantitative study was to investigate the effect that high school principals have on the retention of high school teachers in Small City School Districts in New York State. This research examined the responsibilities of high school principals who are important to teachers’ decision to remain in their current role; determine which responsibilities exist in their schools; and analyze the correlation between the two. The leadership practices and principles that are defined in The 21 Responsibilities of the School Leader, as outlined by Marzano, Waters and McNulty’s book (Marzano, McNulty, & Waters, 2005) School Leadership that Works, are the conceptual frame for this study.

This study utilized anonymous survey results from 295 respondents currently employed in 13 Small City School Districts located within the Northeastern Regional Information Center of New York State. The findings from the research indicate that while all of the 21 Responsibilities used in this research are existent, respondents were neutral in their perception of whether any of them were important to supporting teacher retention.

However, when separating the results by demographics, there were significant differences by gender and years of teaching experience. Responses by females and teachers with less than 10 years’ experience demonstrated statistically significant differences, whereas they perceive a vast majority of the 21 Responsibilities used in this study to be more important than their male and veteran teacher counterparts.

Also, the Responsibility of Involvement with Curriculum, Instruction, and Assessment ranked last amongst survey results as important to supporting teacher retention and perceived existence by the building principal.

Finally, all leadership behaviors used in this study demonstrated a moderately positive correlation between what was perceived as important to supporting teacher retention and perceived existence of the behavior by the principal.

Inclusive STEM-focused high schools (ISHSs) are a relatively new phenomenon in the landscape of public education. This study of four exemplar ISHSs (identified by experts in STEM education as highly successfully in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the approach to ISHS school leadership by identifying various internal and external leadership factors influencing school leadership. This study examined an existing data set that included site visits to four ISHSs along with pre- and post-visit data, and a cross-case analysis focused on the leadership contributions of ISHS leaders and their larger community.

This study found that the ISHSs expanded the concept of school leadership to include leadership both within and outside the school. In addition, school leaders needed autonomy to innovate and respond to their schools’ needs. This included autonomy in hiring new teachers, autonomy from school district influence, and autonomy from restrictive teachers’ union regulation and policies. Finally, ISHSs needed to continually invest in increasing their schools’ capacities. This included investing in teacher professionalization, providing pathways for school leadership, collaborating with business and industry, and identifying the best student supports. A product of this study was a proposition for characterizing school leadership in an ISHS. This proposition may offer valuable insight, implications, and information for states and schools districts that may be planning or improving STEM education programs.

Historically, after-school extracurricular programs can be linked to success in student achievement as well as increased school attendance and giving students “safe after-school environments” (National Center for Education Statistics, 1995). This causal comparative study investigated student achievement as measured by students’ grade point average, the number of extracurricular activities the student is involved in, the income status of the student, attendance, as well as gender and grit that the student possesses. The sample included 110 high school seniors, 47% males and 53% females, from the graduating class of 2017 from four rural communities in the Midwest. Participants completed the Grit Scale by Duckworth et al. (2007), which measures an individual’s perseverance and passion to continue on to complete one’s goals. Analysis of the data centered on the significant interaction effect between grade point average and extracurricular activities as moderated by gender, income, attendance, and perception of grit. The researcher also ran an analysis to see if there was a correlation between grade point average and grit. Results indicated a significant interaction effect between grade point average and extracurricular activities as moderated by income. Results also uncovered a significant interaction effect between grade point average and extracurricular activities as moderated by attendance. Results also showed a significant interaction effect between grade point average and extracurricular activities as moderated by perception of grit. Although there was no significant interaction effect between grade point average and extracurricular activities as moderated by gender, the researcher wanted to validate the research due to the fact this study was happening in a rural community with fewer students involved. There also was a positive correlation when examining grade point average and the score of grit. Future researchers should focus on whether or not the student feels supported. Another focus would be to investigate if students work during the school year and the number of hours that they work during the school week. Co-curricular versus extracurricular activities also need to be explored further within the context of whether they make a difference in a student’s grade point average.

Alternative high schools serve some of the most vulnerable students and their programs present a significant challenge to evaluate. Determining the impact of an alternative high school that serves mostly at-risk students presented a significant research problem. Few studies exist that dig deeper into the characteristics and strategies of successful alternative schooling. Moreover valid program evaluation methods to identify successful alternative school practices are hit and miss. As a result, public policy and systems of accountability have either disregarded information relating to alternative high schools or unjustifiably included them in comparisons with traditional high schools.

This dissertation studied the issue of how best to evaluate alternative high schools and what tools support leaders in planning a thorough and accurate program evaluation. The Alternative High School Program Evaluation Toolkit was developed to support school leaders and evaluation teams made up of internal and external stakeholders as they facilitate the program evaluation process. The features of the Toolkit address the need for alternative school evaluation to be practical, useful, fair and accurate. The Evaluation Toolkit includes training materials, protocols, an evaluation planning worksheet and an evaluation planning matrix that supports the team in conducting the evaluation.

The research represented in this dissertation is theoretically and practically grounded in Bridges and Hallinger's (1995) Problem-Based Learning (PBL) and Borg and Gall's (1989) Research and Development (R&D) Cycle. The product of the R&D Cycle was the Alternative High School Program Evaluation Toolkit and a process for use by evaluation teams assigned the task of planning and carrying out program evaluations.

This study was focused on the perceptions of teachers and administrators from southwest Missouri high schools regarding the impact of Active Shooter Intruder Response Training (ASIRT). Perceptions of school safety, school climate, and preparedness for an active shooter were collected through focus group interviews. Participants for this study included four teachers and four principals randomly selected from a stratified cross-section of southwest Missouri high schools, based on enrollment. Also interviewed was Senator Dan Brown, primary sponsor of Missouri Senate Bill 75 (2013). Missouri Senate Bill 75 was signed into law by the Governor of Missouri in 2013 and mandates intruder training for Missouri school districts. The findings of this study were that teachers and administrators reported greater feelings of safety, climate, and preparedness for an intruder after participating in ASIRT. According to Senator Brown, the bill was originally authored to allow each school district the opportunity to determine how to best train staff for the event of an active shooter. Findings revealed that ASIRT was designed primarily to better provide safe learning environments for students and school staff, allowing higher levels of teaching and learning. Maslow’s (1954) theory of motivation–hierarchy of needs was the theoretical framework of this study, which states all humans must have the basic need of safety met before further development can take place. This theory paralleled the literature reviewed for this study, which indicated students perform at higher levels when they have a greater sense of safety.

School leaders and principals have an obligation to use every tool at their disposal to maximize student achievement. All students deserve the best use of data to inform the decision-making of those entrusted to deliver the finest education available to them. The purpose of this study was to ascertain the perceptions of principals in Los Angeles Archdiocesan high schools about the use of assessment data in their schools by finding how they were using assessment data to inform curricular and pedagogical decisions, and then determining what factors affect the use of assessment data to inform their curricular decision-making.

This study was a mixed-method investigation using a quantitative survey to find processes in Archdiocesan high schools that capture and utilize assessment data to inform decision-making, as well as to determine the principals’ perceptions of the benefits and challenges related to assessment data usage. The qualitative aspect of this study consisted of interviews of Archdiocesan high school principals meant to expand upon the findings of the survey. The findings of the study, viewed through the lens of a conceptual framework, suggest a breakdown in the use of data from the very beginning of the process. Standardized assessment data are the information used to drive curricular decisions while data from formative assessments and curriculum maps, are utilized less frequently. The study also found that, while principals feel that their teachers valued the use of data, there was room for growth in the protocols enlisted to analyze assessment data, and in the cultivation of a culture of collaboration and learning.

Noticeably absent from prior research on the selection of high school principals is empirical evidence about the factors that teachers consider in recommending candidates for high school principalships. This study gave teachers a voice about factors that should be considered in selecting high school principals. A discrete choice experiment was conducted with 219 tenured (or previously tenured), public school teachers in Grades 9-12 in New York State. Teachers were asked to choose a single hypothetical candidate from 10 sets of 3, where each candidate was described by 6 candidate-specific characteristics: teaching experience, administrative experience, education level, instructional skills, managerial skills, and interpersonal skills. Case-specific variables (i.e., teacher-participant characteristics) in the analysis included teaching experience, education level, and school needs level. A single-class, alternative-specific conditional logistic regression (asclogit) found 4 statistically significant candidate-specific factors: previous administrative experience, instructional leadership, managerial experience, and interpersonal leadership ability. Teaching experience and holding a doctorate were not statistically significant factors in the asclogit model. The asclogit found 2 statistically significant case-specific factors (i.e., having an advanced certificate or doctorate, and being in a high-needs school), both of which affected teachers’ views about candidates’ instructional leadership. Latent class conditional logistic regression (lclogit) found that all 6 candidate-specific variables except holding a doctorate were statistically significant across 3 distinct latent classes and that holding a doctorate had a statistically significant negative effect only in Latent Class 3. No statistically significant case-specific factors were found by lclogit. The study concluded that greater attention needs to be given to the views of teachers in principal-selection processes.