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Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study
Title
Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study.
Creator
Joseph, Julie, Martin, Suzanne, Little, Mary, Boote, David, Thomson, Arlene, University of Central Florida
Abstract / Description
The passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased demands on all educators and administrators. School psychologists find themselves charged with addressing a broad range of issues today, and there is an emphasis on leadership in the effective provision of services. Although the literature is replete with examples of the centrality of leadership in regards to the educational experience of...
Show moreThe passage of the No Child Left Behind Act (NCLB) and the reauthorization of the Individuals with Disabilities Education Act in 2004 have placed increased demands on all educators and administrators. School psychologists find themselves charged with addressing a broad range of issues today, and there is an emphasis on leadership in the effective provision of services. Although the literature is replete with examples of the centrality of leadership in regards to the educational experience of students, there have not been sufficient studies that have studied this topic in school psychology. The purpose of this study was to discover, understand, and describe in rich detail the lived experience of school psychologists exercising leadership. The researcher interviewed school psychologists within a mid-size school district in Central Florida who were nominated by district administrators that supervise of them. Additionally, this study sought to identify the contexts, domains of practice, universal structures, and opportunities utilized in their experiences. School psychologists demonstrated leadership through collaboration and consultation, professional expertise, student-oriented needs, expert-problem solvers, and communication skills. The contexts of their leadership experiences varied due to the diverse roles taken on by the individual, however they were all demonstrated at the district level, school level, and with their peers. The leadership experiences identified by the study participants correspond to most of the National Association of School Psychologists (NASP) domains of practice and also correspond to transformational leadership. The results are particularly salient to school psychologist, as the information comes from the perspective of school psychologists who were noted to be (")effective(") and displays (")leadership(") and are now exercising leadership. Future research is encourage to examine leadership experiences across multiple school districts to identify experiences of other leaders across various settings.
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Date Issued
2015
Identifier
CFE0005814, ucf:50033
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005814
An Exploratory Study of the Strengths of Islamic School Principals in California, Texas, New York, Florida, and Illinois
Title
An Exploratory Study of the Strengths of Islamic School Principals in California, Texas, New York, Florida, and Illinois.
Creator
Qadri, Kamran, Taylor, Rosemarye, Baldwin, Gordon, Mitchell, Paul, Eriksson, Gillian, University of Central Florida
Abstract / Description
As the focal point of the school, the principal's leadership is integral to its effective functioning. This study used a self-assessment to analyze the self-identified strengths of principals in Islamic schools within the five most populated states in the United States (which also have the largest number of mosques) and the commonalities in those strengths based on (a) the enrollment of the school; (b) year school was established; (c) the gender of the principal; (d) the principal's...
Show moreAs the focal point of the school, the principal's leadership is integral to its effective functioning. This study used a self-assessment to analyze the self-identified strengths of principals in Islamic schools within the five most populated states in the United States (which also have the largest number of mosques) and the commonalities in those strengths based on (a) the enrollment of the school; (b) year school was established; (c) the gender of the principal; (d) the principal's professional preparation, e.g., degree in education vs. other fields and years of experience; and (e) geographic location. While only a small amount of statistical significance was evident (p (<) .05) in exploring the differences between groups, several conclusions were made. In analyzing the strengths of the principals, the least selected strength was Significance and the most was Analytical, which had the highest proportion of affirmatively responding principals as compared to any of the other strengths. Additionally, the relationship between principal strength and school enrollment resulted in for the strengths of Command and Developer at a significance level that was less stringent than the p = .002 dictated by the study; principals at schools that have a student enrollment of 151-200 ranked Command higher as compared to principals in schools of other sizes, whereas those with an enrollment of 150 or fewer students ranked Developer as a more preferred strength. In addressing principal strengths and gender, the results showcased males ranking Self-assuredness as their preferred trait more frequently than their female counterparts, who preferred Futuristic. Furthermore, the relationship of principal strengths and area of education resulted in the strengths of Activator, Maximizer, and Positivity as being ranked higher for principals who had a degree in education at the p = .05 level. The strengths of Empathy, Harmony, and Responsibility (p (<) .05) and Deliberative (p (<) .01) were ranked higher by principals who did not have a degree in education. Also, based on the average rankings of principal strengths, Achiever indicated the strongest association for principals with a degree in education and Deliberative for principals who did not. The results of the mean ranking of the strengths among principals of differing years of experience resulted in the ranking of Focus and Includer at higher levels for principals with 3-6 years of experience (p (<) .01). Furthermore, the average rankings showcased the strength of Achiever as the most strongly rated for principals with less than 3 years of experience, Focus for principals with 3-6 years of experience, and Analytical for principals with more than 6 years. Examination of principal strengths based on geographic location was conducted descriptively due to small group sizes. Among the five states of focus, average rankings of strengths indicated that Deliberative was the most preferred among California principals, Includer among Florida principals, Activator among Illinois respondents, Command among New York principals, and Analytical in Texas.
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Date Issued
2014
Identifier
CFE0005235, ucf:50601
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005235
ADDRESSING ANGER MANAGEMENT IN A MIDDLE SCHOOL SETTING: INITIATING A LEADERSHIP DRIVE ANGER MANAGEMENT GROUP
Title
ADDRESSING ANGER MANAGEMENT IN A MIDDLE SCHOOL SETTING: INITIATING A LEADERSHIP DRIVE ANGER MANAGEMENT GROUP.
Creator
Burt, Isaac, Butler, Kent, University of Central Florida
Abstract / Description
This study examined the effect of a leadership driven anger management group on angry middle school students. Twenty-five participants from a local middle school were nominated by school faculty to be participants in the study. Twenty individuals participated and eighteen completed the study. The eighteen participants were assessed at pre and post test on measures of anger, anger control and personal relationships. Three research questions were tested: (1) Does a short term leadership focused...
Show moreThis study examined the effect of a leadership driven anger management group on angry middle school students. Twenty-five participants from a local middle school were nominated by school faculty to be participants in the study. Twenty individuals participated and eighteen completed the study. The eighteen participants were assessed at pre and post test on measures of anger, anger control and personal relationships. Three research questions were tested: (1) Does a short term leadership focused anger management group reduce youthsÂÂÂÂ' overall anger? (2) Does such a group increase angry youthsÂÂÂÂ' ability to control anger urges? (3) Does this group reduce youthsÂÂÂÂ' expressed anger towards others? Study results indicated that the leadership driven anger management participants showed a significant reduction in overall anger. Although participants in the study had a significant increase in anger control expressed outwardly (AC-O), they did not show a significant internal perception of an increase in anger control (AC-I). Furthermore, results indicated that participants showed significant reduction in their expressed outward anger in their relationships (AX-O), but did not show significant differences in their perception of expressed internal anger in relationships (AX-I). A discussion follows explaining the possible reasons for this discrepancy, as well as limitations, modified procedures, and implications for this study. Lastly, the study completes with recommendations for future research in the field of counseling and anger management.
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Date Issued
2010
Identifier
CFE0003375, ucf:48463
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003375
EXAMINING THE BELIEFS AND PRACTICES OF EFFECTIVE SCHOOL LEADERS AS THEY RELATE TO SERVING STUDENTS WITH DISABILITIES
Title
EXAMINING THE BELIEFS AND PRACTICES OF EFFECTIVE SCHOOL LEADERS AS THEY RELATE TO SERVING STUDENTS WITH DISABILITIES.
Creator
Steinke, Kimberly, Martin, Suzanne, University of Central Florida
Abstract / Description
As academic reform movements push schools to provide more rigorous learning environments for students, it is essential that the ÂÂÂÂ"person in chargeÂÂÂÂ" at the school level be prepared and capable of meeting the demands of high stakes measures that affect critical dimensions of school life....
Show moreAs academic reform movements push schools to provide more rigorous learning environments for students, it is essential that the ÂÂÂÂ"person in chargeÂÂÂÂ" at the school level be prepared and capable of meeting the demands of high stakes measures that affect critical dimensions of school life. Educational leaders today face a significant amount of pressure to improve the quality of education at all levels and across all disciplines. While school leaders face the pressures of No Child Left Behind in terms of increased student performance, they must also be concerned about serving students with disabilities appropriately. The purpose of this study was to examine the beliefs and practices that effective school leaders in a large urban school district revealed in the specific area of serving students with disabilities. An examination of the school leaderÂÂÂÂ's beliefs and knowledge in relation to the leadership practices put in place at their schools when serving students with disabilities was completed. Identification of a relationship between the leaderÂÂÂÂ's beliefs and practices as associated with the leaderÂÂÂÂ's prior education and leadership experience was possible. Finally, through a grounded theory perspective, the researcher discovered specific practices put in place by these effective school leaders that can be generalized to other school settings under fellow school leaders.
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Date Issued
2010
Identifier
CFE0003038, ucf:48340
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003038
Principals' Perceptions on Educating Elementary Students who are Gifted
Title
Principals' Perceptions on Educating Elementary Students who are Gifted.
Creator
Cumming, Ingrid, Martin, Suzanne, Little, Mary, Zygouris-Coe, Vassiliki, Ellis, Amanda, University of Central Florida
Abstract / Description
Students who are gifted need student centered academic challenges and authenticproblems to spark reflection and enhance student outcomes. When academic needs are not met,students who are gifted may not reach their full academic potential and may lose motivation for learning. A primary reason for students who are gifted to underachieve in academics is equated to school factors including lack of instructional resources, social/emotional support, and teacherswho are unprepared to teach students...
Show moreStudents who are gifted need student centered academic challenges and authenticproblems to spark reflection and enhance student outcomes. When academic needs are not met,students who are gifted may not reach their full academic potential and may lose motivation for learning. A primary reason for students who are gifted to underachieve in academics is equated to school factors including lack of instructional resources, social/emotional support, and teacherswho are unprepared to teach students who are gifted. The purpose of this phenomenologicalresearch study is to explore the perceptions and lived experiences of participating elementary school principals in an urban school district. The research questions explore elementary school principals' perceptions of the implementation of practices, programs and instructional methodsthat support their programs for students who are gifted and the teachers of students who are gifted.
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Date Issued
2015
Identifier
CFE0005937, ucf:50822
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005937
A Study of the Relationship Between Second-Order Change Leadership Behaviors of High School Administrators and Student Achievement from 2016-2017
Title
A Study of the Relationship Between Second-Order Change Leadership Behaviors of High School Administrators and Student Achievement from 2016-2017.
Creator
Pringle, Eugene, Taylor, Rosemarye, Storey, Valerie A., Johnson, Jerry, Lacava, Gonzalo, University of Central Florida
Abstract / Description
The purpose of this study was to investigate the possibility of a relationship between second-order change leadership behaviors of high school administrators and changes in student achievement from the school year 2016 to 2017 on the Florida Standards Assessment English Language Arts/Reading component and the Algebra 1 End of Course examination in two large urban school districts. This study further sought to determine the leadership behaviors that high school administrators felt had the most...
Show moreThe purpose of this study was to investigate the possibility of a relationship between second-order change leadership behaviors of high school administrators and changes in student achievement from the school year 2016 to 2017 on the Florida Standards Assessment English Language Arts/Reading component and the Algebra 1 End of Course examination in two large urban school districts. This study further sought to determine the leadership behaviors that high school administrators felt had the most impact on student achievement.As a mixed-method research study (N = 69), quantitative and qualitative data were collected for analyses. Quantitative data were collected via the Principal Actions Survey (PAS) developed by La Cava (2009). A Pearson r correlation was conducted to determine if there was a relationship between individual principal scores on the PAS and changes in student achievement from school years 2016 and 2017. Qualitative data were collected via telephone interviews through the use of the Second-Order Change Principal Interview Protocol (Taylor, 2007). A thematic analysis was utilized to determine themes among administrator responses, specific to the seven leadership responsibilities determined by Marzano, Waters, (&) McNulty (2005). Themes were determined by frequency of occurrences among interviewees.The quantitative analysis determined that there was no statistically significant relationship among the mean scores of principals on the PAS and changes in student achievement. Qualitative analysis revealed themes specific to administrator change implementation. Themes included: creating a culture of change, data-driven professional learning communities, professional learning, development, and administrator leadership.
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Date Issued
2017
Identifier
CFE0006905, ucf:51725
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006905
THE CONTRIBUTIONS OF PROFESSIONAL SCHOOL COUNSELORS&amp;#39; VALUES AND LEADERSHIP PRACTICES TO THEIR PROGRAMMATIC SERVICE DELIVERY
Title
THE CONTRIBUTIONS OF PROFESSIONAL SCHOOL COUNSELORS' VALUES AND LEADERSHIP PRACTICES TO THEIR PROGRAMMATIC SERVICE DELIVERY.
Creator
Shillingford, Margaret, Lambie, Glenn, University of Central Florida
Abstract / Description
Professional School Counselors (PSCs) have been called to be leaders for educational reform to support the academic, career, and personal/social development of all students through the coordination and facilitation of their comprehensive, developmental school counseling program (American School Counselor Association , 2005; National Model©). The primary purpose of this study was to investigate the contributions of PSCs' values and leadership practices to their programmatic service...
Show moreProfessional School Counselors (PSCs) have been called to be leaders for educational reform to support the academic, career, and personal/social development of all students through the coordination and facilitation of their comprehensive, developmental school counseling program (American School Counselor Association , 2005; National Model©). The primary purpose of this study was to investigate the contributions of PSCs' values and leadership practices to their programmatic service delivery (counseling, coordinating, consulting, and curriculum). The three constructs and instruments investigated in this study were: (a) Schwartz Value Theory (the Schwartz Value Survey ; Schwartz, 1992), (b) the Leadership Challenge Theory (the Leadership Practices Inventory ; Posner & Kouzes, 1988), and (c) school counselors' programmatic service delivery (the School Counselors Activity Rating Scale ; Scarborough, 2005). The findings of this study contribute to the school counseling, counselor education, and leadership literature. The sample size for this study was 249 certified, practicing school counselors (elementary school, n = 83; middle school, n = 76; high school, n = 74; multi-level, n = 8) in the state of Florida (35% response rate). The participants completed an on-line surveys including a general demographic questionnaire, the SVS (Schwartz, 1992), the LPI (Posner & Kouzes, 1988), and the SCARS (Scarborough, 2005). The statistical procedures used to analyze the data included (a) structural equation modeling (path Analysis), (b) confirmatory factor analysis, (c) simultaneous multiple regression, (d) Pearson product-moment (2-tailed), and (e) Analysis of variance (ANOVA). The primary research hypothesis for the study was that practicing school counselors' values and leadership practice scores would contribute to their levels of programmatic service delivery. The statistical analyses of these data identified several significant findings. The path analysis models testing the contribution of school counselors' values and leadership practices on their service delivery did fit for these data. Specifically, the results indicated that values contributed minimally to the model fit (less than 1%); however, leadership practices made a significant contribution (39%) to the school counselors' service delivery. Additionally, 31% of the participants reported that their current school counseling program was consistent with how they perceive a successful school counseling program should be implemented, yet only 29% of the school counselors reported feeling comfortable in challenging their involvement in non-counseling related duties. Further, although these data indicated that the majority of the school counselors valued self-transcendence (accepting of rules and appreciating others); structural equation modification re-specification procedures revealed that the model fit supported the value type, self-enhancement (self-direction and personal success) as a more significant contributor in promoting leadership practices and effective service delivery. Implications for professional school counseling and counselor education are presented, along with areas for future investigation.
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Date Issued
2009
Identifier
CFE0002559, ucf:47653
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002559
EDUCATIONAL VISION IN FLORIDA SCHOOL DISTRICTS: VISION ALIGNMENT AND LEADERSHIP STYLE
Title
EDUCATIONAL VISION IN FLORIDA SCHOOL DISTRICTS: VISION ALIGNMENT AND LEADERSHIP STYLE.
Creator
Sikkenga, Cindy, House, Jess, University of Central Florida
Abstract / Description
The purpose of this study was to address a gap in the organizational leadership research related to the sharing, or alignment, of leadership vision across organizational levels, with a focus on educational vision alignment in Florida K-12 public school districts. The study also sought to determine to what extent, if any, there were differences among Florida school districts exhibiting different levels of educational vision alignment. The broad question addressed by the current research was...
Show moreThe purpose of this study was to address a gap in the organizational leadership research related to the sharing, or alignment, of leadership vision across organizational levels, with a focus on educational vision alignment in Florida K-12 public school districts. The study also sought to determine to what extent, if any, there were differences among Florida school districts exhibiting different levels of educational vision alignment. The broad question addressed by the current research was this: To what degree are the educational visions of superintendents and principals aligned within Florida K-12 public school districts? The following research questions further guided the study: 1. What common themes can be found in the published vision statements of the 67 Florida K-12 public school districts? 2. To what extent, if any, do Florida K-12 public school district superintendents and their respective principals agree with one another on the importance of the common themes found in Florida school districts' published vision statements? 3. What is the relationship, if any, between educational vision alignment levels in Florida K-12 public school districts and principals' perceptions of their superintendents' leadership styles? 4. To what extent, if any, are there differences among Florida K-12 public school districts exhibiting different levels of educational vision alignment? The Florida Educational Vision Questionnaire Superintendent Form (FEVQ-S), a researcher developed questionnaire, was administered to all 67 Florida K-12 public school district superintendents. With superintendent approval, two additional questionnaires were administered to a sample of 242 principals in 23 school districts. The Florida Educational Vision Questionnaire Principal Form (FEVQ-P) and the Multifactor Leadership Questionnaire Form 5X Rater (MLQ-5X) (Avolio, Bass, & Jung, 1999) were returned fully completed by 105 principals in 21 districts. A total of 81 principal responses in 20 districts were usable, yielding overall usable response rates of 29.9% (superintendents) and 33.5% (principals). Comparisons of FEVQ responses of superintendents and principals in each school district were made using a researcher developed measure, the Educational Vision Alignment Index (EVAI). Within each district, the EVAI was compared with the superintendent's leadership style as measured by the principals' responses to the MLQ-5X. School districts were then compared using data obtained from the FEVQ demographic items, the Florida School Indicators Report (FSIR) (FLDOE, 2003a), the 2004 School Grades by District Report (FLDOE, n.d.), and the online Florida Public School Superintendents report (FLDOE, 2005c). The FSIR contains data on district characteristics such as operating costs, per pupil expenditures, school staff composition, student membership, student mobility rates, student stability rates, and teacher descriptors. The 2004 School Grades by District report contains both the school grades for each district and the total number of schools per district. The Florida Public School Superintendents report contains general school district information and superintendent status (i.e., elected or appointed) information. Detailed data analyses related to each of the four research questions indicated that: 1. Several common themes can be found in the published vision statements of the 67 Florida K-12 public school districts, 2. Florida K-12 public school district superintendents and their respective principals agree with one another on the importance of some of these common themes, 3. Several relationships exist between the educational vision alignment levels in Florida K-12 public school districts and principals' perceptions of their superintendents' leadership styles, and 4. There are differences among Florida K-12 public school districts exhibiting different levels of educational vision alignment. The current study illustrated that in Florida K-12 public school districts whose superintendents were perceived to be transformational leaders, a strong alignment of educational vision between the superintendents and their principals was also apparent, particularly in those districts having elected superintendents. Using the two researcher developed tools, the Florida Educational Vision Questionnaire (FEVQ) and the Educational Vision Alignment Index (EVAI), it was shown that this alignment pertained to specific content items, or themes, derived from an analysis of the educational vision statements of the 67 Florida school districts. These results indicate that the current emphasis in Florida on the development of transformational leaders who are knowledgeable in techniques for developing and communicating shared visions is therefore warranted.
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Date Issued
2006
Identifier
CFE0001349, ucf:46995
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001349
Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010
Title
Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010.
Creator
Kearney, Janet, Taylor, Rosemarye, Bai, Haiyan, Kaplan, Jeffrey, Pawlas, George, Roberts, Sherron, University of Central Florida
Abstract / Description
The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student...
Show moreThe focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reduced-price lunches (La Cava, 2009). These comparisons indicated that principals of schools with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.
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Date Issued
2012
Identifier
CFE0004560, ucf:49255
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004560
STRENGTHS AND TALENTS OF POTENTIAL ADMINISTRATORS IN ORANGE COUNTY PUBLIC SCHOOLS, FLORIDA
Title
STRENGTHS AND TALENTS OF POTENTIAL ADMINISTRATORS IN ORANGE COUNTY PUBLIC SCHOOLS, FLORIDA.
Creator
Anderson, Arthur, Taylor, Rosemarye, University of Central Florida
Abstract / Description
With the increased demands on principals and a shortage of qualified, acceptable candidates, school districts that have to replace principals are in a difficult position. These factors, combined with the importance that the principal role has in relation to student achievement, make the identification of potential administrators and the hiring process for new administrators a top priority for all school districts. This study answered the following two major questions; a) what characteristics...
Show moreWith the increased demands on principals and a shortage of qualified, acceptable candidates, school districts that have to replace principals are in a difficult position. These factors, combined with the importance that the principal role has in relation to student achievement, make the identification of potential administrators and the hiring process for new administrators a top priority for all school districts. This study answered the following two major questions; a) what characteristics or talents, as identified by the StrengthsFinder profile, did Orange County Public School principals in 2007 look for in identifying potential school administrators and b) what differences, if any, exist within the existing variables (school level, certification, gender, and prior experiences). The Clifton StrengthsFinder Profile was utilized to identify the strengths or talents of a group of 61 teachers within Orange County Public Schools (OCPS) who were identified by their principals as potential school based administrators. Of those 61 participants in the Aspiring Leader Academy, the following five strengths were most commonly identified: a) Relator (45.9%), b) Achiever (37.8%), c) Responsibility (37.7%), d) Learner (36.1%) and e) Maximizer (25.9%). In comparing talents across demographic data, the talents identified for participants at all levels (elementary, middle, and high) were not statistically different, supporting the notion that talents principals looked for in identifying potential administrators were relatively the same at all three levels.
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Date Issued
2008
Identifier
CFE0002412, ucf:47768
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002412
ELEMENTARY SCHOOL STUDENT ACHIEVEMENT: AN ANALYSIS OF SCHOOL SIZE AND STUDENT ACHIEVEMENT
Title
ELEMENTARY SCHOOL STUDENT ACHIEVEMENT: AN ANALYSIS OF SCHOOL SIZE AND STUDENT ACHIEVEMENT.
Creator
Odom, Natalie, Murray, Kenneth, University of Central Florida
Abstract / Description
Student achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing...
Show moreStudent achievement is the cornerstone of educational intuitions. Having a comprehensive understanding of what factors into having a successful student achievement rate requires the use of previous research and analyzing of historical accounts. The purpose of this study was to determine if there was a difference in student achievement when elementary school size was a factor. The analysis of the results offered beneficial information pertaining to Florida's public schools while providing a stepping stone towards future research. The results of this study and subsequent studies can provide information and guidance to decision makers regarding school size relative to student achievement. The population for this data was obtained from the Florida Department of Education's Florida Schools Indicator Reports. Three elementary schools were selected from each school district in the state of Florida based on its student enrollment. A small school consisted of an enrollment of 1-300 students, a medium school consisted of 301-500 students, and a school was considered large if its enrollment was 600 students or more. From these schools, the 3rd, 4th, and 5th grade Florida Comprehensive Assessment Test (FCAT) mathematics and reading scores were analyzed. Analysis of the data revealed that there was no statistically significant difference found for student achievement in mathematics when school size was a factor. However, there was a statistically significant difference found in student achievement in reading. The significance was found to lie between medium and large schools, with large schools scoring significantly better than medium schools.
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Date Issued
2009
Identifier
CFE0002696, ucf:48207
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002696
Teachers' Perceptions of Actions to Achieve Equity and Access to Excellence in a Large School District
Title
Teachers' Perceptions of Actions to Achieve Equity and Access to Excellence in a Large School District.
Creator
Moss, Sidney, Taylor, Rosemarye, Doherty, Walter, Hopp, Carolyn, Murray, Kenneth, Platt, Jennifer, University of Central Florida
Abstract / Description
The purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change...
Show moreThe purpose of this mixed-method, descriptive study was to determine the teachers' perceptions who were employed in the target school district from 2003 to 2011, regarding school district second-order change leadership decisions, events, and challenges, and the extent to which equity and access to excellence for all students were achieved. Also investigated was the relationship, if any, that existed in achieving equity and access to excellence based on school district second-order change leadership from 2003 to 2011. Teacher perception data were analyzed from a survey presented to teachers in over 16 schools who had been consecutively employed in the target school district from 2003 to 2011. The findings of this research suggest that teachers' perceptions of specific school district leadership decisions, events, and challenges contributed to improving opportunities for students who historically were not provided equitable opportunities for academic achievement and post high school career advancement. Beginning in 2003, the target school district underwent a leadership transition period in which a new superintendent established history-making goals and objectives for the school district. The findings suggest that based on teachers' perceptions, school district efforts provided for greater access to technology, high quality instruction, specific programs of study such as the implementation of magnet programs, and college preparation courses. The greater access provided the opportunity for equity and access to excellence for all students, especially those who historically lacked access and investment with respect to their demographics (race, gender, socioeconomic status, and ethnicity). There were limitations to this study. Objectivity may be questioned since the participants were employees of the school district. It was assumed that participants in the study responded accurately and honestly to the questions asked in the interviews and survey.Future research is recommended that would include a larger and more diverse sample. Further recommendations include separate studies to examine the differences between student achievement as a result of school district leadership efforts to attain access to equity and excellence based on college readiness assessment exam scores such as the SAT and/or the ACT, and college or technical school entrance and completion, with regard to student subgroups such as race, ethnicity, and family income.
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Date Issued
2013
Identifier
CFE0004727, ucf:49819
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004727
An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments
Title
An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments.
Creator
Shepherd, Andrew, Taylor, Rosemarye, Doherty, Walter, Johnson, Jerry, Border, Harold, University of Central Florida
Abstract / Description
The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to...
Show moreThe purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to complete the DILRI(&)copy; at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study's six Research Questions were answered. Research Questions 1, 2, 3, 4, and 6 were addressed quantitatively using descriptive statistics, along with two MANOVA analyses for Research Question 6. Research Question 5 was answered qualitatively by examining open-ended responses found within the DILRI(&)copy;. Based on the data collected, Experience Supervising Others and Colleagues were two factors ranked highest by administrators as influencing their knowledge and confidence. Additionally, high school administrators perceive themselves to be knowledge and confident in recognizing Student Engagement and Student Collaboration, and in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. Overall means increased for knowledge and confidence on each scale between the September 2016 and June 2017 DILRI(&)copy; administrations. Much research relating to the digital school environment has only focused on the preparation required of teachers; therefore, this study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.
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Date Issued
2017
Identifier
CFE0007295, ucf:52173
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007295
Supervising Principals' Perceptions of Preparing New Principal Program Completers: Meeting the 2011 Florida Principal Leadership Standards
Title
Supervising Principals' Perceptions of Preparing New Principal Program Completers: Meeting the 2011 Florida Principal Leadership Standards.
Creator
Trimble, Wesley, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Kennedy, Mary, University of Central Florida
Abstract / Description
This study sought to determine to what extend completers of School District A's Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A's principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by...
Show moreThis study sought to determine to what extend completers of School District A's Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A's principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by leadership level, (c) if the perceived importance of the 2011 Florida Leadership Standards varied by a school's free/reduced lunch percentage, and (d) the 2011 Florida Principal Leadership Standards perceived as the most beneficial to increasing student achievement. This mixed method study employed an online survey. The participants in this study included 46 supervising principals of Preparing New Principals Program completers from an urban school district in central Florida. Findings indicated that principals believed that Preparing New Principals Program completers were prepared to meet the 2011 Florida Principal Leadership Standards. Principals also believed that the following experiences would enhance the program: (a) more meaningful experiences that require participants to solve identified deficiencies, (b) an 18 to 24 month principal internship as opposed to the current eight-week principal internship, and (c) differentiating principal preparation based on participants' experiences and school district needs.
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Date Issued
2013
Identifier
CFE0004949, ucf:49590
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004949
AN EXPLORATORY STUDY OF FLORIDA HIGH SCHOOL PRINCIPAL PRACTICES THAT IMPROVE STUDENT ACHIEVEMENT
Title
AN EXPLORATORY STUDY OF FLORIDA HIGH SCHOOL PRINCIPAL PRACTICES THAT IMPROVE STUDENT ACHIEVEMENT.
Creator
Reynolds, Donna, Taylor, Rosemarye, University of Central Florida
Abstract / Description
The primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered...
Show moreThe primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered guidance for principals across the state of Florida who struggled to close the achievement gap between economically advantaged and disadvantaged students. To achieve the purpose of the study, a 53 item survey instrument was distributed to principals in high schools that met the characteristics of a 30% economically disadvantaged student population that had shown growth on the 10th grade FCAT Reading test over three years from 2007 - 2009. 50 principals in 10 school districts were contacted. 18 of those principals responded to the online survey, and 5 principals participated in a follow-up phone interview. The survey instrument gathered quantitative data in four subdomains of principal practices: Implementing a Standards Based Coherent Instructional Program; Providing Teacher Support and Encouraging Teacher Collaboration; Engaging Families; and Using Assessment to Improve Student Achievement and Instruction. Quantitative data regarding principal demographics was also collected through the survey instrument. Qualitative data concerning principal practices was gathered through three open-ended response questions on the survey instrument as well as through follow-up phone interviews. The descriptive statistics gathered from responses to the survey instrument showed the highest mean averages for principal practices associated with the following items: Clear vision on student learning outcomes; Set high standards for student learning; Expect teachers to take responsibility for student achievement; and Expect staff to adjust instruction based on various data. The lowest mean averages for principal practices were associated with the following practices: Model exemplary instructional practices; Remove teachers not committed to improving student achievement; Ensure families are engaged in subject-area events; and Use assessment data to determine professional development. In addition to the survey responses, research question one was addressed through the open-ended survey responses and the follow-up phone interviews. The qualitative data collected found the most self-reported best practices under the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. The most prevalent practices that emerged as a result of the interviews were fostering personal relationships with students and celebrating student success; conducting classroom walkthroughs in a meaningful and purposeful manner; implementing Professional Learning Communities; and reviewing assessment data with teachers to inform instruction. The results of the Mann-Whitney statistical procedure found a significant difference between male and female respondents in the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. Males scored significantly lower than females. The Spearman correlations found a significant negative correlation between practices in the Teacher Support subdomain and the percentage of disadvantaged students at a school. In other words, the lower the percentage of disadvantaged students in a school, the higher the principal rated Teacher Support as an important practice. The low number of respondents in this study (N = 18) limited the findings as well as the generalizability to schools with similar populations inside and outside of Florida. However, the results may provide guidance for principals in Florida high schools with high economically disadvantaged student populations. The results of this study placed emphasis on the need for principals to have a clear vision for their school and communicate high expectations for their students. According to the results of this study, principals should also find ways to connect with students and celebrate their successes, create avenues for teacher collaboration, and use assessment data to work with teachers in order to inform instructional decisions.
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Date Issued
2011
Identifier
CFE0003989, ucf:48672
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003989
HIGH SCHOOL LITERACY COACHES IN FLORIDA: A STUDY OF BACKGROUND, TIME, AND OTHER FACTORS RELATED TO READING ACHIEVEMENT
Title
HIGH SCHOOL LITERACY COACHES IN FLORIDA: A STUDY OF BACKGROUND, TIME, AND OTHER FACTORS RELATED TO READING ACHIEVEMENT.
Creator
Boulware, Donald, Taylor, Rosemarye, University of Central Florida
Abstract / Description
ABSTRACT The goal of this research was to understand the work lives of literacy coaches in central Florida by studying who they were, what they did, and what they believed influenced student achievement. In addition, it was important to understand the perceptions of literacy coaches as to what factors influenced positive changes in student achievement. Of 27 central Florida literacy coaches, this study examined the academic and professional background of each coach, explored the time spent on...
Show moreABSTRACT The goal of this research was to understand the work lives of literacy coaches in central Florida by studying who they were, what they did, and what they believed influenced student achievement. In addition, it was important to understand the perceptions of literacy coaches as to what factors influenced positive changes in student achievement. Of 27 central Florida literacy coaches, this study examined the academic and professional background of each coach, explored the time spent on ten key literacy coaching activities, and analyzed work factors related to student achievement in reading on the Florida Comprehensive Assessment Test. Although the literacy coaching role was one that was expanding in the United States through state funding initiatives, much about the role and its effectiveness were not known through the literature. A web-based survey system and purposive interviews were used to gather important data relevant to providing understandings about literacy coaches. Exploratory regression analyses using coaching activities and school performance measures were run to determine the existence of relationships. Qualitative analysis was employed to develop literacy coaching themes from survey responses, and all data were triangulated and used to develop case studies. Case studies provided narrative descriptions of all data in the context of individual schools and their coaches all embedded within case types as identified by prior year school letter grade. The results of the study showed an overwhelming amount of time was spent on other activities not related to literacy coaching. Assisting with test preparation was one reason for other activity assignment. Modeling of literacy strategies was reported as one of the more useful and influential activities, but few of the coaches in the study organized their time for this. Case studies provided rich context into the work lives of literacy coaches. Suggested uses for the study included the development of stronger professional development programs for school administrators in working with high school literacy coaches. Although literacy coaches were a well-trained group, more specific training is needed in the re-allocation of time so that more influential activities are pursued.
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Date Issued
2007
Identifier
CFE0001525, ucf:47142
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001525
A Phenomenological Study of High School Assistant Principals who Supervise Special Education
Title
A Phenomenological Study of High School Assistant Principals who Supervise Special Education.
Creator
Vacchio, Erin, Martin, Suzanne, Vasquez, Trey, Jahani, Shiva, Helton, Julie, University of Central Florida
Abstract / Description
This phenomenological study examined the lived experiences of high school assistant principals who lead the Exceptional Student Education (ESE) departments at their respective schools. The role of the school leader is critical and complex. Second to only the classroom teachers, school leaders have the ability to shape the school wide attitude and vision for students with disabilities. Knowing that in the past 30 years, the number of students with disabilities has nearly doubled in size, the...
Show moreThis phenomenological study examined the lived experiences of high school assistant principals who lead the Exceptional Student Education (ESE) departments at their respective schools. The role of the school leader is critical and complex. Second to only the classroom teachers, school leaders have the ability to shape the school wide attitude and vision for students with disabilities. Knowing that in the past 30 years, the number of students with disabilities has nearly doubled in size, the expertise of school leaders in special education must also increase. Research on the experiences of high school administrators who serve students with intellectual disabilities and how their experiences and beliefs shape opportunities for students is limited. In addition, there is limited research regarding the prevalence of students with intellectual disabilities and their participation in vocational education and independent skills instruction to support independent functioning and future employment. This study used a phenomenological approach to examine the experiences and beliefs of high school assistant principals who supervise the ESE department at their school. Semi-structured interviews were conducted with seven participants (N=7). Through thematic analysis, six major themes and 21 subthemes emerged. The six major themes were: (a) compliance of special education; (b) administrators' role in faculty/staff supervision; (c) inclusion of students with disabilities in opportunities with their non-disabled peers; (d) lack of leadership preparation; (e) meeting student needs; (f) preparing students for life after school. This study concluded with a thorough examination of each of the major themes and subthemes, and provided implications for leadership development, induction programs for special education leaders, and best practices for serving students with intellectual disabilities.
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Date Issued
2019
Identifier
CFE0007739, ucf:52452
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007739
A STUDY OF THE RELATIONSHIP BETWEEN SECOND-ORDER CHANGE LEADERSHIP BEHAVIORS OF PRINCIPALS AND SCHOOL GRADES OF FLORIDA TITLE I ELEMENTARY SCHOOLS
Title
A STUDY OF THE RELATIONSHIP BETWEEN SECOND-ORDER CHANGE LEADERSHIP BEHAVIORS OF PRINCIPALS AND SCHOOL GRADES OF FLORIDA TITLE I ELEMENTARY SCHOOLS.
Creator
La Cava, Gonzalo, Taylor, Rosemarye, University of Central Florida
Abstract / Description
The purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a)...
Show moreThe purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a) knowledge of curriculum, instruction, assessment, (b) optimizer, (c) intellectual stimulation, (d) change agent, (e) monitoring/evaluating, (f) flexibility, and (g) ideals/beliefs. The findings of this study were delineated through an examination of the data as it was related to the following questions: (a) What are the differences, if any, in the Principal Actions Survey scores of Title I elementary principals based on the 2008 school grade, according to the FLDOE? (b) What relationship, if any, exists among professional demographics of the principals (years at the school, years as an educator, years as an administrator prior to becoming a principal, years as a principal, highest degree earned, age, gender) and the second-order change leadership behaviors? (c) What are the differences, if any, in the second-order change leadership behavior subgroup scores based on the 2008 school grade according to the FLDOE? Although Research Question 1 had no statistical significance, principals who had a higher mean on the Principal Actions Survey led A and B-rated schools. Statistical significance was found in Research Question 2 for the second-order change leadership behavior of Change Agent and Ideals/Beliefs. Though statistical significance was not found in Research Question 3, each mean score for each sub-group in each grade group indicated consistent answers between Strongly Agree and Agree, which demonstrated a large degree of agreement. Additionally, comments from telephone interviews with selected principals determined that these leadership behaviors could positively impact elementary schools and the field of education. Recommendations of the study were to: (a) Conduct a follow-up study to gather the perceptions of teachers from the same Title I schools regarding their principals' second-order change leadership behaviors, (b) conduct a similar study with principals in Title I middle and high school settings, (c) conduct a qualitative study on second-order change leadership behaviors of non-Title I elementary, middle, and high school principals, (d) engage in further research to investigate professional development activities that may assist principals in enhancing second-order change leadership behaviors and improve instruction, (e) investigate the relationship between principals' second-order change leadership behaviors and achievement of Adequate Yearly Progress (f) replicate the study in states other than Florida (g) explore the relationship between second-order change leadership behaviors of district administrators and their district's academic success.
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Date Issued
2009
Identifier
CFE0002876, ucf:48031
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002876
SELF-EFFICACY BELIEFS OF FLORIDA SCHOOL PRINCIPALS REGARDING FEDERAL AND STATE ACCOUNTABILITY MEASURES
Title
SELF-EFFICACY BELIEFS OF FLORIDA SCHOOL PRINCIPALS REGARDING FEDERAL AND STATE ACCOUNTABILITY MEASURES.
Creator
McCullers, John, Bozeman, WIlliam, University of Central Florida
Abstract / Description
This study examined how self-efficacy beliefs, a central construct of social cognitive theory, might be used to inform educational leadership and policy decisions related to school accountability measures. A survey of 112 principals in Florida was used to investigate the degree to which principals believed the goals of federal and state school accountability measures (the No Child Left Behind Act of 2001 and the Florida School Grades Plan) were actually attainable, and to what degree they...
Show moreThis study examined how self-efficacy beliefs, a central construct of social cognitive theory, might be used to inform educational leadership and policy decisions related to school accountability measures. A survey of 112 principals in Florida was used to investigate the degree to which principals believed the goals of federal and state school accountability measures (the No Child Left Behind Act of 2001 and the Florida School Grades Plan) were actually attainable, and to what degree they believed their leadership actually helped achieve these goals. A large majority (83.8%) of respondents believed the state goals to be attainable, whereas only a minority (20.7%) believed the federal goals could be attained. This disparity was associated with a significant difference in self-efficacy beliefs related to the plans, and in the associated leadership behavior of principals. This significant difference in principal self-efficacy beliefs could predict a disparity in leadership effort toward goal attainment. The study suggested that policymakers should be cautious about revising the goals of the Florida School Grades Plan, since principals' self-efficacy beliefs related to the plan were already quite high. In contrast, the findings suggested that policymakers should look to revising the goals of the No Child Left Behind Act of 2001 to correct the dearth of principal belief in the actual attainability of its goals.
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Date Issued
2009
Identifier
CFE0002849, ucf:48047
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002849
EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS
Title
EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS.
Creator
Doran, James, Allen, Kay, University of Central Florida
Abstract / Description
The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8...
Show moreThe purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.
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Date Issued
2004
Identifier
CFE0000245, ucf:46244
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000245

Pages