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- Title
- LEADERSHIP BEHAVIOR AND TECHNOLOGY ACTIVITIES:THE RELATIONSHIP BETWEEN PRINCIPALS AND TECHNOLOGY USE IN SCHOOLS.
- Creator
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Page-Jones, Alexandra, Bozeman, William, University of Central Florida
- Abstract / Description
-
The purpose of study was to investigate the use of technology in schools and the influence of the principal on technology use. The technology activities of principals along with the school technology outcomes perceived by their faculty were described and analyzed to discover if there was a relationship between and among them. This study investigated technology related leadership behavior exhibited by principals in terms of NETS-A technology standards for administrators, and how their...
Show moreThe purpose of study was to investigate the use of technology in schools and the influence of the principal on technology use. The technology activities of principals along with the school technology outcomes perceived by their faculty were described and analyzed to discover if there was a relationship between and among them. This study investigated technology related leadership behavior exhibited by principals in terms of NETS-A technology standards for administrators, and how their leadership behavior affected or predicted the multiple ways that technology was used throughout a school.The population for this study was composed of principals and instructional faculty from public schools in Collier County, Florida. Principals completed the Principal Technology Leadership Assessment Survey to establish leadership behavior according to the NETS-A standards; faculty completed the School Technology Outcomes survey to identify technology use in schools. The numerous uses of technology were structured into three levels: administrative and management tasks (organizational technology outcomes), planning and delivery of instruction (instructional technology outcomes), and use by students for completing assignments (educational technology outcomes). Survey results revealed strong technology leadership behaviors and extensive and variety use of technology in schools. Analysis of the survey results supported the null hypothesis that there was no relationship between the technology behavior of educational leaders and the use of technology by faculty members in their schools.
Show less - Date Issued
- 2008
- Identifier
- CFE0002162, ucf:47516
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002162
- Title
- An Analysis of the Impact of K-12 Educational Leadership Program Graduates: 1992-2012.
- Creator
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Bennett, Roseann, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Thedy, Elizabeth, University of Central Florida
- Abstract / Description
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This study addressed the problem of insufficient information concerning the economic and professional impact of educational leadership program graduates. In Florida, there is often times a delay in obtaining an administrative appointment after graduating from an educational leadership program. The delay in appointments causes difficulty with tracking careers and economic impact. The research questions were:1.What is the economic impact of activities, projects, and research performed by 1992...
Show moreThis study addressed the problem of insufficient information concerning the economic and professional impact of educational leadership program graduates. In Florida, there is often times a delay in obtaining an administrative appointment after graduating from an educational leadership program. The delay in appointments causes difficulty with tracking careers and economic impact. The research questions were:1.What is the economic impact of activities, projects, and research performed by 1992 to 2012 graduates while enrolled in the educational leadership program? 2.How many educational leadership program graduates from 1992 to 2012 were appointed or elected to superintendent positions, senior staff or superintendent's cabinet, or school district level director positions (using the 2012-2013 school district student enrollment size rankings)?3.How many educational leadership program graduates from 1992 to 2012 were appointed to principal or assistant principal positions in the selected school districts (using the 2012-2013 school district student enrollment size rankings)?4.What are the Florida School Grade trends among educational leadership program graduates from 1992 to 2012 of a large urban research university in Florida who were school principals? This study utilized descriptive statistics and was designed to analyze program performance outcomes delivered by graduates of a large urban research university's educational leadership program (1992-2012) and their responses to a survey. The value of activities, projects, and research completed while enrolled in the educational leadership graduate program was determined to arrive at economic impact. Graduates were matched with administrative positions including K-12 superintendent, senior staff or superintendent's cabinet, school district level directors, public school principal or assistant principal. In addition, Florida school grades for those graduates that held principal positions in a specific geographical area during the 1998-2012 period were identified. Measures of central tendency and descriptive statistics were conducted, as appropriate, for each of the four research questions. Research findings indicated there were data to support that while enrolled in the educational leadership graduate program, economic impact was provided to school districts. Furthermore, graduates who were identified as principals in K-12 public schools had student outcomes that outperformed the state average as indicated by school grades. The data trend of meeting high expectations determined by student achievement results increased each year as evidenced by a greater number of schools earning (")A(") grades. Recommendations made for future research were for universities to create and maintain a university database and survey graduates to gather data. The data would be used to align the preparation program curricular and instructional practices with the professional experiences needed to prepare leaders to be position ready. Additionally, universities must continuously communicate with graduates in order to evaluate the effectiveness of the preparation program, measure economic impact and capture career paths. This would be performed through a longitudinal study.
Show less - Date Issued
- 2016
- Identifier
- CFE0006440, ucf:51483
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006440
- Title
- A COMPARISON OF THE LEADERSHIP ROLES OF PUBLIC AND PRIVATE ELEMENTARY SCHOOL PRINCIPALS.
- Creator
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Staples, Caron, House, Jess, University of Central Florida
- Abstract / Description
-
Public school principals' role requirements have undergone changes during standards-based reform and accountability (Copland, 2001; Daresh, 1998; Jones, 1999; Lashway, 2003a). This study was designed to identify the leadership role focus and behaviors of public school principals who were attempting to meet the challenges of this movement and to provide valuable information about the effects of accountability reforms on school leadership. Public school principals were subject to the mandated...
Show morePublic school principals' role requirements have undergone changes during standards-based reform and accountability (Copland, 2001; Daresh, 1998; Jones, 1999; Lashway, 2003a). This study was designed to identify the leadership role focus and behaviors of public school principals who were attempting to meet the challenges of this movement and to provide valuable information about the effects of accountability reforms on school leadership. Public school principals were subject to the mandated policy initiatives associated with the accountability movement. Private school principals, or lower school heads, were not subject to these federal and state policy reforms. The leadership role and behaviors of public and private elementary school principals working under these two distinctly different circumstances were compared. Accountability reforms called for public school principals to focus the principal's role on instructional leadership as the priority rather than managerial leadership. There was a need to understand if there were any significant differences in roles and behaviors of public and private school principals: (a) to inform public and private school policymakers and representatives who impact the educational system through local, state, and federal legislation; (b) to inform educational leadership training programs and licensing systems; and (c) to assist those who lead schools (Lashway; Portin, 2000). Public and private school principals in the state of Florida reported self-perceptions of their leadership role focus and behaviors using the Instructional Leadership Inventory (ILI), an instrument obtained from MetriTech, Inc. The data collection was conducted according to the elements of Dillman's (2000) Tailored Design Method for mailed surveys. The survey instrument was distributed to a sample of 501 public and private elementary school principals in the state of Florida. The data collection process resulted in a total of 263 returned surveys, a 52.5% total response rate. The public school response rate was 48.0%, or 168 returned surveys out of the 350 mailed surveys. The private school response rate was 62.9%, or 95 returned surveys out of the 151 mailed surveys. Comparison of the two groups, public and private, demonstrated that principals and lower school heads reported being similar in many ways in relation to the demographics and the work environment of the two groups. The differences in personal and professional characteristics were minimal. There were very few statistically significant differences between public elementary school principals and private lower school heads when looking at the ILI instructional leadership criteria. However, the findings revealed that there were considerable statistically significant differences between public elementary school principals and private lower school heads when reviewing the ILI managerial leadership criteria. Implications derived from these analyses support two areas of change in the leadership behaviors of public school principals. A significant number of public school principals reported that they spent considerable time on the managerial leadership behaviors of Monitoring Student Progress, Supervising Teaching, and Managing Curriculum, behaviors related to assessment and accountability. Public school principals reported using achievement test results in multiple ways to gauge the progress of the school toward school goals. These findings contributed to existing knowledge and provided new knowledge about principals' leadership role focus and behaviors based on data gathered during the age of the accountability movement. Recommendations include adjusting staffing to prioritize instructional leadership in the face of managerial demands, reducing public school populations through alternative strategies, enhancing the strength of community interest and support for the school, and furthering research aimed at a better understanding of the influence of external social and political goals, standards, and accountability on the middle management role of the school principal.
Show less - Date Issued
- 2005
- Identifier
- CFE0000740, ucf:46597
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000740
- Title
- LEADERSHIP ORIENTATIONS OF SENIOR ADMINISTRATORS AT AMERICAN METROPOLITAN UNIVERSITIES.
- Creator
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Trees, Diane, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
Universities in the United States continue to evolve far beyond traditional concepts. While problems of an academic, economic, governmental, and educational nature beset any university, the metropolitan institution must grapple with these issues not as an individual entity but as a partner in a group of many players. Educational leadership for the American metropolitan university necessitates distinct and unique skills. This study sought to explore leadership behaviors of senior...
Show moreUniversities in the United States continue to evolve far beyond traditional concepts. While problems of an academic, economic, governmental, and educational nature beset any university, the metropolitan institution must grapple with these issues not as an individual entity but as a partner in a group of many players. Educational leadership for the American metropolitan university necessitates distinct and unique skills. This study sought to explore leadership behaviors of senior administrators at American metropolitan universities as conceptualized by Bolman and Deal's Four-Frame Model of Leadership (1991). Using Bolman and Deal's (1990) Leadership Orientations Survey (Self) instrument with an additional Respondent Information section, 407 surveys were sent to senior administrators at 74 institutions identified as members of the Coalition of Urban and Metropolitan Universities. Of the 245 who replied, 25 of these individuals declined to participate. Thus, the total number of useable surveys for data input in this study was 220 (54.1%) representing a total of 71 out of 74 institutions in the response data. Descriptive statistics and analysis of variance were used to analyze data. Senior administrators in this study indicated that the human resource frame (76.9%) dominated all other frame choices. The structural frame emerged as second choice (57.2%) with the symbolic frame (55.4%) and the political frame (52.2%) in close proximity. Nearly half of the administrators (49.5%) reported multiple frame usage with the most frequent combination consisting of the human resource, political, and symbolic frames. Two personal characteristics, age and gender, influenced utilization of the frames. Younger administrators showed statistically significant higher mean scores than older administrators for both the structural and political frames. Female administrators showed statistically significant higher mean scores than male administrators for the political and symbolic frames. Job title, years as an administrator, size of campus, and location of campus in proximity to city limits did not influence utilization of frame usage for administrators in this study.
Show less - Date Issued
- 2006
- Identifier
- CFE0001231, ucf:46898
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001231
- Title
- AN INVESTIGATION TO DETERMINE THE PERCEPTIONS OF RESILIENCE IN EDUCATIONAL AND BUSINESS LEADERSHIP PERSONNEL IN CENTRAL FLORIDA.
- Creator
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Domeck, Craig, Murray, Ken, University of Central Florida
- Abstract / Description
-
Leadership is a challenging task. Vibrant enduring leadership over time is a greater challenge. Cultivating "leaders that lasts" is the desire of this study. The purpose of this research was to determine the resiliency of leaders in Central Florida. Additionally, this study examined the resilience of educational leaders in Central Florida along with leaders from the business community. The analysis and comparison of the results revealed beneficial information regarding the factors that are...
Show moreLeadership is a challenging task. Vibrant enduring leadership over time is a greater challenge. Cultivating "leaders that lasts" is the desire of this study. The purpose of this research was to determine the resiliency of leaders in Central Florida. Additionally, this study examined the resilience of educational leaders in Central Florida along with leaders from the business community. The analysis and comparison of the results revealed beneficial information regarding the factors that are substantial in resilient leaders and how these factors might be further cultivated. Educational leaders were randomly selected from school administrators in the Central Florida region, as well as department leaders at two primary local universities. Participants from business were selected from a list of business leaders from the Rollins College Crummer Graduate School of Business MBA Alumni, as well as participants in the Palm Beach Atlantic University Executive Leadership series. The study utilized the Resilience Factor Inventory (RFI) from Adaptive Learning Systems. The RFI is a valid 60-question on-line questionnaire that evaluates the four resilience factors identified in the Review of Literature: (a) realistic optimism, (b) emotional intelligence, (c) relational abilities, and (d) problem-solving abilities. Participants were invited to complete the RFI through a series of four emails explaining the study and the Resilience Factor Inventory with a sufficient response rate (83 leaders). Analysis of the data revealed the following findings: (a) all three of the sampled leader populations were significantly above the national norm in resilience, with those in education the highest; (b) educational leaders, both Pre K – 12 and university leaders, were statistically higher in several resilience components, with emotional intelligence being a strong component in both educational groups; (c) leaders from the business realm were significantly higher in several resilience factors with their distinguish component being problem-solving; (d) while education leaders were strong in emotional intelligence, this population could develop their problem-solving capabilities; (e) in direct contrast, the business were strong in problem-solving, but could enhance their emotional competence; and (f) an examination of leaders who have served the longest have a statistically significantly higher relational abilities and realistic optimism suggesting that these two resilience factors would be important for longevity.
Show less - Date Issued
- 2008
- Identifier
- CFE0002336, ucf:47801
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002336
- Title
- PRINCIPALS' APPLICATION OF KNOWLEDGE TO THE STRUCTURE AND SUPPORT OF SPECIAL EDUCATION PROGRAMS IN FLORIDA MIDDLE SCHOOLS.
- Creator
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Bugden, Lisa, Taylor, Rosemarye, University of Central Florida
- Abstract / Description
-
This study was developed to determine middle school principals' knowledge about the structure of the special education program in their schools and the support given to the personnel who serve students with disabilities in that program. The principals' knowledge was compared to the application of their knowledge to determine if principals were applying what they knew when making decisions about structuring and supporting the special education program in the school and the teachers and...
Show moreThis study was developed to determine middle school principals' knowledge about the structure of the special education program in their schools and the support given to the personnel who serve students with disabilities in that program. The principals' knowledge was compared to the application of their knowledge to determine if principals were applying what they knew when making decisions about structuring and supporting the special education program in the school and the teachers and staff who work within the programs. In addition, various personal and school factors were analyzed to determine if any of these variables were significant in explaining any differences that were found between the principals' knowledge and application of their knowledge. Finally, the principals' innovativeness was determined, and the factors in common to the groups of principals who were most and least innovative were analyzed. When the data were analyzed, a statistically significant difference was found between reported knowledge and application of knowledge. None of the school and personal variables explained this difference. A statistically significant difference existed between the two groups of principals found to be most and least innovative. When analyzed, several school and personal variables were found to possibly explain the difference, and a profile was proposed for each group. The variables included gender, subject area taught, number of years as a professional educator, number of years since completing educational leadership training, number of years as a principal, primary source of information for structuring the special education program at their school, school size, district size, and types of classes offered to students with disabilities. Further research is needed to confirm these profiles and recommendations for future research are included.
Show less - Date Issued
- 2007
- Identifier
- CFE0001838, ucf:47356
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001838
- Title
- Examining Practices of Elementary School Principals: Selection of Co-teaching Teams.
- Creator
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Tejeda, Jeannette, Martin, Suzanne, Reyes, Maria, Dieker, Lisa, Uhle, Karen, University of Central Florida
- Abstract / Description
-
The purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select...
Show moreThe purpose of this study was to explore the lived experiences of urban elementary school principals in relation to co-teaching and their co-teacher selection process. Three elementary school principals who exemplify characteristics of shared, ethical, and transformational leadership from a large urban school district in the southern United States were interviewed. The findings from the interviews were utilized to create a Likert-type survey to be administered to select co-teachers and select teachers not co-teaching at each of the three schools. The interview data were examined using Hycner's guidelines for phenomenological analysis. The Likert-type surveys administered to co-teachers and teachers not co-teaching served as sources of information for triangulation. The findings of the study led to the emergence of 13 themes addressing the three research questions. The resulting themes were (a) open communication with staff, (b) team approach to decision-making, (c) teacher leadership, (d) parental involvement encouraged, (e) positive relationship with staff, (f) professional growth encouraged, (g) volunteers selected for co-teaching, (h) co-teachers select partners, (i) co-teaching option presented to entire teaching staff, (j) personal involvement in co-teaching selection process, (k) multifaceted selection criteria, (l) principals involved teachers in the pairing procedure, and (m) recruitment procedures were aligned with best practices. This study has contributed additional evidence supportive of best practices in co-teaching and leadership and suggests a link between effective leadership practices and the facilitation of co-teaching teams and co-teacher selection processes. Recommendations for future research address the areas of (a) principal experience, (b) length of co-teaching model, (c) principal personal involvement, (d) study participant size, (e) study subjects, and (f) link between leadership practices and co-teaching selection procedures.
Show less - Date Issued
- 2015
- Identifier
- CFE0006012, ucf:51005
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006012
- Title
- The Experiences of School Leaders who Promote Achievement Among Students with Disabilities.
- Creator
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Wells, Eric, Martin, Suzanne, Boote, David, Little, Mary, Steinke, Kimberly, University of Central Florida
- Abstract / Description
-
Stagnant outcomes for students with disabilities has resulted in an era where results-driven accountability is emerging as the driving force for special education leadership. Students who receive special education services significantly lag behind their non-disabled peers in their performance on required statewide, standardized assessments. The achievement gap between students with disabilities and their non-disabled peers is significant and pervasive. School leadership is central to school...
Show moreStagnant outcomes for students with disabilities has resulted in an era where results-driven accountability is emerging as the driving force for special education leadership. Students who receive special education services significantly lag behind their non-disabled peers in their performance on required statewide, standardized assessments. The achievement gap between students with disabilities and their non-disabled peers is significant and pervasive. School leadership is central to school performance (Waters, Marzano, (&) McNulty, 2003). Very few researchers have investigated that experience as it relates to high achievement for students with disabilities. Yet, policy in the field has shifted to emphasize outcomes for students with disabilities (Hehir, 2014). As such, it has become critical to examine the experience of those who have successfully helped their schools produce high levels of achievement among students with disabilities. The purpose of the study was to document the lived experiences of school leaders who were helping their population of students with disabilities achieve high outcomes on state required testing. The researcher interviewed principals who had led their schools to achieve exemplary results with students with disabilities according to the AMO data maintained by the FLDOE. Results and discussion are included for each of the research questions along with implications of the findings, recommendations, and suggestions for future research.
Show less - Date Issued
- 2016
- Identifier
- CFE0006417, ucf:51475
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006417
- Title
- TRANSPARENT TEMPLATES OF PRINCIPALS.
- Creator
-
Chang, Mary, House, Jess, University of Central Florida
- Abstract / Description
-
This exploration of the personal constructs of principals was intended to reveal the transparent templates they create and attempt to fit over the realities of their world. This study sought to go beyond externally imposed descriptions of the leadership behavior of principals by exploring their personal constructs to discover the meaning that principals ascribe to their leadership behavior in anticipation and interpretation of events. Kelly's (1955) personal construct theory provided the...
Show moreThis exploration of the personal constructs of principals was intended to reveal the transparent templates they create and attempt to fit over the realities of their world. This study sought to go beyond externally imposed descriptions of the leadership behavior of principals by exploring their personal constructs to discover the meaning that principals ascribe to their leadership behavior in anticipation and interpretation of events. Kelly's (1955) personal construct theory provided the conceptual framework for this study. The research questions were addressed through qualitative inquiry. Data were collected in a process that began with full context elicitation, laddering, and triadic analysis, and proceeded to full grid quantitative analysis. Findings from this study may increase the awareness level in the professional community of the meaning that principals ascribe to their leadership behavior. It was recommended that results from this study lead to the development of a process that can be implemented in principal leadership preparation and professional development programs to develop more self-aware, productive, and effective principals (Petri, Lindauer, & Tountasakis, 2000).
Show less - Date Issued
- 2005
- Identifier
- CFE0000732, ucf:46606
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000732
- Title
- PERCEPTIONS OF TEACHERS AND ADMINISTRATORS OF THE ORGANIZATIONAL SUPPORTS FOR INCLUSION PROGRAMS IN SOUTHWEST FLORIDA ELEMENTARY SCHOOLS.
- Creator
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Moore, Brian, House, Jess, University of Central Florida
- Abstract / Description
-
The success of exceptional student education, although dependent upon the teachers involved, is largely made possible both by the role the school principal performs and the organizational support provided by the school district. The primary purpose of this study was to identify the sources and components of organizational support required to implement the inclusion of students with disabilities into general education classrooms. The provision of resources by administrators, particularly the...
Show moreThe success of exceptional student education, although dependent upon the teachers involved, is largely made possible both by the role the school principal performs and the organizational support provided by the school district. The primary purpose of this study was to identify the sources and components of organizational support required to implement the inclusion of students with disabilities into general education classrooms. The provision of resources by administrators, particularly the building principal, is an example of an organizational support that helps students with disabilities learn successfully in this setting. These resources include funding, special curricula, adaptive technology, organizational resources such as time for training, and hiring of additional personnel to assist these students. The role of educational leader in inclusive education has evolved beginning with changes in federal and state legislation that were initiated in the early 1970s. Administrators are legally responsible for the education of students with special needs in the least restrictive environment. This study identifies organizational supports as well as attitudes toward inclusion reported by teachers and principals in a medium sized southwest Florida school district.
Show less - Date Issued
- 2005
- Identifier
- CFE0000615, ucf:46544
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000615
- Title
- A Study of the Relationship Between Second-Order Change Leadership Behaviors of High School Administrators and Student Achievement from 2016-2017.
- Creator
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Pringle, Eugene, Taylor, Rosemarye, Storey, Valerie A., Johnson, Jerry, Lacava, Gonzalo, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2017
- Identifier
- CFE0006905, ucf:51725
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006905
- Title
- THE IMPACT OF ACADEMIC VOCABULARY INSTRUCTION ON READING PERFORMANCE OF SOPHOMORE STUDENTS ON THE FLORIDA COMPREHENSIVE ASSESSMENT TEST FROM 2008 TO 2009.
- Creator
-
McMillen, Margaret, Taylor, Rose, University of Central Florida
- Abstract / Description
-
This study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine the impact of the professional development on student reading performance. The study analyzed student data from 2008 and 2009 gathered from the Florida Department of Education,...
Show moreThis study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine the impact of the professional development on student reading performance. The study analyzed student data from 2008 and 2009 gathered from the Florida Department of Education, and teacher data collected from a survey used as a pretest/posttest. Variables used in the analysis of student data included demographic subgroups of white, African-American, and Hispanic students and students with disabilities, English language learners, and economically disadvantaged students. Teacher variables used were years of teaching experience and curriculum area. Both an ANCOVA and a multiple logistical regression were used to analyze change in student reading performance. Student reading score performance dropped for the total population and in for subgroups from 2008 to 2009. Several intervening variables could explain the downward change: budget cuts resulting in a change in instructional day from six to seven-period day with loss of instructional time, reduction in number of teachers, increase in student population, and change in start time for school day (from 7:15 a.m. to 2:30 p.m. to :30 a.m. to 4 p.m.). An ANOVA and independent t-test were used to analyze teacher pretest/posttest data. The data indicated a positive change in teacher knowledge and instructional practice, though not statistically significant. It should not be concluded from the reading scores that the program of academic vocabulary was not successful, but rather that vocabulary instruction is only one of the essential components of any plan to improve secondary student reading performance. Further research should be conducted to replicate this study during a time period without intervening variables experienced during the span of this study. Additionally, students should be matched to their teachers to examine the relationship between individual teacher and student performance. This study should be replicated in a high school with different demographics and different level of student achievement.
Show less - Date Issued
- 2009
- Identifier
- CFE0002909, ucf:48005
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002909
- Title
- EXAMINING THE BELIEFS AND PRACTICES OF EFFECTIVE SCHOOL LEADERS AS THEY RELATE TO SERVING STUDENTS WITH DISABILITIES.
- Creator
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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.
Show less - Date Issued
- 2010
- Identifier
- CFE0003038, ucf:48340
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003038
- Title
- Urban School Principal Rated as Highly Effective: Support and Culture for Co-teaching Teams.
- Creator
-
San, Michelle, Martin, Suzanne, Dieker, Lisa, Lue, Martha, Uhle, Thomas, University of Central Florida
- Abstract / Description
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The recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, (&) Shamberger, 2010; Nichols, Dowdy, (&) Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend (&) Cook, 2007)....
Show moreThe recent revisions to the Individuals with Disabilities Education Improvement Act (2004) and the passing of the No Child Left Behind Act (2001) promoted a movement toward meaningful inclusion, which has led to an increase in interest in co-teaching (Friend, Cook, Hurley-Chamberlain, (&) Shamberger, 2010; Nichols, Dowdy, (&) Nichols, 2010). When co-teaching is effectively executed both students with and without disabilities benefit academically and socially (Friend (&) Cook, 2007). Researchers indicate that a key factor in effective co-teaching is administrative support (Friend et al.; Dieker (&) Murawski, 2003; Murawski (&) Dieker, 2008; Murawski (&) Dieker, 2004; Scruggs et al., 2007). The purpose of this study was to identify the policies and practices used by effective principals who have led the implementation of co-teaching in their schools. The researcher interviewed three middle school principals in a large urban school district to ascertain the essence of their experiences. The principals were identified as highly effective by their most recent principal evaluation system. The interview data were examined using Hycner's guidelines for phenomenological analysis. Triangulation occurred through a survey and review of documents. The co-teaching teams from the participating principals' schools completed a Likert-type survey. The researcher reviewed the schools' master schedules, School Improvement Plan, and Action Plan.Analysis of the participating principals' interview data has identified themes. These themes included: (a) preparing the setting, (b) preparing co-teaching teams, (c) necessary co-teacher skill sets, (d) utilizing the leadership team, (e) purposeful selection of co-teaching staff, (f) addressing barriers, (g) culture supporting knowledgeable co-teachers, (h) traits of effective co-teachers, (i) expectations of co-teachers, (j) motivating co-teachers, and (k) attaining buy-in through support and culture.
Show less - Date Issued
- 2015
- Identifier
- CFE0005994, ucf:50785
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005994
- Title
- Exploring Leadership Experiences Of School Psychologists In Supporting Schools: A Phenomenological Study.
- Creator
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Joseph, Julie, Martin, Suzanne, Little, Mary, Boote, David, Thomson, Arlene, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2015
- Identifier
- CFE0005814, ucf:50033
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005814
- Title
- EDUCATIONAL VISION IN FLORIDA SCHOOL DISTRICTS: VISION ALIGNMENT AND LEADERSHIP STYLE.
- Creator
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Sikkenga, Cindy, House, Jess, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2006
- Identifier
- CFE0001349, ucf:46995
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001349
- Title
- An Exploratory Study of the Strengths of Islamic School Principals in California, Texas, New York, Florida, and Illinois.
- Creator
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Qadri, Kamran, Taylor, Rosemarye, Baldwin, Gordon, Mitchell, Paul, Eriksson, Gillian, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2014
- Identifier
- CFE0005235, ucf:50601
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005235
- Title
- INTERNATIONALIZATION EFFORTS AT STATE UNIVERSITIES IN FLORIDA.
- Creator
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Bendriss, Rachid, Bozeman, William, University of Central Florida
- Abstract / Description
-
Today's global environment poses more and more challenges for higher education institutions to provide learning opportunities that enable students to become globally competent and prepared to face the challenges of an increasingly global society. For many universities, internationalizing their campuses can help students acquire knowledge, skills, and experiences to be able to compete in the global economy and become productive members of a diverse world society. The purpose of the study...
Show moreToday's global environment poses more and more challenges for higher education institutions to provide learning opportunities that enable students to become globally competent and prepared to face the challenges of an increasingly global society. For many universities, internationalizing their campuses can help students acquire knowledge, skills, and experiences to be able to compete in the global economy and become productive members of a diverse world society. The purpose of the study was to explore the extent to which internationalization had been realized in Florida's public universities by determining (1) whether there was a relationship between articulated commitment and the level of internationalization; (2) whether there was a relationship between curriculum and the level of internationalization; (3) whether there was a relationship between organizational infrastructure and the level of internationalization; (4) whether there was a relationship between funding and the level of internationalization; (5) whether there was a relationship between institutional investment in faculty and the level of internationalization; and (6) whether there was a relationship between international students/student programs and the level of internationalization. Data derived from the internationalization survey were used to analyze the six research questions by employing descriptive statistics, Pearson coefficient of correlation, and Chi-Square tests. There were strong positive correlations between the six categories noted above and the level of internationalization efforts in Florida public universities. Implications for practice include the development of various strategies to help internationalize their campuses and the student learning experience.
Show less - Date Issued
- 2007
- Identifier
- CFE0001829, ucf:47360
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001829
- Title
- AN ANALYSIS OF THE RELATIONSHIP BETWEEN JOB SATISFACTION, ORGANIZATIONAL CULTURE, AND PERCEIVED LEADERSHIP CHARACTERISTICS.
- Creator
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Amburgey, William, Bozeman, William, University of Central Florida
- Abstract / Description
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The purposes of this study were to determine if (a) there is a relationship between job satisfaction, organizational culture, and perceived leadership characteristics at a dual-residential private university based on location, gender, level of education, and length of employment and, (b) to measure those relationships if they were present. Understanding how these areas relate may enhance strategic planning and personnel decisions for leaders within organizations. The population of this study...
Show moreThe purposes of this study were to determine if (a) there is a relationship between job satisfaction, organizational culture, and perceived leadership characteristics at a dual-residential private university based on location, gender, level of education, and length of employment and, (b) to measure those relationships if they were present. Understanding how these areas relate may enhance strategic planning and personnel decisions for leaders within organizations. The population of this study was the 1,478 full-time faculty and staff located on the residential campuses of the participating university. Participants in the study were asked to complete three test instruments: an Employee Demographic Survey, Job Satisfaction Survey (JSS), and the Organizational Description Questionnaire (ODQ). The Employee Demographic Survey was designed by the researcher to collect demographic data from the population. The JSS was designed by Spector (1994) as an instrument to assess an employee's attitude toward variables such as pay, promotion, supervision, operating procedures, and communication. Designed by Bass and Avolio (1992), the ODQ measures how a member of the organization perceives the organizational culture in terms of transactional or transformational leadership characteristics. Findings indicated that the only statistically significant mean score differences between total scores on the JSS and ODQ occurred when length of employment was the independent variable. Statistically significant correlations were also observed between the mean total JSS score, the ODQ transactional leadership score, and the ODQ transformational leadership score. Further, the scores obtained from the ODQ were used to define the organizational culture typology. A Moderately Four I's, as described by Bass and Avolio (1992), was the dominant culture identification across all levels of independent variables.
Show less - Date Issued
- 2005
- Identifier
- CFE0000610, ucf:46517
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000610
- Title
- Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010.
- Creator
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Kearney, Janet, Taylor, Rosemarye, Bai, Haiyan, Kaplan, Jeffrey, Pawlas, George, Roberts, Sherron, University of Central Florida
- Abstract / Description
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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.
Show less - Date Issued
- 2012
- Identifier
- CFE0004560, ucf:49255
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004560
