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Title: AN ANALYSIS OF THE ASPIRING PRINCIPAL PREPARATION PROGRAMS PROVIDED BY FLORIDA SCHOOL DISTRICTS.
Creator: Juusela, Deborah, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The purpose of the study was to identify the basis of the aspiring principal preparation program (appp) components florida school districts provide to their aspiring principals and their relationship, if any, to the state and isllc standards. A total of 50 school districts in florida participated in this study. The research was guided by the following questions: to what extent do the florida school districts provide a formal appp to their current assistant principals? (b) upon what are the...
Show moreThe purpose of the study was to identify the basis of the aspiring principal preparation program (appp) components florida school districts provide to their aspiring principals and their relationship, if any, to the state and isllc standards. A total of 50 school districts in florida participated in this study. The research was guided by the following questions: to what extent do the florida school districts provide a formal appp to their current assistant principals? (b) upon what are the formal appps for current assistant principals based: the florida principal competencies (fpcs), the interstate school leaders licensure consortium (isllc) standards, or another source? (c) to what extent do the school district appps in the 67 florida districts have component requirements that include professional development, mentoring, and a performance-based experience? and (d) are there differences among the appp components provided by florida school districts of various sizes? the findings of the study were found through an examination of quantitative and qualitative data that were collected from the florida aspiring principal program assessment (flappa) survey and the school districts' appp brochures located on their websites. This study supported the following conclusions: (a) 75% of the school districts in florida do provide an appp for their aspiring principals, (b) the fpcs and the isllc standards are a part of the bases of the components found in appps provided by florida school districts, (c) florida school districts do provide appps that include components of a mentor principal, a performance-based experience, and professional development, (d) very large-sized school districts with a population over 100 thousand students contained the largest percentage of standards-based components in the appp; small-sized school districts with a population of under 7 thousand students contained the least percentage of standards-based components in the appp, (e) school districts in florida recognized the need to modify and were in the process of modifying their appps according to the new florida leadership standards, especially the component of technology, and (f) a lack of funding, time, and assessment were identified as appp weaknesses and components in need of improvement. Recommendations of this study included: (a) further research on florida school districts redesign of their appp components to identify whether or not the components are based upon the new florida leadership standards, especially technology; and the isllc educational standards; and (b) further research on florida school districts providing a mentor principal and support team; professional development, and a performance-based experience to their current assistant principals who participate in an appp, thus ensuring best practices in the appp and improving the quality of their future principals
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Date Issued: 2004
Identifier: CFE0000178, ucf:46159
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000178

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

Title: Strengths of Secondary School Principals in One Large Florida School District, and Achievement of Adequate Yearly Progress in 2010-2011.
Creator: Paduano, Kelly, Taylor, Rosemarye, Pawlas, George, Doherty, Walter, Baldwin, Lee, University of Central Florida
Abstract / Description: Increased accountability has led to increased pressure on administrators to meet AYP. By identifying strengths that are present in successful administrators, superintendents will be better equipped to make well-informed selections and administrators can target specific areas for professional growth.This study used a self-assessment created from the Clifton StrengthsFinder Assessment to analyze the strengths of principals and the commonalities in those strengths based on (a) percentage of...
Show moreIncreased accountability has led to increased pressure on administrators to meet AYP. By identifying strengths that are present in successful administrators, superintendents will be better equipped to make well-informed selections and administrators can target specific areas for professional growth.This study used a self-assessment created from the Clifton StrengthsFinder Assessment to analyze the strengths of principals and the commonalities in those strengths based on (a) percentage of adequate yearly progress (AYP) achieved, (b) grade levels served (middle school or high school) and (c) community served (urban or suburban). It is important to note that community served is not meant to indicate the socio-economic status of a school, but instead whether schools reside within census defined urban areas.It was found that there was a statistically significant difference in the ranking of principal strength of input based on the adequate yearly progress achievement of the school. There was also a statistically significant difference between the principals' ranking of both the strengths of communication and harmony based on grade level served and strengths of achiever and responsibility based on community served. While other strengths did not show statistically significant differences among various groups, their overall rankings are provided and discussed.
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Date Issued: 2012
Identifier: CFE0004335, ucf:49457
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004335

Title: A COMPARISON OF MENTORED AND NON-MENTORED NOVICE ELEMENTARY PRINCIPALS IN RESPECT TO JOB SATISFACTION.
Creator: Skinner, Colleen, Pawlas, George, University of Central Florida
Abstract / Description: The purpose of this study was to determine if mentoring programs had an impact on job satisfaction for beginning elementary principals in the state of Florida. It also examined if the following factors impacted job satisfaction: (a) length of the mentoring program, (b) frequency of meetings, (c) selection process for the mentor, (d) the position of the mentor, or (e) age and gender of the beginning principal. The population for the study consisted of 108 elementary principals with more than...
Show moreThe purpose of this study was to determine if mentoring programs had an impact on job satisfaction for beginning elementary principals in the state of Florida. It also examined if the following factors impacted job satisfaction: (a) length of the mentoring program, (b) frequency of meetings, (c) selection process for the mentor, (d) the position of the mentor, or (e) age and gender of the beginning principal. The population for the study consisted of 108 elementary principals with more than six months and less than fours years of experience in the state of Florida. Twenty-four districts participated in the study, covering all five regional areas in Florida. An online questionnaire, consisting of Bowling Green State University's Job Description Index and Job in General, was administered. The Job Description Index contained five subcategories of Work, Pay, Opportunities for Promotion, Supervision, and People at Work. The instrument Job in General provided an overall job satisfaction rating. An analysis of the Pearson Correlation found there was no statistically significant relationship for those who were in a mentor program compared to those who were not in a mentor program as a beginning principal. However, a Pearson Correlation found a statistically significant relationship between the frequency a mentor met with the beginning principal and job satisfaction in four subcategories: (a) Supervision, (b) Promotion, (c) Pay and (d) People at Work. There was also a significant relationship between the frequency of meeting with a mentor and the Job in General score. Additional analysis showed no statistically significant difference based on the length of the mentoring program, age and gender of the beginning principal, and the position held by the mentor. Recommendations based on this study include providing a formal mentoring program with established guidelines for the frequency of meetings. A school district may design mentor programs to meet the needs of their beginning principals, but close attention should be given to guidelines ensuring regular contact between the mentors and beginning principals. Future studies may continue the research into other factors of mentoring, such as whether a reporting system is in place or follow-up is required by the mentor. Also, this study may be replicated with secondary principals or expanded beyond the state of Florida.
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Date Issued: 2006
Identifier: CFE0001434, ucf:47045
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001434

Title: DESCRIBING THE PHENOMENA OF PRINCIPALS' EXPERIENCES WITH IMPLEMENTATION OF RESPONSE TO INTERVENTION.
Creator: Butler, Lorrie, Martin, Suzanne, University of Central Florida
Abstract / Description: The traditional method of identifying students with disabilities has led to a new innovation being implemented at the school level. Response to Intervention (RTI) is an alternative approach that received federal approval with the passage of Individuals with Disabilities Educational Improvement Act (IDEIA) 2004. On July 1, 2010, RTI became the required process for determining identification of students with learning disabilities for all schools in the state of Florida. Implementation of this...
Show moreThe traditional method of identifying students with disabilities has led to a new innovation being implemented at the school level. Response to Intervention (RTI) is an alternative approach that received federal approval with the passage of Individuals with Disabilities Educational Improvement Act (IDEIA) 2004. On July 1, 2010, RTI became the required process for determining identification of students with learning disabilities for all schools in the state of Florida. Implementation of this approach requires significant changes in how schools operate. Using a phenomenological study design, the purpose of this study was to gain an understanding of the experiences of elementary school principals implementing RTI in their schools. After gaining the individual viewpoints of 16 principals through an interview process, the data was analyzed using FullanÃ‚Â's nine critical factors affecting implementation of a change project. Results indicate that principals found RTI implementation to be a difficult, but worthwhile experience.
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Date Issued: 2010
Identifier: CFE0003447, ucf:48412
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003447

Title: FLORIDA SUPERINTENDENTS' VIEWS RELATED TO THE INVOLUNTARY REMOVAL OF SCHOOL PRINCIPALS.
Creator: Bernier, Christopher, Taylor, Rosemarye, University of Central Florida
Abstract / Description: Utilizing a previously researched survey, the 67 Florida public school superintendents were asked to prioritize the Florida Principal Leadership Standards related to the removal of a single principal from the position and provide pertinent demographic information related to this individual. The following principal leadership standards were most commonly identified as important to the decision to remove a school principal: (a) human resource management, (b) decision making strategies, (c)...
Show moreUtilizing a previously researched survey, the 67 Florida public school superintendents were asked to prioritize the Florida Principal Leadership Standards related to the removal of a single principal from the position and provide pertinent demographic information related to this individual. The following principal leadership standards were most commonly identified as important to the decision to remove a school principal: (a) human resource management, (b) decision making strategies, (c) instructional leadership, (d) managing the learning environment, and (e) community and stakeholder partnerships.
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Date Issued: 2011
Identifier: CFE0003660, ucf:48820
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003660

Title: PHENOMENOLOGICAL STUDY OF URBAN ELEMENTARY PRINCIPALS: READING-PROFICIENT STUDENTS WITH LEARNING DISABILITIES.
Creator: Theis, Elizabeth, Martin, Suzanne, Little, Mary, Lue, Martha, Vazquez, Maria, University of Central Florida
Abstract / Description: Changes in the demands on educational leaders have necessitated shifts in the roles andresponsibilities of school principals. Meeting the needs of students with disabilities is among thecritical challenges that administrators face today. The purpose of this study was to examine thelived experiences of elementary school principals where students with Specific LearningDisabilities (SLD) demonstrate reading proficiency. Phenomenological research was conductedto identify the themes associated...
Show moreChanges in the demands on educational leaders have necessitated shifts in the roles andresponsibilities of school principals. Meeting the needs of students with disabilities is among thecritical challenges that administrators face today. The purpose of this study was to examine thelived experiences of elementary school principals where students with Specific LearningDisabilities (SLD) demonstrate reading proficiency. Phenomenological research was conductedto identify the themes associated with effective school leadership, related to this specificpopulation, students with SLD. Informal, non evaluative observations were conducted inconjunction with analysis of leadership summaries that were submitted by teachers who werenominated by the participants, to determine theme congruence.These results indicated that the lived experiences of elementary school principals are acomplex blend of characteristics and practices. Seven specific themes were identified in thequalitative interviews: 1) Embedded personal and/or professional experiences; 2) Adaptability;3) Relationship orientation and commitment to collaboration; 4) Focused responsibility andaccountability; 5) Hiring and supporting teachers while maintaining a culture of highexpectations; 6) Resource allocation; 7) Reflection that informs decision making. This researchprovided preliminary evidence to demonstrate the lived experiences of elementary schoolprincipals, with a particular focus on students with SLD, and can be used to inform and adaptcurrent practices to address anticipated challenges in the future.
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Date Issued: 2015
Identifier: CFE0006013, ucf:50998
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006013

Title: PRINCIPALS' LIVED EXPERIENCES IN CHILDHOOD POVERTY IMPACTING RESILIENCY OF STUDENTS IN POVERTY.
Creator: Rasmussen, Jonathan, Martin, Suzanne, Lue, Martha, Taylor, Rosemarye, Brown, Deborah, University of Central Florida
Abstract / Description: The number of children living in poverty within the United States is on the rise, which translates to more public school students experiencing those risk factors associated with poverty. Given the severity of the negative effect living in poverty has on the likelihood of academic success, paired with the current climate of accountability in U.S. public schools, it is imperative that educational leaders understand how to create a school culture that fosters resilience in students from poverty....
Show moreThe number of children living in poverty within the United States is on the rise, which translates to more public school students experiencing those risk factors associated with poverty. Given the severity of the negative effect living in poverty has on the likelihood of academic success, paired with the current climate of accountability in U.S. public schools, it is imperative that educational leaders understand how to create a school culture that fosters resilience in students from poverty. The purpose of this study was to examine principals' lived experiences in childhood poverty impacts the decisions they make. More precisely, it examines how their childhood affects their decision making in regard to creating a culture of academic resilience for students living in low socioeconomic conditions. Additionally, this study identified strategies that are effective, as perceived by school principals who grew up in low socioeconomic conditions, in creating a culture of resilience to improve academic success for students living in low socioeconomic conditions. This study provides valuable information to school leaders who strive to create an environment that fosters educational resilience in children living in poverty. The results are particularly salient to principals, as the information comes directly from the perspective of school principals who grew up in poverty, were educationally resilient, and are now creating a school atmosphere that fosters educational resilience in their students who live in poverty.
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Date Issued: 2015
Identifier: CFE0005696, ucf:50119
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005696

Title: An Urban School District's Preparing New Principals Program: Completers' Perceptions of Program Effectiveness Related to Florida Principal Leadership Standards Adopted in 2011.
Creator: Pelletier, Kelly, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Kennedy, Mary, University of Central Florida
Abstract / Description: The purpose of this study was to measure the extent to which school leaders who completed the preparing new principals program in a large urban school district perceived the program's effectiveness in preparing them to demonstrate Florida's principal leadership standards as adopted in November 2011. This study also identified the components of the preparing new principals program that influenced the professional practice of the program completers in their current leadership roles. The...
Show moreThe purpose of this study was to measure the extent to which school leaders who completed the preparing new principals program in a large urban school district perceived the program's effectiveness in preparing them to demonstrate Florida's principal leadership standards as adopted in November 2011. This study also identified the components of the preparing new principals program that influenced the professional practice of the program completers in their current leadership roles. The Preparing New Principals Program Completer Survey was sent to 90 administrators in School District A who completed the preparing new principals program between 2008 and 2011. Follow-up interviews were conducted with six volunteers in order to further clarify responses to the survey and gather additional input from program completers. Survey results as well as interview data were analyzed in order to give information for designing a new principal preparation program for School District A.The literature review and the results of this study supported the premise that preparing principals for school leadership in 2013 involves more than developing management skills and knowledge of the functions of a school. Principals must be instructional leaders with an unwavering focus on student achievement. Overall, results of the study found the PNPP in the urban school district supported the participant's awareness of the FPLS and also showed they perceived they were prepared to demonstrate the majority of the standards. However, the individual requirements and experiences of the PNPP had varying levels of perceived value to the professional practice of the participants. Results of the study recommended the PNPP experiences perceived to be invaluable or not practical should be evaluated for applicability, revised accordingly or possibly eliminated to improve the effectiveness of the PNPP.Although the structure of principal preparation programs in the state of Florida are unique due to laws that created a two leveled principal certification process, the findings and conclusions of this research study could be useful to any school district working to develop future principals. Suggested improvements to the PNPP included a longer principal internship, a strengthened mentor relationship, an application process for initial program entry, differentiated experiences, and an emphasis on increasing teacher effectiveness.
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Date Issued: 2013
Identifier: CFE0004909, ucf:49619
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004909

Title: A COMPARISON OF THE LEADERSHIP ROLES OF PUBLIC AND PRIVATE ELEMENTARY SCHOOL PRINCIPALS.
Creator: 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.
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Date Issued: 2005
Identifier: CFE0000740, ucf:46597
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000740

Title: AN INVESTIGATION OF PRINCIPALS' ATTITUDES TOWARD THE KNOWLEDGE AND USE OF LEARNING STYLES IN THERAPEUTIC SETTINGS.
Creator: Pancoast, Renee, Taylor, Rosemarye, University of Central Florida
Abstract / Description: In March, 2006 the Principal's Attitudes Toward the Knowledge, Value, and Application of Learning Styles with Students in Therapeutic Settings survey developed by the author was distributed to 120 principals belonging to the National Association of Therapeutic Schools and Programs. Two mailings yielded a return of 68 (56.6%) usable survey instruments from which principals' self-reporting on knowledge, value and application of learning styles was examined. Focus for this study was...
Show moreIn March, 2006 the Principal's Attitudes Toward the Knowledge, Value, and Application of Learning Styles with Students in Therapeutic Settings survey developed by the author was distributed to 120 principals belonging to the National Association of Therapeutic Schools and Programs. Two mailings yielded a return of 68 (56.6%) usable survey instruments from which principals' self-reporting on knowledge, value and application of learning styles was examined. Focus for this study was provided through three research questions: (a) to determine to what extent principals in therapeutic settings self-reported general knowledge of learning style applications, (b) to determine to what extent principals exhibit positive attitudes toward the use of learning style theory- supported instructional methods and materials, and (c) to determine to what extent principals in therapeutic settings support the application of learning style theory. All administrators reported general knowledge of learning style theories, three basic learning styles, and matching teaching strategies with learning styles. All administrators believed that students do exhibit different learning styles, learning styles have a place in education, and teachers should receive learning style training. They also expressed the belief that learning styles impact student learning, matching teaching strategies to learning styles was important for academic success, a learning style inventory was necessary, and matching mental health disorders to learning styles was important for academic achievement. The most documented change due to learning style-based instruction was evidenced by test scores and earned grades. All administrators wanted to learn more about learning styles. Almost 90% of administrators indicated that they were providing learning style training. Almost 100% (95.6%) reported they observed improvement on academic achievement due to learning style-based instruction.
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Date Issued: 2006
Identifier: CFE0001249, ucf:46890
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001249

Title: AN EXAMINATION OF THE FACTORS THAT IMPACT ELEMENTARY SCHOOL PRINCIPALS' PERCEPTIONS OF THEIR LEADERSHIP ROLE.
Creator: Kish, Kathryn, Wenzel, Taylar, University of Central Florida
Abstract / Description: A growing body of research supports the idea that large-scale school reform efforts often fail to create sustained change within the public school sector. When implementing deep organizational change, both novice and veteran educators are challenged to learn new skills, reexamine their instructional practice and content knowledge, and re-shape their underlying beliefs and values about schools. This qualitative study explored principals' perceptions of their leadership roles in the school...
Show moreA growing body of research supports the idea that large-scale school reform efforts often fail to create sustained change within the public school sector. When implementing deep organizational change, both novice and veteran educators are challenged to learn new skills, reexamine their instructional practice and content knowledge, and re-shape their underlying beliefs and values about schools. This qualitative study explored principals' perceptions of their leadership roles in the school system. Data collection was done through a series of three interviews with three elementary school principals in Central Florida. In addition to their perceptions, it also studied factors that may influence their perceptions, including revised curriculum standards, new teacher evaluation models, and state assessments mandates. The findings of this research considered the demographic, educational, and professional background of each participant as well as the school to which they are assigned. It also examined the principals' self-reported responsiveness to current educational reform mandates and their perceptions of areas of leadership strength and weakness with their teachers and staff at their school.
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Date Issued: 2015
Identifier: CFH0004908, ucf:45494
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004908

Title: PRINCIPALS WHO EXCEED DISTRICT STANDARDS: IMPROVING OUTCOMES FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISABILITIES.
Creator: Uhle, Thomas, Martin, Suzanne, University of Central Florida
Abstract / Description: A phenomenological study was conducted to investigate the experiences of school principals, who exceeded district standards on standardized performance evaluations, in providing effective educational programs for students with emotional and behavioral disabilities (EBD) in an urban setting. The aim of this study was to identify common experiences, practices, or attitudes regarding students with EBD, and their teachers, among school principals who qualified for the study. Data was be collected...
Show moreA phenomenological study was conducted to investigate the experiences of school principals, who exceeded district standards on standardized performance evaluations, in providing effective educational programs for students with emotional and behavioral disabilities (EBD) in an urban setting. The aim of this study was to identify common experiences, practices, or attitudes regarding students with EBD, and their teachers, among school principals who qualified for the study. Data was be collected through principal interviews. Data results were coded, organized, and analyzed using a systematic method of phenomenological analysis to find general themes that speak to the essence of the experience.
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Date Issued: 2011
Identifier: CFE0004011, ucf:49155
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004011

Title: INCLUSIONARY PRACTICES: IMPACT OF ADMINISTRATORSÃ‚Â' BELIEFS ON PLACEMENT DECISIONS.
Creator: Vazquez, Maria, Martin, Suzanne, University of Central Florida
Abstract / Description: School leaders are charged with responding to the challenges presented by the Individuals with Disabilities Education Act and the education of students with disabilities in the least restrictive environment. The idea of least restrictive environment moves schools from educating students with disabilities in special education to regular education classrooms, from special education schools to neighborhood schools. Providing inclusive settings poses many obstacles and challenges to school based...
Show moreSchool leaders are charged with responding to the challenges presented by the Individuals with Disabilities Education Act and the education of students with disabilities in the least restrictive environment. The idea of least restrictive environment moves schools from educating students with disabilities in special education to regular education classrooms, from special education schools to neighborhood schools. Providing inclusive settings poses many obstacles and challenges to school based administrators and in their capacity school leaders can either alleviate or generate barriers for the process; they can inhibit or inspire school personnel to accept the inclusion of students with disabilities in the general education classroom. Furthermore, their attitudes are critical in the design and implementation of programs and practices in their schools. PrincipalsÃ‚Â' attitudes can either promote or discourage the inclusion practices in their schools. The purpose of this study was to examine the factors related to school based administratorsÃ‚Â' attitudes toward inclusive education and the relationship of these attitudes on the placement of students with disabilities. The Principals and Inclusion Survey (PIS) developed by Praisner (2000) was used to collect data from 175 school based principals in a large urban district in the southeastern part of the United States. The results of the study indicate a relationship does exist between principalÃ‚Â's attitude toward inclusion and decisions pertaining to student placement. The study also found that those principals with positive experiences with students with disabilities also demonstrated beliefs of serving students with disabilities in less restrictive settings than those principals with negative experiences with students with disabilities.
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Date Issued: 2010
Identifier: CFE0003139, ucf:48629
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003139

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

Title: Principals' Perceptions and Self-efficacy in Relation to School Security.
Creator: Jones, Julian, Taylor, Rosemarye, Doherty, Walter, Kennedy, Mary, Wolf, Ross, University of Central Florida
Abstract / Description: Principals in the nation's schools have been tasked with managing crisis incidents that may occur with students and others on their campuses on a daily basis. The purposes of this study were to determine the differences, if any, that existed in Central Florida public school principals' perceptions regarding school security, their perceived confidence to address critical crisis incidents on their campuses, their perceptions of the likelihood critical incidents would occur, their perceptions of...
Show morePrincipals in the nation's schools have been tasked with managing crisis incidents that may occur with students and others on their campuses on a daily basis. The purposes of this study were to determine the differences, if any, that existed in Central Florida public school principals' perceptions regarding school security, their perceived confidence to address critical crisis incidents on their campuses, their perceptions of the likelihood critical incidents would occur, their perceptions of interaction with law enforcement, the critical incidents they fear the most, and their perceptions of factors impacting the incidents they fear the most. Principal subgroup mean responses to the Principal Safety and Security Perceptions Survey in the three areas of Bandura's (1997) triadic reciprocal causation were examined in the context of principals' gender, longevity, student enrollment, grade configuration, free and reduced lunch rate, presence of a law enforcement officer, and presence of a security plan. Findings revealed significant differences between categorical groups of principals in multiple areas. It was determined that significant differences in principals' perceptions warrant further study. Recommendations for practice include security policy development and practical application of noted trends.
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Date Issued: 2015
Identifier: CFE0005636, ucf:50217
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005636

Title: AN ANALYSIS OF KNOWLEDGE OF THE BIBLE, PRIVATE SCHOOL LAW, AND BUSINESS AND FINANCE BETWEEN CHRISTIAN SCHOOL PRINCIPALS WITH AND WITHOUT GRADUATE DEGREES.
Creator: Robinson, Dennis, Murray, Barbara, University of Central Florida
Abstract / Description: This study analyzed the performance of a sample of K-12 Assemblies of God Christian school principals on the Christian School Principal Preparation Assessment Questionnaire (CSPPAQ). The CSPPAQ, developed especially for this study, assesses knowledge in three areas: knowledge of the Bible, knowledge of private school law, and knowledge of business and finance. A sample size of 102 was determined using the sample size formula, based on a population of 611and a bound of 4 (+ 2). Numerous school...
Show moreThis study analyzed the performance of a sample of K-12 Assemblies of God Christian school principals on the Christian School Principal Preparation Assessment Questionnaire (CSPPAQ). The CSPPAQ, developed especially for this study, assesses knowledge in three areas: knowledge of the Bible, knowledge of private school law, and knowledge of business and finance. A sample size of 102 was determined using the sample size formula, based on a population of 611and a bound of 4 (+ 2). Numerous school closures over the course of this study caused the population size to drop to 490. This fact, coupled with a 45% survey return rate called for an adjustment of the bound to 6.4 (+ 3.2) for a sample size of 42. The scores in each of the three sub-areas as well as the composite score were then analyzed to determine if there was a statistically significant relationship between principals without a graduate degree and those with a graduate degree in Bible/theology, educational leadership and other (any other graduate degree). A single factor ANOVA procedure was used and determined that no statistically significant relationship exists for mean score in knowledge of the Bible (F=1.05, p>.05). Mean score for knowledge of private school law showed a marginally significant difference (F=2.8, p=.054). Mean score in knowledge of business and finance also showed no significant relationship (F=1.7, p>.05) with the same result for the composite score (F=2.18, p>.05). Mean scores in the areas of private school law and business and finance were low (18.7 and 16.2 respectively). Calculating a percentage score for these areas would compute to 53% (18.7/35) and 54% (16.2/30) respectively, indicating a low knowledge base for these areas. Percentage composite score was also low at 63% (55.2/88). The data showed that it did not seem to make a difference whether the respondents had attained a graduate degree in any of the tested fields; there was little or no significant difference in their score. This evidence suggests that no current study program adequately prepares an individual with the knowledge base needed to effectively lead a Christian school, especially in the areas of private school law and business and finance. Given that the review of literature showed that Christian schools most often fail due to financial reasons, this finding is particularly significant. It was suggested that universities look at the principal preparation programs to determine if they can add material which would help to better prepare the Christian school principal. This study indicates a knowledge deficit in the areas of business and finance and private school law, materials added in those areas might prove helpful to this group. Follow-on study was suggested in a larger population of Christian schools, perhaps in the Association of Christian Schools International, to more definitively determine if specially designed graduate programs need to be developed for this population of administrators.
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Date Issued: 2011
Identifier: CFE0003879, ucf:48726
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003879

Title: Senior-Level School District Administrators' Perceptions of the Effectiveness of a Florida Preparing New Principals Program.
Creator: Ruiz, Eddie, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Kennedy, Mary, University of Central Florida
Abstract / Description: The purpose of this study was to examine and measure Preparing New Principals Program completers and their readiness to meet the 2011 Florida Principal Leadership Standards. This study was also conducted to identify the Florida Principal Leadership Standards that senior-level school district administrators identified as the most beneficial to future principals in improving student achievement despite increased accountability within the state. A group of 40 senior-level school district...
Show moreThe purpose of this study was to examine and measure Preparing New Principals Program completers and their readiness to meet the 2011 Florida Principal Leadership Standards. This study was also conducted to identify the Florida Principal Leadership Standards that senior-level school district administrators identified as the most beneficial to future principals in improving student achievement despite increased accountability within the state. A group of 40 senior-level school district administrators who served on the superintendent's cabinet between 2008 and 2011 were sent a perceptual survey regarding the Preparing New Principals Program and the Florida Principal Leadership Standards. Survey participants had the opportunity to voluntarily participate in a structured interview to obtain further information regarding the survey. All data from the surveys and interviews were studied and disseminated to the district for redesigning the school district's principal preparation program.
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Date Issued: 2013
Identifier: CFE0004926, ucf:49611
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004926

Title: ALTERNATIVE TEACHER CERTIFICATION:AN INVESTIGATION TO DETERMINE THE EFFECTIVENESS OF ALTERNATIVE TEACHER CERTIFICATION IN THE STATE OF FLORIDA ACCORDING TO PRINCIPALS' PERSPECTIVE.
Creator: Torres, Nelson, Murray, Kenneth, University of Central Florida
Abstract / Description: ABSTRACT Alternative Certification Programs (ACPs) have been established in 47 states across the country, including Florida, to help alleviate the teacher shortage many public school districts have been experiencing during the last two decades. This teacher shortage has been reported to be more prevalent in areas where fully qualified and committed teachers are most needed. Current literature has identified areas such as inner-city schools, at-risk and minority students, bilingual education,...
Show moreABSTRACT Alternative Certification Programs (ACPs) have been established in 47 states across the country, including Florida, to help alleviate the teacher shortage many public school districts have been experiencing during the last two decades. This teacher shortage has been reported to be more prevalent in areas where fully qualified and committed teachers are most needed. Current literature has identified areas such as inner-city schools, at-risk and minority students, bilingual education, math and physical sciences, and the special education field as the educational areas where the shortage is most significant. Faced with this dilemma, states have instituted ACPs as unconventional ways to attract and recruit potential teacher candidates from professional fields outside the profession of education and assist them in becoming fully certified and highly qualified teachers. The objective of any ACP is to provide an alternate way for an interested professional to become a teacher without going back to a college or university. Therefore, any ACP functions as a supplement to traditional college education programs in preparing prospective teacher candidates. The focus of this study is the Alternative Certification Programs established by the public school districts in the state of Florida as required by state statutes. It was designed to assess the effectiveness of such programs based on the perspectives, attitudes, and perceptions that selected public school principals have on these programs and on alternatively certified teachers. These principals were identified and selected by their respective school districts. A questionnaire, created in part by the researcher, was used to identify the perspectives, attitudes, and perceptions public school principals have on ACPs and alternatively certified teachers. Data on the different ACPs were collected directly from the different public school districts and from Internet Web sites established by the districts. The researcher contacted 67 Florida public school districts requesting information on their respective ACPs and asked them to select and identify three school principals who had experience with alternatively certified teachers to participate in a survey concerning their attitudes, perceptions, and perspectives about alternatively certified teachers and the alternative certification programs. The researcher asked that the three principals be selected one each from the grade levels of elementary, middle, and high school. Findings indicated that the alternative certification programs throughout the State of Florida are producing highly qualified teachers whose overall performance has been rated as equal to or better than that of newly hired traditionally certified teacher. These findings are based on the responses provided by the principals who completed and returned the 20-item questionnaire and on other existing literature and data on the state's alternative certification program. The overall impression from the principals' responses is that they are satisfied with the quality work and performance of their alternatively certified teachers.
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Date Issued: 2006
Identifier: CFE0001420, ucf:47060
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001420

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).
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Date Issued: 2005
Identifier: CFE0000732, ucf:46606
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000732

principal (8)	+ -
principals (8)	+ -
educational leadership (6)	+ -
leadership (5)	+ -
Principal (3)	+ -

Principal Component Analysis (3)	+ -
Urban (3)	+ -
multivariate statistics (3)	+ -
principal component analysis (3)	+ -
Florida (2)	+ -
Florida Principal Leadership Standards (2)	+ -
James Rest (2)	+ -
K-12 (2)	+ -
Lawrence Kohlberg (2)	+ -
Phenomenology (2)	+ -
Principal Preparation (2)	+ -
Principals' Perspective (2)	+ -
School Leadership (2)	+ -
accountability (2)	+ -
forensic science (2)	+ -
gifted (2)	+ -
nonparametric statistics (2)	+ -
principal components analysis (PCA) (2)	+ -
principal practices (2)	+ -
professional development (2)	+ -
reading (2)	+ -
self-efficacy (2)	+ -
superintendent (2)	+ -
21st Century School (1)	+ -
AYP (1)	+ -

ETD Collection (45)	+ -
Honors Collection (2)	+ -

University of Central Florida (47)	+ -
Taylor, Rosemarye (16)	+ -
Martin, Suzanne (9)	+ -
Doherty, Walter (6)	+ -
Baldwin, Gordon (4)	+ -

Kennedy, Mary (4)	+ -
Murray, Kenneth (4)	+ -
Sigman, Michael (4)	+ -
Baldwin, Lee (3)	+ -
Campiglia, Andres (3)	+ -
House, Jess (3)	+ -
Little, Mary (3)	+ -
Murray, Barbara (3)	+ -
Pawlas, George (3)	+ -
Yestrebsky, Cherie (3)	+ -
Belfield, Kevin (2)	+ -
Lue, Martha (2)	+ -
Richardson, Martin (2)	+ -
Shah, Mubarak (2)	+ -
Vazquez, Maria (2)	+ -
Abdel-Aty, Mohamed (1)	+ -
Albers-Biddle, Laura (1)	+ -
Appalaneni, Krishnaveni (1)	+ -
Arnett, Michael (1)	+ -
Austin, Leigh (1)	+ -
Bai, Haiyan (1)	+ -
Balde, Zarina Marie G (1)	+ -
Bernier, Christopher (1)	+ -
Boote, David (1)	+ -
Border, Harold (1)	+ -

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