Author: David McGehee
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 336
Book Description
An Analysis of the Relationship Between Regional Location, Years of Experience, and Student Population Size and the Existing Level of Job Satisfaction Among Public School Superintendents in Missouri
Author: David McGehee
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 336
Book Description
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 336
Book Description
Dissertation Abstracts International
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 634
Book Description
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 634
Book Description
School, Family, and Community Partnerships
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Job Satisfaction and Stress Among Missouri Public School Superintendents
Author: Frank Rowles
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
Book Description
The purpose of this study was to examine which job-related activities are most or least stressful. The perceptions are those of current public school superintendents in the state of Missouri for the 2007-2008 school year. The study also explored: (a) superintendents perceptions of overall stress and overall job satisfaction and (b) if stress or job satisfaction is associated with changing employment or early retirement. Superintendents in 175 of the 524 Missouri public school districts completed a web-based survey. The superintendents answered a 31 question survey instrument about their perceptions concerning the amount of stress associated with various tasks and duties of the superintenedency. The major findings of the study were: (a) respondents rated as their most stressful job related activity "federal and state mandates". Also rating as moderately stressful activities were "frustration of under-funded mandates," "political nature of the job," "public pressure/accountability," "lack of financial resources," "dealing with school finances/budget," and "too many insignificant demands". Superintendents agreed that their jobs are moderately stressful but also rated their job satisfaction as being in the "high" category. They also had "high" agreement to the statement that if they were given the chance to do it all over again, they would again choose a career as superintendent.
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
Book Description
The purpose of this study was to examine which job-related activities are most or least stressful. The perceptions are those of current public school superintendents in the state of Missouri for the 2007-2008 school year. The study also explored: (a) superintendents perceptions of overall stress and overall job satisfaction and (b) if stress or job satisfaction is associated with changing employment or early retirement. Superintendents in 175 of the 524 Missouri public school districts completed a web-based survey. The superintendents answered a 31 question survey instrument about their perceptions concerning the amount of stress associated with various tasks and duties of the superintenedency. The major findings of the study were: (a) respondents rated as their most stressful job related activity "federal and state mandates". Also rating as moderately stressful activities were "frustration of under-funded mandates," "political nature of the job," "public pressure/accountability," "lack of financial resources," "dealing with school finances/budget," and "too many insignificant demands". Superintendents agreed that their jobs are moderately stressful but also rated their job satisfaction as being in the "high" category. They also had "high" agreement to the statement that if they were given the chance to do it all over again, they would again choose a career as superintendent.
American Doctoral Dissertations
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 728
Book Description
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 728
Book Description
Resources in Education
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 570
Book Description
Serves as an index to Eric reports [microform].
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 570
Book Description
Serves as an index to Eric reports [microform].
Annual Report of the Superintendent of Public Schools of the State of Missouri
Author: Missouri. Office of State Superintendent of Public Schools
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 392
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 392
Book Description
The Relationship Between Persistence to Graduation Rates and Selected Independent Variables in Missouri Public School Districts
Author: Randy Dean Sheriff
Publisher:
ISBN:
Category : High school dropouts
Languages : en
Pages : 282
Book Description
Purpose. The purpose of this study was to identify variables explaining the variance in persistence to graduation rates in Missouri public high school districts. Currently, evidence is lacking explaining the differences in persistence to graduation rates among Missouri public high schools. Methodology. Data were collected on 451 K-12 public school districts for the 1992-1993 school year. Analysis of variance was used to determine if significant differences in the persistence to graduation rates among Missouri public high school districts existed using selected independent school-related variables district classification, Missouri School Improvement Program classification, and school district grade level organization. Multiple stepwise regression was used to determine if a composite set of variables could explain a significant amount of variance in the persistence to graduation rates among the school-related variables: percentage of attendance to membership, current expenditure per pupil, units of high school credit, pupil-teacher ratio, average high school teacher's salary, instructor's average years of experience, eighth grade Missouri Mastery and Achievement Test results on four subtests, district longevity of the building principal, percentage of graduates attending college, average class size; and the community-related variables: high school enrollment, equalized assessed valuation per pupil, equalized operating levy, percentage of the budget derived from local and county sources, percentage of district mobility, percentage of students receiving Aid to Families of Dependent Children, district income factor, percentage of minority students, and the percentage of students participating in the free and reduced lunch program. Results. The following results are based on an analysis of the findings. School districts with no intermediate grade level have significantly higher persistence to graduation rates than districts with intermediate grade levels. Variables with a negative correlation including average teacher's salary, secondary pupil-teacher ratio, and percentage AFDC, and the variable MMAT mathematics scores with a positive correlation explained 31.25% of the variance in persistence to graduation rates in Missouri public schools.
Publisher:
ISBN:
Category : High school dropouts
Languages : en
Pages : 282
Book Description
Purpose. The purpose of this study was to identify variables explaining the variance in persistence to graduation rates in Missouri public high school districts. Currently, evidence is lacking explaining the differences in persistence to graduation rates among Missouri public high schools. Methodology. Data were collected on 451 K-12 public school districts for the 1992-1993 school year. Analysis of variance was used to determine if significant differences in the persistence to graduation rates among Missouri public high school districts existed using selected independent school-related variables district classification, Missouri School Improvement Program classification, and school district grade level organization. Multiple stepwise regression was used to determine if a composite set of variables could explain a significant amount of variance in the persistence to graduation rates among the school-related variables: percentage of attendance to membership, current expenditure per pupil, units of high school credit, pupil-teacher ratio, average high school teacher's salary, instructor's average years of experience, eighth grade Missouri Mastery and Achievement Test results on four subtests, district longevity of the building principal, percentage of graduates attending college, average class size; and the community-related variables: high school enrollment, equalized assessed valuation per pupil, equalized operating levy, percentage of the budget derived from local and county sources, percentage of district mobility, percentage of students receiving Aid to Families of Dependent Children, district income factor, percentage of minority students, and the percentage of students participating in the free and reduced lunch program. Results. The following results are based on an analysis of the findings. School districts with no intermediate grade level have significantly higher persistence to graduation rates than districts with intermediate grade levels. Variables with a negative correlation including average teacher's salary, secondary pupil-teacher ratio, and percentage AFDC, and the variable MMAT mathematics scores with a positive correlation explained 31.25% of the variance in persistence to graduation rates in Missouri public schools.
Annual Report of the Superintendent of Public Schools of the State of Missouri
The Relationship Between Resource Allocation Patterns in Missouri K-12 Public School Districts and Student Performance
Author: Aaron R. Butler
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 133
Book Description
The link between school funding and student achievement has been a topic of debate for many years. School leaders and policy makers have sought ways to increase student achievement while using educational funding in an efficient manner. Previous initiatives to examine the relationship between funding and achievement have included education production functions, standards-based reforms, reallocation of resources, and minimum funding levels. This study was designed to examine the relationship between resource allocation patterns and student achievement in 447 Missouri K-12 public schools. The relationship between school districts' resources and their achievement on the 10th grade mathematics and 11th grade communication arts portions of the Missouri Assessment Program (MAP) test were analyzed using a multiple linear regression analysis. The initial results of the study showed no relationship between district level expenditures and student achievement. However, the second part of the study showed that a district's PEER group, average teachers' experience, student-teacher ratio, and percent of teachers with a Masters degree were related to student achievement. This information will be useful to school leaders and policy makers as they work to increase levels of achievement while operating on budgets of varying size. The third part of the study examined the relationship between student achievement and a proposed 65 percent minimum funding level for instruction related expenses. Despite the growing popularity that the 65 Percent Solution is receiving with education policy makers across the country, the results of this study do not provide evidence that meeting this expenditure level will result in high levels of achievement.
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 133
Book Description
The link between school funding and student achievement has been a topic of debate for many years. School leaders and policy makers have sought ways to increase student achievement while using educational funding in an efficient manner. Previous initiatives to examine the relationship between funding and achievement have included education production functions, standards-based reforms, reallocation of resources, and minimum funding levels. This study was designed to examine the relationship between resource allocation patterns and student achievement in 447 Missouri K-12 public schools. The relationship between school districts' resources and their achievement on the 10th grade mathematics and 11th grade communication arts portions of the Missouri Assessment Program (MAP) test were analyzed using a multiple linear regression analysis. The initial results of the study showed no relationship between district level expenditures and student achievement. However, the second part of the study showed that a district's PEER group, average teachers' experience, student-teacher ratio, and percent of teachers with a Masters degree were related to student achievement. This information will be useful to school leaders and policy makers as they work to increase levels of achievement while operating on budgets of varying size. The third part of the study examined the relationship between student achievement and a proposed 65 percent minimum funding level for instruction related expenses. Despite the growing popularity that the 65 Percent Solution is receiving with education policy makers across the country, the results of this study do not provide evidence that meeting this expenditure level will result in high levels of achievement.