Perceptions of Georgia Elementary School Principals in Relation to Education Reform and the A+ Education Reform Act of 2000 PDF Download
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Author: Doris Elizabeth Candler Newton Publisher: ISBN: Category : Educational change Languages : en Pages : 213
Book Description
Author's abstract: During the study, the researcher investigated the role perceptions of Georgia elementary school principals after the implementation of A+ Education Reform Act of 2000. Principals are being held accountable for making significant changes withiin their schools. The reform movement may make the principal's job more demanding since new responsibilities have been added and few or none have been taken away. Demands that are now being placed on principals are such that few people are willing to step up and take on those responsibilities. Principals, as building administrators, have firsthand knowledge of the positive and negative impacts A+ Education Reform Act of 2000 has had on the effectiveness of the school and should be given the opportunity to express this information in the midst of education reform. A descriptive research study was developed to gather data from Georgia elementary principals across the state. From those surveyed, 187 responded to the survey. The researcher addressed role perceptions on both general and specific components of the A+ Education Reform Act of 2000. The researcher gathered both qualitative and quantitative data. The results from this study clearly showed that principals have a strong understanding of A+ Education Reform Act of 2000 as it pertains to their roles as building administrators as well as possession of skills needed to handle conflict with different stakeholders. Of the eleven components studied, three components reported to be "very valuable," with four more components proved to be "valuable." Four components were reported to be of "little or no value." The researcher's findings strengthened data previously gathered in a recent study to impact policy makers and educators for planning, implementing and changing present and future educational reform.
Author: Doris Elizabeth Candler Newton Publisher: ISBN: Category : Educational change Languages : en Pages : 213
Book Description
Author's abstract: During the study, the researcher investigated the role perceptions of Georgia elementary school principals after the implementation of A+ Education Reform Act of 2000. Principals are being held accountable for making significant changes withiin their schools. The reform movement may make the principal's job more demanding since new responsibilities have been added and few or none have been taken away. Demands that are now being placed on principals are such that few people are willing to step up and take on those responsibilities. Principals, as building administrators, have firsthand knowledge of the positive and negative impacts A+ Education Reform Act of 2000 has had on the effectiveness of the school and should be given the opportunity to express this information in the midst of education reform. A descriptive research study was developed to gather data from Georgia elementary principals across the state. From those surveyed, 187 responded to the survey. The researcher addressed role perceptions on both general and specific components of the A+ Education Reform Act of 2000. The researcher gathered both qualitative and quantitative data. The results from this study clearly showed that principals have a strong understanding of A+ Education Reform Act of 2000 as it pertains to their roles as building administrators as well as possession of skills needed to handle conflict with different stakeholders. Of the eleven components studied, three components reported to be "very valuable," with four more components proved to be "valuable." Four components were reported to be of "little or no value." The researcher's findings strengthened data previously gathered in a recent study to impact policy makers and educators for planning, implementing and changing present and future educational reform.
Author: Sabrina Vaughn Calhoun Publisher: ISBN: Category : Elementary school principals Languages : en Pages : 124
Book Description
Author's abstract: The study explored the perceptions of the Georgia elementary principals as high-stakes testing is utilized in the theme of accountability. The study examined 335 principals personal and professional demographics and perceptions of the implementation of high-stakes testing. The study employed a descriptive, survey approach to address the research questions. A self-designed survey questionnaire was developed to explore principals perception of high-stakes testing, and included both a qualitative and quantitative orientation. Findings indicated that the majority of the 335 Georgia elementary principals who responded to the survey were 46-55 year old females who worked in suburban areas of the state. They typically held the Education Specialist degree, have an average of two years of experience as principal, and made AYP for the 2005-06 school year. Respondents believed that they could use high-stakes testing results to improve student achievement. At the same time, the principals expressed concern that factors beyond the control of the principal influenced student achievement yet were not considered with the findings from the test results. 2 Principals supported the purpose of high-stakes testing as the improvement of student achievement and indicated that although the results were consistently used for that purpose high-stakes testing did not improve education for all students. A majority of principals indicated that high-stakes testing appropriately held them accountable for student achievement as measured by the tests, but did not evaluate their school leadership abilities.
Author: Gregory Lee Bailey Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 233
Book Description
The teaching of evolution continues to be a greatly debated issue in education. However, little research has focused on administrators' roles in this debate. This research gathered information from middle/high school principals and curriculum directors in 36 districts served by the three northernmost Regional Educational Service Agencies in Georgia. This research focused on administrators' knowledge of the laws governing the teaching of evolution, intelligent design, and creationism as well as their familiarity with state standards. A 43-item quantitative survey was mailed to 491 administrators. The first 14 items were categorical inquires that were correlated to two exam scores using the chi-square method. The first exam score was related to the administrators' knowledge of the laws that govern the teaching of evolution in the United States, and the second exam score was related to the knowledge of the evolution standards in the Georgia Performance Standards. A qualitative component accompanied the survey research. Twelve administrators were individually interviewed about the laws governing the teaching of evolution, their understanding of curriculum mandates concerning the teaching of evolution, and the issues they face in their own schools concerning this topic. The research study indicated that Georgia administrators were highly lacking in the knowledge of the laws that govern the teaching of evolution and the Georgia Performances Standards on evolution. Building- and district-level issues on evolution were a rarity in the schools of Northern Georgia. Graduate administrative coursework and professional development were deficient. While principals agreed that evolution should be taught, several also wanted creationism and intelligent design in their science classrooms. Principals often left their religious feelings at the door and expected teachers to follow the state standards. Many reported creationism and intelligent design were being taught by their staff as they turned a blind eye or did not realize it was against the law. Historically, most studies on evolution in public schools revolve around the curriculum, teachers, parents, or students. This study is important because it focuses on the administrator's knowledge and experiences regarding evolution.
Author: Doris Elizabeth Candler Newton
Author: Doris Elizabeth Candler Newton
Author: Angela Benton McManigal
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Author: Jeanette Marshall
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Author: Sabrina Vaughn Calhoun
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Author: Myrel A. Seigler
Author: Gregory Lee Bailey
Author: Teresa Diane Brewer