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Author: Paul Kimball Vickers Publisher: ISBN: 9781109888492 Category : High school principals Languages : en Pages : 156
Book Description
Hispanic students drop out of high school at a higher rate than any other ethnic group in Texas. The high national dropout rate of Hispanic students is also reflected in looking at the completion rates of Hispanic students in Texas. This qualitative study examined the perceptions of Texas high school principals concerning their roles and strategies used in increasing the Hispanic completion rates on their respective campuses. Narrative non-fiction storytelling was used to discern the themes from narratives of four Texas high school principals. Perceptions concerning the roles and strategies of the principals emerged. The study concluded that principals viewed their roles as change agent, relationship builder, and promoter of an ethic of care through cultural understanding on their campuses. Strategies of the principals included an understanding of impoverished students through Ruby Payne training, credit recovery programs, advisory classes, individual student tracking, and social support.
Author: Paul Kimball Vickers Publisher: ISBN: 9781109888492 Category : High school principals Languages : en Pages : 156
Book Description
Hispanic students drop out of high school at a higher rate than any other ethnic group in Texas. The high national dropout rate of Hispanic students is also reflected in looking at the completion rates of Hispanic students in Texas. This qualitative study examined the perceptions of Texas high school principals concerning their roles and strategies used in increasing the Hispanic completion rates on their respective campuses. Narrative non-fiction storytelling was used to discern the themes from narratives of four Texas high school principals. Perceptions concerning the roles and strategies of the principals emerged. The study concluded that principals viewed their roles as change agent, relationship builder, and promoter of an ethic of care through cultural understanding on their campuses. Strategies of the principals included an understanding of impoverished students through Ruby Payne training, credit recovery programs, advisory classes, individual student tracking, and social support.
Author: Antonio Avalos Publisher: ISBN: Category : Languages : en Pages :
Book Description
Census data and research studies have shown that the Hispanic population in the United States and in the state of Texas is the subpopulation whose workforce is the least educated, has the highest high school dropout rates, has the highest number of individuals and households living in poverty, and is projected to be the largest subpopulation (in the U.S. and TX) by 2050 (Finn & Sousa, 2014; Kelly, 2005; Murdock, 2014; National Center for Education Statistics, 2012b; National Center for Education Statistics, 2014; Noguera, 2008). By closing the achievement gap between White and Hispanic high school students and improving the high school graduation rate of the Hispanic population, Hispanics will be placed in a position of acquiring better employment, improving their income, and possibly moving out of poverty status. The purpose of this qualitative research study was to analyze data from Hispanic students about their perceptions of classroom instructional strategies and factors outside of the classroom that enabled or prevented them from being successful in each of their core subject courses (chemistry, geometry, English II, world history) during their sophomore year in a Texas urban high school. Two focus groups were formed: one group which proved to be successful in their chemistry course and a second group of students who failed the course. The data gathered were analyzed using first and second cycle qualitative coding methods and organized on tables to determine the frequency in which specific instructional strategies were mentioned and identified as being an effective or ineffective strategy in learning for each of the two focus groups. Data concerning any perceived outside factors affecting the participants’ success in the core subject courses were also gathered, analyzed, and organized on tables. The data gathered from each focus group were then compared to each other in order to determine similarities and differences in the frequency of effective and ineffective teaching strategies mentioned. Data concerning possible outside factors that influenced passing or failing the core subjects were also identified and compared, in order to ascertain potential trends within each focus group and between the two focus groups. The data obtained from this study support research stressing the importance of the availability of professional development for teachers in order to improve instructional techniques and manage classroom behavior. The results further revealed concerns about student preference for direct instruction which limits student exposure to instructional strategies that would ultimately develop the 21st century skills needed to compete in today’s job market. This further emphasizes the need for campus leaders to develop, monitor, and support teachers in an effort to successfully implement best instructional strategies in all classes. The study does not support the need for teachers to incorporate information related to the history and culture of Hispanic students into classroom lessons in order for them to better relate to the material being taught and improve their performance in their courses; the findings support a need for teachers and campus leaders to become knowledgeable of Hispanic cultures in order to provide Hispanic students with the motivation, academic guidance, and emotional support needed to ensure their academic success. Finally, analyses of data within and between both focus groups revealed that the instructional strategies used by the teachers in the four core subjects neither helped nor hindered student performance in any of the four core subjects.
Author: Alma Leticia Garcia-Gaston Publisher: ISBN: Category : Education, Bilingual Languages : en Pages : 97
Book Description
This study investigated the possible differences in perceptions between Hispanic English Language Learners and English speaking high school seniors regarding the contributions of support from family, teachers, and administrators for successful high school completion. The study was conducted at three high schools in a South Texas school district. Specifically, using a 42-item survey instrument, participants were asked to give their perceptions about family support provided by parents, teacher help and encouragement given to students in the classroom, administrator empathy and concern demonstrated to students while on campus, quality of instruction received by students in classrooms and student attitudes about the value of education. The instrument also included one open-ended request in which respondents were asked to provide any additional information of their choosing regarding factors not included in the survey that would influence them to complete high school. Demographic data were also employed in the investigation. This study employed a causal-comparative design. The characteristic-present group consisted of English Language Learners (ELL). The native English speakers (NES) constituted the comparison group. The quantitative data showed that the differences on the basis of teacher support for English Language Learners were statistically significant. Differences on the basis of family support, administrator support, quality of instruction, and attitude towards school were not statistically significant. This study is significant to educators because it can provide insight as to what influences a student to complete high school and obtain a high school diploma. With the measures of federal standards of No Child Left Behind as well as state accountability standards increasing, many students are leaving high school without the benefit of a high school diploma. Distinguishing the factors that influence these students to stay in school despite language difficulties may assist in providing a better educational plan for all students.
Author: Rhonda J. McWilliams Publisher: ISBN: Category : Educational leadership Languages : en Pages :
Book Description
Other than the superintendent and the district's athletic director, there is no position more visible than the high school principal. Although there is a significant amount of research and information regarding the roles and challenges of principals collectively, there is not as much specific to high school principals. With the role of the high school principal including increased expectations to adhere to all federal, state, and local mandates and requirements, while providing a quality instructional program where student learning occurs daily in a safe and secure environment, a study that focuses specifically on perceptions of high school principals is warranted. As schools face challenges involving urban issues, migrant students, divisions based on race/ethnicity and class, homelessness, drugs, violence, and more, this study will be an important first step in focusing specifically on the perceptions of the roles and challenges of high school principals. The purpose of this study was to explore current perceptions of high school principals regarding their perceived roles, the challenges they face, and their recommendations for professional development for those who aspire to be high school principals. This study was developed as one of qualitative design, exploratory in nature. Qualitative research was used in order to gain a more holistic impression of the perceptions of high school principals of their roles and challenges. The study addresses these questions: 1.What are the perceptions of high school principals regarding their roles as the school principal, and how do these perceptions align with what they actually do daily? 2.What do high school principals perceive are their greatest challenges? 3.What do current high school principals recommend as professional development activities or developmental experiences for aspiring high school principals? For this study, 13 high school principals from a mid-sized school district in Texas participated in an in-depth interview process. Those interviews were transcribed and responses were organized and aligned to the research questions. An analysis was then conducted to determine themes emerging from the interviews with high school principals. Results of the analysis were summarized and conclusions drawn. The study concludes with implications for practice and recommendations for further study.
Author: Paul Kimball Vickers
Author: Paul Kimball Vickers
Author: Antonio Avalos
Author: 
Author: Darren A. Cole
Author: Alma Leticia Garcia-Gaston
Author: Rhonda J. McWilliams
Author: Fernando Zapata Quiz
Author: Gloria Dodson
Author: Ruth DeAnda
Author: