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Author: Matthew Darby Publisher: ISBN: Category : Languages : en Pages : 426
Book Description
There has been increasing recognition among researchers and practitioners that the demands of the principalship have become unsustainable. School districts play a pivotal role in supporting school leaders in the execution of their responsibilities. The purpose of this mixed methods study was to further uncover how school district bureaucracies enable and hinder the work of principals. In the quantitative phase of the study the researcher analyzed survey responses from 244 New York State principals to determine the extent to which district structures were perceived as hindering or enabling their work. In the qualitative phase, the researcher interviewed two principals, one who described their district as enabling and one who described their district as hindering. The researcher analyzed interview transcripts using two cycles of coding to first identify hindering and enabling structures of the district bureaucracy, and then examine how the identified behaviors, rules, and structures hindered or enabled the work of school leaders. The perceptions by principals of enabling and hindering behaviors, rules, and structures were the basis for creating prototypes of enabling and hindering district practices.
Author: Matthew Darby Publisher: ISBN: Category : Languages : en Pages : 426
Book Description
There has been increasing recognition among researchers and practitioners that the demands of the principalship have become unsustainable. School districts play a pivotal role in supporting school leaders in the execution of their responsibilities. The purpose of this mixed methods study was to further uncover how school district bureaucracies enable and hinder the work of principals. In the quantitative phase of the study the researcher analyzed survey responses from 244 New York State principals to determine the extent to which district structures were perceived as hindering or enabling their work. In the qualitative phase, the researcher interviewed two principals, one who described their district as enabling and one who described their district as hindering. The researcher analyzed interview transcripts using two cycles of coding to first identify hindering and enabling structures of the district bureaucracy, and then examine how the identified behaviors, rules, and structures hindered or enabled the work of school leaders. The perceptions by principals of enabling and hindering behaviors, rules, and structures were the basis for creating prototypes of enabling and hindering district practices.
Author: Michelle Soussoudis-Mathis Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
For more than forty years, the United States’ public education system’s “zerotolerance” policies, and disciplinary practices rooted in those policies, have negatively impacted and marginalized minority students far greater than the general student body population. Over the years, nationwide studies have identified complex multifaceted predictors of negative disciplinary practices, such as: race/ethnicity, socioeconomic status, teacher-student matches, gender, student behaviors and attitudes. Studies indicated clear and undeniable correlations between exclusionary practices, “zerotolerance” policies and its disproportionate use toward minority students, particularly African American males who can be identified as a specific minority group within a larger minority and racial group. This phenomenon is commonly referred to as “pushout.” The goal of the research was to identify principals’ perceived equity-focused leadership practices and their relationship to behavioral outcomes for students. Although race/ethnicity is one of the most significant predictors, this study sought to examine a consequential factor that is not widely discussed or researched: the school principal’s influence on behavioral outcomes for students. Analyzing structures and practices through a multidimensional approach of Critical Race Theory and Organizational Leadership for Equity Framework can be a key factor in accelerating and building capacity and fostering reflection in others. This study consisted of a survey of high school principals from nine New York counties outside of the metropolitan area. An analysis of the collected data revealed the following demographic themes: predominant gender of high school principals were men; the majority of the principals identified their race as White, the years of service for the majority of surveyed high school principals was 11-20 years, indicating the administrator demographics are not progressively changing in tandem with that of the populations within the nine counties. The findings from the study identified the principals’ perceptions of equity-focused leadership practices and its relationship to student behavioral outcomes for African American male students. The survey offered insight into who is really behind the disciplinary decisions made in schools, and how principals equate infractions and severity of punishment with consequences. The study demonstrated how African American male students are still prone to disciplinary disparities even when perceived equitable leadership practices are activated.
Author: New York State Special Commission on Educational Structure, Policies and Practices Publisher: ISBN: Category : Child welfare Languages : en Pages : 252
Author: Tara Beth Davidson Publisher: ISBN: Category : Educational change Languages : en Pages : 159
Book Description
This qualitative research study analyzed perceptions held by principals and teachers about the effectiveness of mayoral control in New York City from 2002 to 2009 as a form of school governance and as an educational reform strategy. In particular, it examined how the teachers and principals perceived student achievement under mayoral control. Teachers and administrators work at the organizational level closest to students and how they "make sense" of reform efforts and perceive "conflict" in the school system is an important component of educational reform. Data from 70 interviews at 3 high schools revealed that most teachers and principals perceived greater stability in district-level leadership, an increase in accountability at all levels due to a "business mentality, " and an increase in student achievement under mayoral control, which concurs with the literature. School structure influenced participants' perceptions; teachers who worked at magnet schools reported little to no effect from organizational changes and reform initiatives, compared to effects reported by teachers at small and large high schools that were direct targets of the Mayor's and Chancellor's reform initiatives. Perceptions differed with regard to perceived experience and understanding of organizational changes and reform initiatives under mayoral control: Principals experienced changes to a greater degree than did teachers, reflecting that people are affected only by initiatives that directly impact their day-to-day operations. Despite reforms initiated under mayoral control, teachers and principals lack of money, small class sizes, parent involvement, and individual student responsibility as the major roadblocks to further improvement of student performance. Some participants saw the goal of mayoral control to dismantle the teachers union and divide teachers; others saw the teachers union as a roadblock to improvement because it protects "poor teachers." While slightly more participants supported mayoral control and its reauthorization at the time of the interviews (2009-2010), current (2012) empirical evidence suggests that the role of the teachers union and teachers' public opinions of mayoral control may have changed.
Author: Matthew Darby
Author: Matthew Darby
Author: Richard Mangeri
Author: Michelle Soussoudis-Mathis
Author: New York State Special Commission on Educational Structure, Policies and Practices
Author: Educational Conference Board of New York State
Author: 
Author: Tara Beth Davidson
Author: Robert Schultz
Author: 
Author: Leon Tepper