The Perceptions of Selected Principals in Liberty County, Georgia, Regarding the Impact Contemporary Reform Measures May Have on Education PDF Download
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Author: Ronald Cox Publisher: ISBN: 9780496028986 Category : Languages : en Pages : 93
Book Description
Current educational reform measures are placing tremendous demands on public school principals (Pounder & Merrill 2001). Research on school effectiveness (Edmonds, et al., 1979) and other trends are causing principals to re-examine their roles in the public school setting as they operate on a day-to-day basis.
Author: Ronald Cox Publisher: ISBN: 9780496028986 Category : Languages : en Pages : 93
Book Description
Current educational reform measures are placing tremendous demands on public school principals (Pounder & Merrill 2001). Research on school effectiveness (Edmonds, et al., 1979) and other trends are causing principals to re-examine their roles in the public school setting as they operate on a day-to-day basis.
Author: Ronald James Wiggins Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 149
Book Description
Author's abstract: This study was conducted to identify Georgia high school principals' perceptions of student diversity. The student demographics of many Georgia school districts and schools are chnaging rapidly, while some school districts and schools have not experiencced much, if any, demographic change. As a result, it is important for principals to be aware of what other principals perceive as advantages and disadvantages, the types of policies/programs that impact principals in regard to student diversity as well as to be familiar with artifactual evidence that may represent an appreciation or awareness of student diversity. The data displayed in this study was gathered through the use of qualitative methodology. The primary instrument used for this investigation consisted of in-depth interview questions and a participant observer perspective used to gather evidence. In the actual transcripts of the respondents, the data recognized preparing students for the real world as the primary advantage of student diversity and, according to respondents, the primary disadvantage was the problem between homogeneous groups that lead to proplems between heterogenous groups. The appreciation or awareness of student diversity was documented through the use of reviewing relevant school and district documentation as well as the taking of photographs at each school. This investigation found that all participants knew and documented the federal laws in regard to equal opportunity; however, the researcher did document, by way of digital photographs, an awareness or appreciation for diversity that showed little effort was being made to address student diversity in the respondents' schools. The results of this study were viewed as being particularly important to other high school principals as well as policy makers.
Author: Anterro A. Graham Publisher: ISBN: Category : Education Languages : en Pages : 0
Book Description
Alternative schools were characterized by numerous risk factors that impacted student learning, teacher retention, and access to essential resources. The implementation of self-efficacy was crucial in tackling and successfully finishing difficult tasks. Studies were scarce regarding the impact of school principals' self-efficacy on their leadership behaviors when running an alternative school. The purpose of this study was to investigate how principals perceived their self-efficacy, which was influenced by their participation in principal preparation programs in Georgia. Additionally, I examined the impact of self-efficacy on their leadership behaviors, the risk factors associated with leading an alternative school, and how principals conceptualized their leadership efficacy. The research questions highlighted that the data on leadership training programs mostly addressed collaboration, power sharing, connection development, communication, flexibility, and process orientation. Similar to principals of regular schools, principals of alternative school programs also benefitted from the unique support provided by universities, colleges, and school districts. It was crucial to have effective instructional involvement at all levels to develop a new curriculum specifically designed for alternative school principals. This curriculum should be characterized by increased communication between agencies, active engagement by cohorts nationwide, and the establishment of trust. Such measures were essential for increasing students' success in alternative schools. By persistently examining and implementing approaches to engage administrators in alternative school programs, we can enhance their ability to become accomplished alternative school principals with elevated self-efficacy.
Author: Janice Marie Epperson Publisher: ISBN: Category : Languages : en Pages :
Book Description
When presented with 15 social perceptions, teachers differed in the extent to which they ranked such perceptions as having the most and least impact on Black male students' learning as well in the extent to which they judged these perceptions to be subject to correction. Across all repsondents, the perceptions deemed most negative concerned Black males' reputed propensity for violence and disruption, while those deemed least negative concerned Black male' alleged tendency to be more church-and -religion-oriented than their peers, as well as their reutation for being more athletically gifted than their peers. In terms of these perceptions being correctable, the respondents felt that it was relatively easy to demonstrate that Black males were not less intelligent, less articulate, and less interested in education than their peers of other ethinic groups. To the extent to that the respondents believed that the perception was at least partially grounded in the fact-as for exampple, Black male students being less than optimally "articulate" or "interested in education and self-improvement"--They also recommended specific reform strategies that educators could put in place. When grouped by positiion, ethnicity, age, years of experience, highest degree, and level of students served, respondents did not in general differ in how they ranked the perceptions, a noteworthy exception concerning respondednt ethnicity and the ones deemed most negative. By ethnicity, there were as many as seven statistically significant differences observed in the most negative rankings of non-White and White respondents, with non-Whites especially concerned about the perceptions of Black male student as being "innately less intelligent" and "better suited to vo-tech than academic classes" with respect to such students' success in school.
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: Ronald Cox
Author: Ronald Cox
Author: 
Author: Myrel A. Seigler
Author: Ronald James Wiggins
Author: Anterro A. Graham
Author: Cynthia Angeline Burcham
Author: Joyce League Campbell
Author: 
Author: Janice Marie Epperson
Author: Sabrina Vaughn Calhoun