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Author: Randal Bonneteau Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Typically, in K-12 settings, school principals are identified in the literature as having the most impact on student success due to the authority and the power they have over others in the school, and secondary school principals are no exception. However, their perspectives on power and the impact it has on student achievement are less understood, with limited research conducted on these phenomena. Drawing on the work of Michel Foucault, this case study focuses on three secondary school principals' understandings of power and their perceptions of how power affects student success. Study participants come from a rural community in Manitoba. Data sources involved interviews, policies principals use to legitimize their power, and the researcher's field notes. The data analysis produced five themes: (1) the intersection of students and power, (2) principal's techniques of power as forming a continuum, (3) how power struggles impact relationships, (4) principal's power as a facilitator and inhibitor of student success, and (5) the extent to which principals legitimize and are legitimized by power. The analysis also provided implications in the areas of research, practice, and policy. Recommendations of this research for educators, for policy makers, and for future research conclude this thesis.
Author: Randal Bonneteau Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
Typically, in K-12 settings, school principals are identified in the literature as having the most impact on student success due to the authority and the power they have over others in the school, and secondary school principals are no exception. However, their perspectives on power and the impact it has on student achievement are less understood, with limited research conducted on these phenomena. Drawing on the work of Michel Foucault, this case study focuses on three secondary school principals' understandings of power and their perceptions of how power affects student success. Study participants come from a rural community in Manitoba. Data sources involved interviews, policies principals use to legitimize their power, and the researcher's field notes. The data analysis produced five themes: (1) the intersection of students and power, (2) principal's techniques of power as forming a continuum, (3) how power struggles impact relationships, (4) principal's power as a facilitator and inhibitor of student success, and (5) the extent to which principals legitimize and are legitimized by power. The analysis also provided implications in the areas of research, practice, and policy. Recommendations of this research for educators, for policy makers, and for future research conclude this thesis.
Author: Matthew Ryan Gale Publisher: ISBN: Category : Languages : en Pages : 174
Book Description
Educational leaders are charged with many responsibilities within their schools and school district. Chief among these responsibilities is assuring that students are learning the curriculum, and achieving their academic potential. The challenge, then, is to identify how principals impact student learning, and then help them to develop these leadership behaviors effectively. While many educational researchers have sought to find the leadership behaviors and factors that describe how principals can most significantly impact student achievement, the principals themselves have been largely left out of the conversation. High school principals' experiences and efforts to maintain safe schools, connect communities, foster citizenship, and prepare students for colleges and careers, while trying to promote students' achievement on standardized test scores during the accountability era, offers a perspective and a contribution to research that is invaluable. This study used a qualitative design in order to understand the participants' meanings, through inductive analysis of data, after interviewing a cross-section of seven male high school principals about their perspectives and experiences. The participants served in academically high-achieving, medium-achieving schools and low-achieving schools with student populations of various sizes, settings, and population demographics. The schools were all located in the suburban area of Philadelphia. The participants had all been in their buildings as principal for at least two years, and had served in the role of high school principal for at least three years. There were three common themes that emerged from this study. First, principal leadership in schools impacts student success, although it is difficult to measure, and complex to explain. Principals must hire the best teachers, foster a positive climate and culture, and form positive professional relationships with teachers. Secondly, Principals must be perceptive to and understand the needs of their school and community. Students must perceive that they are safe, and communities must perceive that they trust schools. Finally, teachers must perceive that they are valued much more than any externally imposed measure of success may define them. As a result of the findings, it is recommended that principals seeking to maximize student success take the time to assess the needs of their schools, collaborate to make decisions, realize that promoting a positive climate and culture has to be a priority of their role, and devote sufficient time and resources to hiring and developing quality teachers.
Author: Leslie Ashlock Publisher: ISBN: 9781456500320 Category : Education Languages : en Pages : 122
Book Description
The purpose of this study was to determine if a difference exists between teacher perceptions of principals' leadership behavior in low-performing schools and teacher perceptions of principals' leadership behavior in high-performing schools.
Author: Tekeysha L. McCown Publisher: ISBN: Category : Academic achievement Languages : en Pages : 162
Book Description
School districts across the country are working to close achievement gaps and improve student outcomes. The primary focus of this study was to explore perceptions of principal leadership and its influence on student achievement. A vast majority of research addressing this content targets urban school districts. This research was intended to contribute to the literature focused on school leadership in rural school districts. The findings of this study provided insight on which strategies and/or practices utilized by middle school principals were considered to have the greatest impact on student outcomes.
Author: Jenni Donohoo Publisher: Corwin Press ISBN: 1506356532 Category : Education Languages : en Pages : 164
Book Description
Improve student outcomes with collective teacher efficacy. If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. The solution? Collective efficacy (CE)—the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement by sharing: Rationale and sources for establishing CE Conditions and leadership practices for CE to flourish Professional learning structures/protocols
Author: Matthew E. Lemberger-Truelove Publisher: Taylor & Francis ISBN: 1003807283 Category : Psychology Languages : en Pages : 181
Book Description
This book presents strategies for using systemic theory and evidence-based practice in schools to support students, the adults in their lives, and their wider communities. Beginning by introducing and explaining the Advocating Student-within-Environment (ASE) theory, each chapter then addresses a specific school-based issue, such as academic achievement, crisis, trauma, and resiliency, from a systemic and environmental lens. Practical and accessible, the chapters are filled with case examples, evidence-based interventions, and helpful tools to show how counselors can incorporate the approach into their practice. Extending beyond school and student problems, this text also explores greater system functioning, such as community outreach and state level intervention, discussing advocacy and political issues. This book is essential for school-based professionals who are looking for new ways to work with students, families, and their communities. It will also be of interest to mental health professionals who work systemically, such as marriage and family therapists and community counselors.
Author: Kathleen Cotton Publisher: ASCD ISBN: 087120827X Category : Education Languages : en Pages : 122
Book Description
What are the direct and indirect influences of principals on student achievement? How do successful principals motivate others? What kinds of relationships do they have with parents, students, and staff? Principals and Student Achievement identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. Based on a review of 81 key research articles from the last 20 years, this concise book examines how certain practices can affect student achievement, including: * Communication and interaction * Classroom observation and feedback to teachers * Recognition of student and staff achievement * Dedication to a safe and orderly school environment * Support of professional development of staff * Role modeling The book also reviews differences in instructional leadership between elementary and secondary principals, male and female principals, principals in high- and low-socioeconomic-status schools, and more. We all know that principals are important to student success, but few people have pinpointed exactly how they make a positive difference. At a time when principals are being asked to do more for school reform and accountability, Principals and Student Achievement provides a valuable resource for identifying what it takes to be an effective principal and, in turn, an effective school.
Author: Randal Bonneteau
Author: Randal Bonneteau
Author: Matthew Ryan Gale
Author: Leslie Ashlock
Author: Tekeysha L. McCown
Author: Jenni Donohoo
Author: Linda A. Howell
Author: Matthew E. Lemberger-Truelove
Author: Kathleen Cotton
Author: Glenn H. Webb
Author: Paul Copes