Browsing by Subject "School administrators"
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Item A study of the assistant superintendent for instruction and his work in U.S. cities of 100,000 population and above(Texas Tech University, 1954-08) England, ByronNot availableItem A study of the process of importing a culture of success: the initiation stage of change(Texas Tech University, 1999-05) Leifeste, Kurtis FritzSchool Culture is an important factor in the improvement of student achievement. However, the literature on the improvement of school culture reports that the concept of culture is vague and where improvement is attempted, it may take from three to five years. The purpose of this study was to describe the process of importing a culture of success to a school in a short period of fime using the Four Cornerstones . The study was divided into two phases. Phase I described changes in perspectives and understandings of the Four Cornerstones and importing a culture as a result of a weeklong workshop. Phase II described how the principal of one school used the Four Cornerstones to import a culture of success during the Inifiafion stage of change. Eleven principals from three rural West Texas school districts participated in phase one. In phase two, one elementary principal from the workshop volunteered to participate. Data were collected using questionnaires, interviews, observation, documents, and focus groups. Analysis was performed using the constant comparafive method. This is a research design for mulfidata sources, where the analysis begins early in the study and is almost completed by the end of the data collection. The data from all sources were reviewed through line-by-line inspecfion. Specific quotes were taken from the data and recorded under emergent categories in each phase. In phase one, three categories emerged: (1) the principals' movement from descriptive to proactive; (2) principals motivating teachers to become promoters of student success; and (3) principals motivafing students to a belief in success. In phase two, two categories emerged: (1) changing the guard (new principal) and (2) emphasis on success. Findings were interpreted using the theory of symbolic interacfionism as a lens to gain insight to the reciprocal influence of the principal, staff, students, and community in inifiating change using the Four Cornerstones to import a culture of success. Interaction occurred that helped the all the above to view themselves differently and allow them to believe success would happen. The initiation stage of change was accomplished in a period of two and one half months.Item A.C.T. Administrators-for-Change-Training: development of an instrument(Texas Tech University, 1990-12) Johnson, William LarryThe primary purpose of this study was the construction of a psychometric instrument (titled A.C.T. Administrators-For-Change-Training) designed to assess the desires of school administrators relevant to ACT training. The secondary purposes of this study were (a) to examine the reliability and validity of the ACT instrument, and (b) to provide a data base as a step toward future normative studies. Instrument norms are essential for the interpretation of collected data.Item Criteria for determining flexibility in school administration(Texas Tech University, 1957-05) Goodyear, Finis HerbertNot availableItem Elementary school administrators' perceptions of parental involvement : from espoused theory to theory-in-use within school improvement efforts(2011-05) Garcia, Maritza Fuentes; Young, Michelle D.; Olivarez, Ruben; valenzuela, Angela; Barrera, John; Guthrie, HalThis qualitative study explored the perceptions and practices of elementary school administrators regarding parental involvement in three urban elementary schools. Particular attention was given to understanding the connection between the beliefs that school leaders shared about parental involvement and its role in school improvement (i.e., their espoused theories) and to how they supported parental involvement in their school community (i.e., their theories in use). Using Argyris and Schön’s (1978) theories of action framework, face-to face interview data and school and district documents were collected and analyzed to explore how well administrators’ practices relative to parental involvement (theory-in-use) aligned with their beliefs and perceptions (espoused theory). As such, data analysis focused on understanding both what administrators believe and what they do to use parental involvement to support school improvement efforts.Item Examining the influence of principal leadership in urban, high-performing, high-poverty elementary schools(2011-05) Miranda, Angie; Olivárez, Rubén; Ovando, Martha N.; Pazey, Barbara; Gentry, Hilda; Claybon, KarenThis study considered the important role that principal leadership plays in the implementation of changes that are designed to close achievement gaps among student groups. A qualitative research approach and protocol was followed, and a multiple case study methodological approach was utilized. The data gathered consisted of interviews of three principals, three instructional coordinators, and three teacher leaders. A review of documents, artifacts, observations, field notes, and member check data were used to triangulate data. The data analysis applied the McRel Balanced Leadership conceptual framework and used three research questions to organize and guide the discussion and findings. These research questions are: (1) How did the principal implement research-based leadership responsibilities that led to the pursuit of high academic achievement for all students? (2) How did the principals implement a school-wide improvement framework that has resulted in sustained academic achievement growth for all students? (3) How did the principal implement the identified strategies that ensured high academic achievement among all student populations? Over the course of five months, data were gathered through individual interviews, observations, analysis of documents, and other artifacts. Several themes emerged as a result of data analysis. These included: (a) communicated ideals and beliefs, (b) challenged status quo, (c) culture of collaboration, (d) focus on learning, (e) data driven, (f) research based learning, (g) and curriculum alignment. The findings in the study suggest that the principals were instrumental in creating the conditions that helped the teachers build upon their collective capacity to support student success.Item Mentoring novice high school assistant principals : searching for the connection between theory, intent, and practice(2010-12) Wehring, Vera Kay; Cantú, Norma V., 1954-; Reyes, Pedro; Somers, Patricia; Zehner, Brad; McGovern-Robinett, DruThe purpose of this study was to conduct an investigation of the meanings novice high school assistant principals have constructed from their experiences to comply with Texas Administrative Code, Title 19 Part 7 Chapter 241.20, which requires an induction period for all new campus administrators. This study focused only on the mentoring aspect of the induction program. This study was not designed as an evaluation tool for the purpose of assessing any particular district’s mentoring plan for its new principals, nor was it designed to evaluate the state statute. This study was about how a state statute on mentoring has been experienced by novice high school assistant principals and the resulting apparent effects of different strategies on the personal growth and learning of the novice high school assistant principals. This is a qualitative study with a sample selection that was nonrandom, purposeful, and small. Grounded theory anchored the data analysis process as the researcher examined emergent themes. This careful inspection and analysis of the mentoring component of the induction year for novice high school assistant principals will pave the way for further studies in the new wave of mentoring.Item A study of middle and high school administrators’ interpretation and implementation of discretionary school discipline policies at urban Texas schools(2011-05) Correa, Ana Yáñez; Valenzuela, Angela; Fabelo, Tony; Holme, Jennifer J.; Northcutt, Norvell; Scribner, Jay D.; Zamora, EmilioThrough the utilization of school discipline policies, millions of students nationwide have been harshly disciplined and/or removed from the regular school setting – with lasting impact on both students and their communities. With regards to discretionary school discipline policies, those tasked with implementing them – both at the district and school level, as well as in the classroom – could have a real influence on the outcomes of the policies, due to the basic viewpoints and interpretations that each policy administrator brings to the table. In other words, the way administrators make sense of discipline – including their interpretation of its purpose or efficacy – may be a key factor in the policy implementation process and in policy outcomes (including the over-use of discretionary policies and an over-reliance on more punitive consequences), something to be considered by those examining implementation and outcomes. This study explores the role of principals’ and assistant principals’ own viewpoints in the execution of such policies – specifically, in an urban school district in Texas – which no research has solely and fully touched on in Texas prior to this study. This researcher has sought to examine and explain the potential relationships between the following: a) middle and high school administrators’ interpretation of discretionary school discipline policies (including administrators’ views about purpose and efficacy to provide this researcher with context for each administrator); b) these administrators’ understandings about the factors (“affinities”/themes) that may influence their actual implementation of discipline policies (including both school-specific conditions and student-specific characteristics); and c) the rate of disciplinary actions taken by schools, in comparison to the predicted rate of such action. To provide an examination and explanation of administrators’ interpretation of, as well as the drivers behind, their implementation of discretionary school discipline policies, this researcher has utilized a qualitative research method highly informed by Interactive Qualitative Analysis (IQA), which also incorporates a quantitative data component. This researcher hopes that this study will allow for a broadened discussion of alternative ways of thinking – including considerations of effective alternative programming and strategies – that administrators can employ when dealing with students determined to be problems in the classroom.