Browsing by Subject "School management and organization"
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Item A case study of a beginning elementary assistant principal's conceptualization of her role(Texas Tech University, 2001-08) Nix, Susan J.The newly appointed elementary assistant principal enters the administrative job with unclear role expectations since few studies have examined the position closely. Literature consistently supports the principal as key to the effectiveness of the assistant principal. The position of assistant principal is viewed as important to schools, yet the complex role is seen as unclear and in a state of change. This study explores the experiences of an elementary assistant principal over the course of her first year and was guided by the question: How does an elementary school assistant principal come to understand her role? Both phenomenology and symbolic interaction provided frameworks from which to view this single case study. Phenomenology facilitated the description and analysis of the role of this elementary assistant principal, Lucy. Since human beings actively engage "in creating their world and their understandings of it" (Ponticell & Zepeda, 2000), symbolic interaction facilitated the inclusion of additional perspectives from key participants within the context of Lucy's school. The Four Case Study Design Tests (Yin, 1994) were applied to check for goodness, credibility, and transferability. Following consistent procedures over time, using multiple sources, categorizing concepts, and key informant interviews provided strength to this case study. Interviews were analyzed using the constant comparative method of data analysis (Bogdan & Biklen, 1998), and member checking, and the triangulation of data verified the accuracy of data. Categories emerged from early studies drawing attention to the dimensions of the elementary assistant principal. Key informant interviews indicated the critical impact of relationships, creating opportunities for deeper responses and contributing to Lucy's role conceptualization based on the informants' personal experiences. Archival data provided additional directives from within the school district, facilitating confusion surrounding Lucy's role conceptualization. Additionally, data identified the principal as a major influence on this elementary assistant principal. The significance of this study to the field of educational leadership is the close examination of a single case study, a novice elementary administrator. Further case studies like this have the potential to contribute thicker descriptions and a clearer understanding of the perspectives, actions, and interactions affecting the elementary assistant principal.Item A comparative study using selected characteristicsof four-day week schools and five-day week schools in rural New Mexico(Texas Tech University, 1990-05) Richards, R. L.The purpose of the study was to compare student achievement, student satisfaction, and faculty satisfaction in K-12 rural four-day and five-day New Mexico school districts. All school districts in the study had enrollments of 400 average daily membership or less. Student achievement was analyzed over an eight-year period. Student and faculty member satisfaction was correlated with 1989 student achievement. Several analyses were used to compare the variables. Student achievement in small rural schools was analyzed by a three-way ANOVA using grade level, days per week, and the Comprehensive Test of Basic Skills (CTBS) scores as variables. The 1989 CTBS scores were compared to student and faculty satisfaction, as measured by-the National Association of Secondary School Principal's (NASSP) Comprehensive Assessment of School Environments, using r.ultiple regression techniques. Using discriminant analysis, student satisfaction and student achievement also predicted the number of days per week that students were in school. The study indicated that CTBS scores of students in grades five and eight were significantly different (-^O.OS) between small rural four-day week schools and small rural five-day week schools in New Mexico. The four-day week student scores were significantly higher than the five-day week scores over an eight-year period.Item A naturalistic enquiry into the interaction of change and organizational culture in an elementary school(Texas Tech University, 1990-05) Keller, Mary Margaret MooreThis is a qualitative inquiry into the relationship between organizational culture and change. The case study was conducted at an innovative elementary school from August 1988 through June 1989. The underlying assumption is that the drive to renew an organization must begin with the needs and values of membership. The reciprocal interchange between the organization's culture and change process results in dynamic and perhaps unpredicted outcomes. This look at innovation and culture yielded lessons about the internal tensions and forces which emerge during a change process. Insights into the relationship between school culture and change were drawn from the consideration of the real-life perspectives of people. These nine patterns, or themes, which came from the qualitative data, are: • expectation • power-sharing • leadership • shared purpose • pride • success and rewards • trust and caring • school climate • change receptivity. This inquiry postulates that a culture's frame of reference has three components: expressiveness, receptiveness, and context assigning. The holistic interaction between culture and change is classified in this study as the process of redefining, reshaping, or re-establishing equilibrium. An outgrowth of this inquiry is an argument that such powerful and personal issues as change and culture open an avenue for consideration of ethical concerns.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 An examination of educators' perceptions of the management of the change process with respecat to the outcome driven developmental model for school improvement(Texas Tech University, 1990-05) Williamson, Marquis LeeNot availableItem Beliefs of selected teacher representatives about professional consultation(Texas Tech University, 1968-06) Evans, Bruce MaxNot availableItem Circling the drain: content analysis of cost reduction documents from financially exigent school districts in the State of Texas(Texas Tech University, 2004-05) Rees, Reagan CarterNot availableItem Criteria for determining flexibility in school administration(Texas Tech University, 1957-05) Goodyear, Finis HerbertNot availableItem The effects of high-stakes testing on central office organizational culture: changes in one school district(2007) Champion, Bret Alan, 1969-; Olivárez, Rubén; Ovando, Martha N., 1954-The purpose of this study was to determine what impact high-stakes testing had on one school district's central office organizational culture, and how changes affected district-wide practices, central office administrators and campus principals. Three research questions guided the study: 1) What changes in the central office organizational culture occurred due to the increased implementation of and pressure from high-stakes testing? 2) How have the changes in the central office culture affected district administrators and campus leaders? 3) How have changes in central office organizational culture affected district-wide practices? This study utilized a qualitative methodology and a case study approach, focusing on one Texas school district. Three types of data collection methods were used: focus groups, interviews, and document review. The data were coded and analyzed using the constant comparison method in order for themes and propositions to surface. This resulted in a rich description of the case and provided answers to the three research questions. The findings of the study revealed that high-stakes testing has affected the central office organizational culture, as well as campus and district administrators, in four distinct ways: It has instilled fear of failure and fear of losing one's job; it has invoked frustration, both because of the narrow focus of the test and the demands of outside stakeholders; it has inhibited freedom, particularly in goal-setting; and it has improved focus by ensuring the use of research-based teaching practices and detailed student achievement data analysis. These changes have led to six alterations in district-wide practices: more precise student data analysis, reactive and targeted intervention for particular grade levels and students, increased discussion about testing throughout the district, improved curriculum alignment in classrooms, research-based professional development, and district support staff members becoming aware of testing demands. The findings contribute to literature in the field by investigating the connection between two areas of research, high-stakes testing and school district central office organizational culture. The study generated information to assist practitioners as they work to maintain or improve school district organizational culture while implementing high-stakes testing or other high-impact, mandated changes.Item Faculty involvement in policy formulation in the public junior college.(Texas Tech University, 1963-07) Tunnell, James WesleyNot availableItem Intelligence as a variable affecting attitude change in management development courses(Texas Tech University, 1970-05) Wilterding, Jim ArnoldDespite the cost and pervasiveness of management development, there has been, to date, a paucity of research concerning attitude change produced by management development courses. Even less research has been addressed to the question of why these courses influence a chance in attitude. Organizations are thus spending money without a solid determination of the program's effectiveness. Since there is no indication that management development activities will appreciably lessen, it seems appropriate that research be conducted to determine if attitudes do change, and why. Only after such study will one know who should participate, what communication (course content) should be used, what instructional methodology should be employed, and who should instruct. Without such research, management development will be a casualty on two fronts: the fad criticism will continue because there is no systematic, unified approach; and firms will not know if they are providing developmental activities which will produce the desired objectives.Item Interaction effect of teacher attributes and selected situational variables on three school effectiveness variables(Texas Tech University, 1982-05) Ivory, Gary MNot availableItem Key administration conditions for the successful establishment of an international distance learning partnership(2006) Levey, Stephen; Roueche, John E.America's economy and workforce continue to become increasingly high-tech, knowledge-based, and globalized. As this occurs, community colleges continue to seek ways to educate their growing diverse student populations through international programs. One way is through distance education. But simply offering an international online program does not ensure success. Administrative support, justifications, rationales, and design issues combined with quality instructional development, course delivery, and special pedagogical considerations are musts. Many administrative issues have not been fully identified in the literature, particularly in regard to community colleges. Therefore, the need for distinguishing these essential conditions is especially important. As increasing numbers of distance learning courses and online degree programs are offered by community colleges, one of the more significant and growing opportunities for expansion is the international market. Spawned by the widespread growth and increasing capabilities of the Internet, workforce globalization, increasing diversity, shrinking budgets, and the need for increased revenue, online programs have the capability of producing rich and varied opportunities for colleges and students on both sides of international borders. But international boundaries are not easily leaped through technology. Community college administrators should only pursue international online partnerships when they have a clear understanding and definition of the appropriate environment, student and institutional needs, capabilities required, or goals for such a program - not before. The study asks the question, “What are the key administrative considerations and/or conditions that need to be in place for a community college to establish an international distance learning program in a partnership with a foreign higher education institution?” To clarify, the study confines itself to administrative aspects as they pertain to the creation of such a program, not ongoing operation and/or maintenance. Practical action research is used as the methodology for the study. This methodology asserts that educational investigators can be personally involved in the research of their areas of specialization. Being the administrator at Houston Community College responsible for working with TecMilenio (a division of Monterrey Tec, Monterrey, Mexico) to establish a distance learning partnership, the author occupies an appropriate position to conduct this study.Item Leadership concerns about the implementation of the Texas Essential Knowledge and Skills (TEKS) for technology applications(Texas Tech University, 1999-12) Wells, Galileo GrantAlthough there has been a progression of technological improvements in the tools available for educators to improve instruction, there will always be the need for learners to master fundamental skills and for educators to facilitate that learning. Nevertheless, the implementation of innovative technology programs continues to be a priority of educators in both urban and rural settings. Texas educators are now under new Texas Essential Knowledge and Skills (TEKS) curricular requirements, a comprehensive document with specific learner outcomes, particularly with technology embedded into every grade level. Because of these external constraints, even small rural school districts have to provide advanced technology capabilities for their learners. This current study investigated personal and professional concerns of change facilitators in a seven-district technology consortium as these requirements are implemented. This consortium was developed with assistance from both the local telephone service provider and the regional Educational Service Center (ESC). These districts range a distance of 70 to 125 miles from their ESC. Two of the participating school districts are considered property-wealthy and provide the bulk of the finding for the other five districts through special legislative rules. This exploratory case study used the Concerns-based Adoption Model (CBAM) for evaluating these concems. Nine informants, three each of superintendents, principals, and technology coordinators, responded to a 35-item Likert scale which placed the informant on a "Stage of Concern," either SELF, TASK, or IMPACT. Informants' concerns were rated largely at the TASK level. In general, an informant's stage of concern increased with a higher status within the school system. These informants were also interviewed on their personal concerns toward technology implementation. Seven general themes emerged through the interview process. Informants articulated concems over attitudes, power, student learning, distance learning, staff training, infrastructure, and finances. These informants consistently expressed concern for the prospects of implementing instructional video and its instructional and disciplinary implications. Each informant expressed optimism over the educational and administrative possibilities modern computer technology brought to their districts.Item Machiavellian orientation of educators(Texas Tech University, 1973-12) Halatin, Theodore JosephNot availableItem Meeting fears and concerns: perceptions regarding the inclusion of students who are medically fragile in the early childhood classroom(Texas Tech University, 2003-12) Mancini, Kathryn GumforyEarly childhood classrooms are currently experiencing an increase in the inclusion of students who are medically fragile. Although the preceding Statement is true, very little research exists on the inclusion of students who are medically fragile, particularly in the early childhood classroom. The escalation of inclusion opportunities can be attributed to advances in medical technology that have allowed for longer life spans of students who are medically fragile, as well as increased opportunities for entrance into the public school systems. As students who are medically fragile are increasingly entering the early childhood classroom, the need for exploration of the subject grows. This instrumental case study examines attitudes qualitatively by asking, "What are various perspectives on including students who are medically fragile in the early childhood general classroom?" Perceptions of early childhood teachers, special education teachers, school personnel, administrators, and parents were obtained in order to address this question. Data was collected through observations, semistandardized interviews, and structured interviews. Subjects from one exclusive early childhood campus were asked to voluntarily participate in the study. Forty-seven people elected to take part in the structured interview process, with approximately one-quarter of the total contributors randomly selected to participate in the semistandardized interview process. Data was examined through content analysis, and the following themes emerged from the findings: (1) analyzation of data revealed that teachers, school personnel, and parents had knowledge of theories of inclusion, but did not know how to effectively implement inclusion practices for medically fragile children in the classroom; (2) school personnel had little knowledge on the eligibility criteria for medically fragile students and were unsure how to successfully include those students in the general early childhood classroom; (3) teacher apprehensions were expressed regarding liability and time issues; and (4) surprisingly little concern was voiced about student success in the classroom. Based on the findings from data collected, several recommendations can be made. Training should be provided to early childhood educators, school personnel, and parents regarding inclusion and specific disabilities. Differences and similarities among various special needs should be explained in an easily understandable format. Educators and parents must be given opportunities to interact with students who are medically fragile, to gain knowledge and experience. Finally, support systems must be put in place throughout the school if inclusion of students who are medically fragile is to be a successful venture.Item Organizational development strategies in an urban school system: a design to measure changes in climate(Texas Tech University, 1981-12) McDonald, Linda LNot availableItem Quantitative paradigms of the administrative role for accident prevention in selected Texas public schools(Texas Tech University, 1969-05) Hunt, Donald AllenNot availableItem The ruler and the ruled : complicating a theory of teaching autonomy(2007-12) Lepine, Sherry Ann, 1961-; Reifel, Robert StuartThis study was designed to compare teachers' perceptions of teaching autonomy at two economically diverse elementary school campuses to determine factors that influence teachers' perceptions of their ability and authority to make important decisions regarding their classrooms and students. Using a quantitative measure developed by Pearson & Hall (1993), the Teaching Autonomy Scale (TAS), fifty teachers, twenty-five from each campus, rated their teaching autonomy. The TAS served as a sorting and selecting tool to place teachers in two cohorts: low and high teaching autonomy. From these cohorts, ten teachers were selected to participate in an interview and discussed factors that influence their individual authority in making important classroom decisions. Teachers also discussed actions of resistance and conformity to mandates, reform initiatives and policies, which influence their ability to exercise teaching autonomy. Previous research has defined teaching autonomy as a measurable and quantifiable construct (Pearson & Hall; Pearson & Moomaw, 2005), as well as a professionally conferred characteristic awarded the teaching professional upon completion of the degree and meeting the licensing requirements for public school educator. Findings of this study point to teaching autonomy as a state of being that is best understood through a theoretical framework of symbolic interactionism (Blumer, 1966; Mead, 1934) and role-identity theory (McCall & Simons, 1966). The findings indicated a need for a different conceptualization of teaching autonomy. An original grounded theory is proposed that describes teaching autonomy as a series of identities, which are by nature transitory and shifting, rather than as a fixed score on a set of indicators. Further complicating this theory are the varying governance structures in schools that contribute to teachers taking both active and passive roles when exercising authority over the decisions important to the classroom. Schools that operate democratically, as learning organizations, cultivate teaching autonomy and value the professional input of teachers concerning decisions that impact the classroom and student achievement. Schools that operate bureaucratically do not necessarily value a teacher's input into decision-making. Additionally, teachers in the study acted autocratically regarding their teaching autonomy and made decisions in isolation, even in a tightly coupled policy environment. Governance structures influenced the teachers' selection of two roles, ruler or ruled and eight identities were described by teachers in the study they used when exerting or deferring individual authority over the top-down decisions imposed by external authorities. The role identity theory presented by the author offers a better explanation of how teachers enacted and described the phenomenon of teaching autonomy at their campuses than does previous research. Implications for future research, for school leaders and for policy are based on the conclusion that teaching autonomy is state of being that must be understood from an interactionist perspective alongside the characteristics of the teachers' workplace.