Browsing by Subject "School administrators"

Now showing 1 - 7 of 7

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, Hal
This 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.
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, Karen
This 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.
An investigation of the sources of power and legal responsibility of the superintendent in the independent school districts of Texas
(1945) Sahm, Edgar Arthur, 1894-; Ayer, Fred C. (Fred Carleton), 1880-
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, Dru
The 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.
Some public school changes in Texas from 1928 to 1933
(1935) Collins, Robert Alexander; Not available
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, Emilio
Through 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.
Teacher stress and curriculum reform : an illustrative example with the “growth mindset” movement
(2017-09-15) Wright, Consuela Felice; Schallert, Diane L.; McCarthy, Christopher J
Teacher stress can be an important predictor of teachers’ well-being, job satisfaction, and job burnout. There are many factors that contribute to teacher stress and demoralization, including social factors such as parents, students, and administrators. In this report, I explore such social factors as make up a teacher’s ecosystem and then study how curriculum reform interacts with this environment. Previous literature shows that the way school administrators implement curriculum changes is one of the most important predictors of teacher outcomes. I then study an example of curriculum changes that is occurring recently: the “Growth Mindset” movement. After a brief discussion of this attribution theory of learning and motivation, I describe what I learned from an interview with a high school chemistry teacher whose school administrators were attempting to implement growth mindset curriculum changes. In this interview, the teacher discussed how the school administration forced curriculum changes on the teachers without consultation, sufficient time to prepare, or taking into account important factors such as the teachers’ current lesson plans, the subject they were teaching, and individual students’ issues. Future research and interventions to improve teacher-administrator relationships and communication are suggested.