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An Analysis Of Key Leadership Behaviors Of The Principal In A High Performing Elementary School Serving Mexican American Children In South Texas
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Book Synopsis An Analysis of Key Leadership Behaviors of the Principal in a High-performing Elementary School Serving Mexican American Children in South Texas by : Alda Treviño Benavides
Download or read book An Analysis of Key Leadership Behaviors of the Principal in a High-performing Elementary School Serving Mexican American Children in South Texas written by Alda Treviño Benavides and published by . This book was released on 2001 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison Case Study of Leadership Behaviors of a Principal in a High-performing Middle School Serving Mexican-American Children in South Texas by : Norma Ramírez Parras
Download or read book A Comparison Case Study of Leadership Behaviors of a Principal in a High-performing Middle School Serving Mexican-American Children in South Texas written by Norma Ramírez Parras and published by . This book was released on 2008 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 618 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Examination of Principal Leadership Behaviors and Their Effect on School Improvement by :
Download or read book An Examination of Principal Leadership Behaviors and Their Effect on School Improvement written by and published by . This book was released on 2012 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools benefit from principals who can empower, motivate, and support stakeholders in providing high quality learning opportunities and accepting responsibility for improved academic results. Nurturing this sense of professional competence and accountability is difficult, often requiring fundamental changes to the learning culture of a school. A growing body of evidence underscores a significant and positive relationship between principal leadership and student learning and achievement. In-depth study of a principal's leadership, within the context of a highly challenged, high-performing elementary school helped to deepen the understanding of specific instructional and/or transformational behaviors and practices that instigated and sustained organizational change efforts where they were needed most. This qualitative study sought to understand how the principal of a high-achieving urban elementary school facilitated and managed fundamental changes in the schools learning culture. The study investigated one urban elementary school's efforts to implement a structured, school-wide educational reform focused on improving learning results for all students at the school. The researcher examined the reforms through case study methods, employing critical incidents interview techniques, individual and focus interviews, observations of key reform-focused meetings and activities, and analysis of various relevant artifacts. Focus groups with teachers, individual interviews with the principal and 12 additional stakeholders from across the school, observations, and document analysis comprised the main sources of data in this study. The researcher used constant comparative method to analyze the data gathered and determine emerging categories, themes, and patterns. Findings suggest how the principal of a now high-achieving urban elementary school reinvented her role as principal, instituted new norms of collaboration, ensured universally high expectations for all, and provided data-informed, job-embedded professional development, as means to overcome obstacles and improve student outcomes and achievement. Now more than ever, urban principals are challenged to understand and apply these key leadership behaviors and practices in order to build productive learning cultures for teachers and students at their schools.
Book Synopsis School Principals in Mexico by : Carmen Celina Torres Arcadia
Download or read book School Principals in Mexico written by Carmen Celina Torres Arcadia and published by IAP. This book was released on 2019-11-01 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume demonstrates how principals influence success in 14 elementary schools across Mexico. The cases show the importance of learning in an international school leadership context to address cultural, social, and academic needs of students in their families. Characteristics of successful principals are included, in order to exemplify contemporary practices, generate positive school climate, and the best possible development of children in diverse contexts. The cases presented in this book relate to challenging and vulnerable contexts or high-needs schools. Knowledge about successful school leadership in vulnerable contexts has been highly pursued in the U.S. and abroad, especially in countries where educational disparities relate to equity and social justice. The value of school principals merit visibility with a focus on the Americas. Especially in challenging contexts, school leadership is considered a determining factor in promoting the development of children. Nonetheless, there is much to learn about contemporary school leaders, who succeed in improving schools despite societal challenges. Challenges may include increasing socioeconomic restraints, high accountability demands, and reduced resources for public education. Of note, is that a formal preparation and assignment of principals is not equitably established in Mexico, generating a high need for leaders to be prepared for this important role. By highlighting best leadership practices, practitioners and scholars can reflect about United States and Mexico educational comparisons, and observe school improvement geared towards benefitting Latinx communities in both countries.
Book Synopsis The Perceptions of the Leadership Behaviors of Elementary School Principals by : Kenneth L. Mack
Download or read book The Perceptions of the Leadership Behaviors of Elementary School Principals written by Kenneth L. Mack and published by Createspace Independent Publishing Platform. This book was released on 2016-01-27 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to explore and examine the perceptions of the leadership behaviors of elementary school principals based on previous experience from teachers and principals. The Texas Legislature passed Senate Bill 1031 (80th Texas Legislature, 2007) and House Bill Three (HB 3, 81st Texas Legislature, 2009) to support elementary schools in strengthening educational structures and strategies for increasing principal engagement. Senate Bill 1031 and House Bill Three combined to form the House Bill Three Transition Plan that served as a new vision for education for Texas children. There is a leading absence of knowledge and emphasis placed on the perceptions within this initiative of the House Bill Three Transition Plan concerning the unrecognized cognizance of the leadership behaviors of elementary school principals from the primary aspect of Texas schoolteachers, principals, and administrators. The results indicated the perceptions of the leadership behaviors of elementary school principals established charisma, fostered student-to-teacher allegiance, promoted teacher-to-principal loyalty, and efficacy in the principals' position.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2000 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Descriptive, Ex Post Facto Study of the Leadership Behaviors of Three Southern California Elementary School Principals in High-performing Schools by : Amy L. Nagy
Download or read book A Descriptive, Ex Post Facto Study of the Leadership Behaviors of Three Southern California Elementary School Principals in High-performing Schools written by Amy L. Nagy and published by . This book was released on 2011 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools by : Donna Regina Bishop
Download or read book An Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools written by Donna Regina Bishop and published by . This book was released on 2006 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Principals of elementary schools continue to be required to perform many duties which include administrative and instructional tasks. The increased accountability for all students to achieve, including the lower achieving students, has made principals focus on their leadership behaviors and practices. Researchers of various studies on principal leadership behaviors and student achievement have found that leadership behaviors make a difference in the academic achievement for all students. Researchers also found that the principals most important role is that of an instructional leader. Principals leading elementary schools with at risk learners may assist them academically when effective strategies, programs, and organizational structures are present within the school. The demands and the complexity of the role of the principal in the 21st century make the principals job a hard task, especially when leading schools with majority at-risk students. The legislation of the No Child Left Behind (NCLB) Act of 2001 obligates elementary principals to reflect on their best leadership behaviors and practices to encourage all students to succeed. Using a qualitative, phenomenological research design, the researcher explored the common leadership behaviors of six Georgia elementary principals of high 2 performing, high poverty schools. The phenomenological research design was appropriate for this study because it provided a means for exploring the lived experiences of the elementary principals leadership behaviors in a high performing, high poverty school. The collection of data was obtained from interviews, school observation, and school artifacts. Six common themes and patterns emerged from the qualitative research study: (1) monitoring of teachers educating at-risk learners, (2) gathering and analyzing student achievement data, (3) instructional decision making using a leadership team approach, (4) appropriate use of reading resources and materials, (5) a positive school climate, and (6) an effective staff of teachers. The six common themes and patterns were identified as common leadership behaviors of Georgia elementary principals from high performing, high poverty schools.
Book Synopsis The Cultural Growth Mindset of Elementary School Principals and Their Influence on the Academic Achievement of Hispanic English Learners by : Jane Torres Clark
Download or read book The Cultural Growth Mindset of Elementary School Principals and Their Influence on the Academic Achievement of Hispanic English Learners written by Jane Torres Clark and published by . This book was released on 2020 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: A growing population, Hispanic English learners enrolling in our schools are struggling academically. Learning gaps begin to surface for Hispanic English learners at the elementary level (Grasparil & Hernandez, 2015, Umansky & Reardon, 2014; Gandara, 2012; Genesee, Lindholm-Leary, Saunders, & Christian, 2005). Increasing the level of academic success of Hispanic English learners is a national imperative. The role of the principal has been linked to student success since, through their beliefs and behaviors, principals construct conditions in their schools that shape student learning (Supovitz, Sirinides, & May, 2010; Marks & Printy, 2003; Chrispeels, 1992). Grounded in a strengths-based theoretical construct--cultural growth mindset, positive school leadership, and strengths-based instructional leadership--this case study was organized under a mixed-methods sequential explanatory research design to answer one overarching question and two sub-questions. Two elementary school principals from schools with high populations of English learners were studied. This study explores teacher perceptions of principal behaviors, and principal leadership practices with teachers directly influencing the academic performance of Hispanic English learners. Phase One included an analysis of quantitative results from a survey administered to 35 teachers, 19 from one school, and 16 from the other. In Phase Two, qualitative data contributed to the research as a narrative unfolding through the interviews and observations of the principal participants, a teacher focus group at one school, and a school counselor at the other. Significant themes emanating from this case study were principals' high learning expectations and a strong belief in students' ability to succeed. Students' first language was considered an asset and students' diverse backgrounds were valued. In addition to strong parental involvement, student emotional well-being was a priority. Principals supported teacher collaboration and demonstrated high trust in teachers' ability to impact the learning of Hispanic English learners. Collection and analysis of key student data was a principal practice. Integration and interweaving of cultural growth mindset, positive school leadership and strengths-based instructional leadership were essential lenses to fully understand the achievement gains made by the students. The implications this case study presents for educational research, policy, equity, and social justice are discussed. Limitations of the study are addressed. Keywords: achievement gap, cultural growth mindset, effective schools, elementary schools, equity, learning, opportunity gap, positive school leadership, strength-based instructional leadership, Hispanic English learners, principals, school leadership, social justice.
Book Synopsis An Analysis of the Leadership Styles of Selected Urban Elementary School Principals by : Victor Kennedy Keys
Download or read book An Analysis of the Leadership Styles of Selected Urban Elementary School Principals written by Victor Kennedy Keys and published by . This book was released on 2001 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Instructional Leadership Behaviors Perceived as Important by Teachers and Principals for Academic Achievement in Selected South Texas Elementary Schools by : Ruben Albert Corkill
Download or read book Instructional Leadership Behaviors Perceived as Important by Teachers and Principals for Academic Achievement in Selected South Texas Elementary Schools written by Ruben Albert Corkill and published by . This book was released on 1994 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining the Influence of Principal Leadership in Urban, High-performing, High-poverty Elementary Schools by : Angie Miranda
Download or read book Examining the Influence of Principal Leadership in Urban, High-performing, High-poverty Elementary Schools written by Angie Miranda and published by . This book was released on 2011 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Leadership Behaviors of Successful Elementary School Principals Leading Schools with a High Poverty, High Minority, Student Population by : David A. Scott
Download or read book Leadership Behaviors of Successful Elementary School Principals Leading Schools with a High Poverty, High Minority, Student Population written by David A. Scott and published by . This book was released on 2018 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who are classified as minority and living in poverty generally experience a gap in academic achievement when compared to their white and more affluent counterparts. This gap has affected this population from as far back as the early 1800's. The achievement gap is compounded with the effects of living in poverty which have devastating physical and emotional impacts on these students. This study examines the beliefs and actions of three elementary school principals in the New York State's Hudson Valley area that positively impact minority academic achievement. This qualitative, comparative case study investigates the leadership behaviors and actions of elementary school building principal, as they relate to curriculum, instruction, and student motivation in three elementary schools that are meeting NYS Standards while having high poverty and high minority student populations. This study is guided by three research questions which are designed to elicit information regarding the beliefs and actions of the three principals. Interviews with ELA and math teachers and focus groups with parents about the beliefs and actions of the principal were used to determine if the beliefs expressed by principals were reflected in the data from interviews and focus groups. Marzano's 21 Leadership Responsibilities are utilized as the foundation by which the principals' actions are measured. There are recommendations for policy and practice that are provided based on the information gathered in this study. The policy recommendations are around targeted funding and clear academic goals. The practice recommendations are regarding communicating vision, goals, expectations, actively partnering with parents and supporting that vision by building a leadership team, prioritizing resources and outreach to community. The recommendations regarding ways in which to increase communication are based upon the study finding that communication is the most common responsibility mentioned by the three principals. The recommendations regarding practice are based upon the expressed actions of the interviewed principals that demonstrate the correlation between focusing on assessment and student achievement.
Book Synopsis Principals' Leadership Behaviors in Successful Schools by : Bruce Allen Prescott
Download or read book Principals' Leadership Behaviors in Successful Schools written by Bruce Allen Prescott and published by . This book was released on 2003 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Transforming a School Culture by : Luis Angel Ibarra
Download or read book Transforming a School Culture written by Luis Angel Ibarra and published by . This book was released on 2008 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: High-stakes accountability reform has mandated that schools ensure that all of their students meet minimum proficiency standards or risk being identified as program improvement (PI) schools under the No Child Left Behind Act (NCLB). School leaders are required to transform the existing cultures of their schools in order to meet the minimum criteria set forth by this new mandate. Transformational leadership behaviors may be the key to transforming school culture. This study explores the change initiatives and behaviors of principals whose schools have been designated PI schools and those of principals whose schools have recently exited PI designation. Schools that educate underserved populations and need increased support are more likely to be sanctioned under NCLB and be at risk of losing resources. NCLB mandates require that school leaders transform school systems of failure to systems of support, which requires a transformational approach based on the appropriate social processes, skills, affect, and intellect. This study proposes that leaders who have successfully exited PI designation have engaged in more transformational leadership practices. Using a mixed method approach that obtained data through the administration of the Multi-factor Leadership Questionnaire (MLQ) and open-ended survey prompts and the conduction of principal interviews, the researcher found that leaders whose schools had exited PI designation engaged in more transformational initiatives and consistently backed those initiatives with transformational action.
Book Synopsis Certificated Staff Perceptions of the Institutional Leadership Behaviors of Elementary School Principals in High-performing, High-poverty Elementary Schools by : Deborah Susan Case
Download or read book Certificated Staff Perceptions of the Institutional Leadership Behaviors of Elementary School Principals in High-performing, High-poverty Elementary Schools written by Deborah Susan Case and published by . This book was released on 2004 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
