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Principal Behaviors And Actions That Influence The Successful Implementation Of Accountability Practices In Public Schools
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Book Synopsis Principal Behaviors and Actions that Influence the Successful Implementation of Accountability Practices in Public Schools by : Anita J. Koehler
Download or read book Principal Behaviors and Actions that Influence the Successful Implementation of Accountability Practices in Public Schools written by Anita J. Koehler and published by . This book was released on 2006 with total page 438 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Elements of Inquiry by : Peter J. Burke
Download or read book The Elements of Inquiry written by Peter J. Burke and published by Routledge. This book was released on 2018-03-23 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Elements of Inquiry covers the basic guidelines for graduate students doing an investigation or inquiry project. It distils the rubrics necessary for teaching research methods and completing research projects, and gives the student researcher a list of steps to follow to complete any type of inquiry project – including formal research projects such as doctoral dissertations. It was written to support the work of students in an educational leadership doctoral program, but it will also assist the research efforts of college students at any level in any discipline. The book begins by establishing the underlying philosophical concepts upon which all good research is based, preparing students to get down to the "nuts and bolts" of conducting their own research and evaluating the research of others. Fundamental concepts and rules of research are explained both for producers and consumers of social science and educational research. Numerous practical examples illustrate the steps in the research process presented in the text. There are end-of-chapter exercises for students to apply the concepts discussed in the chapter. Templates for organizing and presenting research provide students with a game plan for success with their research. The book ends with an up-to-date annotated bibliography of beginning and advanced research texts allowing students easy access to books that detail the more specialized research topics. While most research books detail one or more method in depth, this text provides a broad introduction to many techniques and models used in doctoral dissertations, and will be of particular value to those who are consumers of inquiry studies and research reports. Key to the overview provided is the annotated bibliography that leads the reader to the next stage of understanding or doing research.
Book Synopsis Elements of Inquiry by : Peter J Burke
Download or read book Elements of Inquiry written by Peter J Burke and published by Routledge. This book was released on 2016-09-15 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: • Fundamental concepts and rules of research are explained for both consumers and producers of research reports. • The philosophical basis of research is examined and set forth as the foundation of a formal method of inquiry. • Clearly presents guidelines for research and demonstrates their use in the design and improvement of programs. • Provides guidance on what one should do as well as on what one should not to do in conducting research. • Numerous practical examples amply demonstrate the principles presented in this book. • End-of-chapter exercises provide an opportunity to apply the constructs discussed in the chapters. • An Instructor’s Guide is included with your examination copy. Table of Contents Part I: The Beginning Chapter 1: Research As Inquiry Chapter 2: Consuming Research Part II The Rules Chapter 3: The Theoretical Basis of Research Chapter 4: The Purpose of the Study Chapter 5: The Design of the Study Chapter 6: Know the Evidence Chapter 7: Know the Evidence Source Chapter 8: Gather the Evidence Chapter 9: Review the Evidence Chapter 10: Display the Findings Chapter 11: Answer the Question Chapter 12: Determine Closure Part III Resources Chapter 13: Research in Action Chapter 14: Annotated Bibliography Glossary Composite Bibliography Subject Index Appendix
Book Synopsis School Accountability and Principal Behaviors by : Laura Casey Amo
Download or read book School Accountability and Principal Behaviors written by Laura Casey Amo and published by . This book was released on 2015 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: School accountability policies were created in response to concerns that the United States was under-performing and losing its position as an international leader in education. These policies are currently an integral part of the American educational system. The effectiveness of school accountability policies, however, remains unclear and research on how performance-based accountability is related to principal behavior is largely undeveloped. This dissertation examined the relationships between performance-based school accountability and the behaviors of school principals. Using a nationally-representative database of public elementary schools (the Schools and Staffing Survey 2003-04), this dissertation explored the associations between different aspects of performance-based educational policy on principal work engagement, supportive leadership, and shared instructional leadership. Findings suggest that most associations between performance-based rewards and interventions and principal behaviors are negligible or negative. State policy for rewards had a negative association with supportive leadership, and state policy for intervention had a negative association with principal engagement. Among schools meeting all performance goals in the previous academic year, nearly all of the associations were statistically negligible; the only significant association was that between exposure to school-wide monetary rewards and principal engagement. Specifically, exposure to school-wide monetary reward had a significant negative association with principal engagement. Among schools failing to meet all performance goals in the previous academic year, exposure to intervention was negatively related to all three principal behaviors and three associations were statistically significant. Specifically, exposure to evaluation cycle was associated with significantly less supportive leadership, exposure to reduced resources was associated with significantly less shared instructional leadership, as was exposure to school choice. The interactions with school size and school poverty varied by type of incentive and by principal behavior, and generally suggest that the relationships between policy and principal behavior are stable across different contexts. Findings from this dissertation resound previous concerns with present performance-driven school accountability policy and introduce a new point of concern into the argument against the practice. While negative associations between accountability policy and principal behaviors may not be deemed directly pertinent to the bottom line (i.e. student achievement), that the only significant relationships are negative is an important consideration and refutes the theory of action in accountability. Reconsideration of performance-based accountability is recommended, as neither reward nor intervention consistently related positively to principal behavior; state policy for reward and intervention, exposure to monetary rewards, and exposure to nearly all interventions were negatively related to at least one principal behavior.
Book Synopsis School Leadership That Works by : Robert J. Marzano
Download or read book School Leadership That Works written by Robert J. Marzano and published by ASCD. This book was released on 2005 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.
Book Synopsis School Accountability by : Williamson M. Evers
Download or read book School Accountability written by Williamson M. Evers and published by Hoover Inst Press Publication. This book was released on 2002 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scholars from history, economics, political science, and psychology describe the present state of school accountability, how it evolved, how it succeeded and failed, and how it can be improved. They review the history behind the ongoing conflict between educators and policymakers over accountability and testing, describe various accountability schemes, and analyze the costs of accountability. Case studies of three states with strong school systems compare how accountability works in practice. Evers is a research fellow at the Hoover Institution. Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com).
Download or read book Accountability written by Bill DeMont and published by . This book was released on 1975 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Standards-Based Accountability Under No Child Left Behind by : Laura S. Hamilton
Download or read book Standards-Based Accountability Under No Child Left Behind written by Laura S. Hamilton and published by Rand Corporation. This book was released on 2007-05-24 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.
Book Synopsis Principal Actions in Massachusetts Schools in Relation to School Accountability Status by : Timothy R. Callahan
Download or read book Principal Actions in Massachusetts Schools in Relation to School Accountability Status written by Timothy R. Callahan and published by . This book was released on 2020 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2015 Every Student Succeeds Act (ESSA), builds upon decades of federal efforts to improve student achievement through state-level systems of accountability and school improvement (U.S. Department of Education, 2017). Research on school improvement has shown that actions of the school principal have a significant impact on school performance (Cotton, 2003; Elmore, 2000; Fullan, 2001). Marzano, Waters, and McNulty (2005) conducted a meta-analysis of 69 leadership studies and identified 21 responsibilities of the school leader that showed a significant effect on student achievement, and Massachusetts has developed and implemented 11 Conditions for School Effectiveness (Department of Elementary and Secondary Education, 2012b) to guide school leaders to take leadership actions to improve school performance. The purpose of this quantitative study is to explore the relationship between the actions of principals of public schools in Massachusetts, grouped by state accountability status, and Massachusetts Department of Elementary and Secondary Education Conditions for School Effectiveness. The conceptual framework of this study is grounded in the meta-analyses conducted by Marzano et al. (2005) in School Leadership that Works cross-referenced with the 11 Conditions for School Effectiveness identified by the Massachusetts Department of Elementary and Secondary Education (2012b). The findings from this research indicate that the 11 Conditions for School Effectiveness are not widely used by Massachusetts principals, regardless of accountability status. Additionally, several of the most common leadership actions taken by Massachusetts principals do not align to the 11 Conditions but are shown by Marzano et al. (2005) to be effective leadership actions. Principals with longevity are shown to commonly implement a larger number of leadership actions shown in the literature to be effective, but, overall, principals in schools designated at various levels of state accountability status do not take significantly different actions.
Book Synopsis Improving School Leadership, Volume 2 Case Studies on System Leadership by : OECD
Download or read book Improving School Leadership, Volume 2 Case Studies on System Leadership written by OECD and published by OECD Publishing. This book was released on 2008-07-31 with total page 279 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores what specialists are saying about system leadership for school improvement. Case studies examine innovative approaches to sharing leadership and to leadership development programmes for system improvement.
Book Synopsis Principals and Student Achievement by : Kathleen Cotton
Download or read book Principals and Student Achievement written by Kathleen Cotton and published by ASCD. This book was released on 2003 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Educational Tug-of-war by : Raymond A. González
Download or read book Educational Tug-of-war written by Raymond A. González and published by . This book was released on 2012 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Problem: As the United States Department of Education prepares to reauthorize ESEA once more, it does so in light of the reality that over 80% of schools will be considered in need of improvement by 2014 according to the adequate yearly progress targets (Duncan, 2011). Politicians, educators, and the general citizenry of the United States are concerned with how effective public schools are at educating our children; however, the current measurement of success is based heavily upon performance on high stakes assessments. Unfortunately, responding to NCLB demands are not the only things on the mind of school leaders. On any given day, there are a number of pressures that principals must consider in order to effectively manage the administrative and instructional aspects of running a school. Guided by the following research questions, this study explores how forces that are both internal and external to the principal influence the ways school leaders conceptualize and respond to accountability. * To whom or what do principals feel most accountable? * How do forces internal and external to the principal shape their conceptions of multiple sources of accountability? * How does it happen differently in high and low performing schools? * How does it happen differently in contexts that vary according to SES? * How do principals' conceptions of accountability shape what they do to promote student achievement? Method: This phenomenological collective case study collected data from 25 public middle school principals throughout New Jersey who lead schools that varied in socioeconomic and academic performance contexts. A pre-interview survey and follow up interview provided the basis for the data collection. The transcribed interviews were coded and analyzed according to the conceptual framework and research questions that guided the inquiry. Findings: Accountability to self is the most prominent source of accountability among the middle school principals in this study despite the prevalence of external accountability forces. When adding those who feel most accountable to teachers, it is apparent that most principals from higher achieving schools respond first to an internal accountability mechanism. Principals who identify an external source of accountability as most salient exhibit common attributes according to the school's improvement status, SES, and academic achievement. Significance: Although public and political attention is often focused on test-based accountability, there are other sources of accountability that receive less attention, especially as it relates to school leadership. This study adds to the research on the topic of educational accountability and leadership practices by exploring the concept from the perspective of a principal. As a result of the findings, the study also supports a better understanding of the perceptions of internal accountability among school leaders.
Book Synopsis Handbook of the Economics of Education by : Eric A Hanushek
Download or read book Handbook of the Economics of Education written by Eric A Hanushek and published by Elsevier. This book was released on 2006-11-13 with total page 853 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbooks in Economics series continues to provide the various branches of economics with handbooks which are definitive reference sources, suitable for use by professional researchers, advanced graduate students, or by those seeking a teaching supplement. With contributions from leading researchers, each Handbook presents an accurate, self-contained survey of the current state of the topic under examination. These surveys summarize the most recent discussions in journals, and elucidate new developments. Although original material is also included, the main aim of this series is the provision of comprehensive and accessible surveys. *Every volume contains contributions from leading researchers *Each Handbook presents an accurate, self-contained survey of a particular topic *The series provides comprehensive and accessible surveys
Book Synopsis Testing, Teaching, and Learning by : National Research Council
Download or read book Testing, Teaching, and Learning written by National Research Council and published by National Academies Press. This book was released on 1999-10-06 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
Author :Denese Belchetz Publisher :Library and Archives Canada = Bibliothèque et Archives Canada ISBN 13 :9780612945265 Total Pages :333 pages Book Rating :4.9/5 (452 download)
Book Synopsis Successful Leadership Practices in an Accountable Policy Context by : Denese Belchetz
Download or read book Successful Leadership Practices in an Accountable Policy Context written by Denese Belchetz and published by Library and Archives Canada = Bibliothèque et Archives Canada. This book was released on 2004 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Problem Solving and Principal's Interaction with Accountability by : Steven J. Mayer
Download or read book Problem Solving and Principal's Interaction with Accountability written by Steven J. Mayer and published by . This book was released on 2012 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: PROBLEM: Increasing accountability in public schools has created a new set of problems for school leaders. With the prominence of high stakes testing, the pressure to make Adequate Yearly Progress, accountability for closing the achievement gap of every subgroup of students, the demand for a highly qualified faculty and related pressures from school boards and communities, school leaders are faced with an array of unstructured, complex problems. Set within a rich literature on educational leadership and the relatively unexplored literature on problem solving, this study examines the school principal's interaction with the problems created by accountability to determine how expert leaders perceive, approach, and engage others in addressing complex problems. Three areas of interaction are explored (Leader Capacity, Leader Response and Organizational Response) in order to address the following questions: * Does the mental model of the expert principal differ from a more typical principal as it relates to problem solving? * How do leaders' beliefs, conceptions of problems, and knowledge influence their response in problem solving? * How does the problem solving capacity of the expert school leader differ from that of the non-expert? * Are there leader responses to problems created by accountability that offer the best possibility of school success? METHOD: A total sample of 24 New Jersey middle school principals were selected using a regression analysis of three years of New Jersey data from within four quadrants of performance: High Socio Economic Status (SES) and higher than predicated performance, low SES and higher than predicted performance, high SES and lower than predicated performance, low SES and lower than predicated performance. These principals must have been leaders in their respective schools for at least two years permitting their school's performance to serve as a proxy for expertise. Once selected, principals were interviewed by two researchers using an in-depth guide in order to probe areas of interest in the study. The data from the 24 interviews was coded using a qualitative software package and analyzed according to the conceptual framework serving as the basis of discussion and findings. FINDINGS: Differences exist between successful principals and typical principals with respect to approaching and resolving complex problems. This study finds patterns of influence that are significant in capturing attributes of successful school leadership. Specifically, more expert principals tend to operate with an inventive mindset that approaches problems with an open mind toward trying new avenues toward reform. Similarly these principals are more likely to set broad goals for a problem's resolution and engage others in a substantive fashion. SIGNIFICANCE: Adding to the rich body of literature on school leadership by offering a construct for effective problem solving addresses an important area of study. In an era of increasing accountability, transparency, and complexity, identifying school leaders with the capacity to innovate and set broad goals for addressing the complex problems associated with student achievement is essential.
Book Synopsis A Principal's Sense of Self-efficacy in an Age of Accountability by : Andrés Peter Santamaría
Download or read book A Principal's Sense of Self-efficacy in an Age of Accountability written by Andrés Peter Santamaría and published by . This book was released on 2008 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since its inception in 2001, No Child Left Behind (NCLB) has created a high stakes accountability climate by setting federal mandates for increasing levels of student achievement in the Kindergarten through twelfth grade (K - 12) public education arena. Consequently, schools and their Local Education Agencies (LEAs) failing to meet Adequate Yearly Progress (AYP) guidelines are subject to progressive levels of corrective action. Given this high stakes accountability climate, the role of school leadership takes on an even greater importance. As a result, educational leadership scholars continue to conduct numerous studies on the impact of leadership practices on school success. While these studies have been critical in identifying effective, research-based leadership practices, they have largely ignored the importance of the principal's sense of self-efficacy, which research suggests is fundamental for successfully implementing these practices. Utilizing Bandura's (1977) triadic reciprocal causation model rooted in social cognitive theory, this study explored the relationship between principals' perceptions of their levels of self-efficacy and environmental influences, such as Program Improvement. Within this quantitative study, I hypothesized that federal sanctions under NCLB would have an inverse relationship with a principal's own leadership beliefs. This central hypothesis was tested on a statewide sample of California Title I K - 12 public school principals. Results of statistical analysis indicated there to be a significant difference between the means of efficacy for principals of schools in Program Improvement (M=7.0, SD=1.07, effect size=.025) and those not in Program Improvement (M=7.3, SD=.89, effect size=.025). Two other hypotheses related to Program Improvement and other personal and school-level demographic variables were also tested and yielded significant findings. Furthermore, implications are offered for future research, policy, and practice.
