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Principals Role Perception And Implementation Of Educational Reform
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Book Synopsis PRINCIPALS' ROLE PERCEPTION AND IMPLEMENTATION OF EDUCATIONAL REFORM by : Jesse A. Hotmire
Download or read book PRINCIPALS' ROLE PERCEPTION AND IMPLEMENTATION OF EDUCATIONAL REFORM written by Jesse A. Hotmire and published by . This book was released on 2018 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: A theme in education stems from comparing international students' scores on standardized tests with sub-par American students' scores. The gap between the scores of international students and American students has prompted educational reforms to be passed by state and federal legislatures in the United States. This study begins with an investigation in the A Nation at Risk report and includes No Child Left Behind, Race to the Top, Common Core, and the Every Student Succeeds Act. States and school districts across the United States have struggled with adapting these educational reforms over the last few decades. Therefore, research on educational leadership over the decades has provided insight into strategies educational leaders can utilize to successfully implement educational reform. Additionally, the National Policy Board for Educational Administration (NPBEA) established the Professional Standards for Educational Leaders (2015) to provide a set of updated standards for educational leaders. Often tasked with implementing educational reform, principals routinely bear the brunt of guiding the people in their buildings through the maze of changes. The purpose of this phenomenological study is to discover how six principals see their role and what those six principals do to implement educational reforms. The intended method of coding and data analysis is an existing method by Moustakas (1994). The research questions guiding the study are (1) What do principals from secondary schools in Northwest Ohio perceive to be their role as instructional leaders concerning the implementation of Ohio's Learning Standards and assessments? and (2) What leadership strategies do principals utilize to carry out implementation of Ohio's Learning Standards and assessments in their school environment? Themes from this study that revealed principals' role perspective included their desire to practice distributed leadership and build relationships to foster a culture of collaboration. The emergent themes regarding leadership strategies included principals' facilitation of teacher preparation and instruction to implement Ohio's Learning Standards and assessments. Another major theme was challenges of rural high school principals. The implications for principals include to: maintain a positive attitude, search for solutions to challenges that predictably arise during times of change, utilize proven instructional leadership practices, and leverage their rural community characteristics to care for people. These qualities will help principals effectively lead their buildings through educational reforms.
Book Synopsis Perceptions of Georgia Elementary School Principals in Relation to Education Reform and the A+ Education Reform Act of 2000 by : Doris Elizabeth Candler Newton
Download or read book Perceptions of Georgia Elementary School Principals in Relation to Education Reform and the A+ Education Reform Act of 2000 written by Doris Elizabeth Candler Newton and published by . This book was released on 2005 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: During the study, the researcher investigated the role perceptions of Georgia elementary school principals after the implementation of A+ Education Reform Act of 2000. Principals are being held accountable for making significant changes withiin their schools. The reform movement may make the principal's job more demanding since new responsibilities have been added and few or none have been taken away. Demands that are now being placed on principals are such that few people are willing to step up and take on those responsibilities. Principals, as building administrators, have firsthand knowledge of the positive and negative impacts A+ Education Reform Act of 2000 has had on the effectiveness of the school and should be given the opportunity to express this information in the midst of education reform. A descriptive research study was developed to gather data from Georgia elementary principals across the state. From those surveyed, 187 responded to the survey. The researcher addressed role perceptions on both general and specific components of the A+ Education Reform Act of 2000. The researcher gathered both qualitative and quantitative data. The results from this study clearly showed that principals have a strong understanding of A+ Education Reform Act of 2000 as it pertains to their roles as building administrators as well as possession of skills needed to handle conflict with different stakeholders. Of the eleven components studied, three components reported to be "very valuable," with four more components proved to be "valuable." Four components were reported to be of "little or no value." The researcher's findings strengthened data previously gathered in a recent study to impact policy makers and educators for planning, implementing and changing present and future educational reform.
Book Synopsis Georgia Elementary Principals' Role Perceptions by : Amy Z. Wright
Download or read book Georgia Elementary Principals' Role Perceptions written by Amy Z. Wright and published by . This book was released on 2001 with total page 446 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Principal's Role in Shaping School Culture by : Terrence E. Deal
Download or read book The Principal's Role in Shaping School Culture written by Terrence E. Deal and published by . This book was released on 1990 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perceptions and Opinions of Elementary Principals Toward Their Role in Implementing State-mandated Education Reforms by : Nelda Carter Lowrance
Download or read book Perceptions and Opinions of Elementary Principals Toward Their Role in Implementing State-mandated Education Reforms written by Nelda Carter Lowrance and published by . This book was released on 1994 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Principals May Block Or Promote Educational Reform by : Esmeralda Mondragón
Download or read book Principals May Block Or Promote Educational Reform written by Esmeralda Mondragón and published by . This book was released on 1997 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Curriculum by : Franklin Bobbitt
Download or read book The Curriculum written by Franklin Bobbitt and published by . This book was released on 1918 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Restructuring Schools by : Philip Hallinger
Download or read book Restructuring Schools written by Philip Hallinger and published by . This book was released on 1992 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Successful School Improvement by : Fullan, Michael
Download or read book Successful School Improvement written by Fullan, Michael and published by McGraw-Hill Education (UK). This book was released on 1992-06-01 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the powerful concept of implementation - or what actually happens in practice when innovations or reforms are attempted - by demonstrating its uses in a variety of policy and programme applications.
Book Synopsis Teacher Perceptions of Leadership During Implementation of Instructional Reform by :
Download or read book Teacher Perceptions of Leadership During Implementation of Instructional Reform written by and published by . This book was released on 2017 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study used a mixed methodology approach to explore leadership for implementation of the instructional reform CITW by examining the perceptions of the teachers in a single school setting. The study analyzed the behaviors of individuals during the experience of implementation of the reform initiative CITW using surveys and interviews to illuminate the perceptions of supportive leadership and followership behaviors. Traditionally, the role of the follower, the one implementing the reform, has been overshadowed by the role of the school leader. This study demonstrated how both the school leader and the followers influence how teachers view and implement the instructional reform. Teachers reported actions such as modeling, feedback, and time to observe as important behaviors to support the implementation of the reform initiative. More dedicated time was needed to increase their understanding of the reform. Leadership was also found to be shared between the principal and the teacher. Both teachers and the principal took on lead roles to support implementation, and all staff were encouraged to share their learning. Finally, followership was important to the reform initiative as many teachers relied on their colleagues for successful implementation. This study also found that additional reforms in the school building impact continued implementation of the initial reform. School leaders need to be aware about how much change is occurring in a building, because change takes time. The findings provide information to educators to create a better understanding of leadership and followership behaviors to best support implementation of a reform initiative similar to CITW to increase learning for all students.
Book Synopsis The Phenomena of School Reform by : Lisa L. Martin
Download or read book The Phenomena of School Reform written by Lisa L. Martin and published by . This book was released on 1994 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Organizational Behavior for School Leadership by : Leslie S. Kaplan
Download or read book Organizational Behavior for School Leadership written by Leslie S. Kaplan and published by Taylor & Francis. This book was released on 2017-05-12 with total page 415 pages. Available in PDF, EPUB and Kindle. Book excerpt: Organizational Behavior for School Leadership provides a theoretical and practical framework to help emerging leaders build the mental models they need to be effective. Presenting traditional, modern, and contemporary perspectives, each chapter offers opportunities for readers to reflect on the ideas and apply their leadership perspective and skills to their own work settings. In this way, this important book helps graduate students in educational leadership understand organizational situations and circumstances, an essential step in making appropriate decisions about people, school operations, and the community that generate improved student and teacher outcomes. Special features include: Guiding questions—chapter openers to initiate student thinking. Case studies and companion rubrics—engage students in applying content to real-life school scenarios with guiding rubrics to help think through answers. Reflections and relevance—interactive learning activities, simulations, and graphic assignments deepen readers' understanding. PSEL Standards—each chapter aligns with the 2015 Professional Standards for Educational Leaders. Companion website—includes case studies and rubrics, supplementary materials, additional readings, and PowerPoint slides for instructors.
Book Synopsis Reshaping the Principalship by : Joseph Murphy
Download or read book Reshaping the Principalship written by Joseph Murphy and published by Corwin. This book was released on 1994-03-15 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understand the dynamics of change and the uniquely evolving role principals play in school reform.
Book Synopsis Implementing Reform by : Ricky Vincent Papandrea (Jr.)
Download or read book Implementing Reform written by Ricky Vincent Papandrea (Jr.) and published by . This book was released on 2020 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the mid-1990s there have been several attempts at wide-scale educational reform in the United States. The majority of educational research that has been conducted has focused on the impact of these reform movements on student achievement outcomes, the development of 21st century skills for students to compete in the global economy, the financial impacts on schools and school districts for implementing mandated curriculum changes, or the evaluation of specific programs (Polleck & Jeffery, 2017; Lee & Wu, 2017). Several gaps in the existing literature have led to an incomplete picture of reform efforts, including the impact of teacher perceptions on implementing mandated curriculum changes in social studies, specifically at the secondary level.The purpose of this qualitative case study was to examine secondary social studies teachers' perceptions of mandated curriculum changes under the New York State K-12 Framework, implemented in 2014. The study was conducted in a suburban New York public high school and utilized data from focus groups of teacher-participants, individual interviews of teacher-participants and administrator-participants, and a content analysis of the implementation of the New York State K-12 Framework for Social studies from New York State and through department documentation. Analysis of the data collected revealed three key findings in this study. First, that mandated curriculum changes in the social studies classroom negatively impacted social studies teachers' perception of teaching and methodology by shifting away from a traditional, content-based social studies education because the new literacy skill-based assessments became the overall driving force in their instructional practices. Second, a breakdown in communication between teachers, administrators, and New York State has caused teachers to become disheartened and frustrated with the implementation of mandated curriculum in the social studies classroom, resulting in them relying on collaboration with their colleagues for planning and support. Third, teachers perceived the implementation of mandated curriculum changes had impacted their desire for increased opportunities for collaboration with colleagues through high-quality professional development sessions. The implications of these findings for educators, school leaders, and policy makers will be discussed.
Book Synopsis Principals' Perceptions of Their Impact on School Reform in South Georgia by : Lisa B. Linton
Download or read book Principals' Perceptions of Their Impact on School Reform in South Georgia written by Lisa B. Linton and published by . This book was released on 2017 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The nationwide focus on student achievement and school accountability has resulted in an effort at the federal and state levels to identify and turn around the nation’s lowest-performing schools. States and districts are desperately searching for solutions for failing schools. As a result, they are focusing on Comprehensive School Reform (CSR) models to generate changes in student achievement. Due to their ability to improve student achievement over time, these models are often chosen as a solution. A review of the literature indicated that the involvement of the principals who are responsible for the implementation of the CSR model have not always been a focus. Therefore, this phenomenological study was designed to gain the perception of principals who lead a CSR because of this nationwide focus. Using individual interviews with South Georgia high school principals of low-performing schools who are implementing a CSR, this study explored what these principals perceive as their impact on CSR and how they are supporting their teachers in implementing school reform. In addition, leadership practices, strategies, and professional development opportunities were identified. This phenomenological inquiry revealed the thoughts, beliefs, attitudes and perceptions of the high school principals involved with a CSR in South Georgia.
Book Synopsis High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform by : Carlos Rios
Download or read book High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform written by Carlos Rios and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Current research has described a changed central office perspective that not only includes campus principals as part of the district's leadership team, but also focuses on developing principals' instructional abilities with the purpose of supporting school reform. However, to date, research has not provided examples of a successful relationship between campus principals as a collective group and the district (central office) leadership team attempting to implement district-wide high school reform. This study was conducted in order to examine the perceptions of high school principals (in an urban school district in Texas) toward district-wide initiated high school reform. Methods used for data collection included semi-structured interviews, review of available artifacts, and case profile development. Questions derived from the researcher's review of the literature and ongoing professional interest were the basis for dialogue during the semi-structured interviews. All interviews were recorded, transcribed, and unitized. The data were further organized into categories and subcategories. The analysis of principals' perceptions provided insight and helped develop an understanding of obstacles that high school principals perceive in implementing district-led high school reform. This study has concluded that the district goals and mission do not define the daily operations of a campus. Instead, the district goals and mission are often reprioritized because principals are insecure, believe they have a better understanding of the local context than does the central office, and are oftentimes frustrated by the central office's political machinations. Recommendations include suggestions on how to eliminate these obstacles, improve the ability of principals to implement district-led high school reform, and how to suggest actions for the improvement of the high school reform process at the central office level.
Book Synopsis Extending Educational Reform by : Amanda Datnow
Download or read book Extending Educational Reform written by Amanda Datnow and published by Routledge. This book was released on 2002-03-14 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an effort to improve student achievement, thousands of US schools have adopted school reform models devised externally by universities and other organizations. Such models have been successful in improving individual schools or groups of schools, but what happens when educational reform attempts to extend from one school to many? Through qualitative data from several studies, this book explores what happens when school reform 'goes to scale'. Topics covered include: *why and how schools are adopting reforms *the influence of the local context and wider constraints on the implementation of reform *teachers and principals as change agents in schools *the evolution of reform design teams *the implementation, sustainability and expiration of reform, and its impact on educational change Each chapter concludes with guidelines for policy and practice. This book will be of interest to educational leaders and staff developers, educational researchers and policy makers, in the US and internationally.
