Teacher Student And Administrator Perceptions

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A Comparison of Teacher and Administrator Perceptions of the Use of Data to Improve Student Achievement

Author : Greg M. Miller
Publisher :
ISBN 13 :
Total Pages : 136 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis A Comparison of Teacher and Administrator Perceptions of the Use of Data to Improve Student Achievement by : Greg M. Miller

Download or read book A Comparison of Teacher and Administrator Perceptions of the Use of Data to Improve Student Achievement written by Greg M. Miller and published by . This book was released on 2014 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to report the perceptions of building level administrators and teachers related to the use of data to improve student achievement. This research study explored the perceptions of teachers and building level administrators with regards to the availability of resources to support their use of data to improve student achievement. This study also reported on the perceptions of teachers and building level administrators regarding the effectiveness of professional growth opportunities in the use of data to improve student achievement. The participants included kindergarten through 12th grade teachers and building level administrators from three school districts in southeastern Pennsylvania. This study found that both teachers and building level administrators have access to plenty of assessment data and recognize the value and importance of using data to improve instruction. The problem identified in this study included a lack of training on how to access the data, a lack of training on how to analyze and make instructional decisions based on data, and a lack of time to perform such analysis. Additionally, this study identified that in order for a true data-driven decision-making model to be utilized, a culture shift must occur in which all discussions involve the consideration of the available data on a given topic. This shift requires strong leadership provided by building level administrators that are well versed in how to use the data, and how to lead discussions related to data.

Teacher, Student, and Administrator Perceptions

Author : Jessica Elyse Sanborn
Publisher :
ISBN 13 :
Total Pages : 360 pages
Book Rating : 4.:/5 (124 download)

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Book Synopsis Teacher, Student, and Administrator Perceptions by : Jessica Elyse Sanborn

Download or read book Teacher, Student, and Administrator Perceptions written by Jessica Elyse Sanborn and published by . This book was released on 2020 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: School discipline has been a widely discussed topic in American education for decades. Many programs have been instituted as a solution to the discipline needs; however, they fall short of addressing the root cause of the problem and historically have simply punished students through exclusionary discipline methods (Adams, 2000; Allman & Slate, 2011; Gonzalez 2012; Kupchik & Catlaw, 2015). Restorative practices, a system that is built on relationships and community, strives to target the same behaviors through a different approach. Instead of relying on punishments (such as detention, suspension, or expulsion) restorative practices brings both victim and offender together to share their perspective, repair harm, and move forward (McCluskey, Lloyd, Stead, et al., 2008; Morrison, 2007; Vaandering, 2014; Wachtel, 2016). This mixed methods historical case study investigated how one school district in the state of Connecticut implemented restorative practices and the administrator, and student perceptions on the impact, if any, restorative practices had on school climate. Interviews and focus groups were conducted with 20 participants. In addition, independent samples t-tests were performed using district Comprehensive School Climate Inventory data over the 3 years post implementation of restorative practices to identify any statistically significant indicators of school climate as a potential result of implementing restorative practices. Interviews and focus groups revealed a strong sense of belonging and connection to the school and increased relationships, in addition to building student leadership in implementing restorative practices and a reduction in behavioral incidences that warrant exclusionary discipline measures; however, only one indicator for staff indicated statistical significance on the independent samples t-test. This research suggests that if schools begin to implement restorative practices, they can create a strong school climate and reduce the amount of ineffective exclusionary discipline consequences by shaping student behavior though connection to the school community and relationships.

A Study of the Relationships Between Teacher Administrator Perceptions of Educational Quality as Measured by the Educational Characteristics Criterion, (ECC) and Selected Cost Factors

Download A Study of the Relationships Between Teacher Administrator Perceptions of Educational Quality as Measured by the Educational Characteristics Criterion, (ECC) and Selected Cost Factors PDF Online Free

Author : Van D. Mueller
Publisher :
ISBN 13 :
Total Pages : 578 pages
Book Rating : 4.3/5 (129 download)

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Book Synopsis A Study of the Relationships Between Teacher Administrator Perceptions of Educational Quality as Measured by the Educational Characteristics Criterion, (ECC) and Selected Cost Factors by : Van D. Mueller

Download or read book A Study of the Relationships Between Teacher Administrator Perceptions of Educational Quality as Measured by the Educational Characteristics Criterion, (ECC) and Selected Cost Factors written by Van D. Mueller and published by . This book was released on 1964 with total page 578 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Teacher, Parent, and Administrator Perceptions of Social Responsibility at the Elementary School Level

Author : Scott Benjamin Fink
Publisher :
ISBN 13 : 9780355628289
Total Pages : 135 pages
Book Rating : 4.6/5 (282 download)

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Book Synopsis Teacher, Parent, and Administrator Perceptions of Social Responsibility at the Elementary School Level by : Scott Benjamin Fink

Download or read book Teacher, Parent, and Administrator Perceptions of Social Responsibility at the Elementary School Level written by Scott Benjamin Fink and published by . This book was released on 2017 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to the escalating moral problems in society, parents are asking schools to create an environment to not only teach academics but values and social responsibility as well. This dissertation examines the perceptions of teachers, parents, and administrators in regard to social responsibility at the elementary school level. Many programs exist to teach moral and values education to elementary students and are utilized to address acts of school violence, bullying, drug and alcohol abuse. These programs are widely accepted within schools; however, at what point does a school's obligation for social instruction stop and parents' responsibility begin? If there is a lack of continuation between home and school, how can common values be identified and reinforced? Is it appropriate for schools to only impose its values on students? This qualitative case study examination consisted of an open-ended interview format of teachers, parents, and administrators, who represent the three main types of people that influence a child's character in elementary school. Four participants from each type were selected to be interviewed on 1) their views of the role of the classroom teacher in the instruction of social responsibility, 2) their comfort level of teaching social responsibility, and 3) others' role in teaching social responsibility. A focus group interview was conducted with each group to allow them to collaborate with each other and reflect on their answers from the first interview. Themes were identified by each group, including the importance of teachers balancing social responsibility instruction and academic content along with the importance of teachers serving as role models for students. Parents and teachers both felt they needed additional support from each other in order for students to be successful. All three groups identified comfortable and uncomfortable topics that impacted teaching social responsibility. These included positive ways they impacted students as well as challenges, which included amount of communication, need for increased support, and less apathy toward student issues by parents. Lastly, each group weighed in on the others' role in teaching social responsibility. This resulted in each group identifying how the others could support them in teaching students' social responsibility. Examples included the importance of home/school partnerships, increased communication, and parents not undermining school-based decisions. Due to the daily interactions, evaluating the perceptions of administrators, teachers, and parents may be an important indicator in students' moral and character development. The study was designed to gain insight on the differences and similarities of these three influential groups of educators regarding how, when, and how much social responsibility should be taught in schools. These findings highlight several recommendations on how these three groups can improve the social responsibility instruction that schools provide for students as well as suggestions for future research on this topic.

High School Teacher and Administrator Perceptions of the Effects of Student Classroom Placement in Inclusive Settings

Author : Geraldine A. Ryan
Publisher :
ISBN 13 :
Total Pages : 107 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis High School Teacher and Administrator Perceptions of the Effects of Student Classroom Placement in Inclusive Settings by : Geraldine A. Ryan

Download or read book High School Teacher and Administrator Perceptions of the Effects of Student Classroom Placement in Inclusive Settings written by Geraldine A. Ryan and published by . This book was released on 2014 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine high school special education teachers', general education teachers', and administrators' perceptions regarding student course placement decisions and teaching all students. This qualitative and quantitative study investigated the perceptions of 19 high school special education teachers', 34 general education teachers', and eight high school administrators' beliefs regarding student course placement decisions and including all students. Through the use of constructed response and open-ended survey items, the study identified (1) how high school special education teachers, general education teachers, and administrators perceived inclusionary practices; (2) the challenges that impacted their ability to implement inclusionary practices; and (3) the relationships between the perceptions of high school teachers and secondary administrators on the effects of student classroom placement decisions and teaching all students in an inclusive setting. Individual interviews with 9 participants provided additional information pertaining to the research questions. The findings from this study revealed that the high school administrators were more positive in their responses than high school teachers. Additionally, discrepancies regarding full inclusion were noted among the general education teacher group, special education teacher group, and the administrator group when responding to the inclusion of students with disabilities in the general education setting to the fullest extent possible. Response data identified that general education teachers indicated that they had more concerns when considering inclusion for students with disabilities. Data also indicated that administrators viewed inclusion more positively than the two teacher groups.

Teacher and Administrator Perceptions of Administrative Support in Schools

Author : Carole L. Hicks
Publisher :
ISBN 13 :
Total Pages : 114 pages
Book Rating : 4.:/5 (777 download)

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Book Synopsis Teacher and Administrator Perceptions of Administrative Support in Schools by : Carole L. Hicks

Download or read book Teacher and Administrator Perceptions of Administrative Support in Schools written by Carole L. Hicks and published by . This book was released on 2011 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:

A Case Study of Administrator, Teacher, and Parent Perceptions and Usage of Infinite Campus at the Secondary Level

Author : Michael K. Larson
Publisher :
ISBN 13 :
Total Pages : 426 pages
Book Rating : 4.5/5 (346 download)

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Book Synopsis A Case Study of Administrator, Teacher, and Parent Perceptions and Usage of Infinite Campus at the Secondary Level by : Michael K. Larson

Download or read book A Case Study of Administrator, Teacher, and Parent Perceptions and Usage of Infinite Campus at the Secondary Level written by Michael K. Larson and published by . This book was released on 2021 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown that parent involvement has been associated with positive academic outcomes, including but not limited to, increased academic performance, lower rates of retention/failure, increased self-regulatory behavior, higher social functioning, and reduced special education placements (Anderson & Minke, 2007; Scharton, 2019). The use of on-line data management systems has proliferated over the course of the past decade. Throughout the 1990s, computer technology rapidly expanded in United States public schools. Between 1996-1997, U.S. school districts had added 500,000 computers for administrative use (Darby & Hughes, 2005). The passage of No Child Left behind (NCLB) and Race to the Top bolstered the use of technology in U.S. schools. With an increased emphasis placed on school to home connection, technology-based Student Information Systems grew increasingly common (Hughes, 2005; Epstein, 2004). Student information systems provide teachers, parents, and students the ability to monitor relevant student data, include a portal for parents to access information about their students, offer reporting capabilities, manage student admissions, and provide modules for school staff. Additionally, they serve as a communication tool that connect school activity with interested parties (parents, teachers, and administrators). Commonly known examples of SIS include, but are not limited to; PowerSchool SIS, Skyward, Gradelink, Infinite Campus, and a host of others. Commonalities often include the posting of academic and attendance data to parents, and students ("Best K-12", 2020). School to home communication has been determined to play an influential role in student achievement (Anderson & Minke, 2007; Epstein, 2010; Henderson & Mapp, 2002; Scharton, 2019), however, few research studies exist examining the landscape of the Infinite Campus Parent Portal as a communication vehicle, along with the parent, teacher, and administrator perceptions of this informational systems. The purpose of this study is to understand the use of Infinite Campus and to determine the extent to which information posted therein inspires intervention (e.g., contact with school officials, academic support at home, etc.) Results from this study will provide schools/districts with a greater understanding of parent/guardian Infinite Campus usage patterns and present the District with an opportunity to further enhance their communication capacities.

Teacher and Administrator Perceptions of Danielson's Framework for Teaching Supervisory Process

Author : Dana J. Edwards
Publisher :
ISBN 13 :
Total Pages : 113 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Teacher and Administrator Perceptions of Danielson's Framework for Teaching Supervisory Process by : Dana J. Edwards

Download or read book Teacher and Administrator Perceptions of Danielson's Framework for Teaching Supervisory Process written by Dana J. Edwards and published by . This book was released on 2014 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teachers' and administrators' perceptions of Danielson's Framework for Teaching supervisory process. Three suburban public school districts in southeastern Pennsylvania were the focus of this study. Teachers (48) and administrators (24) were questioned through online questionnaires with Likert-type scale statements, open-ended questions, and individual interviews. The research instruments enabled the researcher to focus on the following topics: (a) the benefits of Danielson's Framework for Teaching, (b) the impact of Danielson's Framework for Teaching, and (c) improvements that can be made to Danielson's Framework for Teaching. The findings of this study indicated that Danielson's Framework for Teaching is a supervisory process that encourages academic achievement and professional growth. Teachers and administrators reported being much more comfortable with this supervisory process when compared to those that were used previously. In addition, participants indicated the Framework provides for common language and objective components, which allow for professional discussion focused on student achievement and professional growth. An area of concern that was revealed in the study is the substantial time commitment required for the Framework to be implemented with fidelity in all schools with all professional staff. The Pennsylvania Department of Education piloted the new teacher evaluation system called the Teacher Effectiveness Project over three years starting with the 2010-2011 school year. Beginning with the 2013-2014 school year, the four domains indicated in Danielson's Framework for Teaching supervisory process account for 50% of each teacher's evaluation in the new system. With Danielson's Framework for Teaching being such a new process, teachers and administrators must understand the most recent research in this area to increase its effectiveness on student achievement and professional growth. However, further research is still needed in Pennsylvania to identify the Framework's strengths and weaknesses over time.

Student and Administrator Perceptions of Alternative Education Programs

Author : Marjorie J. Paradise
Publisher :
ISBN 13 :
Total Pages : 105 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Student and Administrator Perceptions of Alternative Education Programs by : Marjorie J. Paradise

Download or read book Student and Administrator Perceptions of Alternative Education Programs written by Marjorie J. Paradise and published by . This book was released on 2010 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined components of alternative education programs and changes in student life satisfaction as perceived by 2 administrators and 17 students at two program sites. Each student participant completed a 40-item Likert-scale survey at the onset and at the end of the 10-week study. The survey measured life satisfaction in domains of family, friends, school, living environment and self. Students also participated in a focus group midway through the program. Teachers provided student progress reports at the beginning and end of the study. Administrators completed alternative education program evaluation forms. Results suggested that key components of alternative education are flexibility of: a) curriculum, b) pace, c) schedule, and d) staff as well as small, safe, supportive environments. Life satisfaction changes were identified in all five domains. Identified program needs were: a) improved staff-student relationships, b) increased guidance, c) increased curriculum variability, and d) review of the servicing component.

Administrators' Perceptions of Teachers' Instructional Practices and Influence on Student Learning and Engagement in Classrooms Utilizing the Comprehensive Instructional Program Versus Those that are Not

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Author : Carmon Arquette (M.)
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (138 download)

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Book Synopsis Administrators' Perceptions of Teachers' Instructional Practices and Influence on Student Learning and Engagement in Classrooms Utilizing the Comprehensive Instructional Program Versus Those that are Not by : Carmon Arquette (M.)

Download or read book Administrators' Perceptions of Teachers' Instructional Practices and Influence on Student Learning and Engagement in Classrooms Utilizing the Comprehensive Instructional Program Versus Those that are Not written by Carmon Arquette (M.) and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: For years, the United States’ educational system has been in decline. Teachers from school divisions in the United States have searched to find or create an educational process to meet the government's high-stakes demands with each new mandate or act. These mandates created an environment in the educational realm where change was inevitable. School divisions had to choose the curriculum programs wisely, especially those in more rural parts of the country, as high-quality teachers were difficult to find, hire, and retain. One rural school division in Virginia created an instructional program, CIP, to help even the least experienced or most ineffective teachers to be successful. There was minimal literature related to the implementation of instructional programs and the perceptions by administrators of the programs, such as the CIP, and its influence on teachers’ instructional practices, students’ engagement, and learning. The purpose of this qualitative study was to explore rural southwest Virginia elementary school administrators' perceptions of how the CIP influenced instructional practices, students' learning, and engagement in classes using the CIP and in those not using the CIP. I collected data via online questionnaires from 23 administrator participants. Administrators perceived the CIP to be successful; however, they indicated there was more to student learning and engagement than an instructional program. Administrators in this study suggested other facets, such as student/teacher relationships, student/teacher interactions, learning environments, teachers’ experience, teacher and student enthusiasm, and motivation to teach or learn combined to help make any instructional program successful. The instructional program alone did not influence academic success.

Teacher and Administrator Perceptions on the Effect of Project-based Learning on Elementary Learners in a Makerspace

Author : Joel E. Bischoff
Publisher :
ISBN 13 :
Total Pages : 138 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Teacher and Administrator Perceptions on the Effect of Project-based Learning on Elementary Learners in a Makerspace by : Joel E. Bischoff

Download or read book Teacher and Administrator Perceptions on the Effect of Project-based Learning on Elementary Learners in a Makerspace written by Joel E. Bischoff and published by . This book was released on 2021 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined teacher and administrator perceptions of how Project-Based Learning (PBL) using a makerspace affects elementary students in 3 to 6 districts in Southeastern Pennsylvania. The participants in this study were 11 teachers and 2 administrators that had at least 1 year prior experience with makerspace education. Data were collected using an online survey that contained 32 items and utilized multiplechoice, open-ended questions, and 5-point Likert-type statements. The researcher conducted interviews with 3 teacher participants and 1 administrator participant. The results of this study suggested that teachers generally prefer PBL over textbook, citing high student engagement levels as a main driving factor; however, they found PBL more difficult to set up initially. The administrators reported a general agreement with their teacher counterparts, also referencing high student engagement; however, the preference for PBL was less pronounced. The teacher and administrator participants reported inconsistent or no professional development related to makerspaces on the survey. The teachers also reported their perceptions of the effect the makerspace had on students' learning; they reported a general positive effect on student learning. Teachers stated they would like more time in their schedule for makerspace activities: they wanted to see students more frequently, with less time between meetings. The administrators responded similarly to the teachers; they expressed that makerspaces provide a positive effect on student learning. Finding ways to mitigate issues of time and increasing professional development could enhance the effects PBL and makerspaces have on student learning.

Assisting Low-achieving Students

Author : Michelle S. Guers
Publisher :
ISBN 13 :
Total Pages : 169 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Assisting Low-achieving Students by : Michelle S. Guers

Download or read book Assisting Low-achieving Students written by Michelle S. Guers and published by . This book was released on 2012 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study examined teachers', counselors' and administrators' perceptions of the strategies, programs, learning environment, and school variables that affect low-achieving middle level regular education students. Middle level educators from an intermediate and middle school within the same rural school district in the Commonwealth of Pennsylvanis participated in this study which utilized a researcher-constructed survey, researcher-designed interview questions, and classroom observations for data collection. This study found that formal programs were not perceived to have as much impact on low-achieving students as the instructional strategies that are utilized within the classroom daily. The perceptions of teachers, counselors, and administrators in this study revealed that the variables of time, human and material resources, and educator biases about students, instructional strategies, and research-based initiatives and program affect learning. Furthermore, participants were emphatic that students had to be a part of the school and develop positive relationships with peers and adults to maximize learning opportunities. Data analysis also indicated that the responsibility for improving low-achieving students' proficiency is perceived by all educators to fall on the teachers. Overall, teachers, counselors and administrators agree that how teachers facilitate learning, how teachers interact with students, and whether or not students feel accepted and connected to the school environment ultimately affects low-achieving students' proficiency.

Teacher and Administrator Perceptions of Elementary School Students' Problem Behavior

Author : Alexandria Josephine Tomkunas
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (133 download)

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Book Synopsis Teacher and Administrator Perceptions of Elementary School Students' Problem Behavior by : Alexandria Josephine Tomkunas

Download or read book Teacher and Administrator Perceptions of Elementary School Students' Problem Behavior written by Alexandria Josephine Tomkunas and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Teacher Evaluation in Practice

Author : Jennie Y. Jiang
Publisher : Consortium on Chicago School Research
ISBN 13 : 9780989799485
Total Pages : 24 pages
Book Rating : 4.7/5 (994 download)

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Book Synopsis Teacher Evaluation in Practice by : Jennie Y. Jiang

Download or read book Teacher Evaluation in Practice written by Jennie Y. Jiang and published by Consortium on Chicago School Research. This book was released on 2014-11-20 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: As part of UChicago CCSR's ongoing study of Chicago Public Schools' new teacher evaluation system, this report looks at teacher and principal perceptions in the second year of implementation. It finds teachers and principals remain positive about the new evaluation system, though less so than in Year 1. This brief, a continuation of the work that began in Teacher Evaluation in Practice: Implementing Chicago's REACH Students, draws on survey data from more than 19,000 teachers and nearly 800 principals and assistant principals to measure their views of REACH (Recognizing Educators Advancing Chicago's Students). REACH replaced the previous checklist system, which rated nearly all teachers as excellent or superior and failed to provide much useful feedback for improving teacher practice.

Teacher and Administrator Perceptions on the Factors that Affect Parental Engagement in School-sponsored Workshops

Author : Carly V. McPherson
Publisher :
ISBN 13 :
Total Pages : 105 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis Teacher and Administrator Perceptions on the Factors that Affect Parental Engagement in School-sponsored Workshops by : Carly V. McPherson

Download or read book Teacher and Administrator Perceptions on the Factors that Affect Parental Engagement in School-sponsored Workshops written by Carly V. McPherson and published by . This book was released on 2021 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: A long debate in education has been the involvement of parents and whether their engagement improves student achievement. This qualitative research study sought to investigate the perceptions of teachers and administrators on the factors that affect parental engagement in school-sponsored workshops and examined effective strategies to foster parental engagement in those workshops. Sixteen teachers and seven administrators of a school district in southeastern Pennsylvanian volunteered for the study because of their influence on relationships with families and how those relationships encourage parental engagement in schools. Qualitative data on parental engagement in school-sponsored workshops emerged through an analysis of survey results and interviews with teachers and administrators. The findings of the research study suggested multiple components of a successful parental engagement model for school districts. Participants recognized that parent engagement in a child's education is essential but the barriers that impede parental engagement must be addressed to promote engagement in school-sponsored parent workshops. Schools need to individually invite families to workshops and the buildings should have a welcoming, friendly environment with the basic necessities of meals, childcare, transportation, and interpreters provided to the families. Furthermore, schools should utilize community resources to promote parental engagement. Finally, parent workshops need to include activities that actively engage parents with their child to enhance parental engagement in workshops. Literature implies these key components of a parental engagement model will improve the performance of students whose parents are engaged in their education, which ultimately, will impact their overall academic achievement.

A Study of Teacher and Administrator Perceptions of the Impact of Feedback on Teacher Instructional Practices in Reading

Author : Tiffany LaShawn Chatman
Publisher :
ISBN 13 :
Total Pages : 218 pages
Book Rating : 4.:/5 (112 download)

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Book Synopsis A Study of Teacher and Administrator Perceptions of the Impact of Feedback on Teacher Instructional Practices in Reading by : Tiffany LaShawn Chatman

Download or read book A Study of Teacher and Administrator Perceptions of the Impact of Feedback on Teacher Instructional Practices in Reading written by Tiffany LaShawn Chatman and published by . This book was released on 2019 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective reading instruction is paramount to the success of students in school and well into adulthood. Students that read below grade in third grade are more likely to drop out of high school and earn less income as adults. Teacher effectiveness is critical in helping to close these ongoing gaps with regards to reading. Teacher quality is very important to student achievement and as a result, teacher evaluation processes have become essential in determining and retaining quality teachers. Additionally, teachers' and administrator's perceptions of evaluations, particularly, perceptions of administrative feedback given and the impact it has on changing instructional practices, is important because teachers have a direct impact on student achievement and are one of the single most important factors in student performance. This study utilized a pragmatic paradigm for program evaluation as the theoretical framework to identify K-5 teachers' and administrators' perceptions of the impact of administrators' feedback on teacher instructional practices in reading in a rural school district in Virginia. Focus groups and semistructured interviews were used to collect data from teachers and administrators regarding their perceptions of feedback and the impact on instructional practices in reading. Transcript and thematic analysis were used to analyze the data collected through the focus group and interviews that were conducted in this case study.

School Administrator Perceptions of Managing Student Behavior

Author : Stacy Lynn Brame
Publisher :
ISBN 13 :
Total Pages : 350 pages
Book Rating : 4.:/5 (535 download)

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Book Synopsis School Administrator Perceptions of Managing Student Behavior by : Stacy Lynn Brame

Download or read book School Administrator Perceptions of Managing Student Behavior written by Stacy Lynn Brame and published by . This book was released on 2009 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: In this qualitative study, I (a) examined school administrator perceptions of managing student behavior, (b) evaluated their perceptions of district policies and practices, and (c) represented their reports of actions taken in conflict to district policy. Data were generated through interviews with 6 high school administrators, the collection of youth arrest reports over a 3-year period, the collection of district policy documents, and the creation of personal journal entries. Results indicate that (a) administrators perceive parent, student, and teacher attitudes as the primary challenge to managing student behavior; (b) administrators believe that additional disciplinary resources and curricular changes will engage more students in the learning process; (c) administrators hold diverse beliefs regarding district disciplinary policies; and (d) actions most often taken by administrators align with the district disciplinary policy.