Download or read book An Analysis of the Perceptions of Elementary School Principals in Georgia Concerning the Implementation of Title I Models written by Angela Benton McManigal and published by . This book was released on 2004 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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.

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:

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:

Download or read book Georgia Elementary School Principals Perceptions of the Ideal and Actual Role of the Assistant Principal written by Darrel Simon May and published by . This book was released on 2001 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Analysis of Georgia Elementary Principals Perceptions of High stakes Testing written by Sabrina Vaughn Calhoun and published by . This book was released on 2007 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The study explored the perceptions of the Georgia elementary principals as high-stakes testing is utilized in the theme of accountability. The study examined 335 principals personal and professional demographics and perceptions of the implementation of high-stakes testing. The study employed a descriptive, survey approach to address the research questions. A self-designed survey questionnaire was developed to explore principals perception of high-stakes testing, and included both a qualitative and quantitative orientation. Findings indicated that the majority of the 335 Georgia elementary principals who responded to the survey were 46-55 year old females who worked in suburban areas of the state. They typically held the Education Specialist degree, have an average of two years of experience as principal, and made AYP for the 2005-06 school year. Respondents believed that they could use high-stakes testing results to improve student achievement. At the same time, the principals expressed concern that factors beyond the control of the principal influenced student achievement yet were not considered with the findings from the test results. 2 Principals supported the purpose of high-stakes testing as the improvement of student achievement and indicated that although the results were consistently used for that purpose high-stakes testing did not improve education for all students. A majority of principals indicated that high-stakes testing appropriately held them accountable for student achievement as measured by the tests, but did not evaluate their school leadership abilities.

Download or read book written by and published by . This book was released on 1943 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

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.

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1985 with total page 696 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Beginning Principals Self Perceptions of Administrative Task Proficiencies in Georgia Elementary Schools written by Mildred C. Henderson and published by . This book was released on 2002 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Evaluation of Principals Perceptions of Georgia s Teacher Keys Effectiveness System written by Denise B. Warnock and published by . This book was released on 2015 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: "Teachers are by far the most important in-school factor in determining whether our students succeed and our nation's schools improve" (Education Trust, 2009. p. 3). Quality instruction should be the objective of all educators. Accountability measures have increased the focus on instruction quality making teacher evaluation an important element in determining teacher effectiveness. A greater emphasis on accountability in the field of education calls for teachers and students to demonstrate standards of competency and performance. In light of current educational policy, the means by which teachers are observed and appraised are as important as the content and students they teach. The purpose of this qualitative case study research was to understand the perceptions and experiences of principals' who have implemented Georgia's Teacher Keys Effectiveness System (TKES). The Georgia Department of Education (GaDOE) developed TKES as a comprehensive teacher evaluation system to ensure consistency and comparability across districts based on a common definition of teacher effectiveness. By understanding the perceptions and experiences of principals charged with the duties of teacher evaluation, one should be able to evaluate implementation of TKES. This study's findings showed principals perceive both positive and negative impacts resulting from their experiences with the implementation of TKES. While they acknowledged areas in which the TKES teacher evaluation system could improve, they identified positive effects as well. Responses indicated the principals participating in the study negatively perceived the change experienced as a result of TKES as inconsequential, the time required to observe in classrooms was spent inequitably, and the challenges TKES presented to school climate required an intentional focus. They acknowledged TKES' benefits to professional learning and data-driven decision-making. The implications based upon these findings are included along with recommendations for future research.

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Women s Educational Equity written by and published by . This book was released on 1980 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literature cited in AGRICOLA, Dissertations abstracts international, ERIC, ABI/INFORM, MEDLARS, NTIS, Psychological abstracts, and Sociological abstracts. Selection focuses on education, legal aspects, career aspects, sex differences, lifestyle, and health. Common format (bibliographical information, descriptors, and abstracts) and ERIC subject terms used throughout. Contains order information. Subject, author indexes.

Download or read book Perceptions of Georgia Alternative School Principals Regarding Their Leadership Preparation Programs written by Anterro A. Graham and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Alternative schools were characterized by numerous risk factors that impacted student learning, teacher retention, and access to essential resources. The implementation of self-efficacy was crucial in tackling and successfully finishing difficult tasks. Studies were scarce regarding the impact of school principals' self-efficacy on their leadership behaviors when running an alternative school. The purpose of this study was to investigate how principals perceived their self-efficacy, which was influenced by their participation in principal preparation programs in Georgia. Additionally, I examined the impact of self-efficacy on their leadership behaviors, the risk factors associated with leading an alternative school, and how principals conceptualized their leadership efficacy. The research questions highlighted that the data on leadership training programs mostly addressed collaboration, power sharing, connection development, communication, flexibility, and process orientation. Similar to principals of regular schools, principals of alternative school programs also benefitted from the unique support provided by universities, colleges, and school districts. It was crucial to have effective instructional involvement at all levels to develop a new curriculum specifically designed for alternative school principals. This curriculum should be characterized by increased communication between agencies, active engagement by cohorts nationwide, and the establishment of trust. Such measures were essential for increasing students' success in alternative schools. By persistently examining and implementing approaches to engage administrators in alternative school programs, we can enhance their ability to become accomplished alternative school principals with elevated self-efficacy.

Download or read book Administrators And Teachers Perceptions of the Effectiveness of the PBIS Framework in Title I Elementary Schools in a Middle Georgia County written by Karen A. Phillips and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perspectives of administrators and teachers on the effectiveness of the PBIS framework in Title I elementary schools. This paper reviews the history of the discipline in schools in America and how student behavior has evolved. It includes an overview of socialemotional programs and discusses the need to incorporate them into the school day. The focus was on the PBIS framework in a specific middle Georgia county. Results were obtained through the analysis of the PBIS Self-Assessment survey and semi-structured interviews. Overall, the findings discovered that there was no statistically significant difference in the perceptions of elementary administrators and teachers. The results found that both populations perceived the PBIS framework to be beneficial to school climate, student success, and reduced school violence

Download or read book The Differences Between the Instructional Leadership Practices of Georgia Reward Highest Performing Georgia Reward Highest Progress and Georgia Needs Improvement Elementary Schools written by Allen M. Price and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this quantitative study was to investigate principals’ self-perceptions of their instructional leadership practices in Georgia Reward Highest Performing, Georgia Reward Highest Progress, and Georgia Needs Improvement elementary schools. As such, this causal-comparative study was conducted to determine if differences existed between the instructional leadership practices of principals and school success in the designations of schools as perceived by the principals implementing them in high poverty schools. The sample of this study consisted of Georgia elementary school principals in Title I elementary schools, specifically in the categories of Georgia Reward Highest Performing, Georgia Reward Highest Progress, and Georgia Needs Improvement elementary schools. Hallinger’s (1983) Principal Instructional Management Rating Scale (PIMRS) was utilized to assess the three dimensions of the instructional leadership construct. A series of Kruskal-Wallis ANOVAs were conducted to determine if the mean differences between the principal instructional leadership practices of Georgia Reward Highest Performing, Georgia Reward Highest Progress, and Georgia Needs Improvement elementary schools, as perceived by principals, were significantly different in reference to Defining the School Mission, Managing the Instructional Program, and Developing the School Learning Climate Program. A significant difference did not exist, but other information was gained in the study on principal instructional leadership.

Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt: