Download or read book Principal s and Teachers Perceptions of Professional Development in an Urban Middle School written by Benita Contreras and published by . This book was released on 2007 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Several significant findings emerged from this study: (a) there was an inconsistency between the school's professional development goals and the actual professional development that teachers experienced---teachers noted the inconsistent quality of professional development from year to year, (b) teachers at different stages of adulthood and career stages sought different types of professional development, (c) both teacher and administrator participants perceived that the external qualities of the presenter and the presenter's knowledge of the subject matter were indicators of effective professional development and (d) collegiality was acknowledged by all participants as essential to the school's goals and effective adult learning. These findings have significant implications for future planning of professional development in urban middle schools in particular where unacceptable numbers of these students become dropout statistics in high school.

Download or read book An Investigation Into the Professional Development Needs of Urban Principals and Their Perceptions of the Potential of Online Professional Development written by and published by . This book was released on 2008 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research was a descriptive quantitative study which used the new Ohio Principal Standards and a literature matrix for the purpose of investigating the professional development needs of urban principals in the State of Ohio and their perceptions of the value of online professional development. This study focused on three research questions. 1. What are the professional development needs of practicing urban principals in Ohio? 2. What potential value do practicing urban principals see in the benefits of online learning experiences? 3. What potential value do urban principals see in an array of various online learning strategies? An electronic survey was sent to 493 urban principals in the eight largest urban school districts in the State of Ohio. Forty-nine surveys were completed. The survey instrument was tested for validity, reliability and usability. The conclusions of this study are: 1. Urban principals have multiple professional development needs which are consistent with the literature. 2. All respondents rated Importance mean scores higher than Proficiency on all survey items related to the elements of the Ohio Principal Standards. 3. The Ohio Standards for Principals, at least by the perception of urban principals and this researcher, accurately address the performance expectations for principals. 4. The lowest rated potential value of online learning dealt with collaboration and all of the online delivery items were rated in order from with collaborative methods being the lowest rated items. 5. The highest rated potential value of online professional development by urban principals was, Online learning provides access to professional development which might not otherwise be available. 6. The literature already describes the potential benefits of online learning, but it is evident from the data collected for research questions two and three that urban principals do not fully understand or see the potential value of online learning or the wide array of online delivery methods. The findings of this study hold implications for urban principals, urban school districts, institutions of higher education, providers of professional development, professional organizations and state education agencies on how to better meet the professional development needs of practicing urban principals utilizing online professional development.

Download or read book Determining the Perceptions of Urban Middle School Mathematics Teachers Professional Development Needs in Light of the No Child Left Behind Act of 2001 written by Kathleen White and published by . This book was released on 2008 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative research study was designed to determine the professional development needs of the urban middle school mathematics teachers' perceptions in light of the requirements of the No Child Left Behind Act. The study was conducted in each of the twenty three middle schools located within the jurisdiction of a large urban school district in a mid-Atlantic state. The study analyzed teacher responses to a questionnaire about their professional needs based on the state's identified competencies for middle school mathematics teachers. Comparisons were made based on the teachers' certification status, years of teaching, years of teaching middle school, level of education, and college major. Results form the study yielded a non-significant difference in the perceptions of urban middle school mathematics teachers professional development needs in light of the No Child Left Behind Act of 2001 for the areas of Mathematical Applications, Mathematical Competencies and Instructional Competencies. An item analysis of the study identified specific areas of strengths and weaknesses within the components of Mathematical Applications, Mathematical Competencies, and Instructional Competencies. Qualitative feedback from the teachers indicated a need for professional development in the areas of inclusion, differentiated instruction, classroom management, explaining real world application of higher order mathematical operations, computation in the logical reasoning and proofs, and infusion of technology into mathematics instruction. Recommendations are provided in the areas of practice and future research. -- Abstract.

Download or read book Leaders for a Movement written by Vincent A. Anfara and published by IAP. This book was released on 2003-10-01 with total page 490 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume in The Handbook of Research on Middle Level Education gives an introduction to professional preparation and development of middle level teachers and administrators.

Download or read book Understanding Differences in Perceptions of Effective Urban Elementary School Principals Among Various Educational Stakeholders written by Jesse Jeremy Payne and published by Createspace Independent Pub. This book was released on 2012-12-01 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Jesse Jeremy Payne, Ed.D., earned his terminal degree from the University of Southern California. His research focused on the similarities and differences in perceptions of job skills for effective elementary school principals in urban areas. After collecting data from 51 school superintendents, 114 principals and 101 teachers, he discovered the differences in perception far outweighed the similarities, even within similar stakeholder groups. * * * Dr. Payne is the son-in-law of renowned physician and psychiatrist Dr. Daniel Amen, who pioneered the use of brain scans to study neural pathways in the brain and how they relate to learning. Payne's work with Amen and his experience as a classroom teacher led to the creation of the “Making a Good Brain Great” curriculum. * * * Payne also has published “What I Learned from a Penguin: A Story on How to Help People Change,” which was created to help children understand their own brains and personalities. * * *Jesse Payne, Ed.D., serves as an assistant professor at Corban University's School of Education. He and his wife, Breanne, and their children live in Salem, Oregon.

Download or read book Perceptions of Professional Development by Middle School Teachers written by Patricia D. Reidell and published by . This book was released on 2011 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study examined middle school teachers' perceptions about district selected professional development topics and methods of delivery to gain understanding of the impact of professional development upon classroom instructional practices. Data gathered through a researcher designed online survey indicated teachers perceived district in-service was based on best practices from research regarding recent topics and most methods of presentation. As teachers in the suburban school discussed the impact of professional development upon their instructional practices during in-depth interviews, they described elements of job-embedded professional development and indicated they preferred more follow-through and feedback by a mentor or coach. Research findings showed that even with the utilization of team approaches in the middle school setting, teachers in the study seek still more collaboration with mentors and peers. This study followed the National Staff Development Council (2010) definition of professional development as a cycle of establishing learning goals and providing activities in school based programs. Professional learning was defined as teachers' accumulated knowledge which begins with teacher reflection on professional experiences and is shared with others through inquiry and discussion. Teacher responses indicated that district professional development contained elements of adult learning. Teachers in the study revealed the practice of critical reflection about their instructional practices and exhibited motivation to engage in continuing professional learning.

Download or read book Principals Counselors and Teachers Perceptions of Professional Roles in Middle School Pupil Personnel Services written by John Richard Skinkus and published by . This book was released on 1976 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Implications of Gender on Middle School Teachers Perceptions of Organizational Climate and the Leadership Characteristics of Urban Middle School Principals written by Catherine M. Sweeney and published by . This book was released on 1996 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Single gender Female Urban Middle Schools written by Brian Christopher Lusk and published by . This book was released on 2018 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this study was to examine teachers' perceptions of the factors for successful implementation of a single-gender female, urban middle school. The literature suggests there are benefits and drawbacks to the single-gender schooling model. Moreover, research indicates there are fewer benefits for boys than girls. While the literature illuminates there are more benefits for girls, little research outlines the specific factors for the successful implementation of the all-girls, single-gender urban middle school. Teachers involved in this qualitative case study were able to identify factors, share their experiences, identify challenges, and ways in which they addressed the challenges in implementing the all-girls, single-gender urban middle school. The study findings revealed the critical factor of staffing the school with a committed group of educators motivated to meet the instructional needs of the girls. Additionally, perceptions for factors of successful implementation of the single-gender middle school included administrative leadership and expectations as essential components, as well as staffing, professional development, campus culture, and a pilot program. Teachers' experiences in implementing the single-gender middle school illustrated the importance of building positive relationships with the students and developing teaching strategies to meet the needs of the students. Teachers also faced challenges in implementing the all-girls school, including preparation and planning for lessons as well as consistency in procedures. Such challenges were addressed by building relationships, differentiating instruction, and creating an advisory period

Download or read book Teachers Perceptions of the Roles of Principals as Instructional Leaders in distinguished high Performing and needs Improvement low Performing Middle Schools in Urban Metropolitan Atlanta Georgia written by Wanda Powe Greenwood and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: A total of 278 teachers participated in this study. This study was designed to examine how teachers from "distinguished" (high performing) and "needs improvement" (low performing) middle schools perceived the roles of their principals as instructional leaders who could provide schools with the necessary leadership characteristics for school improvement. This study also examined if differences existed among teachers' perceptions of their principals' roles based on school type and demographics (gender, age, years of work experience, and educational attainment). The principal leadership questionnaire (PLQ) was used to collect data based on the five factors: identify and articulate vision and provide inspiration, foster acceptance of group goals, provide appropriate model, provide intellectual stimulation, and provide individualized support. Cronbach alpha was used to establish the internal consistency of the instrument. Data were analyzed using mean scores, percentages, t-tests and ANOVA. The findings indicated that the participants had positive perceptions with strongly agreed to agreed responses on most of the questionnaire items indicating that teachers perceived their principals should possess the characteristics associated with instructional leadership. Female participants consistently agreed with higher mean scores on all five PLQ factors than did male participants. The researcher recommended that further research and a longitudinal study be conducted on this topic to examine and compare leadership preparation programs in Georgia and other states across the nation and to determine the long-term effects of instructional leadership roles on student achievement.

Download or read book A Comparative Analysis written by Zenovia Mona Crier and published by . This book was released on 2017 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Urban School Decentralization and the Role of the Junior and Senior High School School Principal written by Alvin Andrew Aho and published by . This book was released on 1971 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Urban Middle School Teachers Perceptions of Selective Classroom Management Strategies written by Hope C. Luster and published by . This book was released on 2007 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Urban Middle School Teachers Perceptions of the Social Promotion of Minority Students written by Niesha Harris and published by . This book was released on 2012 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mid career Middle School Principals Perceptions of School Improvement and School Reform Initiatives written by Brenda D. Agnew and published by . This book was released on 2014 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine how successful mid-career middle school principals (a) make meaning of the changing cycle of school improvement and school reform initiatives; (b) negotiate those initiatives with teachers on campus and; (c) how career stage theory affects decisions made by the principal about the timing and implementation of those initiatives. The principals were identified as successful because their campus had received the Middle School to Watch award from the Texas Middle School Association. An interpretivist's view was utilized for this study. Meaning was constructed from interviews conducted by the researcher with the principals and two principal identified teacher leaders on the campus. Each principal was considered one case study. Themes were utilized to write rich descriptions of each case study. It was found when implementing change experience and commitment are important to teachers and principals. Additionally, it was found principals must build relationships with teachers, share/distribute leadership with teachers and develop the ability to reflect. Recommendations for practices and additional research were shared.

Download or read book A Middle School Principal s and Teachers Perceptions of Leadership Practices in Data driven Decision Making written by Kelly L. Godreau Cimma and published by . This book was released on 2011 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to describe one Connecticut middle school's voluntary implementation of a data-driven decision making process in order to improve student academic performance. Data-driven decision making is a component of Connecticut's accountability system to assist schools in meeting the requirements of the No Child Left Behind Act (2001). The school was chosen due to preliminary progress and its participation in data-driven decision making. After the study was conducted, state standardized achievement tests indicated that, indeed, the middle school raised student academic performance and met Adequate Yearly Progress in all areas. In-depth interviews were conducted with the school's principal and teachers to collect their perceptions of how the principal implemented data-driven decision making. Principal and teacher responses were reported and areas of agreement and differences among reports were identified. The Balanced Leadership Framework (Waters, Marzano, & McNulty, 2004) was used to guide the investigation and organize findings. Eleven of the 21 Balanced Leadership responsibilities were chosen because they each correlated to the type of changes that would result from the implementation of data-driven decision making. Data analysis revealed that the principal of Knight Middle School employed practices to implement data-driven decision making consistent with those recommended in previous research, as well as newly identified practices that were specific to this school. The study's most strongly supported conclusion indicated that the principal promoted collaboration among and professional development for teachers and support staff to focus attention on assessment data and improving instruction. Conclusions based on less frequently occurring reports indicated: (1) the principal strategically utilized a wide variety of frequently scheduled meetings to support the vision of best practices, collaboration, and professional development; (2) the principal relied on her personal accessibility and support to assist teachers with improving student academic achievement; and (3) rather than stipulating the steps of data-driven decision making within the participating school, the principal encouraged a discovery process in connection with the data-driven decision making process. The final conclusion was based on unique principal responses that described how the principal required multiple behaviors of faculty, and utilized specific methods to obtain teacher input to drive data-driven decision making. Recommendations for practice and future research are offered.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt: