Download or read book An Examination of Strategies and Techniques Used by Georgia Middle School Principals to Increase Student Achievement and Meet Adequate Yearly Progress written by Robbie P. Hooker and published by . This book was released on 2005 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How Georgia Suburban Middle School Principals Work with Teachers to Enhance Student Achievement in this Era of Standardized Testing written by Robert C. Minter and published by . This book was released on 2006 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to examine how Georgia middle school principals work with teachers to enhance student achievement in this era of standardized testing. This study became the focus of the researcher's attention because of the increased level of accountability for school systems, schools, and administrators in regard to student achievement. Each school is held accountable for the academic success of students, and the No Child Left Behind Act, which is federal law, requires that each state set high academic standards and implement student testing. However, while conducting a review of literature in the area of standardized testing and student achievement, the researcher felt it was important to examine how principals work with teachers to help students achieve acceptable scores on standardized tests that are consistent with achievement in the classroom. The literature identified the history of standardized testing, the advantages and disadvantages of standardized testing, and defined the current prevalent standards of the No Child Left Behind Act and Criterion-Referenced Competency Test (CRCT). There was a limited amount of information, however, on the strategies middle school principals use to maintain acceptable test scores and how they work with teachers to enhance student achievement. Since schools are graded based on standardized test performance, and administrators are expected to close any achievement gaps and to keep their school off the Needs Improvement List, it became clear that a study on how principals work with teachers to enhance student achievement would be beneficial. It is also important that acceptable standards are maintained without standardizing the curriculum. The following research is significant to administrators, teachers, and parents to help prepare students for standardized tests and academic achievement. The method of data collection included structured interviews with suburban Georgia middle school principals and the development of school portraitures for each respective school. The responses from the structured interviews were reported in narrative form. Findings that emerged from the study were staff development and professional learning helped ensure success, less emphasis should be placed on homework, the CRCT just measures basic competency, reading and differentiated instruction plays a critical role in achievement, and teachers needed time to plan so that students could be appropriately placed. Accountability, investment in teacher knowledge and skill, and assessment that drive curriculum will continue to bring successful standardized testing outcomes and greater student achievement when applied at schools and in school systems nationwide.
Download or read book Strategies Principals in New York City Public High needs Middle Schools Use to Increase Student Achievement in Mathematics written by Patricia Angelique King and published by . This book was released on 2017 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement has been a focal point of concern for decades. American students continue to fall behind their counterparts mathematically in developing countries. The U.S. Department of Education (2009) warned that the current state of math performance “shortchanges our students’ future and endangers our nation's prosperity and security” (p. 26).Test results from the 2016 New York State Education Department (NYSED), for example, reported that 889,296 students took the Common Core Math State Exam last spring. The New York City (NYC) students who met the math proficiency level by ethnic subgroups were: Asian/Pacific Islander (67.2%), White (56.7 %), American Indian/Alaska Native (32.2%), Hispanic (24.3%), and Black (20%). These disproportionate scores reflect an objective picture of the persistent mathematics achievement gap in America. The low statistics about student achievement are not a new phenomenon, as year after year, the academic performance metrics consistently show thousands of middle school students who are underperforming on the state mathematics exams. The statistics consistently highlight that most students who fail to meet the expected academic standards are African American, Latino and are from a low socioeconomic background (NYSED 2016). There have been numerous legislative reforms such as No Child Left Behind Act (NCLB), and Every Student Succeeds Act (ESSA) enacted to try and close the achievement gap. According to Williams, Kirst, and Haertel (2010), the gap in middle school for mathematics gets wider, and this is concerning because middle school math is an indicator for success in high school, college, and beyond. Principals and their school communities search for instructional practices they can implement to increase student achievement with middle school math. This research study, Strategies Principals in New York City Public High-Needs Middle Schools Use to Increase Student Achievement in Mathematics, can be used to guide the work of improving student outcome in math. The research design for this study was quantitative and the instrument used was an electronic survey, that was emailed to middle school principals. There were 45 questions, the first 11 pertained to questions about the demographics of the principals; the other 34 questions were about math strategies principals should use to impact student achievement in mathematics. The sample size was 100 middle school principals, 73 of them responded. The data collected from the responses were analyzed using the statistical analysis software SPSS version 24. The findings of this study showed that the following practices when implemented by the principal had a significant association with student achievement: The principal hiring of effective Math Lead Teachers, students grappling with assignments that are common- core aligned and on the level of the state exams and teachers writing responsive lesson plans to address students’ misconceptions.
Download or read book Cultivating Parental Involvement in Middle Schools A Case Study written by Dr. Marcia Griffiths-Prince and published by Lulu.com. This book was released on 2009-11-23 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about the perceptions of middle school teachers, parents and administrators regarding parental Involvement. The research garnered can be used to improve the relationship between home and school, ultimately increasing academic performance and partnership among the two entities. Teachers, School Administrators, and Students in Teacher Preparation Programs will find this book to be a tremendous resource for academic success and partnership building.
Download or read book Resources in Education written by and published by . This book was released on 1999-10 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Closing the Minority Achievement Gap in Georgia Middle Schools written by Stacy Eugene Johnson and published by . This book was released on 2006 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to provide best practices and strategies for middle school principals that have been struggling to close the minority achievement gap in schools. Three Georgia middle school principals considered to be successful in closing the achievement gap were interviewed to determine the strategies and practices that they use to close the minority achievement gap. These practices and strategies were further examined to determine their effectiveness in the areas of reading and mathematics. The researcher used in-depth interviewing procedures through a structured interview format to encourage research participants to speak openly and candidly about the strategies and practices that they use to address the issue of the achievement gap in their schools. The interviews were audio-taped to assure accuracy of data given by the participants. Each participant was asked nine research questions derived from a thorough review of the literature to determine their perspectives of the achievement gap and the practices and strategies that they use to address the issue. The researcher discovered through the findings from the in-depth, structured interviews and an analysis of the data that the practices and strategies used by the selected Georgia middle school principals included a combination of similar, but routine 2 practices such as involving underachieving students in the process of improving their own academic achievement, offer additional assistance in reading and mathematics, incorporate minority students into gifted or honors classes, give common assessments, give teachers time for collaboration and professional learning to plan for student success, and provide differentiated instruction. Most importantly, these principals used data to make strategic decisions concerning the achievement of the students within their schools.
Download or read book Turnaround Leadership written by Michael Fullan and published by Jossey-Bass. This book was released on 2006-09 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: The real reform agenda -- Turning schools around -- Change -- Turning a whole system around.
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 An Examination of Strategies and Techniques Facilitated by Urban Middle School Principals to Increase Student Achievement in Low Performing Schools written by Vivian A. Gayles and published by . This book was released on 2002 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Standards for Middle and High School Literacy Coaches written by International Reading Association and published by International Reading Assoc.. This book was released on 2006 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: This US report from the International Reading Association looks at standards for middle and high school literacy coaches. The standards are organised into two parts - leadership standards and content area literacy standards. Table of contents: * Introduction * Part 1: Leadership standards * Part 2: Content area literacy standards (english language arts, mathematics, science, social studies) * Part 3: What we know and what we need to know about literacy coaches in middle and high schools: a research synthesis and proposed research agenda * References.
Download or read book A Passion for Proof written by Carol A. Stack and published by National Middle School Association. This book was released on 2003 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Examination of Georgia Middle School Teachers and Principals Beliefs about the NCTM Standards Factors Influencing the Change Process and the Role of Identified Principals During the Mathematics Reform Effort in Georgia written by Lynn Deal Futch and published by . This book was released on 1996 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Quality Middle School Leadership written by L. David Weller and published by R&L Education. This book was released on 2004 with total page 536 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Arranged to provide readers with theory and research first, Quality Middle School Leadership also provides specific examples of how this research can be applied - providing real meaning to the knowledge and skills that are presented. It is designed to prepare those aspiring to become effective and quality-oriented middle school principals and also to assist practitioners seeking to improve middle school education."--Jacket.
Download or read book Leading a Middle School Through a School Improvement Process written by Jennifer T. Fryzel and published by . This book was released on 2006 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Working Mother written by and published by . This book was released on 2002-10 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The magazine that helps career moms balance their personal and professional lives.
