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 The Dissertation Story written by Donald C. Galster and published by . This book was released on 2013 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: As expectations for improvements in public K-12 education continue, principals and teachers need to collaborate for continuous school improvement. Innovative change is needed to meet the needs of students. Michael Fullan's change theory (1993) identified many inhibitors to change, such as the human tendency to avoid change due to vulnerability and fear, high stakes accountability, parent pressure and, in contrast, maintenance of the status quo. In Wisconsin, the passage of Act 10 posed new threats to innovation. Both Robert Marzano (2004) and Kathleen Cotton (2003) explored principal practices and behaviors associated with student learning, but it is important to extend that research to understand the impact of principal behavior in high performing schools. The purpose of this study was to explore the impact of middle school principal practices and behaviors on innovative instructional practices of middle school teachers working in high performing, high pressure school environments where risk-taking and innovation can sometimes be challenged and inhibited by the pressures associated with failure and vulnerability. Seven high performing middle schools were identified using data where students scored 90% proficient or above on state standardized tests in reading and math. The staffs of all seven schools took a reliable survey measuring school culture and three were selected for study. Each staff identified faculty for interviews in addition to the principal. Finally, a confirmatory focus group was held in order to reinforce and deepen understanding of the findings. Six key principal leadership behaviors and practices were identified. Five main themes including relational practices, shared leadership, support of risk-taking, role modeling and observation, feedback and evaluation emerged from the interviews. During the confirmatory focus group, two additional themes emerged as `assumed high expectations, ' and `balancing focus on student learning and staff emotional support.' One of the seven themes, teacher observation, feedback and evaluation, was not deemed as supportive or effective in supporting innovation given the perspective of teachers.

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 Resources in Education written by and published by . This book was released on 1997 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Principal s Role in Monitoring Student Progress at the Middle School Level written by and published by . This book was released on 2013 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study of two middle schools explored the principal's role of monitoring to ensure student achievement predominantly of minority students who characteristically underperform on standardized assessments. When standardized test data continues to show achievement gaps for Hispanic and African American students widening when compared to their White and Asian counterparts, the nation looks to site level leadership to ensure equitable educational opportunities aimed to narrow this gap. Interviews with teachers and principals from two middle school sites within separate large urban districts formulated insight into the complexities of ongoing monitoring. The interview data illuminated the challenges that principals face as they juggle site demands, district initiatives, and operational expectations. Using a multiple case study approach, classroom observations, interview transcripts, and artifacts triangulated the data. Analysis of the data collected resulted in the identification of six leadership practices which served as the lens to anchor the study's findings. Outcomes revealed that effective use of formative assessments to improve student achievement required guidelines for how to use the data to create systems to support students based on the formative results. In this study, the principal most effective at navigating educational systems experienced better results in sustaining staff motivation and maintaining growth goals. Recommendations to assist middle school principals serving predominantly minority students include providing opportunities for staff collaboration between successful and less successful sites as well as ongoing monitoring of the site principal's purposeful and sensible blending of their operational and instructional work while they strive to promote student achievement.

Download or read book The Impact of Alternatively Prepared Teachers in Middle Georgia written by Jaquel LaFay Johnson and published by . This book was released on 2010 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Alternative teacher preparation programs make both positive and negative contributions in producing classroom teachers. Principals are the key evaluators in determining the teachers' success. Principals are essential evaluators because they serve as the immediate supervisors of the program and help determine the certification process of the alternatively prepared teachers. Teachers are being hired to teach from traditional and alternative teacher preparation programs. This study was essential in determining the impact of the alternative teacher preparation programs in producing needed teachers for the classroom. The study focused on alternatively prepared teachers meeting the shortage areas in Georgia schools. "A teacher shortage means that the number of effective teachers the district wants to employ is greater than the number of effective teachers who are willing and able to work at a given salary (Jacob, 2006, p. 6)." This study revealed the perceptions of principals as related to the performance of the alternatively prepared teacher in regards to content knowledge, classroom management, and carrying out their teaching duties. Content knowledge influences student achievement, but no evidence is present that content knowledge is the only requirement for students' success (Kaplan & Owings, 2002). In fact, classroom management is an essential tool teachers need to ensure optimal levels of learning experiences. In order to discover the impact alternatively prepared teachers made in the Middle Georgia area, face-to-face interviews were conducted with high school principals. An interview guide was developed based on the information highlighted in the literature. The researcher organized, analyzed, and transcribed the data into emerging themes and patterns to reflect the final results of the research. Eight high school principals participated in a semi-structured interview. The findings of this research suggest that the Middle Georgia area is not experiencing any shortage of teachers at the time of the study. Although no teacher shortages were evident, through interview data, the principals revealed that more alternatively prepared teachers are teaching in the content areas of mathematics and special education. The strengths noted in this study were the alternatively prepared teachers' content knowledge and life experiences enrich the learning opportunities in the classroom. The weaknesses identified in this study are the lack of classroom management skills and pedagogy skills that were evident during the first semester or the first year of teaching. Implications for future research and practices were also discussed in this study. The results of this study will add to the available research on the principals' perceptions of the benefits and challenges Georgia Teacher Academy for Preparation and Pedagogy Program (GA TAPP) teachers' performance in the classrooms at the high school level located in Middle Georgia.

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 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 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 Leadership that Makes a Difference written by Sally N. Clark and published by . This book was released on 2008 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 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 Georgia Middle School Principals Perceptions Toward Inclusion written by Myrel A. Seigler and published by . This book was released on 2003 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book From the Desk of the Middle School Principal written by Kathleen Marie Brown and published by . This book was released on 2002 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: An honest and insightful look at the real world of middle school leadership. Grounded in the belief that schools should be responsive to the developmental needs of their students, the authors explore the distinct nature of the middle school, the appropriate responses required from middle school principals, and introduce a model for developmentally responsive leadership.

Download or read book Promoting Positive Learning Experiences in Middle School Education written by Gaines, Cherie Barnett and published by IGI Global. This book was released on 2021-01-15 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: Declining academic performance, along with a growing apathy of students toward the value of education, demonstrates that students in the United States public education system do not recognize the value of a positive experience in middle schools. A plethora of research and writing has been done on elementary schools and secondary schools, but middle school education, as a whole, has been left behind. For this reason, there is the need for current research on all aspects and topics that may contribute to middle school student success. Promoting Positive Learning Experiences in Middle School Education focuses on the ideal conditions for maximizing student success and engagement in middle school education. The chapters take a deeper look into the modern tools, technologies, methods, and theories driving current research on middle school students, their teachers, their classroom environment, and their learning. Highlighting topics such as curriculum reform, instructional strategies and practices, effective teaching, and technology in the modern classroom, this book is ideally intended for middle school teachers, middle school administrators, and school district administrators, along with practitioners, stakeholders, researchers, academicians, and students interested in middle school education and student success.

Download or read book Principal s Perceptions of Teacher student Interactions in Diversifying Suburban Middle Schools written by Yolanda E. Bloodsaw and published by . This book was released on 2016 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined the kinds of troublesome teacher-student interactions that principals in a large Midwestern metro community manage. Personal interview data from nine suburban middle school principals as well as a group interview with four of the nine participants followed an interpretivist paradigm. This study found that the tense teacher-student interactions are triggered by conflicting perceptions held by students and teachers as a result of racial/cultural differences and socioeconomic status. Conflicting perceptions included stereotypes, cultural insensitivity, student motivation, student survival, loud Black kids, and tardiness. The bulk of the teacher-student interactions described by participants primarily concerned interactions between the predominantly White suburban teaching staff and African American students from urban core areas. Considering the vantage points of students and teachers via the perceptions of self, race, culture, and socioeconomics helped frame the principals' understanding of the teacher-student interactions and provided opportunities to examine and discuss their leadership practices as well as advice to aspiring principals and district administrators. This study concludes with recommendations to improve school settings that are diversifying.

Download or read book Le naufrage du Titanic mise en sc ne de Pierre Alain Chapuis written by and published by . This book was released on 1996 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: