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Dissertations / Theses on the topic 'Instructional supervision'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Sandidge, Constance O. "The role of the instructional assistant principal as perceived by principals, teachers, and instructional assistant principals." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/2205.

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The purpose of this study was to examine the role of the instructional assistant principal in a large metropolitan Atlanta school system, with an ultimate purpose of devising a uniform job description for the system. The sample consisted of twenty-three principals, twenty-two instructional assistant principals, and fifty-eight teachers. They were given a questionnaire consisting of twenty-six job tasks and asked to specify the degree of responsibility which the instructional assistant principal in their school exercised and the degree of responsibility he should exercise in the performance of

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2

Alkrdem, Mofareh. "School-based instructional supervision in Saudi Arabian public secondary schools." Thesis, University of York, 2011. http://etheses.whiterose.ac.uk/2335/.

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This study was concerned with the lack of information regarding school- based instructional supervision practices in Saudi Arabian public secondary schools, with specific attention paid to the perceptions of instructional supervision held by teachers. Therefore, the main aim of this study was to examine what secondary teachers perceive as effective instructional supervision and to examine the current state of school-based instructional supervisory practices and procedures in Saudi Arabian public secondary schools from the perceptions of headteachers, teachers, and district education officers.

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3

Kellough, Noreen Gail Whyte. "Secondary principals' self-perceptions of their responsibilities and competencies for instructional supervision." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3419.

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Purpose. The purpose of this study was to investigate secondary principals' self-perceived responsibilities and competencies in the area of instructional supervision, and thereby establish a baseline of knowledge for future decisions regarding the use of instructional supervision by principals as an aid to more effective teaching and learning. Procedure. A three-page questionnaire based on a list of supervision tasks (Harris, 1973) and guided by the literature on effective schools, instructional leadership, and instructional supervision was developed. The items were designed to assess responsi

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4

SCHWARTZ, KATHERINE ANNE. "EDUCATORS' PERCEPTIONS OF AN INSTRUCTIONAL SUPERVISION SYSTEM FOR DISCIPLINE-BASED ART EDUCATION." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184036.

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This study investigated educators' perceptions of an instructional supervision system for implementing discipline-based art education (DBAE). The purpose was to determine whether teachers, principals, and supervisors who are in a position to use the system perceive its components as clear and useful. The survey research design on which this study was based was carried out at the 1985 Getty Summer Institute for Educators on the Visual Arts. The sample for the design included 47 educators defined by their institutional role and their knowledge of DBAE: Returning Principals, Elementary Classroom

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5

Allen, Angela M. "Academic optimism and instructional leadership in urban elementary schools." W&M ScholarWorks, 2011. https://scholarworks.wm.edu/etd/1539618389.

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In response to the increase in accountability, based on federal and state legislation, educators have searched for factors to positively impact student achievement. The Coleman Report (1966) stated that student socioeconomic status was the greatest predictor of academic success. Researchers and educators alike have worked to demonstrate that other factors within a school's control may be powerful predictors as well and may assist schools in overcoming this environmental obstacle. The purpose of this study was to examine academic optimism as a construct consisting of academic emphasis, collecti

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6

Scalzo, Cheryl Ann. "Instructional Rounds and Problem-Solving: An Evaluative Case Study." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7569.

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In the target district, instructional rounds (IR), were implemented to reform district-wide educational practices to increase student problem-solving skills over time. This evaluative case study investigated the perceived efficacy of IRs as a model to address student problem-solving. Specifically, the study examined the influences, if any, that the IR process has had on problem-solving, academics, and pedagogy since implementation. The study was framed by Bandura's social learning theory as it states that behavior is learned from one's environment through the process of observation. Qualitativ

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Brown, Elnora Jean McNeal Larry. "The instructional leadership role of elementary school principals and its influence on instructional practices as perceived by elementary teachers." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835900.

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Thesis (Ed. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed June 30, 2006. Dissertation Committee: Larry McNeal (chair), George Padavil, Lemuel Watson, Joe Parks. Includes bibliographical references (leaves 114-126) and abstract. Also available in print.

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8

Patterson, Weyman F. "An investigation of the effectiveness of teaching eighth grade mathematics under two instructional strategies." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/2744.

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This study investigated the effectiveness of the two instructional strategies employed in the Atlanta Public Schools for teaching eighth grade mathematics: mastery learning, and the traditional whole group instruction. The purpose of the study was to better understand why eighth grade students in the middle schools scored higher on criterion referenced tests that their high school counterparts, while when the norm referenced tests were the measure the high school students did better. Teaching strategies were the only differential in the two groups. The population was stratified by the three ar

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Young, Diane Killough. "Teachers' Perceived Barriers to Technology Integration as Prescribed by 21st Century Learning Skills." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1041.

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Technology is a learning and teaching tool that enhances students' communication, innovation, and critical thinking skills, also known as 21st century learning goals. Successfully using technology in the classroom to promote these learning goals, however, has presented some challenges for teachers. While research has identified a variety of obstacles that prevent teachers from using technology, little investigation has been done on the barriers of technology integration as related to 21st century learning goals. The purpose of this qualitative case study was to examine teachers' perceived barr

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McKinley, Brian Michael. "The Relationship of Faculty Demographics and Attitudes toward Technology Integration." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1109.

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Stakeholders in a midsized rural high school district were concerned that faculty failure to integrate educational technologies into instruction was adversely affecting student performance as measured by recent state mandated test scores. The purpose of this study was to determine if relationships existed between faculty age, gender, tenure, and overall attitude toward technology, and the implementation of technology into classroom instruction. Dewey's and Knowles' theories of adult learning were used as theoretical frameworks because they emphasize the practical application of knowledge in th

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11

Payne, Elizabeth T. "Implementing Walkthroughs: One School's Journey." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/30049.

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In order to support the new mission of education where students achieve at high levels, schools need infrastructure, in terms of processes, procedures, and capacity building, to support the collaboration between administrative instructional leadership and teachers' professional development with the goal of student learning and achievement. Walkthroughs are a tool used throughout school districts with a limited base of research. This mixed methods case study describes one middle school's journey with walkthroughs. This dissertation explores and describes three main aspects of walkthroughs: p

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Morabito, Paige N. "Grounded theory approach to understanding student perceptions of asynchronous high school learning environments." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/833.

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Although the development of cyber high schools over the last 10 years has increased, no data are reported in the literature regarding the factors that have contributed to the increased enrollment or student perceptions of success. The purpose of this grounded theory study was to develop a theory describing why students currently enrolled in an online high school program chose an asynchronous setting and their subsequent perceptions of success. Critical pedagogy, as a basis of transformational experiences through education, served as the conceptual framework. An attitudinal survey, provided as

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13

Rockette, Lolita Annette. "Principals as Instructional Leaders as Opposed to School Managers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3234.

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In the Denver metropolitan area, many elementary school principals have been focused more on management than on instructional leadership issues, even though school administrators have been charged with overseeing academic achievement based on state and federal standards. According to research, participating in these 2 disconnected roles hinders principals' ability to achieve the academic and social success of their students. Guided by Bandura's self-efficacy theory and Hallinger's distributed leadership theories, this qualitative study explored factors that influenced 6 principals' adoption of

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Harty, Roger Wayne, and University of Lethbridge Faculty of Education. "The effects of practice on conference behavior of supervisors following participation in instructional supervision training." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1987, 1987. http://hdl.handle.net/10133/5.

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The purpose of this study was to determine the nature and extent of changes in supervisor conference behavior which could be attributed to the effect of practice following a graduate course in Instructional Supervision. In this study, half of the supervisors were able to practice their supervisory skills following their training in Instructional Supervision while the remaining supervisors in the sample were not able to practice their supervisory skills. Data were gathered from video-tapes of post-course and final conferences through the use of the Supervisor-Teacher Analogous Categories Syst

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Kamindo, Catherine Muchiru. "Instructional supervision in an era of change : policy and practice in primary education in Kenya." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2195/.

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This study examines the policy and practice of instructional supervision in primary education against a background of an educational change in Kenya. Primary education is an important sector of education in Kenya. This is because about 40% of children who start primary education each year terminate their education at that level. It is therefore important to ensure its objectives are achieved. Consequently the government frequently undertakes reforms aimed at improving access, participation, retention and completion rates. The latest ones are provision of free primary education and a revised cu

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Knezek, Ervin John. "Supervision as a selected instructional leadership behavior of elementary principals and student achievement in reading." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3026389.

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Morgan, Carol. "A study of the role of the superintendent as instructional leader /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974666.

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Richardson, Sandra C. "Actual and Ideal Role Perceptions of Instructional Supervisors in the Public Schools of Virginia." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2971.

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The problem of this study was to determine if differences existed in the perceptions of selected public school instructional supervisors regarding the amount of actual and ideal time allocated for identified supervisory roles. The study was conducted during the 1986-87 school year in Virginia. A questionnaire, developed by the researcher, was field tested through a six-week pilot study with 100 instructional supervisors in Virginia. Upon validation of the instrument, it was mailed to a randomly selected sample of 363 instructional supervisors in Virginia. A total of 220 respond

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Wilson, Phonecia. "Characteristics of Successful Elementary Principals as Instructional Leaders." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7775.

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The problem addressed in this study was the lack of consistency of implementation of instructional leadership practices by elementary principals. Little research existed at the time of this study to inform current practitioners about specific instructional leadership practices that positively effect student growth based on the perceptions of successful practitioner. The purpose of this study was to describe specific instructional leadership behaviors perceived by elementary school principals to have a positive effect on student growth and to describe the contextual factors that affect the diff

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Roseberry, Carrie. "A comparison of evaluations made by trained instructional evaluators and student evaluators of high school teachers' classroom performance." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/2216.

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Purpose The purpose of this study was to determine the extent to which the perceptions of trained instructional evaluators' ratings relate to those of student evaluators in assessing the classroom performance of high school teacher. Methods and Procedures The sample utilized for this study consisted of 30 classroom teachers, 30 trained instructional evaluators, and 120 students from a population that was selected from a metropolitan high school in which the staff and student body represented a diverse make-up. Results The results of this study were statistically insignificant because there wer

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Crabtree, Jerry R. Laymon Ronald L. Halinski Ronald S. "A study of the importance of instructional leadership behavior of principals." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323730.

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Thesis (Ed. D.)--Illinois State University, 1993.<br>Title from title page screen, viewed February 9, 2006. Dissertation Committee: Ronald L. Laymon, Ronald S. Halinski (co-chairs), Paul J. Baker, Larry D. Kennedy, Richard L. Berg. Includes bibliographical references (leaves 91-96) and abstract. Also available in print.

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Horne, Jason Brock. "Instructional Coaching: Teachers‘ Perceptions of Practice and Effectiveness." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1458.

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The purpose of this quantitative study was to investigate K-12 teachers' perceptions of instructional coaching. Specifically, this researcher assessed the perception of instructional coaching as a whole, support for hiring practices for instructional coaches, the value of instructional coaching for improving teaching practices, the value of instructional coaching for improving student achievement, and the perception of instructional coaches being in supervisory role. Participants in this study were located in three different school systems in Northeast Tennessee. All data were collected throug

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Carter, Carol B. "Empathy as a crucial skill for instructional coaches: Can it be taught?" W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618542.

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When a coach empathetically listens to another person's ideas, thoughts, and concerns, the coach communicates that the other person's life is important and meaningful. This may be the most important service that a coach can provide. (Knight, 2007, p.43).;This study explored whether instructional coaches that completed the 20-hour Evocative Coaching model training program, which included specific training in empathy, significantly improved their emotional intelligence (EI). A mixed method design was employed. Quantitative analysis examined gain scores in an identical pretest and posttest measur

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Geiger, Joseph Roy II. "The impact of principal instructional leadership on student achievement in small high schools in Virginia." W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539618801.

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The purpose of this study was to investigate the relationship between the degree to which a principal demonstrates instructional leadership and student achievement in small high schools in Virginia. This inquiry was an extension of previous research which has examined the relationship between these two variables in urban elementary schools. The study controlled for the effects of the socioeconomic status of the students, which has been demonstrated through research to have an important impact on student achievement.;Forty-four high schools with enrollments in grades 10-12 of 500 or less studen

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Bays, Debora Ann. "Supervision of Special Education Instruction in Rural Public School Districts: A Grounded Theory." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27189.

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The grounded theory presented in this study describes how the supervision of special education instruction occurs in public elementary schools in rural settings. Grounded theory methodology (Strauss & Corbin, 1998) was employed in this study. Nine elementary schools in three rural districts in the state of Virginia participated in the study. Interview data were collected from 34 participants, including special and general education teachers, principals, and directors of special education. Observations were made in the schools and documents pertaining to the supervision process were collected.

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Brown, Katie Canon. "The Impact of Instructional Rounds on Teacher Learning." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5833.

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A suburban school district in northwest Washington State has invested in a teacher-led, school-based model of instructional rounds to improve collaborative relationships among teachers and further teacher understanding of an instructional framework, but there is little formal evidence that instructional rounds is meeting its goals. The purpose of this study was to determine if instructional rounds is impacting teacher learning. The conceptual framework that grounded this study was Wenger's construct of communities of practice, a social theory of learning. The key research questions were focuse

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McCombs, Dawn K. "DISTRICT CURRICULUM LEADERS INVOLVEMENT IN INSTRUCTIONAL LEADERSHIP: PERSPECTIVES OF UNTENURED TEACHERS AND SCHOOL ADMINISTRATORS." Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1143752803.

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Dissertation (Ph. D.)--University of Akron, Dept. of Educational Foundations and Leadership, 2006.<br>"May, 2006." Title from electronic dissertation title page (viewed 10/11/2006) Advisor, Susan J. Olson; Committee members, Duane M. Covrig, Sandra C. Coyner, William E. Klingele, Sharon D. Kruse; Department Chair, Susan J. Olson; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Brabham, Carla Brabham. "Principals' Perceptions of Instructional Leadership Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3865.

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Instructional leadership is an important aspect of student achievement and the overall success of schools. Principals, as instructional leaders, need continual reflection on their competency. Job-embedded professional development (JEPD) for teachers is implemented and monitored by instructional leaders. The purpose of this case study was to examine the perceived instructional leadership development of two principals at two schools where JEPD was used. Weber's model of instructional leadership guided the research questions on how the implementation of JEPD affected the principals' instructional

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Winn, Kathleen Mary. "Instructional leadership in elementary science : how are school leaders positioned to lead in a next generation science standards era?" Diss., University of Iowa, 2016. http://ir.uiowa.edu/etd/3232.

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Background: Science poses a unique challenge to the elementary curriculum landscape, because traditionally elementary teachers report low levels of self-efficacy in this subject. Instructional leadership in elementary science therefore, becomes important for a successful integration of a new science education agenda. The Next Generation Science Standards (NGSS) are K-12 science content standards available for adoption by states and school districts in the U.S. Principals are important actors during policy implementation since they are charged with assuming the role of an instructional leader f

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Chamberland, Elizabeth. "School and District Leadership and the Job Satisfaction of Novice Teachers: The Influence of Supervision and Evaluation." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106719.

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Thesis advisor: Lauri Johnson<br>This qualitative case study examined the influence of the processes of supervision and evaluation on the job satisfaction of novice teachers in one suburban Massachusetts school district. The conceptual framework guiding this research was the “Three Factor Theory” developed by Dinham and Scott (1998) which emphasizes the role of school-based factors on job satisfaction. The data collection included interviews with novice teachers, school leaders and central office leaders. A document review was also conducted. The results of this study found that supervision an

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Su, Yu. "Improving Instructional Leadership Behaviors of School Principals by Means of Implementing Time Management Training Sessions." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4916.

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The No Child Left Behind Act of 2001increases school accountability and requires educators to improve student academic outcomes using evidence-based practice. One factor that contributes to desirable school outcomes is principals' instructional leadership behaviors. Principals who allocate more time to instructional leadership behaviors are more likely to have a positive impact on student learning. The purpose of the study was to examine the effectiveness of a time management intervention on instructional leadership behavi

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Gerber, Linda Ann. "A Study of Community College Instructional Stakeholder Attitudes Toward Student Outcome Goals." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/1275.

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This study sought to determine the importance community college instructional stakeholders--teachers, administrators, and support staff--ascribe to 23 student outcome goals and to examine the relationships between biographical variables and stakeholders' perceptions. The study addressed the following research questions: (a) Which of the 23 student outcomes do instructional stakeholders as a whole perceive to be most important?; (b) Can these outcomes be factored into a set underlying constructs?; (c) Does the perceived importance of student outcomes vary in relationship to the type of student

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Strickland, Betty L. "The impact of the principal's instructional supervision practices on teachers' perception and classroom teaching practices in selected middle schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/1588.

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Purpose The purpose of the study was to determine the perceptlons of teachers with respect to the instructional supervision process in selected middle schools. Speoifioally, the study was designed to examine whether a treatment on supervisory praotices would change teachers' perception of supervisory practioes as well as improve observea teaoher classroom praotices. Methods and Procedures Evaluative data were collected from three middle schools of the Atlanta Public School System. One set of data represented the peroeivea responses of a 51-item instrument, Systematio Instruotional Supervislon

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Newman-Brown, Niki Tiara. "Increasing Black Student Literacy Proficiency Using English Language Learner Instructional Strategies." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2037.

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Historically, identifying solutions to the achievement gap between Black and White students has plagued education. Twenty-first century challenges have emerged to include an achievement gap between Black and Hispanic students in literacy as early as 4th grade. Limited research exists on the use of English language learner (ELL) instructional strategies with Black standard English learners (SELs). This project study narrows the gap in previous research. The goal was to use a collective case study approach to investigate the professional development needs of the Northeast School District through

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Zhukov, Dimitri. "Learning to localize goal-oriented actions with weak supervision." Electronic Thesis or Diss., Université Paris sciences et lettres, 2021. http://www.theses.fr/2021UPSLE105.

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Le but de cette thèse est de développer des méthodes pour la compréhension automatique des vidéos d'instructions, qui démontrent des tâches humaines, comme, par exemple, faire une omelette ou accrocher une peinture. Nous proposons, d’abord, une méthode d'apprentissage des actions seulement à partir d'un script pour chaque tâche, au lieu des annotations manuelles. Notre modèle permet de réduire la quantité de données d'entraînement, en partageant l’information entre les tâches. Nous évaluons notre approche sur un nouveau jeu de données, CrossTask. Nous présentons, ensuite, une méthode non super

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Murrillo, Marilyn. "Faculty adaptation to emerging instructional technologies in higher education." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3589.

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This study examined how and why faculty adopt podcasting as an instructional technology tool in their teaching. Podcasting is an instructional technology tool being used for teaching and learning in higher education. Faculty may record lectures with audio, video, and/or PowerPoint slides to instruct students on class material. Students may access podcasts at their convenience through various devices, including mobile devices and computers. Research has shown that students who use podcasts to study for tests tend to perform more successfully on tests. This study was a qualitative multiple case

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Britton, Kristina. "THE RELATIONSHIP BETWEEN MENTORING AND INSTRUCTIONAL LEADERSHIP EFFECTIVENESS: GENDER DIFFERENCES BETWEEN SCHOOL SITE LEADERS." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3717.

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Less than 25% of superintendent positions, the highest level of educational leadership, are occupied by women. This is in sharp contrast to the fact that over 75% of the nation’s teaching force are women. A significant barrier cited in the literature is that there is a deficiency in the support needed for women to successfully promote into higher-level administrative positions. Although mentoring has been shown to be key factor for female administrators’ success in educational administration, this study provides quantitative data to demonstrate the need for quality mentoring opportunities f

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Marshall-Stuart, Debra-Dreana. "Blended Learning as an Instructional Strategy to Improve Academic Performance." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5501.

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Higher education institutions in Barbados have introduced blended learning as a strategy to improve students' academic performance and achievement. Despite the implementation of blended learning, the poor student performance and outcomes persist. The purpose of this qualitative case study was to explore how teaching processes and practices at the institution have influenced blended learning to improve student achievement. A social constructivist framework was used to guide the study. The research question addressed the practices and processes used by teachers to increase student learning and p

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Hutchinson, Linda Prince. "Recommended practices for effective teaching in the International Baccalaureate Program: An examination of instructional skills, assessment practices, and teacher-efficacy beliefs of IB teachers." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539618682.

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The purpose of this study was to analyze the design and implementation of the International Baccalaureate Program for its fit as an advanced academic option. The first step involved determining the alignment of program and curricular goals with recommended practices for general and gifted education and, consequently, to examine the instructional practices and self-efficacy beliefs of International Baccalaureate teachers.;A review of literature revealed limited research on IB Program implementation and its grounding in recommended instructional practice. Therefore, a comparative analysis was co

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Brown, Lori Lynne. "Educator Perceptions of Instructional Leadership in the School Improvement Process." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3031.

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The purpose of this case study was to conduct an investigation of educator perceptions of instructional leadership in the school improvement process. Interviews were conducted with educators and an administrator in a small, rural high school in Middle Tennessee. In 2010, the high school was labeled as a low performing school by the Tennessee Department of Education (TDOE). In 2014, Commissioner Kevin Huffman announced the school was on the TDOE Reward School Cusp List for being in the top 10% of schools based on one-year progress data from the Tennessee Value-added Assessment System (TVAAS) sc

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Wiley, Linda Rogers. "Effective Leadership Strategies: What Novice Catholic Elementary Principals Know, Do, And Want to Learn." Digital Commons at Loyola Marymount University and Loyola Law School, 2011. https://digitalcommons.lmu.edu/etd/263.

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In the Archdiocese of Los Angeles, principal candidates are often ill prepared for the demands of the job. Yearly the Archdiocese hires inexperienced principals in up to 15% of its elementary schools. The principalship is becoming more demanding. At the same time, research shows effective leadership is critical to a school’s success. This mixed methods study focused on the knowledge and activities of novice principals. The researcher gathered information from second and third year principals in the Archdiocese to determine their knowledge, practice, and desire to learn four effective leadershi

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Riegel, Lisa Ann. "Efficacy and Academic Emphasis: A Leadership Factor in Elementary School Principals, and its Relationship to Hope, Resilience, Optimism, and View of Intelligence." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1336617611.

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Fenn, Raymond C. "Student attitudes, learning effectiveness, and costs/benefits pertaining to military logistics courses offered in the residence, on-site, and satellite television modes of instruction." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618719.

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Using period newspapers and books, mercantile correspondence, Spanish imperial archives, and the colonial records of the Caracas City Council, Consulado, and Venezuelan Intendancy, this dissertation highlights the enterprises of those who profited from sustaining the Spanish Empire in its frail and debilitated state. Whether they had prospered from or merely survived the commercial revolutions that shook the Atlantic World after 1789, all merchants and traders calculated the economic consequences of South American independence and encouraged their contemporaries to do so too.

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Somera, Sandra Lopez. "Educator Experiences Transitioning to a Blended Learning Environment in K-6 Public." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4815.

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Enrollments in blended learning programs are growing, creating a challenge to find educators who understand blended learning pedagogy. The purpose of this study was to identify and understand the challenges and pedagogical transformations of elementary educators who recently adopted blended learning. The concerns-based adoption model provided a conceptual framework to examine teacher concerns and level of implementation of innovative change. A multiple case study design was used to capture the experiences and perceptions of the participants' transition to a blended learning environment. Two te

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Neale, Jenifer E. "To See and Be Seen: Exploring Layers of Instructional Leadership and Supervision in the Enactment of a District-wide Teacher Evaluation Reform." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3261.

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This dissertation analyzes instructional leadership and evaluation protocols from a large, diverse district in the Southeastern United States in order to investigate layers of accountability and tensions created when principals are asked to fill the dual roles of both instructional leader and supervisor in a newly implemented teacher evaluation system reform. For this dissertation I investigate the role of the principal as a colleague and mentor and compare this with the role of the principal as supervisor and evaluator in hierarchical systems. I include the role of the peer evaluator, a new p

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Kwolek, Kathleen A. "Impact of Teacher Evaluation Protocols on Classroom Instructional Practices." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1420539287.

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Long, Leanne Freeman. "Instructional leadership perceptions of Mississippi career and technical education administrators and teachers /." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10212008-204201.

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Garrard, John Christian Timothy. "Instructional leadership of high school assistant principals in Northern California." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/29.

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To identify how high school assistant principals in large suburban schools serve as instructional leaders and how they develop these skills, this research utilized a multiple-case study design, followed by a cross-case analysis of the data. This research explores the instructional leadership of three female comprehensive high school assistant principals who are employed in the same Northern California school district. Each case was developed with the use of interviews, observation and document analysis. Included in each case is a description of the assistant principal's instructional job respo

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Romero, Merced Jr. "The impact of educational policy changes upon elementary school teachers' instructional practices." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/53.

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To maintain a sense of identity and self-confidence, humans rely on cognitive structures that allow individuals to identify similarities between prior experiences and new ones brought about by change. Educators are subjected to work environments that are in a state of constant change brought about by continuous series of new educational policies that teachers are tasked to implement within their classrooms. The purpose of this phenomenological study was to examine how five elementary school teachers experienced and responded to educational policy changes that influenced their instructional pra

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McCue, Cheryl A. R. "Professional Development to Enhance Instructional Leadership and Practice of Central Office Administrators." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2560.

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Professional Development to Enhance Instructional Leadership and Practice of Central Office Administrators by Cheryl A. R. McCue M. Ed., Lehigh University, 1990 BS, Kutztown University, 1987 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2016 Decades of research and practice suggest that educational administrators need to experience opportunities for professional development and continuous learning. This project study addressed the problem regarding the lack of a formal or systemic plan for professional developme

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