Dissertations / Theses: 'Superintendent of Public Instruction'

1

Winters, Marvin E. "S. John Davis : a thematic history of public education in Virginia as interpreted through the professional career of the sixteenth superintendent of public instruction /." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-03042009-040420/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Paine, Steven L. "The relationship of superintendent instructional leadership behavior and student achievement in high performing High Schools That Work network public high schools in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2343.

Full text

Abstract:

Thesis (Ed. D.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains x, 163 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 119-127).

APA, Harvard, Vancouver, ISO, and other styles

3

Sullivan, Douglas Wayne. "School Superintendent Evaluation in Montana Public School Districts." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/sullivan/SullivanD0505.pdf.

Full text

Abstract:

The AASA 2000 Study of the American Superintendency indicated between 1950 and 1992 the median age of superintendents was 48 to 50. Since 1992 the median age of superintendents increased to 52.5, the oldest recorded median age for superintendents during the twentieth century. The results of this study indicated during the coming decade half of the nation's superintendents will retire. In 1999, the Montana School Boards Association, the School Administrators of Montana, the Certification and Standards and Practices Advisory Committee and the Department of Education at Montana State University, conducted a study that assessed school administrator shortages in Montana. The study indicated that 61.3% of districts had hired an administrator within the last three years. A study conducted by Dr. Dori Neilson (2002) for the Montana State Action for Education Leadership Project (SAELP) revealed that 48% of administrators in Montana school districts plan to retire within the next five years. Communication between the superintendent and school board is a mechanism that will improve relations between the parties and may increase superintendent longevity. A thorough performance appraisal of the superintendent can improve communication between board members and the superintendent. The problem addressed in this study is that it is unknown by state leaders and policy-makers to what degree, based on the perceptions of practicing Montana public school superintendents, evaluations of school superintendents in Montana are aligned to the Performance Domains identified by DiPaola and Stronge (2003). A t-test of Independent Samples revealed significant differences in several areas regarding alignment of current Montana superintendent evaluation practices to the Domains. An understanding of current practices for evaluating the superintendent in Montana revealed areas of improvement that will result in improved superintendent evaluation practices. Evaluations that improve communication between school boards and superintendents of Montana school districts will provide a framework to increase superintendent longevity and decrease the need to hire a superintendent in a job market that is experiencing a shortage of qualified candidates. This study provides recommendations for revisions of policies and laws governing evaluation of Montana superintendents and training of Montana school board members in superintendent evaluation.

APA, Harvard, Vancouver, ISO, and other styles

4

Soska, Paul J. III. "Use of Rasch Rating Scale Modeling to Develop and Validate a Measure of District-Level Characteristics and Practices Identified to Improve Instruction and Increase Student Achievement." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1354832016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

McNulty, Rock Edward. "Mentoring the first-year superintendent in Texas public schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3127/.

Full text

Abstract:

This study determined what mentoring experiences first-year superintendents have had and what they need from a mentoring relationship. Structured interviews and field notes were used in this qualitative study focused on Texas first-year superintendents' perceived needs from mentors. Three patterns of mentoring relationships were found: 1) no mentor in the first year, 2) mentor-protégé relationship - those who developed mentoring relationships early in a career with a more senior person in the same school system, and 3) mentoring relationships of convenience - young relationships which developed outside the same system. Skills and knowledge areas novice superintendents identified as critical for mentor assistance were school finance, development of effective relationships with groups that have expectations of the superintendent while also improving student achievement, and working within the politics of the position. Mentor characteristics novice superintendents considered necessary for a positive effect on job success include: trustworthiness, confidentiality, empathy, encouraging, active listening, and integrity. An attitude in which the mentor problem solved with the protégé, and did not give an immediate solution was displayed. Mentors actively and frequently initiated contact. Ideas were freely exchanged, giving the protégé undivided attention while not making the protégé feel inferior. The effects that previous mentoring experiences had on novice superintendents influenced whether they chose to mentor another person. Most reported seeking or engaged in a new mentoring relationship. Differences in areas where help was needed among first-year superintendents associated with district size were reported. Assistance in finance was needed regardless of district size, gender, or ethnicity. Superintendents in small districts reported needing assistance in specific skill and knowledge areas. Those in larger districts reported mentor assistance in problem-solving processes to accomplish a task. Differences in needs of first-year superintendents based on gender or ethnicity were identified but generalizations could not be made due to small numbers. Recommendations for university administrative preparation programs and designing formal mentoring programs were made.

APA, Harvard, Vancouver, ISO, and other styles

6

Walker, Earnest. "Directing Effective Change: The Autonomy of the Tennessee Superintendent." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2819.

Full text

Abstract:

The problem was to determine certain factors which are perceived to limit the freedom superintendents have to implement change effectively. The purpose of the study was to determine the degree of autonomy with which superintendents in Tennessee may effectively make decisions regarding educational change. There are 138 public school superintendents, of which 132 (96%) participated in this study. The research was of a descriptive nature and utilized data gathered from a survey instrument constructed by the researcher. A questionnaire developed by Dr. John T. Haro in 1990 for a similar study in California was used as a basis for the development of the instrument to measure the factors that limit the superintendent's freedom to effect change. Additionally, the variables of the school district, the superintendent's demographic data, and the superintendent's relationship with various constituencies were examined. Once the instrument was altered, it was reviewed by eleven former school superintendents for further modification. The new instrument was then piloted with 15 assistant superintendents to complete the validation process. Findings include the following. More than 90% of the respondents reported having moderate to much freedom in effecting school district change. The values of the community had the most influence on the freedom to implement change of any variable, while school boards provided the most support for change. Superintendents with less than 10 years of experience reported that they were less free to implement change than were their peers with 11 to 20 years of experience. Superintendents with master's degrees considered site level administrators to be less limiting to change than did those with master's degrees plus. Superintendents from urban, suburban, and rural settings offered no significant difference in their response to the survey.

APA, Harvard, Vancouver, ISO, and other styles

7

Thomas, Cheryl. "The Role of the Public School Superintendent in Local Economic Development." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27113.

Full text

Abstract:

The public school superintendent is seen as the leader of schools and as a spokesperson bridging schools and the community. With this thought in mind, along with reports suggesting school and business collaboration as the key to better schools and lasting economic growth, defining the school superintendent's role in local economic development becomes valuable. As school and business relationships change, superintendents must be prepared to address this evolving interdependence. The purpose of this study was to clarify the role of the public school superintendent in local economic development. Using a three-round Delphi technique, panelists representing various geographic locations and employment domains participated in developing a consensus on this role. Superintendents, economic development leaders, business leaders, and government officials individually identified the tasks important to the public school superintendent's responsibility in local economic development. Panel members then rated the level of importance of each suggested task and worked through the rounds to develop agreement using statistical feedback from the group response. The tasks agreed upon by 80% of the panel members as being important to extremely important were then examined to disclose the level of importance. The rating response mean and standard deviation were calculated for each task. These descriptive measures were then used to rank the most important tasks and better define the public school superintendent's role in local economic development.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

8

Conca, Jacob A. "Principal evaluation : a qualitative study of public school superintendents' perceptions." Thesis, Boston College, 2009. http://hdl.handle.net/2345/969.

Full text

Abstract:

Thesis advisor: Diana Pullin
Within the education field evaluation exists on many levels. In a school district it is routine to find superintendents evaluating principals, principals evaluating teachers, teachers evaluating student work and parents evaluating all aspects of the school community. The purpose of this study was to investigate the manner in which public school superintendents perceived that they evaluated principal performance. The eight participants in the study were Massachusetts public school superintendents. The superintendents originated from districts located in eastern Massachusetts. Participants were interviewed about their principal evaluation activities and asked to provide documents relevant to the ways in which they evaluated principals. This study was specifically focused on three research questions. The first question dealt with the types of criteria and evidence a superintendent considered when evaluating a principal. The second question dealt with the processes and practices a superintendent employed to determine the degree to which a principal met the aforementioned criteria. The final question dealt with the level of consistency between principal evaluation practices advocated in the literature and the actual practice of evaluating principals as conducted by this study’s participants. The findings of this study indicated that principal evaluation is an incredibly complex endeavor. The study also identified several areas in which the principal evaluation can be strengthened in order to enhance principal leadership. The identified areas included the articulation of principal evaluation activities that are more cognizant of the local school environment, the need to better assist beginner superintendents as the evaluate principals and the need to provide superintendents with more time to thoroughly evaluate principal performance
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education

APA, Harvard, Vancouver, ISO, and other styles

9

Stewart, Emily Marie. "Standardization, Segregation, and Professionalization in Virginia Public Schools, 1898-1917." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98917.

Full text

Abstract:

This thesis focuses on three groups of people: Virginia superintendents, leaders of Virginia Normal and Industrial Institute and Hampton Normal and Agricultural Institute, and teachers of Virginia public schools. On their own terms, each of these groups represents a different facet of state level policies of standardization and segregation. The annual and biennial reports published by the office of the Virginia superintendent of public instruction during the early twentieth century constitute the basis of analysis for this thesis. The first chapter of this thesis analyzes introductory letters from the superintendent of public instruction. Within these letters, the superintendent wrote often about public school facility renovations and improvements. The second chapter uncovers how leaders of black institutions of higher education represented their institutions to the superintendent by documenting the success of their graduates and the disciplinary atmosphere of their campuses. Chapter three explores standardization and professionalization measures that the superintendents recommended for Virginia teachers. This thesis adds to our understanding of education in the early twentieth century by looking at every day, bureaucratic decisions in relation to concepts of standardization and race in Virginia. In all, this thesis uncovers three standards of education that developed during the early twentieth century. Putting these three chapters together reveals a complex story about standardization and segregation, a story that, I argue, uncovers how race and power were embedded within everyday decisions and actions at the state level.
Master of Arts
During the early twentieth century, leaders of Virginia public education grappled with concepts of standardization and segregation. Through a close reading of annual and biennial reports published by the office of the Virginia Superintendent of Public Instruction, this research explores how decisions about public education were embedded in race and power. The first chapter of this thesis analyzes introductory letters from the superintendent of public instruction. Within these letters, the superintendent wrote often about public school facility renovations and improvements. The second chapter uncovers how leaders of black institutions of higher education represented their institutions to the superintendent by documenting the success of their graduates and the disciplinary atmosphere of their campuses. Chapter three explores standardization and professionalization measures that the superintendents recommended for Virginia teachers. This thesis adds to our understanding of education in the early twentieth century by looking at every day, bureaucratic decisions in relation to concepts of standardization and race in Virginia. In all, this thesis uncovers three standards of education that developed during the early twentieth century. Putting these three chapters together reveals a complex story about standardization and segregation, a story that, I argue, uncovers how race and power were embedded within everyday decisions and actions at the state level.

APA, Harvard, Vancouver, ISO, and other styles

10

Lane, Michael A. Baker Paul J. "No Child Left Behind implementation challenges for the rural public school district superintendent /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225134071&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177705329&clientId=43838.

Full text

Abstract:

Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Paul J. Baker (chair), James C. Palmer, Norman D. Durflinger, Frank D. Beck. Includes bibliographical references (leaves 187-191) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

11

Calhoun, Kelly J. "Superintendent change leadership strategies associated with successful technology integration in public school districts /." La Verne, Calif. : University of La Verne, 2004. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=813768981&sid=1&Fmt=2&clientId=11819&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Hanson, Charles M. II. "Superintendent perceptions of professional development quality in South Dakota school districts implementing a four-day school calendar." Thesis, University of South Dakota, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640265.

Full text

Abstract:

School district calendars built around a four-day week have been in existence for decades. Early research cited savings in energy and transportation costs prompting the increase in schools adopting the four-day week. In recent years, studies have focused on the instructional benefits of making the switch from a five-day to four-day school week. Effective use of time as an instructional resource plays a meaningful role in educational leadership activities of school district superintendents.

This multisite case study sought to describe the perceptions of 10 South Dakota superintendents employed in school districts using a four-day calendar regarding the quality of their professional development programs. Data were collected using a semi-structured interview based on the McREL Professional Development Audit. Additional data gathered by the researcher included school district demographics, professional development planning documents, school calendars, and district websites.

Superintendents believed the four-day school week calendar provided the time to make a positive impact on the vision and goals, planning, design, resources, and evaluation components of a high quality professional development program. The study supported current research that district planners should provide professional development time that is organized, structured, and purposefully driven. Common themes among respondents included (a) articulate and set as a strategic goal during the calendar adoption process the importance of implementing a high quality professional development program for teachers and set specific dates within the calendar assigned for professional development (b) incorporate student remedial activities into the calendar (c) provide fiscal resources to support the professional development program, and (d) demonstrate effective administrative leadership to ensure fidelity in the design and implementation of the district's professional development program.

APA, Harvard, Vancouver, ISO, and other styles

13

Running, Peter John. "The role of the superintendent as perceived by school administrators and school board presidents in Texas public schools in Region 20 ESC." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1363.

Full text

Abstract:

This study examined the role of the superintendent as it is perceived by school administrators and school board presidents. The study was limited to public schools in Texas located within Region 20 ESC. Responses to a Likert-type instrument were solicited from school board presidents, superintendents and other school administrators (n=163). The questionnaire generated data regarding perceptions toward the role of the superintendent in nine different domains containing 38 different criteria. Results from an ANOVA showed no significant difference at the alpha level of .05. Sidak post-hoc tests were run as well, but because the ANOVA did not reveal any significant difference, the post-hoc data was not presented. The primary conclusion drawn from this study was that the perceived conflict in the literature that exists between boards and superintendents that is prevalent enough to cause a superintendent to leave a district, was not brought to light in this study. Board presidents, superintendents and other school administrators all appear to have the same perceptions regarding the role of the superintendent. This questionnaire did not reveal the source of conflict. However, the data revealed that board presidents, superintendents and other school administrators see the superintendents role in the same way. The findings from this research may indicate that as a result of extensive board training, there may be improved respect and communication between the board, superintendents, and other school administrators. Recommendations include, among others: 1. Research into the development of an instrument that examines a more reflective relationship between the board and superintendent dealing with the aspects of personality, character, prejudices and attitudes. 2. Through the legal process, to increase the length of a term for board members from the current three-year term to at least five years. 3. Through the legal process, modify the Open Meetings Act to allow boards the freedom to conduct self-evaluations and board performance issues behind closed doors. This would eliminate the perception of the board airing dirty laundry in public.

APA, Harvard, Vancouver, ISO, and other styles

14

Lyons, Reneé C. "A Rationale for Public Library Civics Instruction." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2415.

Full text

Abstract:

Statistics bear out the dire need for civic education and engagement within our nation’s libraries, those free and “equalizing” institutions that traditionally afforded opportunities assisting in the development of civically astute individuals. Per our founding principles, libraries and librarians remain responsible for instituting programming that assists in the development of capable citizens who actively participate in political life, hence ensuring the perpetuation and positive evolvement of our governmental system and its resulting law. Public and school libraries must return to a targeted emphasis on the provision of services that develop critical thinking opportunities steeped in civic intent and purpose. Examples include civic-oriented instruction, debate, communication, service and public policy facilitation, and forum building.

APA, Harvard, Vancouver, ISO, and other styles

15

Grubb, Steven W. "Making sense of reform : understanding how school administrators use instructional letters to improve instruction in a Northwestern district /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7634.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Kawaguchi, Catherine. "Barriers women face while seeking and serving in the position of superintendent in California public schools." Thesis, University of Southern California, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680858.

Full text

Abstract:

Women continue to be greatly underrepresented in the school superintendency. Today, only 24.1% of superintendent positions are held by women—a slight increase from 13.2% in 2000 (Kowalski, McCord, Petersen, Young, & Ellerson, 2010). This study explored the barriers that women in California face when seeking and serving in the capacity of superintendent. Studying the barriers that women have encountered when aspiring to the superintendent position may better prepare other women for the top leadership position in public schools.

The research questions used to guide the study were: What barriers do women encounter while seeking and serving in the position of superintendent? How do women utilize support systems while aspiring to and serving in the position of superintendent? How do women perceive support systems' ability to enable women to overcome barriers? And, how do women use social networks while serving in the position of superintendent?

The methodology for this study was a mixed-method design. There were quantitative and qualitative data collected and analyzed. Surveys were sent to 26 female superintendents in California public school districts. From the surveys returned, purposeful sampling was used to select five female superintendents from Southern California public schools for one-on-one interviews.

APA, Harvard, Vancouver, ISO, and other styles

17

Vizza, Jill Pinnola. "PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/468008.

Full text

Abstract:

Educational Administration
Ed.D.
This study was designed to identify factors that might influence Pennsylvania public school superintendents in the decision regarding the potential use of single-subject acceleration as a practice for meeting the needs of students in the elementary setting. The research targeted public school superintendents in the Commonwealth of Pennsylvania. In Pennsylvania, gifted education is mandated by Chapter 16 of the Pennsylvania School Code, yet acceleration policy is left to the local education agency (LEA), the school district. Since use of single-subject acceleration is not consistent across districts, this study sought to understand how administrators make decisions about using this tool. Previous research identified teacher and counselor perception of acceleration. Because the superintendent is instrumental in developing district policy, this research focused on their perceptions of this one specific acceleration tool. The research survey was delivered electronically to district superintendents via email using publically available district email addresses. Of the four hundred and ninety- nine (499) state superintendents, 96 returned the survey for a response rate of 20%. The survey included questions for the superintendent about the district’s size and its designation as urban, suburban, or rural. The survey also included questions about the superintendent’s background in regards to receiving gifted services or training in acceleration as well as the superintendent’s perceptions of gifted education. The survey was intended to address three research questions. 1. What factors impact Pennsylvania superintendents in adopting the practice of single-subject acceleration in their districts? 2. How might the personal and professional background of Pennsylvania superintendents, including experience and training, affect decisions in regard to use of single-subject acceleration? 3. What are superintendent’s attitudes about gifted education? Of the respondents, there were 46 each from suburban and rural districts and 4 from urban districts. The majority of the respondents had under six years of experience and under 250 annual graduates in their districts. Fewer than 20% identified as having been trained in single-subject acceleration, and 51% expressed utilizing single-subject acceleration. Quantitative survey research results revealed that superintendents in larger districts and suburban districts – characteristics that are confounded – are more likely to utilize single-subject acceleration. Further, superintendents expressed concern with transportation issues and logistical, scheduling, and coordination issues associated with single-subject acceleration. The quantitative survey results showed few correlations with superintendents’ background and utilization of the practice of single subject acceleration. The results, identified, however, indicate that the more training or life exposure regarding gifted education, the greater the support and the lower the concerns with gifted education. Further, those trained in single-subject acceleration were more likely to anticipate support from their boards regarding single-subject acceleration. Pennsylvania public school superintendents expressed support generally for gifted education even if it were not mandated under Chapter 16. The superintendents overwhelmingly agreed that the gifted need special attention to develop talents. More than a quarter of the superintendents disagreed, however, that a greater number of children should be allowed to skip a grade however while over forty percent of superintendents express neutrality on that topic. Yet, superintendents responded with disagreement about supporting gifted education in their districts; only 15 superintendents expressed agreeing or strongly agreeing with supporting gifted education in their district. This result, seemingly contradictory with other findings, is worthy of deeper investigation. Follow-up qualitative research utilized an interview format and targeted survey respondent volunteers. The follow-up interviews were used to gain deeper insight on the survey questions than binary or Likert-scale questions could reveal. The qualitative interviews revealed tremendous weight on organizational dynamics among the superintendent, school board, teachers, parents, and community at large. In regards to single-subject acceleration, interviews highlighted that culture needed to support single-subject acceleration or student need for acceleration must be strongly evident.
Temple University--Theses

APA, Harvard, Vancouver, ISO, and other styles

18

Vernimb, Peter Jon. "Superintendent and School Board Relationships: Applying Leadership Strategies to Maintain Quality Public Schools During an Economic Recession." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/71694.

Full text

Abstract:

This study describes the strategies that were employed by the Frederick County Public Schools Superintendent and the School Board to maintain instructional programming while assuring continued support for schools by the local governing body during the economic recession of 2007-2009. Despite reductions in state appropriations beginning in 2008 and continuing through 2011, division leaders worked closely with the county Board of Supervisors to support public schools and local governmental services, even as the local economy faltered. While other local governments annually reduced appropriations to schools, effort by the Frederick County School Board and its administrative leadership to foster a positive relationship with the Board of Supervisors led to only one operating fund reduction in fiscal year 2010, as the schools' share of the projected local revenue shortfall. This study describes those actions that promoted and improved trust between the School Board and the Board of Supervisors. This study addresses the following research questions: 1. What political and relationship factors contributed to maintaining level local funding in fiscal year 2010 and beyond by the local Board of Supervisors? 2. What strategies were employed by the School Board and division leadership to reduce operating expenditures and maintain quality education programs for all students? 3. How did State Fiscal Stabilization Funds provided under the American Reinvestment and Recovery Act influence decision making for fiscal year 2010? Some of the actions taken by the School Board and the Board of Supervisors may be representative of those steps taken to address revenue shortfalls by other Virginia local governments. However, each community has had unique financial challenges to overcome. Not all actions described will be generalizable to other communities. As economic uncertainty continues at the time of this study, the findings may foreshadow how public education will be supported in the future.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

19

Shope, Shane C. "Developing an Instrument to Measure Perceptual Congruence among K-12 Public School Principals." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1375195742.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Masgai, Joseph P. "Mapping the talent pool| An exploratory social network analysis of the Southeastern Pennsylvania public school superintendent labor market." Thesis, Lehigh University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10243583.

Full text

Abstract:

The purpose of this study was two-fold: to identify an echo chamber in superintendent shortage studies and to conduct an exploratory analysis of the Southeastern Pennsylvania superintendent labor market and, in turn, identify influences on the market(s) based upon the creation of an eight county (Bucks, Chester, Delaware, Montgomery, Berks, Lehigh, Lancaster, and Northampton) superintendent repository. This study utilized the bibliometric tools of Web of Science and Google Scholar/Metrics to identify an echo chamber and found evidence in cross-citation mapping of the existence of an echo chamber. This study then applied UCINET software to conduct a social network analysis to identify superintendent labor market(s) in Southeastern Pennsylvania.

This study found that a shortage of superintendents does not exist in Southeastern Pennsylvania and that several inter-changeable and intra-changeable labor markets exist exhibiting both homophily and non-homophily characteristics. Although predicted due to anticipated baby-boomer retirements, turnover played a cogent role in labor market dynamics as evidenced in comparative data from 2013 and 2016. The implications of this study suggest the need to re-conceptualize the framework of the superintendent shortage studies on the relationship between incentives and pipeline to better understand the agents that drive and influence the superintendent labor markets. Further implications suggest the need for additional research on turnover not as a negative trait but rather as a vehicle of change that affords career advancement for women and people of color. This study is a modest first step to promote superintendent labor market studies as a means to measure accurately the viability of the pipeline and network.

APA, Harvard, Vancouver, ISO, and other styles

21

Bartlett, Herman G. "A descriptive study of the evaluation of public school superintendents in the Commonwealth of Virginia : the school board chairperson's perspective /." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135951/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Espinosa, William Robert. "Collaborative Strategic Planning: A Mixed Methods Study of Models and Superintendents’ Perspectives." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/255.

Full text

Abstract:

School district leaders use strategic planning as a tool for leading their complex education systems. They may be mandated to prepare a strategic plan or they may elect to use the strategic planning process to adapt, focus, and align their education system to improve student achievement. The challenge comes in the confusion around what constitutes an effective strategic planning model. Using models from other sectors such as business are often unsuccessful when they are modified to deal with the diversity of stakeholders, multi-discipline systems, and complexity unique to school district systems. The purpose of this study was to research the practice of using strategic planning in 269 U. S. school districts. A survey using a nine-step strategic planning model as a conceptual framework was designed to determine the use, nonuse, and prevalence of the steps. A content analysis of 78 school district strategic plan documents and the semi-structured interviews of six district superintendents provided qualitative data and narrative to the analysis. The analysis of the data from this mixed methods approach provided insights into strategic planning models in use in school districts and a perspective of their effectiveness from the point-of-view of the superintendent.

APA, Harvard, Vancouver, ISO, and other styles

23

Finley, Kimberly Dawn. "Cultural monitors : clubwomen and public art instruction in Chicago, 1890-1920 /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487671640055229.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Campbell, Erica. "'What if': a public education that nourishes soul and spirit." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=92405.

Full text

Abstract:

In this thesis I examine the 'spiritual disconnect' within contemporary North American society, specifically the frequent lack of integration of soul and spirit within the public education system. Drawing upon both scholarly research and narrative reflections from my own experiences within the public education system, I argue that this void in fostering spiritual development within class and school spaces is problematic, I then explore what it could mean to educate for spirit and soul, identifying key features of this type of curriculum, and explaining the fundamental role of the educator in this context. I conclude by addressing potential challenges facing educators in teaching for soul and spirit and identifying possible areas for further research.
Cette thèse examine la 'déconnection spirituelle' au centre de la société Nord Américaine contemporaine, une déconnection particulièrement préoccupante au sein du système d'éducation publique. Basée sur la recherche théorique ainsi que sur mes propres expériences dans le système d'éducation publique, je propose que cette lacune, qui néglige de favoriser le développement spirituel au sein de l'espace pédagogique, est problématique pour les jeunes. Par la suite, j'explore l'importance d'éduquer pour l'âme et l'esprit en identifiant les caractéristiques principales de ce genre de curriculum, en expliquant le rôle fondamental des éducateurs ainsi que l'impact d'avoir des salles de classes animées par l'âme et l'esprit. Ma conclusion s'adressent aux défis potentiels devant les éducateurs qui ont pour finalités d'enseigner pour l'âme et pour l'esprit.

APA, Harvard, Vancouver, ISO, and other styles

25

Bowers, Kelly Dawn. "A Study of School Board & Superintendent Relations| Strategies for Building Trust in the Mistrustful Context of K-12 Public Education." Thesis, University of California, Berkeley, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10192391.

Full text

Abstract:

Abstract A Study of School Board & Superintendent Relations: Strategies for Building Trust in the Mistrustful Context of K-12 Public Education By Kelly Dawn Bowers Doctor of Education University of California, Berkeley Professor Heinrich Mintrop, Chair As illuminated in my study, which is only a small subset of the larger public education governance system, the mounting political pressure that school boards and superintendents face does not seem to be diminishing. It is well documented that boards under fire from constituents often make the superintendent the scapegoat, which undermines trust and threatens their strength of relationship with an uneven power dynamic. Whether attributed to general dissatisfaction with American governance which leaves superintendents subject to the political whims and winds of school boards (Lutz & Iannaccone, 1978); their increasingly limited sphere of influence in an era of high stakes external accountability (Howell, 2005), or the acute pressures of the politics of personalism (Feuerstein & Opfer, 1998), the odds of forming solid, trusting relational bonds are stacked against them. Over the past few decades, there has been a growing movement in many fields and industries, including public education, to develop new, collaborative models and approaches to managing and governing, as an alternative to more adversarial, bureaucratic and top-down methods (Ansell & Gash, 2008). With this move away from competitive toward collaborative governance, relationship building at all levels has taken on new importance. In this case study, I examined the conflict-ridden relationship dynamic and tense micropolitical climate inherited by two superintendents and boards, within a general context of distrust directed toward public education and elected officials, which is further exacerbated by negative interactions with their immediate predecessors. Using Bryk and Schneider?s (2002) concept of relational trust which was developed in other public school system settings, as an ideal measure, I was able to gather evidence of substantive change in the tenor and positive quality of the board/superintendent relationship over time. My findings highlighted two newly hired superintendents who took stock of their somewhat damaged and mistrustful board/ superintendent relationship status upon entry and strategically cultivated relational trust with their respective school boards, as substantiated by increased and genuine displays of mutual respect, personal regard, integrity and competence in their public and private interactions. My findings indicated that a board/superintendent relationship is not static but malleable, and with concentrated focus and customized strategic intervention by a new superintendent, a previously damaged governance team relationship can be repaired and trust restored. Even in a high-trust situation, however, my conclusions divulged cautionary implications, as a board and superintendent that become too close, too trusting in the public?s perception or reality, risk becoming insular or out of touch with the larger constituency they represent and serve.

APA, Harvard, Vancouver, ISO, and other styles

26

McKinnerney, Erin. "Reality bytes : a formative technology implementation plan for public schools /." View online, 2004. http://ecommons.txstate.edu/arp/25/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Stones, Eric Edward. "Release-time for religious instruction : public high school administrators' attitudes and perceptions." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Spring2006/e%5Fstones%5F042506.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Wong, Lai-ching Lillian, and 黃麗貞. "Language attitudes in Hong Kong: mother tongue instruction policy and public perceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951533.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Wong, Lai-ching Lillian. "Language attitudes in Hong Kong : mother tongue instruction policy and public perceptions /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18685444.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Erzikova, Elina. "University teachers' perceptions and evaluations of ethics instruction in public relations curriculum." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Perkins, Deborah L. (Deborah Louise). "Factors Relating to Student Participation in Public School String Programs." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278326/.

Full text

Abstract:

This study explored factors relating to participation in public school orchestra programs and the relationship and predictability of such factors in accordance with Maehr's theory of personal investment.

APA, Harvard, Vancouver, ISO, and other styles

32

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.

Full text

Abstract:

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. Data analysis allowed identification of categories and subcategories, processes, influencing conditions, strategies, and outcomes related to supervision, which contributed to the articulation of the theory. The grounded theory suggests that the supervisor's role is assigned to the principal. The principal negotiates among competing priorities and contextual factors while providing supervision. Competing priorities exist in three areas: (1) management and administration versus supervision; (2) monitoring for legal compliance versus supervision of instruction for students with disabilities; and (3) evaluation of teachers versus supervision of instruction. Contextual factors include systemic conditions such as enrollment size of school, time, and number of administrators. Contextual factors also include personal conditions such as knowledge of special education, definitions of special education instruction, and perceived competence of teachers. The outcome of negotiating competing priorities and contextual factors is a dispersal of responsibility for supervision to three groups of educators. Principals, as the primary supervisors, utilize three strategies to address supervision: (1) the observation/evaluation process; (2) supervision by wandering; and (3) open communication. Directors of special education have a supportive role in supervision through communication and collaboration with teachers and principals. Teachers provide some supervision when they mentor new teachers and serve as special education coordinators.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

33

Johnson, Betsy S. "State Share of Instruction Funding to Ohio Public Community Colleges: A Policy Analysis." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1336343240.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Kelly, Glenn, and mikewood@deakin edu au. "A behavioural analysis of enforced delays in computerised programmed instruction." Deakin University, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051125.090627.

Full text

Abstract:

A cornerstone of much educational research in individualised and automated instruction (e.g., computer-based learning) is the assumption that learners be permitted to set the rate at which they work through the material to be learned. Experiments that have compared learning under conditions of self pacing (determined by the learner) and external pacing (determined by the experimenter), using a variety of tasks and populations, often have not supported this assumption. To evaluate the putative advantages of student self pacing in automated instruction, the studies in this thesis compared the effects of self-paced, and externally-paced, programmed instruction on student accuracy, retention efficiency, and satisfaction. Under self-pacing conditions, learners completely controlled the rate of progress through learning materials; that is, although the program paused when learners were required to provide answers, score answers, and proceed to the next item, it continued as soon as the learner pressed any key. External pacing was operationalised by programming a noncontingent 10-s postfeedback delay after every item; that is, learners could not progress to a subsequent item until the delay period was over. All relevant learning material for the current item was present during the delay. In a series of experiments using an alternating conditions design, learners completed approximately 40 sets of a programmed course in behaviour analysis (Holland & Skinner, 1961). A baseline of self-pacing conditions was followed by an experimental phase in which baseline conditions were randomly alternated with one or more experimental conditions. Later experiments also included a return to baseline conditions. In Experiments 1 and 2 externally-imposed delays resulted in greater accuracy than self pacing. This advantage occurred when the delays were accompanied by the study materials, but did not occur for a condition in which delays were presented without the learning material being visible. Hence, it was proposed that noncontingent postfeedback delays are effective because they provide a study opportunity which is otherwise not taken. In addition, imposing delays only slightly increased overall time to completion, and learners rated their satisfaction with external and self pacing similarly. Experiments 3 and 4 replicated the accuracy advantage found for external pacing, and showed also that material learned under these conditions was recalled better in both immediate and 1-month delayed posttests. These experiments also provided information about factors that influence efficiency during completion of materials. One of these factors was a requirement that, at the end of an instructional set, each question answered incorrectly be repeated until it was answered correctly (i.e., review feature). This is part of the standard implementation of programmed materials and had been employed in all conditions. In the earlier studies, externally-paced and self-paced conditions showed little difference in overall time to completion. It was apparent that although the externally-paced condition had an increased task time due to enforced delays, this condition did not take longer overall because more errors were made in self pacing, so more items were reviewed, and the overall time of a session was increased. Therefore, although imposing delays entailed a time cost, this was offset because it reduced the number of errors and time-consuming repeats. Experiment 4 demonstrated that when the review requirement was removed, noncontingent delays caused an increase in overall time to completion. Another factor determining efficiency was workrate during nondelay components of the task. Measures of the time learners spent responding, correcting responses, and continuing to subsequent frames, indicated that delays promoted faster workrates at each of these points. This was interpreted as evidence of a generalised escape motivation that is increased by being delayed and which offsets some of the time lost due to delays. The final two experiments investigated the effects of reviewing incorrect items on student performance because it had been a potential confound in previous experiments. Previously, both self-pacing and external-pacing conditions required subjects to repeat incorrect items until answered correctly. It is possible that because reviewing items increased time on task (like imposed delays), they also led to compensatory changes in workrate, and influenced timing and efficiency measures. Any such influence was not controlled across experimental conditions, however, because self pacing typically resulted in more errors and larger reviews, and any influence of review size on timing measures could not be separated from the effect of delays. It was found that, compared to a no-review condition, reviews reduced efficiency and had little influence on accuracy and retention. Hence, this feature was unlikely to have interacted with the delay variable in previous experiments. In conclusion, the results of the experiments show that self pacing reduced accuracy, retention, and workrates compared to external pacing. These studies indicate that learners often make poor choices about optimum learning conditions. They also show that small changes in the learning environment can result in consistent and substantial changes in learner performance, and that behaviour analysts have an important role to play in the design and implementation of instructional materials.

APA, Harvard, Vancouver, ISO, and other styles

35

Sethna, Christabelle Laura. "The facts of life, the sex instruction of Ontario public school children, 1900-1950." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq28166.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Bergman, Ellen Feldman. "Homebound instruction policy in public school districts in New York : implications for educational administration /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11789979.

Full text

Abstract:

Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Includes tables. Typescript; issued also on microfilm. Sponsor: Jeannette Fleischner. Dissertation Committee: Thurston Atkins. Includes bibliographical references (leaves 117-125).

APA, Harvard, Vancouver, ISO, and other styles

37

Charlton, Jason. "Effects of Career Academies on Metropolitan Nashville Public High Schools| A Quantitative Study." Thesis, Lipscomb University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3602375.

Full text

Abstract:

Metro Nashville Public Schools has transitioned each of their 12 zoned high schools to the academy model. The original basis of this study was to analyze student achievement and engagement between the different academies within MNPS high schools. However, as the study proceeded with data analysis, a need for baseline data became evident due to lack of completion during the initial five years of the transition to the academy model.

The findings show with regard to student achievement that 50% of schools across the nation are scoring better than MNPS on the national percentiles for the PLAN ACT. The researchers chose to use PLAN ACT instead of ACT with regard to student achievement because it is a better predictor of student achievement for the purpose of this study. It can be concluded from the research that females had higher graduation rates overall.

With regard to student engagement, it can also be concluded that attendance rates among all twelve academies were over 85%. When disaggregated by ethnic groups in the sample it was found that all had at or above a 90% attendance rate. The researchers also drew the conclusion that there was a disparity between the ratios of in-school suspensions (ISS) and out-of-school suspensions (OSS). This could possibly suggest inconsistency in how these discipline measures were implemented across MNPS academies.

APA, Harvard, Vancouver, ISO, and other styles

38

Lamers, Kirsty A., and mikewood@deakin edu au. "The response of the child with autism to preferred prosody during instruction." Deakin University. School of Studies in Disability, 1998. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051208.101225.

Full text

Abstract:

It has been found that incorporating preferences leads to improvements in target skills for children with autism. No studies have been found, however, that assess the preferences of children for prosody of teacher instruction. Prosody has been defined by fluency of speech, modification of pitch and stress of syllables. This research assessed the preference for, and effectiveness of, prosody of instruction by teachers of children with autism. The preferences of children with autism for monotone, conversational and enthusiastic voice prosodies were assessed. The children's teachers made recording of their own voice reading a story passage in the three selected prosodies. The children with autism were requested to listen to these recordings and select a preferred prosody over thirty three trials. Chi square analyses were conducted to determine the significant preferences from these trials. The selections of prosody of the children with autism were compared with the selections of typical children of the same age. Significant preferences were found for three children with autism and seven typical children. The three children with autism with significant preferences were observed in their classrooms. Teachers were cued with flashcards to use the different prosodies and the children's responses were recorded. An additional twenty instructions were recorded in which the teachers were not given a cue for voice prosody Chi square and Fisher's exact tests indicated that children's preferences did not influence their responses to prosody during classroom instruction. In other words the response in class was not related to prosody preference. Overall children were more likely to not respond to the monotone prosody. The enthusiastic and conversational prosodies were equally effective. Therefore it was concluded that continued and varied use of enthusiastic and conversational prosodies during classroom instruction would be effective for children with autism. It was recommended that future research focus on evaluating the effectiveness of variety of prosody for children with autism.

APA, Harvard, Vancouver, ISO, and other styles

39

Finch, Peter Dallas. "Superintendent perspectives on learning-walks a study of the perspectives of twelve public school superintendents in Washington State regarding the presence of principals in the classroom /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/p_finch_042409.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Wilson, Christina. "A Mixed-Method Case Study of Growth Mindset, Grit, and Reading Scores in a Midwest Public Elementary School." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10240018.

Full text

Abstract:

This study examined a possible relationship between grit, growth mindset, and reading scores. The study also examined the influence of grit and growth mindset on closing the achievement gap. Reading was an essential skill all students needed to achieve in order to be successful in school and life. Historically, schools implemented numerous academic interventions to ensure all students were proficient readers and to close achievement gaps in reading, yet the gaps continued to exist. The literature on non-cognitive skills such as grit and growth mindset indicated teaching students these skills would increase academic achievement.

The study collected teacher frequency of instruction of the concepts of grit and growth mindset along with anecdotal teacher information regarding instruction of the concepts. The information was utilized to determine if a relationship existed between teacher instruction on grit and growth mindset and student grit and growth mindset scores. The results of the study indicated no relationship existed between teacher instruction on grit and growth mindset and student grit and growth mindset scores. However, the study did provide useful information regarding how teachers taught the concepts which possibly explained why no relationship existed and provided insight for improvements in the area of instruction.

The results of the study also revealed no relationship existed between student grit and growth mindset scores and reading scores. The scope of the study was limited; the researcher recommended additional studies be pursued to investigate the relationship between grit, growth mindset, and reading scores further.

APA, Harvard, Vancouver, ISO, and other styles

41

Heath, Craig S. "The Influence of Spirituality on Leadership Among Superintendents of Public-School Districts in Appalachian Ohio." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1624608754755889.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Heath, Craig S. "The Influence of Spirituality on Leadership Among Superintendents of Public-School Districts in Appalachian Ohio." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1624608754755889.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Hempenstall, Kerin John, and kerry hempenstall@rmit edu au. "The effects on the phonological processing Skills of disabled readers of participating In direct instruction reading programs." RMIT University. Health Sciences, 1998. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20050628.114735.

Full text

Abstract:

This thesis examines the effects of phonics-emphasis Direct Instruction reading programs on the phonological processes of students with teacher-identified reading problems in nine northern and western Melbourne primary schools. The students (131 males and 75 females, mean age 9.7 years, standard deviation 1.2 years) were assigned to the treatment condition or to wait-list comparison groups. Based on the results of a program placement test of rate and accuracy, students were assigned to one of two entry points into the Corrective Reading program (A, B1). The students in the intervention group received 60-65 lessons (in groups of five to ten students) from teachers at their schools, or, for some students, at a resource centre for surrounding schools. An additional study, with younger (mean age 8.8 years) less advanced readers involved a similar design and teaching approach. The program, Teach Your Child to Read in 100 Easy Lessons, was presented to thirteen student s in two settings. When compared with a similar cohort of wait-list students, the students in each program made statistically significant and educationally important gains in such phonologically-based processes as word attack, phonemic awareness, and spelling; and, statistically significant gains, of at least moderate effect size, in phonological recoding in lexical access and phonological recoding in working memory. A further question involved the prediction (from pretest scores) of those students who would not make progress in word attack solely from the reading programs. In this thesis, only the presence or absence of the reading programs predicted improvement in word attack. The studies in this thesis contribute to the long-standing debate on how best to ensure that children learn to read; to the understanding of the relationship between phonemic awareness and reading; to an understanding of the effects of the current system on at-risk children; and, how additional or alternative approaches more attuned to the findings of reading research may improve the effectiveness of the system.

APA, Harvard, Vancouver, ISO, and other styles

44

Dalston, Teresa. "Evaluating e-Training for public library staff: A quasi-experimental investigation." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12113/.

Full text

Abstract:

A comparative evaluation framework of instructional interventions for implementation of online training for public library staff would enable a better understanding of how to improve the effectiveness, efficiency and efficacy of training in certain training environments. This dissertation describes a quasi-experimental study of a two-week, asynchronous online training course that was provided at four levels of instructional intervention to public library staff in the United States. The course content addressed the complex issues of difficult patron policy development and situational coping techniques. The objective of the study was to develop and demonstrate a theoretically grounded, evidence-based impact evaluation framework. The framework was used to assess the relative impact of an online course for public librarians at four levels of instructional intervention. The researcher investigated the relationships between the type of e-Training instructional interventions and the short- and long-term impacts on participants' knowledge, self-efficacy, and workplace performance. The study used a longitudinal, quasi-experimental design that included a pretest, posttest and three-month delayed posttest with follow-up survey. 194 participants completed all three phases of the study. The evaluation tools measured course content related knowledge and self-efficacy at all three phases (pretest, posttest, and delayed posttest) and assessed workplace application of training at 3-month follow-up. The results of this study contributed to evaluation theory and learning theory literature applied to the online learning environment and informed public library staff online training practices and evaluation methodologies.

APA, Harvard, Vancouver, ISO, and other styles

45

Sanders, Tonya Renee. "Instructional Design and Engagement in K-12 Public Schools: The Impact of Neoliberalism on Instruction." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530800074122277.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Sencar, Tokgoz Selen. "The Effect Of Peer Instruction On Sixth Grade Students." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608912/index.pdf.

Full text

Abstract:

This study has aimed to examine effectiveness of the peer instruction on sixth grade students&rsquo
science achievement, attitudes concerning current electricity and retention rates of what has already learnt about current electricity as compared to the conventional instruction. The study was conducted during 2005-2006 spring semester with 121 students from the four classes of two elementary schools in the central Yenimahalle district of Ankara. Current Electricity Achievement Test (CEAT) and Attitude toward Current Electricity Scale (ATCES) were administered as pretest to all groups in order to determine students&rsquo
level of prior knowledge and level of interest toward the subject before the treatment, respectively. Then, treatment started in experimental group. It continued three weeks throughout the current electricity subject. While experimental group implementing the peer instruction, control group continued with their conventional lecturing. Immediately after three weeks, students both in control and experimental groups were post tested with the same test and scale. Moreover, three months after the post tests, delayed post test on the CEAT was also administered to both experimental and control groups. The data obtained from the administration of tests and scales were analyzed by the statistical techniques of MANCOVA
follow up ANCOVA&rsquo
s and repeated measure ANCOVA. Results of the statistical analysis indicated that the peer instruction has significantly greater effect on students&rsquo
science achievement and retention rates as compared to the conventional instruction. However, the statistical analysis failed to show a significant difference between the attitudes of students instructed by the peer instruction and the conventional instruction.

APA, Harvard, Vancouver, ISO, and other styles

47

Williams, Barbara Morrow. "In the silence of her friends a case study of the intersection of gender, race, age, and leadership in the dismissal of a public school superintendent /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4108.

Full text

Abstract:

Thesis (Ph. D.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 14, 2006) Vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

48

Dimmick, Penny Gail. "Piano instruction in music methods classes for elementary education majors : a case study." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917840.

Full text

Abstract:

This study was undertaken in an effort to determine the effects of piano instruction on attitudes and piano skills of elementary education majors enrolled in a music methods class. A class of nineteen elementary education majors at a private mid-western university served as subjects for the case study. They were given both written and oral pre and posttests, and extensive anecdotal data were recorded.As a result of the study, general conclusions and recommendations were as follows:1. Subjects' initial perceptions of their probable success in the piano laboratory were high. In addition, seventy-nine percent of the subjects accurately predicted their probable success (or failure) in the piano laboratory. It is recommended that instructors take time at the outset of the course to reassure and encouage the students in an effort to increase confidence and thereby the probability of success in the piano laboratory.2. Subjects' attitudes and skill development were negatively affected by perceived inadequacies when comparing themselves to other subjects in the class. As the more advanced students tested out of the piano laboratory, skills and attitudes of the slower subjects improved appreciably. This suggests that ability grouping in methods classes may improve students' perceptions and also performances in these lasses.3. Subjects' confidence in their ability to teach music increased, as indicated by pretest and posttest rankings. Since the sample size was adequately large, the Wilcoxin T value of 7.5 was standardized to a Z value = 2.66 (p <.01). Interpretation of a Z-value = 2.66 strongly suggests the posttest score has significantly increased over the pretest score.4. Subjects' perceptions of their ability to read and write music, their ability to sing songs with their students, and their piano playing ability significantly increased as shown by a series of paired comparisons t-test analyses on the pretest/ posttest data.It is recommended that additional case studies be conducted in the methods class in an effort to isolate and identify additional aspects of the class which influence the students' growth and/ or lack of growth in self confidence and musical skills.
School of Music

APA, Harvard, Vancouver, ISO, and other styles

49

Brown, Gail. "The efficacy of question-answering instruction for improving year 5 reading comprehension /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060419.122133/index.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Lyons, Reneé C., and Deborah Parrott. "Embracing Our Common Goal: School and Public Library Collaborations." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2416.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Superintendent of Public Instruction'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles