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1
Crum, Krista R. "School Culture and Leadership: Teacher Perceptions of Title I and Non-Title I Schools." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1153.
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This study was conducted to see if teachers perceive a significant difference in school culture and leadership in Title I and non-Title I schools. Specifically, this researcher considered the possibility that teachers working in Title I schools have lower perceptions of their school’s culture and leadership than teachers working in non-Title I schools. A quantitative study was used to find the perceived differences between school culture and leadership in Title I and non-Title I schools. A quasi-experimental design was selected because preexisting data were collected on teachers in an upper East Tennessee region. The data were collected from the TELL Tennessee survey conducted in 2011 by the Tennessee Department of Education. The TDOE contracted with the New Teacher Center (NTC) to conduct the state’s survey. The NTC is a national organization that has administered surveys in several states and is dedicated to developing and supporting a quality teaching force. The TDOE compiled 8 constructs or focus indicator areas for the survey, and 5 of the 8 indicators were used to determine school culture and leadership. School culture indicators were compiled from the focus questions of facilities and resources and community support. Leadership indicators were compiled from focus questions of student conduct, school leadership, and instructional practices and support. The population included teachers who taught in public schools, Pre Kindergarten through 12th grade during the 2010 through 2011 school year. This study showed no significant difference in regard to teacher perceptions of leadership in Title I and non-Title I schools in an upper East Tennessee region. However the study did find a significant difference in regard to teacher perceptions of school culture in Title I and non-Title I schools in the area of facilities and resources. An examination of the group means indicates that Title I schools (M = .845, SD = .120) had a significantly more positive perception of facilities and resources than teachers in non-Title I schools (M = .786, SD = .149).
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AdjeiBaah, Dennis K. "Testing Title." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2878.
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Padelski, Anthony W. "Elementary School TVAAS Composites: A Comparison Between Title I Elementary Schools and Non-Title I Elementary Schools in Tennessee." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3134.
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The goal of Title I is to provide extra instructional services and activities that support students identified as failing or most at risk of failing the state’s challenging performance standards in mathematics, reading, and writing. Low-income schools or Title I schools are the primary target of Title I funds. A school is eligible for Title I status when 40% of the school’s students are from low income families; these students are identified by their eligibility to receive free and reduced priced meals.
The purpose of this study was to determine whether there is a significant difference in elementary schools’ TVAAS Composite scores between Title I and Non-Title I schools. Specifically, this researcher examined the relationship of Title I funding with student academic growth at the elementary level. The schools were located in rural Tennessee. Data were gathered from the 2012-2013 and 2013-2014 Tennessee State Report Cards and the TNDOE to determine if there was a statistically significant difference between the 2 types of schools. Research indicated mixed reviews on the impact Title I funds have on lower socioeconomic schools.
The researcher performed 5 paired t test and 8 Pearson correlation coefficients. There was a significant difference in the schools’ composite scores between Title I and Non-Title I elementary schools in Tennessee. Non-Title I elementary schools in Tennessee had higher composite scores than those of the Title I elementary schools. Results from the Pearson correlations indicated no significant relationships for mean years of teaching experience with school composite scores.
4
McBride, Martha Massey. "The current parent involvement practices in Georgia Title I schools as reported by Title I district-level school administrators." Click here to access dissertation, 2005. http://www.georgiasouthern.edu/etd/archive/fall2005/martha%5Fj%5Fmcbride/mcbride%5Fmartha%5Fm%5F200508%5Fedd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 161-174)
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Boyett, Cindy L. "School leadership : narratives of Title I distinguished middle school principals." Click here to access dissertation, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/cindy_l_boyett/boyett_cindy_l_200901_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2009.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Julie G. Maudlin. ETD. Includes bibliographical references (p. 104-112) and appendices.
6
Isbell, Angela Lake. "A Comparative Study of School Climate in Select Elementary Schools From One School Division in Virginia With Varied Title I and Accreditation Statuses." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/56675.
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The purpose of this study was to compare school climate in a sampling of four Title I and four Non-Title I elementary schools in one school division in Virginia with varied accreditation statuses. The Organizational Climate Descriptive Questionnaire-Revised Elementary (OCDQ-RE), created by Hoy (1990) was utilized to measure school climate. The OCDQ-RE questionnaire were handed out during a regularly scheduled faculty meeting at each of the eight schools selected for the study. Of the 255 surveys that were distributed collectively, 165 participant surveys were collected for a return rate of 65%. In measuring school climate, the mean and standard deviation were computed for each of the six subtests of school climate: Supportive Principal Behavior, Directive Principal Behavior, Restrictive Principal Behavior, Collegial Teacher Behavior, Intimate Teacher Behavior, and Disengaged Teacher Behavior. These subtests were combined to determine teacher openness, principal openness and overall school climate. Descriptive and inferential statistics did not reveal significant differences in principal openness, teacher openness or overall school climate in schools of varying Title I and accreditation status. However, descriptive and inferential statistics revealed differences in component subtests of the OCDQ-RE. Specifically, a comparison of the standardized mean scores for each subset based on Title I status and accreditation status revealed some variations. Using inferential statistics, significant differences were found among school climate in the areas of supportive principal behavior, restrictive principal behavior and intimate teacher behavior.<br>Ed. D.
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McDowell, Joyce R. "Fostering parental engagement in a rural Title I elementary school." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618574.
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The major purpose of this study was to find out how to encourage Title I family engagement as the school funds were decreasing in the next school year. I wanted to determine how to continue, as well as increase, parental engagement at a Title I elementary school in a rural setting.;The Title I program focuses on assisting students who are economically disadvantaged in order to raise their academic skills in the areas of reading and math. The parents of the children eligible for Title I reading services at the time of the study were the participants. I used the Appreciative Inquiry method to gather information from parents. By using a set of appreciative interview questions, I learned the parents' perspective about the reading activities that the school offered to the Title I parents. Parents selected themes from several paired interview sessions. The data analysis of the story circles of parents, frequency analysis of themes, the per capita costs of each activity, and the design team of parents, gave me insight as to what activities attracted parents and why parents chose to participate at school sponsored Title I events at this school. Recommendations for continued family engagement include a challenge to seek ways to engage all families in a school -- family partnerships and to involve parents who could, but who choose not to attend school events.
8
Hendrix, Royond P. "Culturally Proficient Leadership: Teacher Perceptions of Elementary School Principals in Urban, Title I Schools." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822772/.
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This study examined elementary teachers’ perceptions of their principal’s level of cultural proficiency. Practices for Developing a Culturally Competent School Environment, a survey Camille Smith and adapted by Dr. Mack T. Hines, was completed from a sample size of 119 teachers. The survey contained 35 items, including six constructs: valuing diversity, assessing the culture, managing the dynamics of difference, institutionalizing cultural knowledge and resources, adapting to diversity and inclusiveness. Teachers rated their principal using a Likert scale which consisted of 1 = never uses, 2 = rarely uses, 3 = sometimes uses, 4 = frequently uses, and 5 = always uses. Teachers of various races, ages and years with their principal participated in this study. The study reveals that these variables do not make a statistically significant difference in the teachers’ perception of how proficient they are in valuing diversity, a assessing his/her own culture and institutionalizing cultural knowledge. This quantitative study reveals the variances of statistical significance of teacher demographics: age, gender, years served under current principal and accountability rating of the school. Cultural proficiency is important to the development and maintenance of the necessary relationships among students, teachers, principals and the school community.
9
Roybal, Diana M. "Influence of Culturally Responsive Education on School Climate within a Title School| Case Study." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975760.
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<p> Through interviews with the principal, teachers, and parents, the researcher describes how teacher training and implementation of culturally responsive education (CRE) has influenced the climate in a Title I school. Educators teaching in schools that serve racially diverse students from low socio-economic communities face challenges that lead to low teacher morale, high discipline, and low student achievement. The problem is that these indicators often result in a negative school climate. CRE training provides teachers with knowledge and skills to help teachers better connect with and teach racially diverse students. In addition to the interviews, another point of data collection included the review of seven years of suspension rates and discipline referrals for Black and Latino children at the selected Title I school to determine if there was a decline following the training and implementation of CRE practices. Principals are key to leading change in their schools. Schools that fall in the Title I category present unique and significant challenges for improvement. Research shows that schools with a positive climate reflect low rates of discipline, higher student learning, strong relationships among staff and students, and higher teacher morale. The narrative data tables presented in this study indicate improvements in the overall school climate with emerging themes in relationship, culturally responsive education, school climate, and decreased discipline. There was more than a 30% decline in suspensions and more than a 25% decline in office referrals for Black and Latino students at the selected Title I school.</p><p>
10
Taylor, Jacqueline Marie Boney. "Communication Between Educators and Parents in Title I Elementary Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2014.
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The lack of positive communication between parents and educators in the Texas district under study is a problem because it interferes with learners' academic success. The purpose of this mixed method study was to understand the communication gap between educators and parents in Title I elementary schools in that district. Bronfenbrenner's ecological systems and Epstein's parental involvement model formed the theoretical framework to address the importance of communication between educators and parents as related to student academic achievement. The quantitative portion of the study was carried out through descriptive survey research. The case study method was used for the qualitative portion of the study with data gathered from interviews. The data represented responses from the parent (n = 42) and educator (n = 119) surveys, interviews (n = 10), and a focus group (n = 8) to uncover both educators' and parents' perceptions of communication in the learning environment. Results revealed constructive concerns associated with lack of accessibility, education trust, parent educational background knowledge, collaborative partnerships, continuous communication, and guides to blueprints of learning expectations. The findings indicated the need for an intervention involving a 4-session parent-educator training program designed to implement positive partnerships and to eliminate and bridge the existing communication gap. This project study could promote social change in Title I schools because it conveys an improved understanding of communication gaps within the learning environment. Specifically, this study provides a plan to help parents and educators engage in positive communication to support students' academic success.
11
Balcomb, Kalin. "Being Scrappy: Charter School Leaders and the Transition to the Principalship at Title I Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/945.
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While the experiences and challenges of principals at Title I schools has been studied, this research builds on those studies with the added dimension of exploring the perspectives of charter school principals who are new to the role and are working in the landscape of Title I schools in Los Angeles. This dissertation examines the history of charter schools and provides a contextual overview of charter schools and charter school accountability measures in the United States and in Los Angeles, with the added political context of the charter school landscape in Los Angeles after the historic Los Angeles teacher union strikes in 2019. The dissertation utilizes qualitative research to explore the experiences of six new charter school principals at Title I schools through semi-structured interviews, a focus group, and reflective field notes. The experiences of the new charter school principals are analyzed through transition theory and the three phases of transition (Bridges & Bridges, 2016) and transformative leadership practices (Leithwood & Jantzi, 2000). Findings explore the experiences of leaders who take on the mantle of principalship at Title I charter schools in Los Angeles, and how being new brings a unique dimension to those experiences. Findings also indicate that charter school principals value collaborative leadership and often use transformative leadership practices throughout their transition to the principalship during the first few years. The findings highlight the need for structured mentorship, coaching opportunities, and support xiii for new charter school principals and brings credence to the myriad of responsibilities and challenges inherently unique to leading Title I charter schools in Los Angeles.
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Beattie, Amy J. "Program evaluation of Randolph School District's Title 1 Program parent survey /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008beattiea.pdf.
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Netherland, Judy L. "A comparison of students' and parents' habits and attitudes toward reading in Title I and non-Title I schools." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1101104-172425/unrestricted/NetherlandJ111204f.pdf.
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Thesis (Ed.D.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-1101104-172425 Includes bibliographical references. Also available via Internet at the UMI web site.
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Bulley-Simpson, Sheril. "Descriptions of Differentiated Instruction in Mathematics in a Title 1 School District." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5543.
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In an urban Title 1 school district, the average number of Grade 3-5 students who scored proficient or advanced on the state standardized assessment was 37.3% below Grade 3-5 students countywide and 19.4% below Grade 3-5 students statewide. Low mathematics scores may indicate a gap in practice that affects student achievement. The purpose of this descriptive case study was to examine teachers' descriptions of instructional strategies implemented to mediate instruction for students who struggle in mathematics. This study was based on the conceptual framework of Tomlinson's differentiated instruction (DI), a means of accommodating the varied ways that students learn. The research questions guided an inquiry into how teachers of students in Grades 3-5 in the school district described DI in practice and explained their professional development on DI strategies. Data were collected from individual interviews with 8 elementary school teachers of students in Grades 3-5 and an instructional coach in the local school district with 3 or more years of experience who considered themselves knowledgeable of DI. I coded the meaningful data collected from the interviews and subsequently formed themes. Themes that emerged from the interviews included defining DI, tools for instruction, classroom set-up and transitioning, assessments, professional development, and grouping strategies. Results revealed that interviewees were confident in defining and facilitating DI grouping strategies for English and language arts but felt the need for more professional development to implement and understand DI in relation to mathematics. The study outcome may impact social change by affecting the gap in practice through professional development that helps teachers implement DI strategies in the classroom to improve student achievement in mathematics.
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Cheng, Pamela L. "Professional Learning Community (PLC)| Technology Integration at a Title I Elementary School." Thesis, San Jose State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599687.
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<p> Calls for educational technology integration over more than thirty years have taken on new urgency in an era of computerized assessments for accountability. As Internet Communication Technology (ICT) becomes more widely available, the digital divide is evolving into a digital use divide, characterized by differences between students’ productive uses of technology to create and communicate compared with passive uses for entertainment or skills practice. A growing body of research points to the important interplay among teachers’ frames of reference, school-level context, and alignment of supports in creating conditions for technology innovation. Meanwhile Professional Learning Communities (PLCs) hold potential as leverage points for affecting teacher beliefs and practices regarding technology use. This study analyzes interactions among a group of teacher leaders participating in a tech PLC at a school on the verge of becoming a technology-focused school. Analysis of the group’s natural discourse points to important elements of teacher talk and shared resources that contribute to aligning the group’s goals and practices when innovating with technology. It also illustrates how alignment between meso-level and micro-level context factors help to facilitate teachers’ ability to innovate in ways that have the potential to address the digital use divide.</p><p>
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Knowles, Coury Matthew. "HISTORICAL COMPARISON OF FLORIDA AND NATIONAL TITLE IX COMPLIANCE TRENDS IN HIGH SCHOOL SPORTS FROM 1985-2005." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3211.
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The purpose of this study was to compare the Title IX compliance trends of high school sports in Florida over the past two decades (1985-2005) against national trends. The literature review discusses: the historical events leading to Title IX, the administrative implementation of Title IX, the legal perspective of Title IX, and the impact of Title IX on gender equity in sports. The study was conducted between January and June, 2007. The data focused on: male and female participants in high school sports in Florida, the numbers of male and female participants in high school sports across the nation, and enrollment figures of high schools in both Florida and the nation. The results indicate there was no significant difference between national Title IX compliance trends and Florida Title IX compliance trends in high school sports during 1985 through 2005. In fact, there was widespread non-compliance with the substantial proportionality of Title IX, with some improvements in compliance over time. Future research should focus on other strategies to comply with Title IX.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Curriculum and Instruction EdD
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Canada, Gloria Lou. "The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas." Texas A&M University, 2007. http://hdl.handle.net/1969.1/85818.
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This study examined the influence of social workers placed at the elementary
school level, who work with low-socioeconomic families. The intent of the study was
to examine the role of the social worker, at identified Title I elementary schools, on
parent involvement.
Research Question 1 asked, "What influence do the family specialists have in
family involvement as reported by parents and family specialists at the identified Title
I elementary schools in the North East ISD, in San Antonio, Texas?" The results of
this study strongly support that the family specialist on the campus did have a positive
influence on parents getting involved at their child's school. Research Question 2
asked, "What selected variables influence parental involvement as reported by parents
and family specialists, who are participants of the Parent Academy at the selected
Title I elementary schools in the North East ISD, in San Antonio, Texas?" The results
of this study strongly supported that the variables of open communication between
home and school and the school being inviting to parents are positive factors in getting parents involved. Research Question 3 asked, "What influence do community
agencies have in assisting with the needs of families, as reported on the end-of-year
summary sheets by the family specialists at the selected Title I elementary schools in
the North East ISD, in San Antonio, Texas?" The results of this study showed that
data procedures were inconsistent among the family specialists in the North East ISD.
Data concerning the use of social service agencies was incomplete. No standard
procedures are in place for tracking services provided to families. Research Question
4 asked, "What influence do parents have on determining the classes set forth for the
Parent Academy, as reported by the parents and family specialists who are participants
of the Parent Academy at the selected Title I elementary campuses in the North
East ISD in San Antonio, Texas?" The results of this study strongly suggested that
both parents and family specialists feel the parents have a voice in choosing the
classes provided for them by the family specialists.
18
Cook, Amy L. "The effectiveness of a targeted Title I pre-kindergarten program." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5576.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.<br>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 June 2, 2009) Vita. Includes bibliographical references.
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Gloster, Aronica Spencer Leon. "Counselor implementation of the ASCA national model at Title I elementary schools." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/aronica_m_gloster/gloster_aronica_m_200908_EDD.pdf.
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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on May 6, 2010). Leon Spencer, major professor; Sharon Brooks, Barbara Mallory, committee members. Electronic version approved: December 2009. Includes bibliographical references (p.199-215).
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Gayles, Pamela L. "Title I Elementary School Principals' Perspectives on Teacher Preparedness: University-Based Alternative Teacher Preparation for Urban Schools." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/83.
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ABSTRACT
TITLE I ELEMENTARY SCHOOL PRINCIPALS’ PERSPECTIVES ON TEACHER PREPAREDNESS: UNIVERSITY-BASED ALTERNATIVE TEACHER PREPARATION FOR URBAN SCHOOLS
by
Pamela L. Gayles
Colleges of education produce the majority of teacher educators in the United States. Additionally, over half of the alternative teacher preparation programs in the United States are administered by colleges of education. However, the literature reveals that few institutions concentrate on urban teacher preparation and that teacher-reform efforts have continuously insisted on high-quality teachers for high-need urban schools. This work addresses the existing gap in the extant research on urban schools by including the voices of school principals that are often unsolicited when discussing teacher preparation reform, particularly reform efforts responding to the staffing needs of Title I urban schools.
This study explores the perceptions that Title I principals have of urban teaching, urban school challenges, and, most importantly, of urban teacher preparation. Individual interviews were conducted with four Title I urban elementary school principals from public schools in the Southeast. Additionally, an analysis of documents was conducted from five university-based urban alternative teacher preparation programs.
Results from this research reveal that Title I school principals are aware of their staffing needs and challenges and are equally attuned to what they consider to be critical aspects of teacher preparation for Title I urban schools. This dissertation also highlights efforts underway in colleges and universities across the United States that are utilizing urban alternative teacher preparation to address staffing needs in urban schools. These efforts challenge the negative accusations about and allegations against both college of education and alternative teacher preparation programs’ inability to produce well-prepared teachers for all children, especially disadvantaged youth.
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Washington, Elethia Sloan. "The relationship of principal's leadership behavior and student achievement in Title I schools with school-wide programs." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/1242.
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This study examined the extent to which principal's leadership behaviors were predictive of student achievement based on Georgia's Criterion Reference Competency Tests (CRCT) in math and reading. The relationship was studied through the analysis of teachers' ratings of principal's leadership behavior on a researcher-developed survey and CRCT scores for two school years. Multiple regressions analyses revealed that school enrollment, class size, Adequate Yearly Progress status, and percent of students eligible free and reduced price lunch were predictive of both reading and math achievement. The analyses also revealed that people leadership and teachers' race were predictive of reading achievement and structure leadership was predictive of math achievement.
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Howell, Angela. "Social Validity of Teacher-Written Praise Notes in a Title One Elementary School." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3746.
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Praise notes have the potential to positively influence student behavior and relationships. Few studies have examined the social validity of praise, however, and these studies have focused on students' perceptions. The purpose of this study was to describe student, parent, and teacher perceptions of a school-wide praise note intervention at a Title I elementary school. Twenty-three teachers, 203 parents, and 203 students completed surveys regarding a pre-existing praise note intervention. Surveys consisted of 13 quantitative items and two open-ended questions. Quantitative and qualitative results indicate that participants had positive perceptions of praise notes. Participants also believed that praise notes helped improve relationships, home/school communication, and student behavior. Results also suggest that praise notes are sustainable and have a good level of buy-in. While parents liked praise notes and believed that praise notes improved home/school communication, teachers seemed unaware of parents' enthusiasm. Implications and limitations of this study are addressed.
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Boyd, Bryan Dennis. "Closing the Latino student achievement gap: Best practices of Title I school principals." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2353.
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This research examines the practices of Title I school principals. The purpose of this research is to examine schools with strong AYP scores to understand the reasons for their success, the teacher's roles, the principal's role, and the process of change initiated by each principal. The schools that have been included in the study are Title I Elementary/Middle Schools in Northern California with at least a 30% Latino population. The researcher was able to develop a working model for school improvement called the "Good School Functional Model" through extensive data analysis. This model identifies the common attributes of these schools that have enabled them to become successful.
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Thompson, Sharon M. "School Size, School Poverty and School-Level Mobility: Interactive Threats to School Outcomes." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/cps_diss/55.
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ABSTRACT
SCHOOL SIZE, SCHOOL POVERTY AND SCHOOL-LEVEL
MOBILITY: INTERACTIVE THREATS
TO SCHOOL OUTCOMES
by
Sharon M. Thompson
School-level mobility is the flow of students moving in and out of schools and has been defined as the rate of student entries and withdrawals per 100 students enrolled in a school during the year (Pike & Weisbender, 1988). Stakeholders report that school mobility disrupts the delivery, pace and effectiveness of classroom instruction, causes problems associated with classroom adjustment, and renders long-term negative effects on schools’ Adequate Yearly Progress rankings (Bruno & Isken, 1996; GAO, 2007; Kerbow, 1996; Lash & Kirkpatrick, 1990; Rhodes, 2005; Sanderson, 2003). Despite these findings very few studies have been conducted to determine the effects of mobility (particularly at the school level) and how it combines with other school-level factors such as school size and school poverty to create threats to positive school outcomes. Of the few relevant studies (e.g., Bourque, 2009; Rhodes, 2007), little attention has been given to understanding mobility’s relationships to achievement in the context of size of student enrollment, degree of poverty and longitudinal examination of achievement across multiple years. To address these gaps in the research literature, this study investigated the effects of school-level mobility on middle school reading achievement after controlling for the effects of school enrollment and poverty.
Findings from regression analyses indicated significant relationships between school-level mobility and reading achievement over and beyond the relationships between school size or school-level poverty with achievement. A repeated measures procedure was used to analyze long-term effects on eighth grade reading achievement for Title I middle schools that focused on three, key variables: degree of school mobility (e.g., high versus low rate), size of student enrollment (e.g. big versus small school), test administration year(s) (e.g., 2006, 2007 and 2008) and interactions between these variables. There were significant main effects for school size, school-level mobility as well as for the year of test administration. Reading test scores rose significantly from one year to the next, big schools out-performed small schools , and highly mobile schools performed significantly lower than low mobile schools in reading achievement over a three-year period. No significant interaction effects were found. Results are discussed in terms of research and policy implications.
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Richardson, Tavis. "The Impact of the Implementation of a Title I Comprehensive Plan on a Select Title I Rural School Located in the Southeastern Region of the United States." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/128.
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The purpose of this qualitative case study was to investigate the impact of a Title I Comprehensive Plan on factors that affect the learning and the success of a Title I school, such as administrative support, student discipline, parental engagement, professional development, class size, and attendance. Annual District Parent and Teacher Surveys, INow attendance reports, INOW discipline reports, ACT Aspire Testing data, and Ident-A-Kit school signature documents were analyzed and observations were made in order to acquire information concerning the success of the Title One Comprehensive Plan in a Title I school. This type of research involves emerging questions and procedures, data analysis inductively building from particulars to general themes, and the researcher interpreting the data (Creswell, 2008). The results of this study aims to influence and assist school leaders and teachers’ efforts to promote students’ academic success within Title I environments. The findings from this research will provide teachers, students and educational leaders with an opportunity for understanding how students in Title I identified school succeed.
One elementary school in the eastern region of the United States was used in the study. This school is pre-kindergarten through fifth school that has been a Title I for several years. The school serves over 750 students. The time frame for this research project was two months.
The findings of this study add supporting evidence to the influence of the independent variables. The results of this study show that the researcher identified four dominant themes that appeared during the study. Professional development, student attendance, class size, and high expectation on student achievement were the common themes that support the importance of the independent variables on factors that have an impact on the success of the Title I Comprehensive Plan on a Title I school.
26
Doran, Amy S. "TVAAS Rankings and Teachers’ Perceptions of Data-Driven Professional Learning in Northeast Tennessee Title I and Non-Title I Elementary Schools." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2499.
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The focus of this study was a comparison between the perceptions of school-based licensed educators in Title I and non-Title I schools in Northeast Tennessee as measured by the TELL Tennessee Survey and each school’s overall composite TVAAS score. The factor variables were professional development, instructional practices and support, teacher leadership, and school leadership. This dissertation was a quantitative study of teachers’ perceptions of data-driven professional learning and TVAAS composite scores. A one-way analysis of variance (ANOVA) was conducted to evaluate the difference between teachers’ perceptions of data-driven professional development and student TVAAS data. An independent samples t-test was used to evaluate the difference between teachers’ perceptions and poverty levels, as determined by Title I status. The dependent variable was the response to the TELL Tennessee survey questions by Northeast Tennessee school-based licensed educators. Research indicated no significant difference in Northeast Tennessee teachers’ perceptions of professional learning as measured by the TELL Tennessee survey in the dimensions of professional development, instructional practices and support, and teacher leadership as related to TVAAS composite scores. The research found a significant difference in teachers’ perceptions in the dimension of school leadership as related to TVAAS composite scores. There were no significant differences in teachers’ perceptions as measured by the TELL Tennessee survey in the dimensions of professional development, instructional practices and support, teacher leadership, and school leadership between Title I and non-Title I schools.
27
Rodriguez, Anna L. "The The Relationships Between the Leadership Styles of Principals Assigned to Title I Middle Schools, Staff Longevity, School Climate, and Overall School Achievement." FIU Digital Commons, 2019. https://digitalcommons.fiu.edu/etd/3961.
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The achievement gap stands as one of the top priorities framing educational policy through the past half-century. The middle school level amplifies this gap especially in urban areas. The role of principal leadership in closing the achievement gap is key.
The purpose of this study was to examine the relationships between the leadership styles of principals assigned to Title I middle schools, staff longevity, school climate, and overall school achievement. The researcher applied a non-experimental, ex-post facto research design to investigate the research hypotheses. Utilizing the Google Survey Platform, 290 staff members across 30 middle schools within a large urban school district in southeast Florida, completed a survey which included questions related to longevity, and the Multifactor Leadership Questionnaire (MLQ Form 5x). Results of the school district’s School Climate Survey, Staff Form, were employed to gauge school climate.
Hierarchical linear regression analyses revealed several significant positive associations between transformational leadership and numerous of the academic areas explored (e.g., reading learning gains of the lowest quartile, math proficiency, and social studies proficiency). In contrast to what was predicted, transactional leadership, also positively predicted some of the academic achievement factors evaluated (e.g., math proficiency, and math learning gains). Staff longevity negatively predicted school grade. Staff climate positively predicted math proficiency, and math learning gains. On the other hand, staff climate negatively predicted school grade, the three factors related to reading achievement (e.g., proficiency, learning gains, and learning gains of the lowest quartile), and social studies proficiency.
New research questions arose as a result of the investigation. Further research is recommended that examines the leadership variables explored within a larger sample, and in other geographical areas with similar demographics. As well, additional research is suggested involving staff longevity and school climate alongside a measure of collective instructional efficacy where urban schools are concerned.
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Krage, Valerie Anne. "Parent, Teacher, and Principal Perspectives of Parent Engagement in a Title 1 Elementary School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5889.
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Parent engagement in education benefits a child academically and socially, regardless of a family's socioeconomic status. It is critical for school personnel to use effective outreach approaches to engage and support families in their children's learning. The purpose of this qualitative bounded single case study was to explore parent and school personnel perspectives of school engagement in preschool and kindergarten programs in an urban, midwestern Title 1 PK-5 school. The research questions focused on participants' definitions of parent engagement, parental motivation to participate in a child's learning, and the factors that may deter parental engagement. Hoover-Dempsey and Sandler's model of parent involvement and Bronfenbrenner's bioecological systems theory framed this study. A purposeful sample of 14 parents and 5 teachers of 4-year-old kindergarten and kindergarten students and 1 principal, volunteered and participated in semi-structured interviews. Interview data were analyzed thematically using open and thematic coding strategies. Participants defined engagement as meeting a child's basic needs, supporting learning at home and school, participating in school-based activities, and home-school communication. Findings indicated that parent capacity to support learning, school climate, and the value of education are key to a child's academic and social future, volunteerism, and home-school communication. Recommendations for action include administrative formation of a parent engagement committee to create a comprehensive parent involvement policy to ensure that parent engagement efforts address the needs and interests of families. These endeavors may contribute to positive social change when administrators provide strategies and shared leadership among school personnel and parents to increase parent engagement in student learning.
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Spence, Jenevee. "How Factors of School Leadership, School Culture, and Teachers’ Perceptions Influence Parental Engagement in Two Title I Urban Middle Schools: Implications for Educational Leaders." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/112.
Full textAbstract:
The purpose of this qualitative study was to identify how the select factors of school leadership, school culture and teachers’ perceptions influence parental engagement in two Title I Urban Middle Schools. This study investigated the strategies and programs that have an impact on parental engagement to determine how these can be used to improve parental engagement in Title I Urban Middle Schools. In order to accomplish the goal of this qualitative study, two Urban Title I Middle Schools from a large school district in the Southeastern United States were selected. This research design provided the opportunity to address the research problem of the factors that influence parental engagement in two Title I Middle Schools. The researcher collected and examined relevant data from teachers’ surveys, parents’ surveys, interviews with two middle school principals, a focus group discussion with parents, an analysis of documents, and interviews with parent liaisons at each middle school.
The researcher ensured the reliability and validity of the study by utilizing the triangulation method. Reliability and validity are important to any research and are often times considered as the “rigor” that is necessary for all kinds of research (Merriam, 1995). This triangulation method included open-ended interviews, surveys, a focus group discussion, and document analysis that were instrumental in determining and understanding the experiences, perceptions, and beliefs of those participants involved in the study. The study provided rich and valuable data that were used to address the research problem of the factors that influence parental engagement in Title I Middle Schools. The findings of the study provided an understanding of the factors that affect the level of parental engagement in Title I Middle Schools and also offered insights into understanding how these factors create challenges to parents in becoming more involved. The findings concluded that the leadership style of the principal, teachers’ perceptions of parental engagement, and school culture do have a substantial influence on parental engagement. The researcher also offers recommendations for state policies, school districts, and local school administrators on how they can create and implement programs to enrich their parental engagement activities.
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Canada, Gloria Lou. "The role of the school social worker in family involvement as identified by family specialists and parents in selected title 1 schools in north east independent school district in san antonio, texas." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2053.
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Lancey, Alexandra Grace. ""But Our Hands Are Tied": Assessing School Gardening Efforts at Title I Elementary Schools in Pinellas County, Florida." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6108.
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This research was designed to understand current school gardening efforts in Pinellas County, Florida. School gardens have become an important aspect of experiential learning and nutrition education in schools throughout the United States. Many not-for-profit organizations have attempted to increase the prevalence and efficacy of school garden programs as a means of providing educational opportunities and working to curb diet-related health issues in children. Most of these organizations are seen as apolitical in nature, because they access mainly private sector funding sources and volunteer support. This provides flexibility for these social projects, but also takes pressure off of the state to support school food and nutrition education efforts and reinforces neoliberal ideas about food systems. Paradoxically, strict public school standards and measures of success as a result of neoliberal education reform often prevent teachers and school administrators from utilizing these school gardens fully, and from using them as a sufficient means to fully discuss nutrition, healthy eating, and local food (instead focusing on other topics that fit more closely with state-regulated education standards). This research analyzed one such organization in Florida that installs gardens in “failing” Title I schools. Ethnographic research was conducted with these two organizations in an attempt to uncover some of the infrastructural challenges faced and uses a comparative approach to offer critical insights, suggestions for improvements, and best practices for navigating these challenges as determined by teachers, school administrators, and organization staff and volunteers.
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Urban, David J. "A Case Study of the Collaborative Professional Development Activities Between Public School LEAs and Catholic Schools in the Diocese of Richmond." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2074.
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The purpose of this qualitative study was to examine the perceptions of collaboration between public and Catholic school administrators using the involvement in the federal Title II professional development program as the subject area. Volunteer participants were interviewed using a researcher developed and pilot study tested interview guide. Four locations were selected covering eight sites and 11 total participants. Interview transcripts, researcher observations, and researcher notes were used to describe the participant perceptions and develop the study’s emerging themes of communication and attitude.
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Coakley, Paul Edward. "Shaping School Culture: to Support Moving from a Targeted-Assistance to Schoolwide Title I Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1067.
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As budget belts tighten in the public schools today, more and more schools are moving toward participation in federal Schoolwide Title I Programs to most effectively meet the needs of struggling students. This study seeks to inform school administrators how best to approach this yearlong change initiative by both meeting the needs of the rigorous federal standards and facilitating a positive school climate for staff, students, and community. Using a Problem-Based Learning method, the purpose of this study was to research, develop, and validate a handbook for shaping school culture during a major school change project while creating or maintaining a positive school culture. The handbook was developed as a resource for principals, and will ultimately be disseminated to Oregon school leaders with the goal of improving the transition process from a Targeted-Assistance Program (TAP) to a Schoolwide Title I Program (SWP).
Research and development (R&D) methodology (Borg & Gall, 1989) was used to develop and validate Moving to a Schoolwide Title I Program: The Path Principals Should Follow to Maintain a Healthy School Culture. The literature review and the researcher's experience in Title I schools provided the necessary information to build the preliminary product (prototype). Field-test reviewers used an evaluation rubric to measure efficacy, practicality, effectiveness, and impact on school climate for each section of the handbook. The handbook was reviewed by three groups: principals of Title I schools, Title I directors and coordinators, and Title I compliance officials. The handbook was then piloted by the principal of an elementary school that is currently making the transition from a TAP to a SWP.
Changes in the school's curriculum and innovations in the classroom, even if they are beneficial to student learning, can be challenging to the health of the school culture. Research suggests that school culture is defined by rituals, expectations, relationships, curricular focus, co-curricular activities, decision-making processes, school requirements, and a sense of the "way we do things here" (Bower, 1966, p. 22). School culture directly impacts a school's social, emotional, and academic end results.
Through conversations with educators across the state, it is evident that the transition is not always sustainable or fully implemented by all staff, and many times the efforts for change are overcome by resistance, and the momentum toward change is abandoned. The handbook promotes the idea that though collaboration, shared leadership, data driven instruction, and staff buy-in, the yearlong transition process is not only possible, but it can also positively impact a variety of aspects which make up the school culture in hopes of creating a sustainable change.
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Kardos, Frank Frank. "The inequity of Title I: A study of congressional education policy formation." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2514.
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This study examines the effort to achieve equal federal education funding for California's children living in poverty. In 1998 California's children living in poverty received an average Title I per pupil expenditure of $603. The national average was $717. Some states received as much as $1,200 per child. Put another way, California had 14.8 percent of America's poor children and received only 11.3 percent of Title I funding. This study addresses a fundamental question. What are the causes of this inequity? It is reasoned that the examination of inequity will provide strategic direction in the achievement of a more equitable policy benefit for all children. This case study of the 2001–2002 effort to reauthorize Title I of the Elementary and Secondary Education Act, employs a qualitative and comparative theoretical approach. It begins with a historical examination of the origins, development and processes of the United States Congress. The examination continues with a thorough review of the legislative history of the Elementary and Secondary Education Act. These examinations reveal the utility of three theoretical perspectives: elitism, class conflict and pluralist bargaining theories. These theoretical approaches are used in a case study that utilizes a thorough review of the relevant documents, observation of the process and interviews of primary participants to reveal key components in achieving a more equitable educational benefit for California's students living in poverty.
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Morden, Wendel Roy. "The new Title I: A handbook for reading instruction in a year-round middle school." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/996.
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Dew, SaraBeth. "An Action Research Study of Community Building with Elementary Students in a Title I School." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500214/.
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“In what ways does teaching with folk arts inspired visual arts-based instruction enhance community building among elementary students in a Title I school?” was the primary research question in this study. Agreeing with past and present day research that the construct of community is vital to social and cultural capital, this research attempts to determine how the notion of community benefits both students and teachers in the elementary art classroom. Folk art was utilized because this genre was accessible in terms of locality and familiarity among students and teachers. The purpose of this investigation was to produce teaching strategies and methods that show how community can be formed in the art classroom. The participants were elementary students, Grades 2 and 3, in a Title I school located in Denton, Texas. This investigation was conducted under an action research methodology. This approach to research is intended to be transformational, emergent, and accommodating. I recorded observations, field notes, and conversations from the participants. Emergent themes were discovered through content analysis and conceptual maps. Results from this investigation concluded transformation is only possible if the person wants change to happen. Data also showed that community and art education are symbiotic. Transformation, growth, and cultivation are demands that must be met in order for this relationship to flourish. In addition, data suggested that the role of folk arts-based lessons played a significant role in building community among second and third graders.
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Atkinson, Cheryl L. H. "An Analysis of the Impact of "Success for All" on Reading, Attendance, and Academic Self-Efficacy With At-Risk Elementary School." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30410.
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The purpose of this quantitative/qualitative evaluation study was to analyze the impact of the Success for All (SFA) program on reading achievement, attendance, and academic self-efficacy. Robert Slavin (1996) and his colleagues at Johns Hopkins University developed the Success for All program, which incorporates a comprehensive school restructuring approach. This program focuses on improving achievement of at-risk children and aims to have every child reading on or above grade level by grade three (Slavin, 1996).
Two urban, schoolwide Title I elementary schools were compared using a non-equivalent matched group, evaluation design. Stanford 9 reading comprehension scores and attendance data were analyzed through an Analysis of Variance. Results yielded positive effects for group membership (SFA, non-SFA) in reading achievement and reading self-efficacy with mean scores of 58.6 NCEs vs 33.6 NCEs and 86.6 vs 68.7 respectively. Focus group results showed strong parental and staff support for the program.
Implications are presented along with suggested future avenues of research such as the SFA program's impact over time and the investigation of the program's impact on other measures of achievement.<br>Ed. D.
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Restivo, Janet DiMaria. "An Analysis of a Title I Inclusive Middle School Program in Texas over a Three Year Period: A Case Study." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc501170/.
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The purpose of this study was to describe a Title I inclusion program in a north Texas middle school, to evaluate the degree of its success as a high achieving program, and to analyze how closely it met the requirements of the Improving America's Schools Act of 1994. Data were collected from the learning facilitators and teachers at the middle school with the permission of the school district. This study began with extensive research on the nature of adolescents and the beliefs and characteristics of high achieving middle schools. It addressed the steps which were recommended in the literature to improve middle schools and benefit students that are at-risk of failing to master the curriculum at their grade level. The researcher concluded by reporting effective strategies being used in middle school at-risk programs. These are strategies noted by experts as successful in identified programs. The population for this study was seventh and eighth grade Title I students who attended middle school during the 1992-1993, 1993-1994, 1994-1995 and 1995-1996 school years. The data collected by the researcher are presented in two parts: the description of the Title I inclusion program; and the results of the Texas Assessment of Academic Skills tests in reading and math, the Shaw-Hiehle Math Tests, and the Gates-MacGinitie Reading Tests. Findings from this study suggest that the program met the requirements of a Title I program established by the federal government. The test scores for the middle school improved during the three years of the program. The Title I inclusion program met the requirements of the Improving America's Schools Act. Finally, the Title I students were successful working in classrooms with other students on challenging curriculum which met the State's content and performance standards. These findings have implications for other middle schools who are developing Title I programs to meet the requirements of the Improving America's Schools Act.
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Groover, Daria. "Head Start Transition to Elementary School: Is the Early Intervention Sustained?" Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73320.
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Poverty is a social context that has direct impact on students' performance since the conditions associated with poverty (brain development, social interactions, nutrition, and emotional environment) all play a role in developmental outcomes. Head Start is an early intervention program designed to address the unique needs of students from poverty. The Head Start Impact Study (DHHS, ACF, 2012) and other research (Lee, Brooks-Gunn, and Schnur, 1988; Ramey and Ramey, 2004) indicate that the academic achievement of low-income students who participated in Head Start is mixed as they move through elementary school. The purpose of the Head Start program is to prepare students with skills so that they begin kindergarten on an even playing field with their more advantaged peers (DHHS, ACF, 2013). Although students who participate in Head Start begin kindergarten with the appropriate readiness skills, initial gains are not maintained as they move through elementary school (Burkham and Lee, 2002).
The purpose of this mixed methods study was to examine the effects of the Head Start program as its students move through kindergarten and first grade. In the study, I analyzed data to find relationships between student performance on the Phonological Awareness Literacy Screening (PALS) (University of Virginia, 2010) and classroom practices that led to high achievement. Two Title I schools were studied. PALS scores were analyzed using t-tests, ANOVAs and multiple regressions. Reading performance in second grade was measured using scores from the Developmental Reading Assessment (Beave, 2006). Qualitative data were collected through interviews, focus groups, and document reviews. These data were utilized to make connections between the results of PALS and reading scores and the best practices being used in schools that showed strong results for the kindergarten and first grade students in the study. By triangulating data, I uncovered relationships between best practice strategies being used in high performing schools and achievement of former Head Start enrollees.<br>Ed. D.
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Malhotra, Vidushi. "Project title: an exploration of high school learners’ educational journey and how it shapes their aspirations." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30533.
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As a consequence of Apartheid, schools today are still grappling with the process of desegregation of an unequal education system in South Africa. The inequality of skills acquired by children and the poor quality of education received undermines their ability to understand or develop aspirations. This qualitative study aims to explore the educational journey of high school learners and how the journey shapes their aspirations. Drawing upon the background of high school learners, particularly their
family background, socio-economic status and neighborhood, this study examines the aspirations informed by the educational journey of learners. First, the findings revealed that academic interests of learners were not steered by the stature of the school they attended. The reasons that are understood to be positively affecting the change in academic interests are more self-driven than influenced by factors that are outside of the personal journey of the learners. Second, parents who were educated themselves valued the importance of quality education, which meant not only improving marks, but also building and working towards an aspiration. Third, learners who came from decent and peaceful neighborhoods mostly reported a supportive community and one that is always striving for a better future through education. This community dynamic also had a positive effect on the learners’ focus and ability to study after school hours. The results of the study also mention the shortcomings of the current South African education system in the way that it only allows for limited real-world exposure and restricts learners from making informed subject choices. Recommendations for corrective measures in the form of introduction of gap year programs, better subject choices and exposure to career fairs and interaction with field experts are made by the researcher.
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Chandler, Michael (Michael Douglas). "It's the Kids!: Examining Early-Career Elementary General Music Teacher Longevity in Title I Settings." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248427/.
Full textAbstract:
The purpose of this study was to investigate factors contributing to the longevity of four early-career (5 to 10 years of experience) K–5 elementary general music teachers in Title I schools situated in four regions of the United States. The central research question was: How did early-career elementary general music teachers in Title I schools describe the opportunities and challenges that contributed to their decisions to continue teaching? Using Deci and Ryan's theory of self-determination as a theoretical framework, I analyzed how the four teachers reflected on the degree to which they each possessed autonomy, competence, and relatedness through recounting their perspectives, stories, and experiences. Although the participants shared many commonalities, they also experienced challenges and opportunities unique to their teaching environments. Results were mixed regarding their levels of autonomy and relatedness, but all four teachers possessed a high level of competence, which was likely a contributing factor to their longevity and potential to continue teaching. Nurture and care for children also emerged as a prominent theme from the results, which required the application of a separate theoretical framework. Noddings's theory of the ethic of care served as a lens for examining the myriad ways each participant demonstrated love, care, and concern for her students. All four teachers strongly expressed the important role their love of working with children and seeing them grow, progress, and learn played in their desire to continue teaching. Of all the contributing factors, the participants' ethic of care seemed to be the most significant influence on their decisions to continue teaching. They also spoke extensively about the role of their love for music as a subject. Conclusions address implications for the field and recommendations for future research.
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La, Cava Gonzalo. "A Study of the Relationship Between Second-Order Change Leadership Behaviors of Principals and School Grades of Florida Title I Elementary Schools." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2424.
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The purpose of this study was to determine the relationship between second-order change leadership behaviors and the grade assigned to schools in large urban districts by the Florida Department of Education (FLDOE). A total of 101 Title I elementary school principals from large urban school districts with 60+% students on Free and Reduced School Lunch participated in the study. Specifically, this study analyzed 7 of the 21 second-order change factor responsibilities. They include (a) knowledge of curriculum, instruction, assessment, (b) optimizer, (c) intellectual stimulation, (d) change agent, (e) monitoring/evaluating, (f) flexibility, and (g) ideals/beliefs. The findings of this study were delineated through an examination of the data as it was related to the following questions: (a) What are the differences, if any, in the Principal Actions Survey scores of Title I elementary principals based on the 2008 school grade, according to the FLDOE? (b) What relationship, if any, exists among professional demographics of the principals (years at the school, years as an educator, years as an administrator prior to becoming a principal, years as a principal, highest degree earned, age, gender) and the second-order change leadership behaviors? (c) What are the differences, if any, in the second-order change leadership behavior subgroup scores based on the 2008 school grade according to the FLDOE? Although Research Question 1 had no statistical significance, principals who had a higher mean on the Principal Actions Survey led A and B-rated schools. Statistical significance was found in Research Question 2 for the second-order change leadership behavior of Change Agent and Ideals/Beliefs. Though statistical significance was not found in Research Question 3, each mean score for each sub-group in each grade group indicated consistent answers between Strongly Agree and Agree, which demonstrated a large degree of agreement. Additionally, comments from telephone interviews with selected principals determined that these leadership behaviors could positively impact elementary schools and the field of education. Recommendations of the study were to: (a) Conduct a follow-up study to gather the perceptions of teachers from the same Title I schools regarding their principals' second-order change leadership behaviors, (b) conduct a similar study with principals in Title I middle and high school settings, (c) conduct a qualitative study on second-order change leadership behaviors of non-Title I elementary, middle, and high school principals, (d) engage in further research to investigate professional development activities that may assist principals in enhancing second-order change leadership behaviors and improve instruction, (e) investigate the relationship between principals' second-order change leadership behaviors and achievement of Adequate Yearly Progress (f) replicate the study in states other than Florida (g) explore the relationship between second-order change leadership behaviors of district administrators and their district's academic success.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Education EdD
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Grant, Lott Felita. "Marginalized African American Grandmothers Raising their School-Aged Grandsons: Perspectives on Parental Involvement." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4496.
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Literature suggests strong, positive and mutual relationships between home and school lead to higher levels of success and achievement for students. Schools should begin to focus on being more aware and sensitive to the cultural and social wealth that marginalized families carry. When institutions of learning begin to tap into and embrace the strengths of their families, it is likely to be of mutual benefit for the students, staff and families. Utilizing qualitative research methodology, this study sought to understand African American grandmothers' perspectives on parental involvement, and identify strategies that supported, maintained, and facilitated their involvement in the educational process of the grandsons in their care.
In this research study, I specifically sought to address the following questions:
* How do African American grandmothers see their involvement in their grandchildren's education?
* How have the grandmothers shaped their involvement in the education of the grandchildren under their care? What influenced their involvement?
* What are their perspectives on the level of involvement in the education of the grandchildren under their care?
* What do African American grandmothers see as barriers and opportunities as they try to guide their grandchildren through formal schooling?
The cultural capital theoretical framework helped to understand and interpret the experiences of the African American grandmothers in this study raising their grandsons. The framework also helped to understand how each grandmother constructed and perceived their roles as grandmothers. In terms of support for the theory, the findings collected through interviews revealed that despite past oppressive conditions, barriers and cultural incongruence associated with schools, the grandmothers stayed abreast of and connected to school norms and practices for the benefit of their grandsons. Although each grandmother displayed a combination of capitals and wealth, aspirational wealth, resonated across each capital. Major themes of the study included: Grandmothers: Mothering and Leading by Example; Family and Communal Support: "It Takes a Village;" Grandmothers Engaging in Traditional Parental Involvement Activities; Grandmothers-Grandsons as Co-learners; and Grandmothers' Critique and Advice for Schools.
Implications for future research includes creating supportive and caring school environments, ensuring that school leaders and staff display welcoming behaviors and demonstrate support in parental involvement programs, and school leaders and teachers having and maintaining high expectations. Understanding how African American grandmothers and other family members, construct, perceive and enact certain cultural wealth and social capital should become more prevalent in scholarly work and research. Parents of different races and culture favor different forms of involvement. Implications from this research study suggest that educators and school leaders must begin to acknowledge, address, and value the cultural differences and social wealth that African American grandmothers and family members possess.
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Reed, Linda A. "Case study of the implementation of cognitive coaching by an instructional coach in a Title 1 elementary school." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5939.
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This research is a qualitative case study involving eight participants' ÃÂÃÂseven
teachers and one instructional coach at an elementary school. The student population of
this school was a Title I eligible elementary campus with students of mixed ethnicity.
The purpose of the study was to document teachers' perceptions and understanding of
the implementation process and those factors they perceived that inhibited and facilitated
the implementation by an instructional coach of the Cognitive CoachingSM process.
The method of inquiry was an instrumental case study at a single site that
included a minimum of three one-on-one interviews with each of the eight participants.
These interviews triangulated with historical data and observations provide the
information to tell the story of the implementation process and extend the reader's
understanding of the implementation process. The themes revealed in the research
included: (1) lack of understanding and clarity of the Cognitive CoachingSM process,
(2) influence of the campus leadership, (3) teacher'ÃÂs willingness or resistance to change
educational practice, (4) relational trust, (5) influence on instructional change, and
(6) increased student achievement. This research study offers implications for both practice and theory. There are
specific implications for administrators, instructional coaches, principals, and teachers as
they implement the Cognitive CoachingSM process. There is a need for clear, welldefined
expectations for implementation at both the campus and district level. In
addition, personnel responsible for the implementation process at the campus and district
level must be trained in the Cognitive CoachingSM process. Teachers must be aware of
the process and terminology pertinent to the implementation process. The Cognitive
CoachingSM process provides the opportunity for teachers to restructure their educational
practice as they to engage in professional dialogue and reflection with instructional
coaches, principals, and peers. Further studies on the connection between relational trust
and the implementation process, would provide educators and researchers a fuller
understanding of the factors that support the process of implementing innovative reform
models in schools.
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Eisenberg, Jarin Rachel. ""The best we can with what we got" mediating social and cultural capital in a Title I school /." [Tampa, Fla.] : University of South Florida, 2009. http://digital.lib.usf.edu/?e14.2847.
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Schubert, Steven Ronald. "Issues regarding implementation of response-to-intervention in a Northwest Florida, Title I elementary school a qualitative study /." [Pensacola, Fla.] : University of West Florida, 2009. http://purl.fcla.edu/fcla/etd/WFE0000193.
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Thesis (Ed.D.)--University of West Florida, 2009.<br>Submitted to the Dept. of Professional and Community Leadership. Title from title page of source document. Document formatted into pages; contains 0 pages. Includes bibliographical references.
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Propst, David Lee. "The readiness of school principals to implement the multicultural requirements of the No Child Left Behind Act of 2002 (Title I and Title III) for Latino students who are limited English proficient." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/2766.
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President Bush signed into law the No Child Left Behind Act of 2002 (NCLBA) on January 8, 2002, which represented his education reform plan and contains the most sweeping changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965. The principals’ role is critical to success as public schools strive to meet the challenge of implementing the new No Child Left Behind Act requirements. Therefore, the purpose of this study was to explore the perception of teachers and administrators regarding the “readiness” of school principals to implement the multicultural requirements of the No Child Left Behind Act policies (Title I and Title III) for Latino students who are limited English proficient.
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Budny, Kristy F. "A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5733.
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Public schools have increasingly transformed throughout the years, and the growth in suburban areas has brought many diversified schools that sometimes mirror schools in an urban setting (Kneebone and Berube,2013). Building principals, particularly those in charge of Title I schools, face numerous challenges each day within their buildings (Kahlenberg, 2001). Not only have the demands of high-stakes testing increased over the years, other external factors also present challenges within the school setting. While the school stakeholders play an integral role in how the school is shaped, the building principal’s behaviors ultimately serve as the overarching guide in shaping how the school is run (Stone-Johnson, 2013). Existing research is abundant in identifying leadership variables that can potentially influence student achievement, from leadership behaviors (Daresh & Lynch, 2010) to school culture (Deal & Peterson, 2009); from teachers’ feelings of self-efficacy (Collie, Shapka, & Perry, 2012) to teacher effectiveness (Meyers & Pianta, 2008); from teacher-student relationships (Hamre & Pianta, 2006) to student attitudes (Hopson & Lee, 2011). However, there is a dearth of research that examines the possible relationships between several interacting components; especially, in terms of stakeholders’ perceptions. This case study aims to begin filling this gap. What is also unique about this study, aside from the setting in a specific Title I suburban school, is its use of appreciative inquiry that aims to tease out the most positive attributions, rather than focusing on the negative.
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Simon, Pamela Reed. "Gender grouping and its initial effect on a Title I upper elementary school during the pilot year of implementation." Thesis, Mississippi State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590238.
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<p> Studies have documented challenges in meeting No Child Left Behind (NCLB) expectations as well as gender differences that contribute to the achievement gaps between boys and girls. In response to increased NCLB accountability and achievement gaps between boys and girls, several experts have promoted single-sex education as a possible strategy to improving student achievement. </p><p> The purpose of this study was to examine data that were gathered from an economically disadvantaged Title I federally-assisted upper elementary school with respect to the implementation of single-gender classrooms. This study was guided by the following two research questions: First, what were the perspectives from teachers, students, and parents with the initial year of implementation of single-gender classrooms? Second, what school level data could be analyzed and summarized with respect to student behaviors during the initial year of implementation? </p><p> Unlike previous studies, which focused on private or parochial schools at the secondary school level, this study focused on an economically disadvantaged school within an upper elementary setting. In addition, limited previous research has examined the perspectives of teachers, students, and parents. As research continues to show an ever-increasing achievement gap between students in poverty and those who are not, many educators seek alternative ways to educate students in economically disadvantaged schools. While single-gender classrooms are by no means a cure-all for the adversity faced by disadvantaged students in public schools, an analysis of the aforementioned research data indicated salient benefits for such students in that they can provide a learning environment where affective and cognitive learning outcomes could be realized. </p><p> The results from this study revealed that teachers and parents considered single-gender classrooms provide a positive learning environment for students. Teachers, students, and parents emphasized that single-gender classrooms allowed students to be more productive, removed the largest distractions for male and female students, and allowed them to concentrate on their schoolwork. In addition, the data revealed that single-gender classrooms had a positive impact on girls as viewed by teachers, female students, and parents of female students in terms of feeling comfortable enough to ask questions when they did not understand something.</p>
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Igwebuike, Alvin C. "Evaluating the effect of ESEA's funds consolidation provision on school-level achievment at Title I elementary schoolwide program buildings." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530892306065014.
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