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A new look at distributive leadership in title I and non-title I schools: does distributive leadership impact student achievement and school culture?
Title
A new look at distributive leadership in title I and non-title I schools: does distributive leadership impact student achievement and school culture?.
Creator
Givens, Keietta Latraill, Mountford, Meredith L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership,...
Show moreThe purpose of this quantitative study was to determine if there is a difference in how leadership is distributed in Title I and Non-Title I schools and to examine the relationship between distributive leadership and student achievement in Title I and Non- Title I schools. Additionally, the study investigated the relationship between distributive leadership and school culture in Title I and Non-Title I schools. Finally, this study determined if the relationship between distributed leadership, school culture, and student achievement is moderated by Title I status. This study was significant in the realm of education as it explored distributive leadership, its working definition, and possible relationship to increased student achievement and positive school culture. A quantitative method, including three statistical analyses, was implemented to answer each of the five proposed research questions and five corresponding null hypotheses. A bivariate correlation analysis revealed there was not a relationship between distributive leadership and school culture; distributive leadership and student achievement in a middle school setting. Further, a moderation analysis determined that distributive leadership and school culture, distributive leadership and student achievement were not moderated by Title I status. Additionally, a t-test showed there was not a difference in how leadership was distributed within Title I and Non-Title I schools. A discussion of the findings, conclusions, and recommendations for K-12 were explained in detail, followed by suggestions for future research.
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Date Issued
2013
PURL
http://purl.flvc.org/fau/fd/FA0004022
Subject Headings
Academic achievement, Distributive leadership, Educational accountability, Educational leadership, School management and organization
Format
Document (PDF)
Florida's School Choice Policies and Democracy: Origins and Destinations
Title
Florida's School Choice Policies and Democracy: Origins and Destinations.
Creator
Miller, Adam, Mountford, Meredith L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
School choice is a fast growing alternative to traditional public school education across the nation. According to the Florida Department of Education, school choice policies and laws are rapidly moving Florida away from more traditional forms of schooling toward an increasingly evolving school choice state landscape. The purpose of this study was to examine school choice in Florida by investigating the school choice policies enacted by the Florida legislature leading to the school choice...
Show moreSchool choice is a fast growing alternative to traditional public school education across the nation. According to the Florida Department of Education, school choice policies and laws are rapidly moving Florida away from more traditional forms of schooling toward an increasingly evolving school choice state landscape. The purpose of this study was to examine school choice in Florida by investigating the school choice policies enacted by the Florida legislature leading to the school choice environment in Florida today. Specifically, this investigation was limited to legislation in Florida between 1997 and 2014 and further limited to charter schools, home schooling, virtual education, and two choice options specific to Florida in which public dollars follow students to private schools, the Tax Credit and McKay Scholarship programs. These particular school choice options were chosen as the focus of this study because they change the where of education outside of tradit ional public schools. Other choice options such as magnet schools, inter-district choice, and intra-district choice simply move students among traditional public schools but keep them enrolled in traditional public schools. Ultimately the study hoped to provide a possible road map for the future of school choice policies in Florida. This study utilized a qualitative methodology utilizing document reviews and interviews. This study found that school choice policies in Florida have continued to expand and evolve over the years to increase the liberty available to families to choose the education of their children. This study also found that the Florida legislature has laid the groundwork for Florida school districts, through a focus on equality, to take advantage of a portfolio management model to increase student achievement. Although a focus on equality led to the enactment of various school choice options, some of these options have moved away from their original intent to financially benefit specific organizations and groups. Finally, as reported by Holme, Frankenberg, Diem, and Welton (2013), Florida's charter school, virtual education, and home education policies have been enacted as race-neutral policies that have no regard for diversity, which could lead to resegregation.
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004522, http://purl.flvc.org/fau/fd/FA00004522
Subject Headings
Education and state -- Florida, Educational change -- United States -- Florida, Educational equalization -- United States -- Florida, John M. McKay Scholarship Program for Students with Disabilities, School choice -- United States -- Florida, School districts -- Florida -- Management
Format
Document (PDF)
Managed Discourse: Legitimizing Principal Identity and Agency
Title
Managed Discourse: Legitimizing Principal Identity and Agency.
Creator
Arellano, Matias, Mountford, Meredith L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Given the demands of the era of accountability and standardization, the purpose of this study was to explore how educational leaders construct their identity and agency. The study utilized overlapping post-structural and critical theoretical frameworks on identity and agency to analyze how high school principals interpret and enact comprehensive school reform rhetoric and their state’s educational leadership standards. In addition to several cycles of coding, a critical discourse analysis was...
Show moreGiven the demands of the era of accountability and standardization, the purpose of this study was to explore how educational leaders construct their identity and agency. The study utilized overlapping post-structural and critical theoretical frameworks on identity and agency to analyze how high school principals interpret and enact comprehensive school reform rhetoric and their state’s educational leadership standards. In addition to several cycles of coding, a critical discourse analysis was performed with the input of the participants’ high schools in order to further analyze the form and function of discourses, socially situated meanings, and ideologies that constitute being an educational leader and doing the work of an educational leader. The findings from the study revealed that the high school principals discursively construct their professional identity and agency by engaging in discourses and social practices related to managing the personnel, numerical data, and external expectations of the organization. As a result, the participants use the comprehensive school reform rhetoric as a way to legitimize and rationalize their duty as educators. The socially situated meaning attributed to the state’s educational leadership standards is not as clear, with the participants dismissing their value for a lack of context. In interpreting and enacting the school reform policy mandates set forth by the district and the state, principals conserve a corporatized model of school leadership that borrows much of its neoliberal language from the business sphere. The principals are positioned as mid-level managers, confirming Foster’s (2004) description of the contemporary school leader who is preoccupied with controlling the numeracy, information systems, and language of the organization. Future research should focus on performing critical discourse analysis studies with the upper levels of management, including, but not limited to, the central office and the office of the superintendent, as a way of exploring a more transcendent meaning of schooling and school leadership that focuses on human development. This study has the potential to provide leadership preparation programs and policymakers significant insight into the problems, paradoxes, and possibilities of school reform rhetoric and its impact on local school leaders.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004657, http://purl.flvc.org/fau/fd/FA00004657
Subject Headings
Critical pedagogy, Discourse analysis, Education -- Research -- Methodology, Educational leadership, High school principals, Identity (Psychology)
Format
Document (PDF)
Teacher Perspectives on The Marzano Teacher Evaluation Model during year one of Implementation
Title
Teacher Perspectives on The Marzano Teacher Evaluation Model during year one of Implementation.
Creator
Wilkins, Bryan L., Mountford, Meredith L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This qualitative study described teachers’ perspectives of The Marzano Teacher Evaluation Model during the first year of its implementation. Further, this study examined the relationship between teachers and their administrators during implementation. The researcher’s goal was to examine how teachers changed their behavior as the result of the first year following the implementation of The Marzano Teacher Evaluation Model.
Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004810, http://purl.flvc.org/fau/fd/FA00004810
Subject Headings
Marzano, Robert J.--Art and sciene of teaching--Criticism and interpretation., Effective teaching., Teachers--Rating of., Teacher effectiveness., Teaching--Aids and devices., Learning, Psychology of., Educational evaluation.
Format
Document (PDF)