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Title: THE IMPACT OF COVID-19 ON DUAL ENROLLMENT INCLUDING ACCESS, EQUITY, AND LEARNING ENVIRONMENT: LESSONS LEARNED FROM THE SECONDARY AND POST-SECONDARY SCHOOL STAFF AND ADMINISTRATORS WHO FACILITATE THESE PROGRAMS.
Creator: DeRosa, Adam, Floyd, Deborah L., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: While students are the center of dual enrollment programs, high school counseling professionals, often called guidance counselors, and college/university administrators are vital to the success of these programs. High school guidance counselors coordinate schedules and ensure student awareness, registration, and participation in the program. College/University administrators facilitate dual enrollment partnerships between the school district and the post-secondary institution, guided by...
Show moreWhile students are the center of dual enrollment programs, high school counseling professionals, often called guidance counselors, and college/university administrators are vital to the success of these programs. High school guidance counselors coordinate schedules and ensure student awareness, registration, and participation in the program. College/University administrators facilitate dual enrollment partnerships between the school district and the post-secondary institution, guided by formal articulation agreements. COVID-19 has impacted both secondary and post-secondary school systems. Since dual enrollment is a formal bridge program between these systems, the pandemic may have long-term effects on access, equity, and the learning environment associated with dual enrollment. This case study focused on high school guidance counselors and school district administrators in Broward County, Florida schools as well as the college/university staff and administrators who oversee dual enrollment programs at three post-secondary institutions that offer classes for Broward County students. By collecting the participants’ perceptions of the impact of COVID-19 on dual enrollment programs, this study found out what worked, what did not work, and the lessons learned.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014302
Subject Headings: Dual enrollment, COVID-19, School management and organization, Education, Higher--Administration
Format: Document (PDF)

Title: The influence of university student leader’s cognitive and behavioral agility on organizational member commitment.
Creator: Adamo, Lauren, Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The focus of this study was to determine if university student leaders’ cognitive and behavioral agility is related to organizational member commitment and if this relationship is moderated by alterable and non-alterable variables. The empirical results from this study are based on the responses of 37 student leaders who occupy leadership positions in organizations and clubs in their respective university. Cognitive agility was measured by the student leader’s use of systems thinking,...
Show moreThe focus of this study was to determine if university student leaders’ cognitive and behavioral agility is related to organizational member commitment and if this relationship is moderated by alterable and non-alterable variables. The empirical results from this study are based on the responses of 37 student leaders who occupy leadership positions in organizations and clubs in their respective university. Cognitive agility was measured by the student leader’s use of systems thinking, reframing, and reflection. Student leader behavioral agility was assessed by a minimum of three organizational members rating the student leader’s use of leader influence actions (transforming, managing, bonding, bridging, and bartering) in carrying out their functions. Organizational member commitment was measured by organization member’s level of commitment with the goals and values of the organization using the Organizational Commitment Questionnaire (OCQ).
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004341, http://purl.flvc.org/fau/fd/FA00004341
Subject Headings: Interorganizational relations, Interpersonal communication, Leadership -- Psychological aspects, Management -- Psychological aspects, Organizational behavior, School management and organization
Format: Document (PDF)

Title: A private school leadership perspective on highly qualified middle school science teachers.
Creator: Bogaski, Carolyn Siniscalchi, Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders’ definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ.
Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004349, http://purl.flvc.org/fau/fd/FA00004349
Subject Headings: Comparative education, Educational leadership, School management and organization, Science -- Study and teaching (Middle school)
Format: Document (PDF)

Title: An exploratory multiple case study of succession planning for higher education community engagement practitioners in selected higher education institutions in theSoutheastern region of the United States.
Creator: Louisy, Heidi, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Succession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results...
Show moreSuccession planning is a relatively new construct within higher education institutions (HEIs). The researcher explored the extent to which selected HEIs employ succession planning strategies in reference to the Higher Education Community Engagement Practitioner (HECEP) role and in support of HEIs earning the Carnegie Community Engagement Classification (CCEC). Four HEIs served as study sites for this research, along with a nationally recognized professional development program. Study results revealed that HEIs are not currently using succession planning strategies for the HECEP role. Further, although the study revealed that professional development opportunities for HECEPs exist, only 50% of institutional study participants were aware of, and participated. Finally, based on the credentials of individuals currently in HECEP roles and data obtained from this study (including data from an expert judge linked to the professional development program analyzed as part of this study), the researcher provides a job specification template for determining if institutions have a pipeline of individuals who could be prepared to assume the HECEP role in the future. This study, although limited in scope as it relates to succession planning, provides insight into the attitudes and perceptions of specific higher education professionals toward the professional development of employees, and more specifically, the HECEP role.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004303, http://purl.flvc.org/fau/fd/FA00004303
Subject Headings: Education, Higher -- Aims and objectives, Educational leadership, Leadership in education, Organizational change, School management and organization, Universities and colleges -- Administration
Format: Document (PDF)

Title: Virtual K-12 leadership: a postmodern paradigm.
Creator: Tucker, Tommy N., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This phenomenological, mixed-method study compared and contrasted virtual K- 12 school leadership with traditional face-to-face leadership. All 106 participants served for a minimum of two years in each setting. The study was conducted in two phases in order to reveal consensus and dissensus points of view. Conceptually, a postmodern framework was used to deliberately create spaces for new leadership ideas to emerge through surveys and interviews. The data included teachers and leaders from...
Show moreThis phenomenological, mixed-method study compared and contrasted virtual K- 12 school leadership with traditional face-to-face leadership. All 106 participants served for a minimum of two years in each setting. The study was conducted in two phases in order to reveal consensus and dissensus points of view. Conceptually, a postmodern framework was used to deliberately create spaces for new leadership ideas to emerge through surveys and interviews. The data included teachers and leaders from charter, district, and state virtual K-12 schools. Phase one of the study used a modified Delphi methodology, consisting of an Internet-based survey and semantic differential survey. The second phase was a round of interviews, seeking similarities and differences between leadership in the two domains. Using the lens of postmodernism, the nuances of difference arising from contextual factors were examined, along with the often-unheard voices of dissensus within the ranks of virtual K-12 leaders and teachers. Among the major findings, the study revealed no significant differences in leadership between traditional and virtual K-12 leaders. A new paradigm of “leadership by design” was uncovered as one possible means of innovating through virtual K-12 leadership.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004168, http://purl.flvc.org/fau/fd/FA00004168
Subject Headings: Education -- Effect of technological innovations on, Educational leadership, School management and organization, Virtual work teams
Format: Document (PDF)

Title: Does leadership matter?: the relationship of school leadership to a safe school climate,bullying, and fighting in middle school.
Creator: Leff, Jonathan M., Maslin-Ostrowski, Patricia, Florida Atlantic University, 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 relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida’s middle schools. This study also investigated if a relationship exists between transformational leadership and a safe school climate, transformational leadership, and the number of bullying incidents and student...
Show moreThe purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida’s middle schools. This study also investigated if a relationship exists between transformational leadership and a safe school climate, transformational leadership, and the number of bullying incidents and student fights, and a safe school climate and the number of bullying incidents and student fights. The study surveyed 12 middle schools located in a large, urban district in south Florida. Principal leadership style was determined from the MLQ-5X, school safety climate was determined from the school district’s Annual Customer Survey, and the reported number of fights and bullying incidents recorded in the school district’s Discipline Management System were collected via records request for each participating middle school and tallied. Pearson correlations were conducted to examine the bivariate association between the leadership dimensions, a safe school climate, and school violence. Separate multiple linear regression models were used to examine the following relationships: leadership style and the number of reported fights and reported bullying incidents; leadership style and a safe school climate; and a safe school climate and the number of reported fights and reported bullying incidents. The findings suggested that there were no statistically significant correlations between leadership style (transformational, transactional, and laissez-faire), and bullying or fighting, and no statistically significant correlation between principal leadership style and middle school climate. There was a statistically significant correlation found between school climate and the number of student fights. The significance of this finding is important because it illustrates the adverse impact fighting has on student safety, which, in turn, adversely affects the school climate. Therefore, it is up to the school leader to create a climate where everyone feels safe can focus on student achievement.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004133, http://purl.flvc.org/fau/fd/FA00004133
Subject Headings: Bullying in schools -- Prevention, Education, Secondary -- Sociological aspects, Educational leadership, Educational leadership, Middle school students -- Attitudes, Middle school teachers -- Attitudes, School management and organization
Format: Document (PDF)

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)

Title: Beyond fidelity: relating educational practices and their determinants to student learning gains.
Creator: Urdegar, Steven M., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at...
Show moreThis study explored how contextual factors influenced the effect of educational practices on student reading achievement and describes an alternative means of assessing educational programs under conditions of multiple-treatment interference and innovation diffusion. Over 1,500 reading teachers at 69 elementary schools within a large diverse district completed surveys regarding multiple aspects of the reading program, actions of their reading leaders, and instructional program coherence at their schools. Nearly 13,000 students in grades 2 through 5 were assigned to those teachers. Factor analyses were used to separately identify patterns within survey items that measured educational practices, leadership actions, and instructional program coherence. Then, the students' achievement gains were adjusted for the effects of fixed demographic and organizational variables through hierarchical linear modeling. Finally, classroom level relationships between the adjusted achievement gains, and subscales computed from the factors that were identified, were examined through a path analysis. Educational practices were found to align to six factors labeled Technology, Training Utility, Advanced Skills, Basic Skills, Grouping, and Assessment. Leadership actions were found to align to two factors labeled Relationship and Task. Fixed effects at the student, classroom, and school levels were found to have an impact on both the initial status and growth components of student achievement. In the path model, Task was found to have a significant direct effect on Advanced Skills, while the effect of Relationship on educational practices was partially mediated by Instructional Program Coherence. Both Advanced and Basic skills were found to have positive effects on Adjusted Gain when taught at the appropriate level, and negative effects, when taught at the inappropriate level., Technology was found to facilitate Basic Skills instruction overall, with greater benefits seen at the upper grades. It was concluded the rates of use seen for Advanced and Basic skills instruction were similar at the three types of schools examined because of poor differentiation due to innovation diffusion. Teachers who perceived their leaders as supportive, tended to rate their schools as more coherent and training requirements as more appropriate, and used technology and assessment more often, leading to gains in student achievement.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/77653
Subject Headings: School management and organization, Decision making, Education, Evaluation, Educational tests and measurements, School improvement programs, Evaluation
Format: Document (PDF)

Title: An analysis of Florida's school districts' attendance policies and their relationship to high school attendance rates.
Creator: Reardon, Ryan Turner., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this non-experimental correlational study was to determine the relationship between the type of attendance policies in the high schools of the 67 Florida school districts, the size of the school district (number of high school students), the socioeconomic status (SES) of the school district, and the average daily attendance rate of the district. Additionally, the study determined if the relationship between policy type and attendance rate was moderated by SES and size. To test...
Show moreThe purpose of this non-experimental correlational study was to determine the relationship between the type of attendance policies in the high schools of the 67 Florida school districts, the size of the school district (number of high school students), the socioeconomic status (SES) of the school district, and the average daily attendance rate of the district. Additionally, the study determined if the relationship between policy type and attendance rate was moderated by SES and size. To test the research questions, high school attendance polices were examined and coded into one of three pre-determined categories: punitive, reward, or affective. The SES level and district size were also examined. A percentage was calculated for each district with respect to the makeup of attendance policies (by type). Polices that were punitive in nature were found to be most commonly implemented (mean 81.14 percent)., No significant relationships existed among the independent variables policy type, SES level and district size when tested with the dependent variable average daily attendance rate. Furthermore, district size and SES showed no significant moderation effects on the relationship between policy type and average daily attendance rate. An additional analysis of a large urban school district showed that when examining school level average daily attendance rates, school size showed no significant relationship, while school SES level did. The conclusion of this study was that while a heavy emphasis was placed on the implementation of punitive policy, when measured at the district level, average daily attendance rates were not significantly related to the variables of policy type, SES level, or district size, nor was the relationship between policy type and average daily attendance rate moderated by SES or district size., Recommendations for future research, school leaders, and policymakers were to assess the effectiveness of using reward and affective policies in conjunction with punitive policies, to conduct an assessment of policy effectiveness using school level data as the unit of analysis, and while attendance policies are typically created at the district level, schools should be given the autonomy to create and implement attendance programs conducive to their individual needs.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/58010
Subject Headings: School attendance, Juvenile delinquency, Dropout behavior, Prediction of, School management and organization
Format: Document (PDF)

Title: The concept of fit: intersections in educational leadership.
Creator: Smith, Scott Vaughn., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this mixed method study was to understand how demographic fit, organizational fit, and group fit influenced secondary school assistant principal (AP) selection and assimilation for candidates who completed the Paradise School District (pseudonym) leadership training program during the 2004-2005 to 2008-2009 school years. However, the results indicated that Hispanic candidates were selected at a higher rate than other groups of candidates. The results also indicated that Black...
Show moreThe purpose of this mixed method study was to understand how demographic fit, organizational fit, and group fit influenced secondary school assistant principal (AP) selection and assimilation for candidates who completed the Paradise School District (pseudonym) leadership training program during the 2004-2005 to 2008-2009 school years. However, the results indicated that Hispanic candidates were selected at a higher rate than other groups of candidates. The results also indicated that Black candidates were selected at the same rate as the average for all candidates ; however these results may be misleading because Black candidates were disproportionally over-represented in the study sample. Regarding organizational fit, the study results suggested that candidates who indicated one of three specific Myers-Briggs personality types (ESTJ, ENTJ, or ENFP) were selected at higher rates than candidates of the other 13 personality types. The suggested personality traits for secondary school APs found in this study included (a) Extroversion (E), (b) Feeling (F), and (c) Judging (J). Candidates who referenced more than one hiring administrator, at or above the level of principal, were selected at higher rates than candidates who referenced only one principal. The inverviews suggested balancing the demographics of a school's administrative staff, using gender and race/ethnicity, to the the community the school serves was related to selection. The interviews also disclosed that Black, Hispanic, and candidates with expertise in operations and curricula might be suggested over other candidates. The interviews also suggested that networking, sponsorship, interview impressions, and references were related to the selection processes.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3361061
Subject Headings: Educational leadership, School management and organization, Strategic planning, Interpersonal relations
Format: Document (PDF)

Title: Exploring teachers' perceptions of professional development in virtual learning teams.
Creator: Purnell, Courtney Paschal., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The demand for virtual education is rapidly increasing due to the proliferation of legislation demanding class size limitations, funding cuts, and school choice across the United States. Virtual education leaders are discovering new ways to enhance and develop teachers to become more efficient and increase quality of learning online. Learning teams are one tool implemented by professional development departments in order to obtain a community of shared best practices and increase professional...
Show moreThe demand for virtual education is rapidly increasing due to the proliferation of legislation demanding class size limitations, funding cuts, and school choice across the United States. Virtual education leaders are discovering new ways to enhance and develop teachers to become more efficient and increase quality of learning online. Learning teams are one tool implemented by professional development departments in order to obtain a community of shared best practices and increase professional learning for teachers. ... The purpose of this exploratory case study was to investigate teachers' perceptions of the contribution of virtual learning teams to their professional development in a completely online K-12 environment. ... Five major themes emerged from the interviews, which were teacher professional development as it relates to student success, collaboration, balance, knowledge gained from being part of a virtual learning team, and teachers' perception of student success.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358964
Subject Headings: Education, Effect of technological innovations on, Educational leadership, School management and organization, Teams in the workplace, Group work in education, Professional learning communities, Mentoring in education, Computer networks
Format: Document (PDF)

Title: A comparative, holistic, multi-case study of the implementation of the Strategic Thinking ProtocolÃ and traditional strategic planning processes at a southeastern university.
Creator: Robinson, Deborah J., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study explores the strategic thinking and strategic planning efforts in a department, college and university in the southeastern United States. The goal of the study was to identify elements of strategic planning processes that meet the unique organizational features and complexities of a higher education institution. The study employed a holistic, multi-case study approach, wherein three single case studies were conducted with one unit of analysis. The findings in each case were then...
Show moreThis study explores the strategic thinking and strategic planning efforts in a department, college and university in the southeastern United States. The goal of the study was to identify elements of strategic planning processes that meet the unique organizational features and complexities of a higher education institution. The study employed a holistic, multi-case study approach, wherein three single case studies were conducted with one unit of analysis. The findings in each case were then compared and contrasted to provide more evidence and confidence in the findings. The findings are framed by two constructs : strategic planning and strategic thinking. The conceptual framework for the study identified the distinction between the systematic nature of strategic planning and the more integrated perspective of strategic thinking. Traditional business based strategic planning model uses an analytical process, logic, linear thinking and a calculating process to develop a plan. Strategi c thinking places a premium on synthesis, systems thinking and a social cognitive process that results in an integrated perspective of the organization. The resluts of this study indicate that the use of the Strategic Thinking ProtocolÃ is suitable for higher education organizations to create a learning environment, to implement creative and emergent strategies, that result in the organization's positioning and responses to a rapidly changing environment. The strategic thinking process in both the department and college cases were found to be effective in altering the attitudes, values, beliefs and behaviors of the participants. The integration of the plan is an ongoing process with strong beginnings in both the department and college cases., The traditional strategic planning process used in the university case was found not to be an effective model for higher education organizations. Finally, the inclusion of strategic thinking elements is an effective change model for higher education institutions.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3352827
Subject Headings: Universities and colleges, Administration, Case studies, Universities and colleges, Strategic planning, Case studies, Educational leadership, Case studies, Strategic planning, Case studies, Education, Higher, Administration, Case studies, School management and organization, Case studies
Format: Document (PDF)

Title: Sizing up the principalship: the relationship between school size and principal leadership in elementary and middle schools.
Creator: Kaplan, Mark J., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined the issue of school size and the potential impact that school size has on the leadership behaviors of principals. Contextual factors were also considered as potential moderators of the relationship between transformational/ transactional/laissez-faire leadership behavior and school size. Data were collected and analyzed using quantitative methods. A survey was conducted based on a chosen model to gather the data. Multi-factor Leadership Questionnaire (MLQ) surveys were...
Show moreThis study examined the issue of school size and the potential impact that school size has on the leadership behaviors of principals. Contextual factors were also considered as potential moderators of the relationship between transformational/ transactional/laissez-faire leadership behavior and school size. Data were collected and analyzed using quantitative methods. A survey was conducted based on a chosen model to gather the data. Multi-factor Leadership Questionnaire (MLQ) surveys were distributed electronically to school staff in elementary and middle schools in Sunshine County, Florida for input regarding their principal's behavior. Using one-way and two-way analysis of variance tests for the main and moderating factors, the survey results indicated that while the main effect of size has no direct impact on principal leadership behavior, contextual factors (socio-economics, principal gender, and principal experience) do moderate the relationship between specific transformational principal leadership behaviors and school size.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3171397
Subject Headings: School management and organization, Educational leadership, School principals, Action research in education
Format: Document (PDF)

Title: Principal leadership: the missing link in teacher retention.
Creator: Cornella, Janet A., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the...
Show moreThe purpose of this research study was to identify practices that principals utilize that are believed to influence teacher retention. Teacher turnover is a major problem facing principals and school systems today. Much of the present research focuses on why teachers leave the field, but there is little research on the principals' perceptions of what they do to stem the flow of educators leaving the classroom. To accomplish this purpose, a case study was conducted, focused on identifying the principals' role in teacher retention and their perceptions of the most important strategies utilized to stimulate high teacher retention. Qualitative research methods including individual interviews, open-ended questionnaires, and focus groups enabled the researcher to identify, compare, and contrast the perceptions, beliefs, and practices used by the nine study participants. The research design produced interviews filled with rich narratives describing the practices used by principals at schools with high teacher retention. The focus group discussion elucidated the common behaviors that were perceived to support teacher retention. The study yielded evidence that high-performing principals with high teacher retention rates clearly and consistently identified specific practices they believe support teacher retention; that principals play a vital role in teacher retention and that their leadership, support, and daily practices influence a teacher's decision to remain in teaching. The data collected indicates the centrality of creating a positive school culture and a sense of belonging. All the other identified principal practices are intertwined with and contribute to this outcome., Choosing, supporting, and valuing faculty and encouraging shared decision-making appear to be the central practices in building teacher retention; and these practices are supported by and integrated with principals' modeling of positive personal characteristics, exercising fairness and equity, being visible and approachable, and communicating in an open two-way manner. Congruence of findings from all data collection methods provided an updated list of common practices identified by these highly successful principals that may inform principal preparation and a professional development model for present and future educational leaders interested in maintaining a stable teaching faculty.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2683125
Subject Headings: Teacher turnover, School prinicipals, Training of, Teachers, Recruiting, School management and organization, Educational leadership
Format: Document (PDF)

Title: The relationship between principal leadership actions and business and social justice cultures in schools.
Creator: Reyes-Guerra, Daniel, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study detected and explored the existence of two proposed school cultures, the use of leader actions by principals, and the relationships between them, of a sample of 42 public schools in Southeast Florida. A quantitative non-experimental design was used, guided by eight research questions. One instrument, the BSJQ, was created for the purposes of detecting school normative cultures and another, the SLQ, was refined and used to detect principal leader actions. The existence of Business...
Show moreThis study detected and explored the existence of two proposed school cultures, the use of leader actions by principals, and the relationships between them, of a sample of 42 public schools in Southeast Florida. A quantitative non-experimental design was used, guided by eight research questions. One instrument, the BSJQ, was created for the purposes of detecting school normative cultures and another, the SLQ, was refined and used to detect principal leader actions. The existence of Business and Social Justice cultures was confirmed, and three latent cultures of Standards Performance, Democratic Community and Equity Curriculum were discovered. Of the schools participating, 74% had at least one of these cultures. The use of four leader actions was measured and statistically associated with different detected cultures. Managing/Transforming and Bridging actions were associated with all, Bonding was associated with all except the Equity Curriculum culture, and Bartering was associated only with the Business/Standards Performance culture. The schools' context had limited impact on the relationship between actions and culture., Only higher student poverty increased the principal's use of Managing/Transforming actions in schools with a Democratic Community culture. Four principal demographics - years as principal, years at the school, undergraduate major, and level of graduate study - had a actions and school culture. The study reinforces Pisapia's (2009) theory of strategic leadership, develops new instrumentation to measure cultures associated with social justice and accountability, and provides guidance to principals and those who educate them on leader actions associated with desired school cultures.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/215295
Subject Headings: Educational leadership, Critical pedagogy, Social justice, Study and teaching, Marginality, Social, School management and organization
Format: Document (PDF)

Title: Regenerative leadership : an integral theory for transforming people and organizations for sustainability in business, education, and community.
Creator: Hardman, Guillermo [John], College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study examined and compared the developmental experiences of leaders who have successfully developed their capacities to engage in and maintain a vision and practice for sustainability over time in themselves and others in business, education and community. Through the application of grounded theory as a systematic comparative method for the analysis of qualitative data, the study generated a substantive theory of leadership called regenerative leadership. This leadership approach is...
Show moreThis study examined and compared the developmental experiences of leaders who have successfully developed their capacities to engage in and maintain a vision and practice for sustainability over time in themselves and others in business, education and community. Through the application of grounded theory as a systematic comparative method for the analysis of qualitative data, the study generated a substantive theory of leadership called regenerative leadership. This leadership approach is especially relevant at a time when humankind is faced with accelerating change and increasing evidence that numerous natural and social systems at the global level have reached or are rapidly approaching points of overshoot and collapse. Among the major findings, the study revealed that the more evolved sustainability leaders are becoming increasingly dissatisfied with the construct of sustainability, and indicate the need for a profound cultural shift towards regenerative human systems. In this framework, regenerative organizations are driven by a sense higher purpose, and leadership is exercised heterarchically. Leaders and followers engage in generative conversations to create desirable futures which are then backcasted to eliminate unanticipated consequences. Throughout, participants emphasized the critical importance of engaging in personal and collective consciousness development or "inner work" in order to make regenerative practices possible.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/187212
Subject Headings: Reengineering (Management), Sustainable development, School management and organization, Organizational effectiveness, Social ecology
Format: Document (PDF)

Title: School construction: meeting the classroom building needs of Florida's growing student population.
Creator: Miller, Tracey., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Schools must have adequate classroom space available in order to educate the growing population of school age students in Florida. School concurrency is one method used to attempt to have seats available in schools as the need arises. Two Florida counties that have attempted to implement school concurrency are presented in a case study format as well as a Nevada county that has taken a different approach to managing the same issue. Through an analysis of documents, interviews and district...
Show moreSchools must have adequate classroom space available in order to educate the growing population of school age students in Florida. School concurrency is one method used to attempt to have seats available in schools as the need arises. Two Florida counties that have attempted to implement school concurrency are presented in a case study format as well as a Nevada county that has taken a different approach to managing the same issue. Through an analysis of documents, interviews and district data, a hypothesized model is tested and modified to present one method of providing adequate classroom space in Florida schools.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/186693
Subject Headings: School buildings, Design and construction, School facilities, School management and organization, Decision making
Format: Document (PDF)

Educational leadership (11)	+ -
Decision making (2)	+ -
Education (2)	+ -
Strategic planning (2)	+ -
Academic achievement (1)	+ -

Action research in education (1)	+ -
Administration (1)	+ -
Bullying in schools -- Prevention (1)	+ -
COVID-19 (1)	+ -
Case studies (1)	+ -
Comparative education (1)	+ -
Computer networks (1)	+ -
Critical pedagogy (1)	+ -
Design and construction (1)	+ -
Distributive leadership (1)	+ -
Dropout behavior, Prediction of (1)	+ -
Dual enrollment (1)	+ -
Education -- Effect of technological innovations on (1)	+ -
Education, Higher (1)	+ -
Education, Higher -- Aims and objectives (1)	+ -
Education, Higher--Administration (1)	+ -
Education, Secondary -- Sociological aspects (1)	+ -
Educational accountability (1)	+ -
Educational tests and measurements (1)	+ -
Effect of technological innovations on (1)	+ -
Evaluation (1)	+ -
Group work in education (1)	+ -
Interorganizational relations (1)	+ -
Interpersonal communication (1)	+ -

United States (5)	+ -
Florida (3)	+ -

College of Education (17)	+ -
Florida Atlantic University (8)	+ -
Maslin-Ostrowski, Patricia (3)	+ -
Adamo, Lauren (1)	+ -
Bogaski, Carolyn Siniscalchi (1)	+ -

Bogotch, Ira (1)	+ -
Cornella, Janet A. (1)	+ -
DeRosa, Adam (1)	+ -
Floyd, Deborah L. (1)	+ -
Givens, Keietta Latraill (1)	+ -
Hardman, Guillermo [John] (1)	+ -
Kaplan, Mark J. (1)	+ -
Leff, Jonathan M. (1)	+ -
Louisy, Heidi (1)	+ -
Miller, Tracey. (1)	+ -
Mountford, Meredith L. (1)	+ -
Pisapia, John (1)	+ -
Purnell, Courtney Paschal. (1)	+ -
Reardon, Ryan Turner. (1)	+ -
Reyes-Guerra, Daniel (1)	+ -
Robinson, Deborah J. (1)	+ -
Smith, Scott Vaughn. (1)	+ -
Tucker, Tommy N. (1)	+ -
Urdegar, Steven M. (1)	+ -
Wright, Dianne A. (1)	+ -

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