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Title: School-business partnerships: Awareness, attitudes, and actions of secondary school principals and their business counterparts in selected Florida school districts.
Creator: Wechter, Dennis., Florida Atlantic University, Bogotch, Ira
Abstract/Description: The role of the business partner in education has come into more prominence in the public school system, especially at the high school level. Shrinking budgets have prompted high school principals to explore the idea of business partnerships as a way to close the gap in academic achievement and provide direction for high schools struggling to meet the workforce development demands in today's society. In addition, financial support has provided opportunities for curriculum enhancement, staff...
Show moreThe role of the business partner in education has come into more prominence in the public school system, especially at the high school level. Shrinking budgets have prompted high school principals to explore the idea of business partnerships as a way to close the gap in academic achievement and provide direction for high schools struggling to meet the workforce development demands in today's society. In addition, financial support has provided opportunities for curriculum enhancement, staff development, and student support. However, as more emphasis is placed on the development of school business partnerships, the need to determine how these partnerships function successfully is a necessary part of the process. This study looked at the historical perspective concerning the involvement of the business sector and their relationship with education throughout the twentieth century. This exploratory study utilized quantitative and qualitative data gathering procedures. The purpose of this study was to identify the skills and knowledge that high school principals and their business counterparts need to have to create an equitable relationship. High school principals from three school districts in the State of Florida were asked to complete a quantitative survey, including a section in which they named their business partners. A section was provided for each principal to agree to a personal interview. One principal from each Florida school district was selected at random from among those returned surveys in which the principal agreed to be interviewed. In addition, a photo matrix was created by visiting each high school campus in which the principal agreed to an interview in order to collect data of businesses that had visible name recognition. The top six business partners based upon frequency of appearance or as indicated by the principal were selected from the matrix and contacted for an interview. The research questions that guided this study were (a) What is the nature of the relationship between high schools and their business partners? (b) What do high school principals need to know in order to create equitable business partnerships? (c) What do business partners need to know in order to create equitable education partnerships? (d) Based on this study, what recommendations emerge that will promote more equitable relationships between business and education partnerships?
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12097
Subject Headings: Business and education--Florida, Education, Cooperative--Florida, Community and school--Florida, School management and organization--Florida
Format: Document (PDF)

Title: Mentoring across multiple generations of school leaders.
Creator: Andrews, Janis., Florida Atlantic University, Bogotch, Ira
Abstract/Description: Higher expectations for student achievement, administrative shortages, and more diverse emotional, social and learning needs of students, make the job of the educational leader a challenging one for today's school principals and district administrators. Superintendents and educators across the nation report a shortage of qualified candidates to fill principal vacancies. Mentoring was studied as a strategy to support the retention and development of school leaders. This phenomenological study...
Show moreHigher expectations for student achievement, administrative shortages, and more diverse emotional, social and learning needs of students, make the job of the educational leader a challenging one for today's school principals and district administrators. Superintendents and educators across the nation report a shortage of qualified candidates to fill principal vacancies. Mentoring was studied as a strategy to support the retention and development of school leaders. This phenomenological study focused on mentoring practices across multiple generations of educational leaders that had been successfully mentored. Selected mentors identified proteges whom they had mentored. The identification of mentors and proteges continued through five school leader mentoring generations. Each family consisted of five participants who had served as both mentor and protege. Each participant was asked open-ended interview questions about their roles as a mentor and as a protege. A total of 10 school leaders participated in this study. There were two interrelated research purposes of this study: (a) To understand the different meanings/practices of mentoring and being mentored, and further; (b) to explore whether there may be intergenerational patterns of mentoring that have been "inherited" by members of mentoring "families." In studying the relationship between mentoring and leadership development, the research design identified two distinct "families" of mentors and proteges. The significance of this design allowed the researcher to focus on "inherited" patterns of mentoring in order to better understand how mentoring might simultaneously promote cultural transmission and reproduction as well as the need for mutual and continuous learning. This study found that the cultural norms and values of Mentoring Family 1 and of Mentoring Family 2 were passed on from the first generation to the next through traditional mentoring and/or co-mentoring strategies. Mentoring strategies passed on from one generation to the next in both Family 1 and in Family 2 through mentors providing opportunities that opened doors that lead to advancement, socialization of proteges into new professional roles, and the development of trust and friendship. Role modeling and informal communication were the key learning strategies identified. These mentoring traits passed on relatively unchanged from one dyad to the next in both families.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/12036
Subject Headings: Educational leadership, Mentoring in education, School principals
Format: Document (PDF)

Title: Distributed leadership: An exploratory study.
Creator: Lucia, Rosemary T., Florida Atlantic University, Bogotch, Ira
Abstract/Description: The purpose of this study was to investigate the distribution of leadership and its effectiveness in an elementary school setting. This investigation viewed distribution as a horizontal continuous process, rather than a hierarchical process with administrators, teachers and support staff each demonstrating varying degrees of involvement in leadership activities according to roles, situations, leadership styles and organizational relationships. This study was anchored in a democratic,...
Show moreThe purpose of this study was to investigate the distribution of leadership and its effectiveness in an elementary school setting. This investigation viewed distribution as a horizontal continuous process, rather than a hierarchical process with administrators, teachers and support staff each demonstrating varying degrees of involvement in leadership activities according to roles, situations, leadership styles and organizational relationships. This study was anchored in a democratic, distributed perspective using the work of Jack Gibb, Richard E. Elmore, Peter Gronn, and James Spillane as its foundation. The design of this study involved the use of both quantitative and qualitative methods. The quantitative path involved data collection through surveys and existing documents. The qualitative data collection involved interviews and observations. In order to maximize the probability for identifying the dynamics and effects of distributed leadership in elementary schools, the settings for this study included schools engaged in a guidance grant model in both Broward County and Pasco County Public School Districts in Florida, which, on the surface, appeared to have distributed leadership components already in practice. The sample for this study included six Florida elementary schools, three located in Broward County and three in Pasco County. Four of these schools, two from Broward County and two from Pasco County, had been implementing the guidance reform effort. The two remaining schools, one in Broward County and one in Pasco County, demonstrated similar demographics and closely matched socioeconomic status of the grant schools, but were outside the guidance grant program. The population used in this sampling included principals, assistant principals, teachers, titled teacher leaders, school counselors and support staff. The findings of this study confirmed the theories of Gibb, Elmore, Gronn, and Spillane through the development of the Distributed Leadership Cycle. Distributed leadership is the key to effective collaboration that will positively impact the quality of teaching and learning, thus impacting student achievement. It is this integrative, relational model of distribution that will propel schools forward. Distributed leadership is the theoretical lens through which leadership practice in school can be reconfigured and re-conceptualized for the 21st century.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12122
Subject Headings: Educational leadership, Education--Philosophy, School management and organization, Educational change
Format: Document (PDF)

Title: Building a template of electoral strategies for women who aspire to the superintendency in appointed school districts within the southern United States.
Creator: Swain, Marianne Russo, Florida Atlantic University, Bogotch, Ira, Acker-Hocevar, Michele A.
Abstract/Description: Based on an observation that women have been more successful in ascending to the level of school superintendent within southern school districts that use electoral procedures, this study examined unique electoral strategies women superintendents use that maybe transferable to women who aspire to the superintendency within districts in which appointment is the only means of ascension. The researcher interviewed five superintendents in districts within the southern United States. The data were...
Show moreBased on an observation that women have been more successful in ascending to the level of school superintendent within southern school districts that use electoral procedures, this study examined unique electoral strategies women superintendents use that maybe transferable to women who aspire to the superintendency within districts in which appointment is the only means of ascension. The researcher interviewed five superintendents in districts within the southern United States. The data were analyzed using three conceptual frameworks: (a) Murphy's governance theory, (b) Ferguson's bureaucratic theory, and (c) Lather's emancipatory theory. The data were also evaluated in terms of elected and appointed school districts. Analysis of the data revealed four emerging themes: (a) career pathway and representative democracy, (b) political administrative elite and the bureaucracy, (c) gender dichotomy, the representation of self, and (d) building networks of support. The data revealed information about each superintendent's personal attributes that contributed to her electoral success, which included: (a) career path, (b) support system, and (c) and motivation to run. The superintendents also discussed mediating factors that shaped their campaign strategies and electoral success, which included: (a) negotiating powerbrokers within the community, (b) their relationship with the school board, (c) governance issues, (d) personal leadership philosophy, (e) power, and (f) gender stereotypes. Findings from the study provide guidance to those women aspiring to the superintendency in appointed school districts suggesting that appointed women superintendents recognize, understand, and negotiate the bureaucratic structure and governance framework as supported by the state and administrative elites.
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Date Issued: 2003
PURL: http://purl.flvc.org/fau/fd/FADT12037
Subject Headings: Women school superintendents--Selection and appointment, Women school superintendents--Southern States--Attitudes--Interviews, Women school administrators
Format: Document (PDF)

Title: Values underlying the parental selection of charter schools: A multi-site case analysis.
Creator: Grimsley, Patricia Ann., Florida Atlantic University, Bogotch, Ira
Abstract/Description: This multi-site case analysis investigated the values underlying the parental selection of charter schools. The conceptual framework of this study was school choice within the public sector and more specifically charter schools. The research design employed in-depth interviews and data analysis. A purposeful sample with random selection was used to select the eighteen parent participants. The principals were serving as principals of the schools at the time of the study. All research questions...
Show moreThis multi-site case analysis investigated the values underlying the parental selection of charter schools. The conceptual framework of this study was school choice within the public sector and more specifically charter schools. The research design employed in-depth interviews and data analysis. A purposeful sample with random selection was used to select the eighteen parent participants. The principals were serving as principals of the schools at the time of the study. All research questions were answered by the data analysis: How do the values of parents influence their selection of charter schools for their children? Parents were looking for alternatives to traditional public schools. Charter schools gave parents the opportunity to select schools that they believed would match their values. Why do some parents select to send their children to charter schools in lieu of traditional public schools? Charter schools provided smaller class size/smaller school size, more discipline, and diverse student population. Why do parents who have selected to send their children to charter schools believe that these schools do a better job of educating their children than some traditional public schools? Traditional public schools lack many of the things that parents stated would provide a good education for their children. How do race, socioeconomic status, and level of school impact the parental selection of charter schools in lieu of traditional public schools? These differences did not impact the parental selection of charter schools. What do parents consider when they select charter schools for their children? Parents considered what was best for their individual child. The finding of the study revealed that parents selected charter schools based on what they valued: small class size and small school size and the importance of education to the child's future. There were other themes that emerged across and within the three sites which contributed to the study's finding. More research is needed on charter schools because better informed parents will make better selections when exercising choice.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12111
Subject Headings: Charter schools--United States, School choice--United States, Educational equalization--United States, Educational change--United States
Format: Document (PDF)

Title: An exploratory study of the multicultural responsiveness of higher education faculty at two South Florida universities.
Creator: St. Juste, Edvard., Florida Atlantic University, Bogotch, Ira
Abstract/Description: The study started with a presumed conviction that there was ample evidence in Florida universities and in the community at large that students of color made up a large proportion of the student population. Meanwhile, I observed in classrooms, and realized that the diverse student population offers an opportunity to explore and understand issues of interest about diversity. With the changing demographics in the United States and a more inclusive university system, students of diverse cultures,...
Show moreThe study started with a presumed conviction that there was ample evidence in Florida universities and in the community at large that students of color made up a large proportion of the student population. Meanwhile, I observed in classrooms, and realized that the diverse student population offers an opportunity to explore and understand issues of interest about diversity. With the changing demographics in the United States and a more inclusive university system, students of diverse cultures, racial, and ethnic backgrounds are making American education both more exciting and more complex. This qualitative study seeks to uncover the cultural and philosophical underpinnings of multicultural responsiveness of higher education faculty at two South Florida universities. The study recognizes the central role of faculty in delivering instruction in ways that are most understandable to cultural diverse populations Twenty faculty members from two universities were interviewed and observed. They demonstrated positive interest and responses to the study. Most faculty support the view that an integration of well balanced multicultural education is necessary, especially in today's classrooms that are more diverse than in the past. The findings of the study confirm that a number of faculty believe that there are characteristics of culture that must be attended in order to provide quality multicultural education to students. The results of the study also indicate a coherence of faculty willingness to modify their instruction although not specifically to align with the model used in this study. The model cannot be applied with equal success to all faculty members. It comprises of a number components that can be used with flexibility in numerous educational settings. Participants in this study provided important information about their practice, their views about the multicultural trends and changes of attitude toward classroom diversity.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12226
Subject Headings: Multicultural education--Florida, Educational equalization--Florida, Minority college students--Florida, Education--Social aspects--Florida, Critical pedagogy--Florida
Format: Document (PDF)

Title: Instructional Leadership In High Schools: The Effects of Principals, Assistant Principals, and Department Heads on Student Achievement.
Creator: Todd, Tara Lynn, Bogotch, Ira, Florida Atlantic University
Abstract/Description: The purpose of the study was to examine the influence of instructional leadership on student achievement through the instructional leadership of principals, assistant principals and math department heads at the high school level. The Principal Instructional Management Rating Scale was used to quantify instructional leadership in ten different job functions. The research questions were as follows: 1. Can the instructional leadership of principals, assistant principals, and math department...
Show moreThe purpose of the study was to examine the influence of instructional leadership on student achievement through the instructional leadership of principals, assistant principals and math department heads at the high school level. The Principal Instructional Management Rating Scale was used to quantify instructional leadership in ten different job functions. The research questions were as follows: 1. Can the instructional leadership of principals, assistant principals, and math department heads be described at the high school level? 2. Whose instructional leadership has the greatest relationship to student achievement, principals, assistant principals, or math department heads? 3. Does team alignment in instructional leadership matter to student achievement? 4. Does socioeconomic status moderate the relationship between the job function and student achievement? Instructional leadership questionnaires were distributed to the principal, the assistant principal in charge of curriculum, and the math department head in all public high schools in five of the seven largest counties in Florida. The unit of study was the instructional leadership role linkage between the principal, the assistant principal, and the department head as it related to student achievement. The study found that (a) principals exhibit instructional leadership behaviors at a higher frequency than assistant principals and math department heads, (b) instructional leadership team alignment does not correlate to math achievement, and (c) principals' and assistant principals' behaviors correlate to math achievement, but math department heads do not. The study also found that student achievement is moderated by socioeconomic status. These findings suggest that the administrative setup in schools should be examined. The alignment of instructional leadership behaviors did not significantly correlate with student achievement; however, the correlation was positive in eight of the ten job functions. Differentiation of roles may be the key to understanding why alignment and achievement are positively correlated. Mixed method studies may also need to be used in future research, as this study contradicted other studies in the area of the department head's influence. Finally, the role of the department head should be studied in depth. This role may be the critical, yet indirect link to student achievement.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000715
Subject Headings: Motivation in education, Educational leadership, High school department heads--United States, School principals--United States
Format: Document (PDF)

Title: Language and leadership: Exploring the relationship between critical theories and the hegemonic construction of student achievement.
Creator: McClean, Marva., Florida Atlantic University, Bogotch, Ira
Abstract/Description: This study explored the relationship between critical theories and student achievement. The study applied the principles of Critical Discourse Analysis and Critical Pedagogy in studying the impact of artistic and hegemonic communication on student achievement. The purpose of the study was to critically analyze the language discourse of educational leaders and to determine the extent to which the language discourse contributes to the persistence of the achievement gap and the continuing...
Show moreThis study explored the relationship between critical theories and student achievement. The study applied the principles of Critical Discourse Analysis and Critical Pedagogy in studying the impact of artistic and hegemonic communication on student achievement. The purpose of the study was to critically analyze the language discourse of educational leaders and to determine the extent to which the language discourse contributes to the persistence of the achievement gap and the continuing marginalization of diverse groups of children. This research study offers a practical set of recommendations on how to use the process of critical discourse analysis to arrive at more adequate solutions to the problems that contribute to the achievement gap. It demonstrates how an uncritical acceptance of textual communication from powerful sources such as state departments of education makes educational leaders responsible for the academic failure of children. This study was therefore concerned with finding a process to interrupt hegemonic communication and allow for more democratic use of language that accommodates the multiple realities of the school system. The Research Design used in this research process incorporated data analysis at the state, district and school site levels. The processes of critical discourse analyses were used to scrutinize the language of verbal and written texts and observation data for socio-political relations and ideology embedded in the language. The study found that at the federal, state and district levels hegemonic language was used to assert the worldview of educational accountability and standardization. In contrast to the federal, state and district data, the school site data revealed the use of critical discourse to counteract hegemonic communication and give voice to the multiple realities that exist. This study highlights the fact that educational leaders, including the crafters of educational policies and related documents, skillfully use language to advance their particular perspective. The study demonstrates how educational leaders can implement artistic leadership to open up the spaces in the discourse to interrupt hegemonic communication and eventually close the achievement gap.
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Date Issued: 2004
PURL: http://purl.flvc.org/fau/fd/FADT12099
Subject Headings: Academic achievement, Multicultural education, Curriculum planning--Cross-cultural studies, Education--Research--Methodology
Format: Document (PDF)

Title: Socio-Cultural Leadership: An Innovative Model For School Leadership.
Creator: Blackburn, Desmond K., Bogotch, Ira, Florida Atlantic University
Abstract/Description: The conceptual framework of this study suggested that Socio-Cultural Leadership was composed of the following four factors: Instructional Domain, Emotional Domain, Community Domain, and Cultural Domain. Furthermore, it was posed that these factors, collectively and independently, directly impacted student achievement in schools ofhigh poverty. From this framework, the Socio-Cultural Leadership Questionnaire was developed (SCLQ). The research questions that guided this study were: 1. Do the...
Show moreThe conceptual framework of this study suggested that Socio-Cultural Leadership was composed of the following four factors: Instructional Domain, Emotional Domain, Community Domain, and Cultural Domain. Furthermore, it was posed that these factors, collectively and independently, directly impacted student achievement in schools ofhigh poverty. From this framework, the Socio-Cultural Leadership Questionnaire was developed (SCLQ). The research questions that guided this study were: 1. Do the items of the survey instrument divide into the four domains as described? 2. What is the relationship, collectively and independently, between SocioCultural Leadership and student achievement in high-poverty schools? 3. Is the frequency in observed principal behaviors different between lowperforming and high-performing schools? Therefore, the purpose of this study was to, via exploratory factor analysis; verify that these four factors existed as described and to, via regression analysis, find the direct relationship between the resulting factors and student achievement in high poverty schools. High poverty schools were defined as schools where 50 percent ( 40 percent for high schools) or more of the student population participated the federally funded Free and/or Reduced Price Lunch Program. This study also sought to differentiate these findings according to the performance levels of the schools sampled. The pilot study, the descriptive statistics, the principal components analysis, and the measures of internal consistency, all provided the researcher with empirical evidence to establish the reliability and validity of specific SCLQ items along with the significance of the resulting factors. Two of the five SCLQ subscales that resulted from the factor analysis, OP (outreach to parents) and MIPD (management of instructional process detractors), positively correlated with student achievement in the total sample (n = 903). There is a less than 5 percent chance that these findings were due to a Type I sampling error. Finally, principals in high-performing schools exhibited behaviors indicated by subscales OP (outreach to parents) and MIPD (management of instructional process detractors) significantly more than principals in low-performing schools.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000650
Subject Headings: Academic achievement--Cross-cultural studies, Minority students--Social conditions, Motivation in education
Format: Document (PDF)

Title: The Implications of Florida's 1998 Constitutional Revision on Education Finance Reform : A Legal Analysis Of Florida' s 1998 Constitution Revision Concerning Its Impact To The Legitimacy Of Florida's Education Financing Plan.
Creator: Hodge, Patricia C., Bogotch, Ira, Sughrue, Jennifer, Florida Atlantic University
Abstract/Description: Children of extreme poverty, who attend schools in impoverished neighborhoods, traditionally fall years behind their counterparts before they reach school age. While there have been numerous studies done on the effects of poverty on student achievement, there are few remedies for closing the gap for students in poverty. Additionally, educators in schools that serve a majority of students of poverty find that they have limited resources but are given more mandates than schools in economically...
Show moreChildren of extreme poverty, who attend schools in impoverished neighborhoods, traditionally fall years behind their counterparts before they reach school age. While there have been numerous studies done on the effects of poverty on student achievement, there are few remedies for closing the gap for students in poverty. Additionally, educators in schools that serve a majority of students of poverty find that they have limited resources but are given more mandates than schools in economically richer areas. With the increasing mandates of the No Child Left Behind Act, educators are struggling to incorporate the new demands into budget that are stretched beyond capacity. Are there strategies that advocates for better education can use to mobilize legislators to make greater provisions for education? The members of the Florida Constitution Revision Commission felt that they could bring change to the educational provisions by changing their state 's constitution. They changed the terms of art of the education article of Florida's constitution to increase the duty required of the legislature to provide for education. Further, they provided a definition of their concept of adequate provisions for education. This study seeks to determine if the change ofthe language of the educational article of Florida's constitution will impact the outcome of a challenge to the adequacy of the Florida's educational provisions.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000668
Subject Headings: Educational law and legislation--Florida, Public schools--Florida--Finance, Academic achievement--Economic aspects--Florida, United States --NoChild Left Behind Act of 2001
Format: Document (PDF)

Title: An exploratory examination of “pockets of success” in creating urban high schools of opportunity for LSES students.
Creator: Gaines, Frank, Bogotch, Ira, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses...
Show moreThe purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses for the study. The study design is grounded in portraiture, created by Lawrence-Lightfoot and Hoffman-Davis (1997), to detail the intricate dynamics and relationships that exist in high schools. Portraiture steps outside of the traditional boundaries of quantitative and qualitative research to converge narrative analysis with public discourse in a search for authenticity. Identifying what the participants value, how they create and promote opportunities for students, the school’s role in rebuilding the surrounding community, and the community’s priority for graduates, provided the groundwork. The review of the literature reconstructs the term “opportunity” in the context of the urban high school, aligning it with the moral purposes of education. It traces the history of educational and social justice barriers for minority students, outlines the impact of leadership decision-making on the evolution of the urban high school, and addresses increasing the capacity of schools to create opportunities for students to succeed. Participants revealed the foundations for success, challenges and goals toward success, conduits to facilitate that success, and collaborations required to build an agenda to couple school-based stakeholders, civic groups, and national organizations to the creation of a national platform to improve outcomes for urban public high school students in disenfranchised communities.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004019
Subject Headings: Academic achievement -- Social aspects, Educational equalization, Effective teaching, Minorities -- Education -- Social aspects, School improvement programs
Format: Document (PDF)

Title: An Assessment of Leadership Practice in High Schools: Improving Graduation Rates.
Creator: Osorio, Maria Eugenia, Maslin-Ostrowski, Patricia, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team...
Show moreThis research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team practices in relation to improving graduation rates and the second sub-question addressed the accountability of changing standards with respect to graduation rates. A third sub-question sought to answer how interactions of principals and assistant principals relevant to improvement in student performance are interpreted by faculty and staff. The purposeful sample from each of the three high schools consisted of one principal, four assistant principals and one teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates. The study reveals six major findings: (a) school leaders establish a clear vision, mission or goal to increase graduation rates, (b) identification, management and evaluation of academic enrichment programs are necessary interventions for student success, (c) school leaders build a culture of student learning and achievement through a system of processes, programs and support initiatives, (d) the leadership team is knowledgeable, strongly motivated and devoted to their role as leaders in serving all students, (e) school leaders use data as guiding variables in making decisions regarding at-risk student achievement and success, and (f) school leaders develop and foster positive relationships with students and teachers.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004618
Subject Headings: School improvement programs., Educational leadership., School management and organization., School principals--Professional relationships., Assistant school principals--Professional relationships., Organizational behavior.
Format: Document (PDF)

Title: An Investigation of Kindergarten Teachers’ Attitudes, Knowledge, and Reported Practices Regarding Teacher Leadership in the State of Kuwait.
Creator: Aleisa, Bashayer, Bogotch, Ira, Barakat, Maysaa, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school...
Show moreThis study aimed to investigate the attitudes, knowledge, and practices of Kuwaiti kindergarten teachers regarding their leadership roles in the classroom and schools within the State of Kuwait. This study was conducted using a mixed methods research design whereby both quantitative and qualitative data were collected and analyzed simultaneously. The qualitative sample included 56 kindergarten teachers and twelve heads of departments selected from 12 kindergarten schools from all six school districts in the State of Kuwait. The quantitative sample included 560 volunteer participants who completed a survey that measures teachers’ values, practices, and their perspectives on school culture regarding teacher leadership. ANOVA was used to analyze the differences among school district location, years of teaching experience, and teacher’s education level. The findings suggested that there were no statistically significant correlations among teachers’ beliefs regarding teacher leadership and school location, years of experience, and education level. Also, there were no statistically significant correlations between teacher leadership practices and school location, years of experience, and education level. There were significant correlations between school climate conducive to teacher leadership and years of experience, without school location and education level. Moreover, the concept of teacher leadership was ambiguous in Kuwaiti kindergarten schools. There were some indications of opportunity for teacher leadership roles, but those roles were not considered effective by participants. Teacher participants believe that their roles are restricted, and this perspective was supported in part by the heads of department. Teachers enumerated some hindrances to teacher leadership, such as instability of ministry supervisors’ decisions; top-down, unilateral decision-making; and school administrations’ tight control of teachers’ roles to the level of organizing and running classrooms. Broader implementation of Kuwaiti school restructuring efforts employing a distributed leadership model among formal and informal leadership roles and positions is recommended to help improve quality of education, the teaching profession, and school reform. In the end, the most significant benefit would be gained by students.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013167
Subject Headings: Kindergarten teachers, Kuwait, Educational leadership
Format: Document (PDF)

Title: A Model for Improving Teacher Engagement Through Administrative Support.
Creator: Campbell, James C., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: School leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher...
Show moreSchool leaders in the elementary and secondary levels are continually in search of ways to raise student achievement. It is acknowledged that a quality teacher is the most effective means to ensure student success. However, school leaders cannot stop at hiring quality teachers. They must take steps to provide support for those teachers so they will remain engaged in their jobs. This research study sought to examine how various supportive actions by school principals can affect teacher engagement. It addressed the research questions of “Can administrative support factors predict teacher engagement?” and “Can teacher engagement predict student achievement?” This was accomplished through a literature review of the topics associated with teacher engagement as well as a quantitative analysis of responses solicited from high school teachers in a large urban school district in the Southeastern United States. The results indicate that administrative support factors can predict teacher engagement as the model predicted that a significant amount (54%) of the variance in teacher engagement was due to the predictor variables. It was found that the social events factor significantly predicted teacher engagement (b=.419) with the next highest weight being the assessment factor (b=.246). However, the study did not show a predictive relationship between teacher engagement and student achievement.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004887, http://purl.flvc.org/fau/fd/FA00004887
Subject Headings: Teachers--In-service training., Teachers--Quality of., School improvement programs., Educational leadership., Teacher-principal relationships., School management and organization., School principals--Professional ethics., Mentoring in education.
Format: Document (PDF)

Title: Concurrent Enrollment and Academic Performance of Community College English Language Learners.
Creator: Johnson, Stephen R., Floyd, Deborah L., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Community colleges provide open access and affordable options for higher education to a growing population of adult English Language Learners (ELLs) in the United States. Language minority groups, particularly native Spanish speakers, are currently the fastest growing demographic in the nation. Community college English as a Second Language (ESL) courses constitute a vital support for these students by providing adult ELL students with foundational college literacy skills. With the growing...
Show moreCommunity colleges provide open access and affordable options for higher education to a growing population of adult English Language Learners (ELLs) in the United States. Language minority groups, particularly native Spanish speakers, are currently the fastest growing demographic in the nation. Community college English as a Second Language (ESL) courses constitute a vital support for these students by providing adult ELL students with foundational college literacy skills. With the growing demand for college graduates in today's workforce, language minority students, like their native English-speaking (NES) counterparts, need to leave college with vendible work credentials. Community colleges need practical and affordable ways to improve learning and degree completion rates of their English language learners. College ESL programs face two key challenges in realizing this goal: (1) providing quality language preparation for college-bound E LLs, and (2) developing efficient ways to deliver curricula to a student population that has limited financial resources and time. This was a single institution case study that investigated two ESL curriculum models at a large urban community college. The study compared the academic performance and persistence of ELL students who studied in a sheltered ESL curriculum to ELL students who studied in a concurrent enrollment ESL curriculum that combined college-level courses with advanced ESL study. The researcher analyzed student data from college archives: transcript data, admission data, and course performance results. Data from three student groups were salient to the study -- students in concurrent enrollment courses (partially-mainstreamed ESL students), students in traditional ESL courses (not mainstreamed), and native English speakers in freshmen-level general education courses. The study described the relationship between the two types of ESL curriculum and the academic performance and persistence of ELL students in each program. Findings showed that advanced ELL students were able to successfully complete select college courses as they finished their ESL program. Results indicated that early access to college courses motivated students to persist. This study can help ESL practitioners and administrators in higher education determine if a concurrent enrollment curriculum model is a viable alternative for intermediate and advanced level ELL students.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004509, http://purl.flvc.org/fau/fd/FA00004509
Subject Headings: Academic achievement, Community colleges -- Administration -- Evaluation, Community colleges -- Curricula, English language -- Study and teaching -- Foreign speakers -- Education (Higher), Second language acquisition
Format: Document (PDF)

Title: Factors That Contribute to Healthy Professional Relationships and a Positive Perception of School Climate in Christian Schools.
Creator: Hoffman, Tammy, Vaughan, Michelle, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Several Christian schools are becoming insolvent due to competition from larger private and charter schools. The purpose of this explanatory sequential mixed methods study was to determine teacher and administrators’ perception of school climate in the dimension of “Professional Relationships” in two accredited secondary Christian schools in South Florida, identify factors that contribute to healthy interpersonal relationships between the two groups, and determine how each group’s Christian...
Show moreSeveral Christian schools are becoming insolvent due to competition from larger private and charter schools. The purpose of this explanatory sequential mixed methods study was to determine teacher and administrators’ perception of school climate in the dimension of “Professional Relationships” in two accredited secondary Christian schools in South Florida, identify factors that contribute to healthy interpersonal relationships between the two groups, and determine how each group’s Christian faith influenced their actions. This study was unique because it included the administrators. The Organizational Climate Descriptive Questionnaire Revised for Secondary Schools (OCDQ-RS) survey was administered and results indicated that the participants’ perception of school climate was strongly influenced by their interpersonal relationships with their leaders, and positive interactions with one leader balanced out negative interactions with another leader. The survey results determined that School B’s participants scored above average in all five behaviors, and in “Teacher Engaged Behavior” their high score was an outlier, but the qualitative strand proved the score was appropriate. A t-test proved there was a significant statistical difference between the two research sites. Both schools scored above average in their openness scores, supporting the literature that Christian schools tend to have healthier school climates than public schools. An intrinsic case study was used for the qualitative strand, and the results indicated that teachers appreciate “Intentional Compassionate Leaders” who demonstrate healthy communication skills and compassion, and administrators appreciate “Professional Teachers” who demonstrate healthy communication skills and reciprocal compliance. Teachers appreciate administrators who demonstrate humility, Christian leadership, collaboration, accessibility, and visibility. These findings are significant for all educators because they identify concrete actions that teachers and administrators can take to improve their professional relationships. Christian school leaders could consider conducting a school climate study with a qualitative strand and following the Christian Transformational Leadership style, which encourages leaders to develop professional relationships with teachers, provide teachers with growth opportunities, develop a shared vision with their staff, and incorporates the three R’s, which stand for Christian school leaders who are “responsible” to secure “resources” and implement “reform” to keep their school in business.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013069
Subject Headings: Christian schools., Church schools--Administration., Interpersonal relations., School climate
Format: Document (PDF)

Title: Global-Mindedness in Study Abroad Professionals.
Creator: Tucker, Tania Renee, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This mixed methods study explored and measured the multi-dimensional construct of global-mindedness as it applies to the study abroad professional and defines the term study abroad professional. Hett’s (1993) Global-Mindedness Scale and the five dimensions of responsibility, cultural pluralism, efficacy, globalcentrism, and interconnectedness was utilized to determine the global-mindedness of study abroad professionals. Additionally, open and closed-ended questions were used to identify...
Show moreThis mixed methods study explored and measured the multi-dimensional construct of global-mindedness as it applies to the study abroad professional and defines the term study abroad professional. Hett’s (1993) Global-Mindedness Scale and the five dimensions of responsibility, cultural pluralism, efficacy, globalcentrism, and interconnectedness was utilized to determine the global-mindedness of study abroad professionals. Additionally, open and closed-ended questions were used to identify similarities across the study abroad professionals and to help define and give meaning to the term study abroad professional. Research findings lead to the identification of four themes. Theme one focused on characteristics that lend themselves to defining the term study abroad professionals. Theme two focused on the individual characteristics and their association with Hett’s five dimensions of global-mindedness. Qualitative data were used to support the various research questions whose answers became part of the working definition for a study abroad professional. Theme three focused on study abroad. And, theme four focused on evolving job announcements. International education, specifically study abroad, has become a specialized and recognized profession. What has emerged are specific academic requirements, professional training, and various professional and personal experiences being a requirement for entry into the field. Individuals entering the study abroad profession need to have an advanced degree, most likely in education or international/global studies (although other majors are acceptable), they will have studied, interned, volunteered, worked, or lived abroad, they will have good communication skills, be open-minded, organized, flexible, patient, empathetic, culturally sensitive, interculturally competent, and will have previous experience in the field. These findings have led to the definition of a study abroad professional. a study abroad professional is a globally-minded administrator or advisor with international and professional experiences, educational credentials, and personal traits that help them to relate to, communicate with, and support students, faculty, and staff, while fostering a safe study abroad environment that meets the needs of the institution and diverse student populations.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013152
Subject Headings: Foreign study, Cultural pluralism, Global, Mixed methods research
Format: Document (PDF)

Title: Globalization and Higher Education in Florida's State University System.
Creator: Ilyas, Mohammad, Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research was to assess how prepared Florida's State University System (SUS) institutions have been during the past five years (2008-2013) in responding to the challenges of globalization. The research also established institutional trends for the past five years (2008-2013) and projections for the next five years to seize the opportunities offered by globalization and to produce graduates with global competency skills. Ten of the 12 SUS institutions studied in this...
Show moreThe purpose of this research was to assess how prepared Florida's State University System (SUS) institutions have been during the past five years (2008-2013) in responding to the challenges of globalization. The research also established institutional trends for the past five years (2008-2013) and projections for the next five years to seize the opportunities offered by globalization and to produce graduates with global competency skills. Ten of the 12 SUS institutions studied in this research were Florida A&M University (FAMU), Florida Atlantic University (FAU), Florida Gulf Coast University (FGCU), Florida International University (FIU), Florida State University (FSU), University of Central Florida (UCF), University of Florida (UF), University of North Florida (UNF), University of South Florida (USF), and University of West Florida (UWF). The research was conducted as a case study using multi-method approach. The quantitative analysis was based on the information collected from the institutions and from the integrated postsecondary education data system (IPEDS). The qualitative analysis was based on the institutional mission statements, vision statements, and strategic plans. The quantitative analysis used six data parameters to compute a globalization composite index (GCI) for institutional comparisons and for establishing trends and future projections. Integrating quantitative and qualitative analyses led to the research findings of this study. Based on this study, the institutional preparedness for globalization has been low for six SUS institutions (FAMU, FAU, FGCU, UCF, UNF, and UWF) and has been medium for the remaining four (FIU, FSU, UF, and USF). The trend analysis showed that institutional preparedness could be improved significantly if robust and focused efforts are made over the next five years. In that case, the institutional preparedness for FAMU, FGCU, UNF, and UWF could ascend to medium; for FAU and UCF, it could improve to medium+; and for FIU, FSU, UF, and USF, it could reach high. The research concluded with some recommendations to help the leadership of Florida and the SUS institutions in responding effectively to the challenges of globalization. A few recommendations for future research in this field also are provided.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004507, http://purl.flvc.org/fau/fd/FA00004507
Subject Headings: Education and globalization, Education, Higher -- Effect of technological innovations on, Education, Higher -- Florida, Educational change -- Florida
Format: Document (PDF)

Title: Possible Futures for Teacher Education Programs: Meta-Theory Orientation.
Creator: Svendsen, Jared C., Bogotch, Ira, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This...
Show moreThis study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This conceptualization grounds dominant teacher education modalities within a specific meta-theory orientation. Through this analysis, the author also explores an alternative conceptualization of teacher education that appeals to the educative power of contextual awareness, ontological sensitivity, and democratically recursive pedagogical and relational processes. Such a conceptualization reflects an alternative meta-theory orientation. For the purposes of this analysis, the author employed textual analysis of sampled website literature from Teacher Education Programs in six geographic regions within the United States. This textual analysis was grounded in the aforementioned conceptualizations and was intended to reveal meta-theory orientations as expressed in a program’s official text.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004679, http://purl.flvc.org/fau/fd/FA00004679
Subject Headings: Action research in education, Education -- Philosophy, Educational leadership, Effective teaching, Teacher effectiveness, Teachers -- Training of -- Evaluation
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)

Educational leadership (7)	+ -
Educational leadership. (2)	+ -
Effective teaching (2)	+ -
Motivation in education (2)	+ -
School improvement programs. (2)	+ -

School management and organization (2)	+ -
School management and organization. (2)	+ -
Academic achievement (1)	+ -
Academic achievement -- Social aspects (1)	+ -
Academic achievement--Cross-cultural studies (1)	+ -
Academic achievement--Economic aspects--Florida (1)	+ -
Academic achievement (1)	+ -
Action research in education (1)	+ -
Alumni and alumnae (1)	+ -
Assistant school principals--Professional relationships. (1)	+ -
Broward County (Fla.) (1)	+ -
Business and education--Florida (1)	+ -
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Christian schools. (1)	+ -
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Community colleges -- Administration -- Evaluation (1)	+ -
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Curriculum planning--Cross-cultural studies (1)	+ -

Educational leadership--United States (1)	+ -
School improvement programs--United States (1)	+ -

Bogotch, Ira (24)	+ -
Florida Atlantic University (23)	+ -
Department of Educational Leadership and Research Methodology (14)	+ -
College of Education (11)	+ -
Charles E. Schmidt College of Science (3)	+ -

Floyd, Deborah L. (2)	+ -
Acker-Hocevar, Michele A. (1)	+ -
Albritton, Mary E. (1)	+ -
Aleisa, Bashayer (1)	+ -
Andrews, Janis. (1)	+ -
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