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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: PSYCHOLOGICAL CONTRACT VIOLATION AMONG ADMINISTRATIVE MIDDLE MANAGERS: A PHENOMENOLOGICAL STUDY IN HIGHER EDUCATION.
Creator: Mooney, Laura A., Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: This qualitative study furthers understanding of psychological contract violation experiences as examined through the lens of administrative middle managers in higher education settings. Psychological contract is defined as unstated expectations in the employment relationship which, when violated, results in negative outcomes for employers and employees. In higher education, middle managers are professional staff with titles such as director, associate director, or assistant director across...
Show moreThis qualitative study furthers understanding of psychological contract violation experiences as examined through the lens of administrative middle managers in higher education settings. Psychological contract is defined as unstated expectations in the employment relationship which, when violated, results in negative outcomes for employers and employees. In higher education, middle managers are professional staff with titles such as director, associate director, or assistant director across academic and student affairs units. The purpose of this phenomenological study was to explore the meaning of violation experiences for administrative middle managers in higher education settings. This study advanced understanding of post-violation outcomes on participants’ work and future career intentions. This study found that participants’ psychological contract violation experiences had a wounding effect, including negative emotional impacts, feelings of isolation, increased vulnerability, and feelings of responsibility for the violation experience. In addition, participants made sense of their violation experience by focusing on their passion for serving students, the importance of work to their identity, and the responsibility they felt as leaders. Study participants remained in their work settings despite the violation experience and negative impacts. This study resulted in implications for practice for three entities: higher education institutions, administrative middle managers, and professional associations.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014254
Subject Headings: Educational leadership, Middle managers, Education, Higher--Management, Education, Higher--Administration
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: Improving School Performance: Leader Autonomy and Entrepreneurial Orientation.
Creator: Feit, Keith G., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: In a growingly complex and ambiguous world it is thought that flexible, change-oriented leadership that encourages a culture that is risk taking, innovative, and proactive is necessary to survive and prosper. The extant literature offers entrepreneurial leadership as having a positive impact in such environments in business settings. Schools, which are not exempt from complex and ambiguous environments, might also benefit from this new type of leadership. Hence, this study expands the study...
Show moreIn a growingly complex and ambiguous world it is thought that flexible, change-oriented leadership that encourages a culture that is risk taking, innovative, and proactive is necessary to survive and prosper. The extant literature offers entrepreneurial leadership as having a positive impact in such environments in business settings. Schools, which are not exempt from complex and ambiguous environments, might also benefit from this new type of leadership. Hence, this study expands the study of entrepreneurial leadership to the education profession, examining the relationship between principal autonomy, a principal’s entrepreneurial orientation, school culture, and school performance. This study, supported by findings of numerous educational leadership studies, posits that a significant positive indirect relationship exists between a principal’s entrepreneurial orientation and school performance, with school culture as a mediating variable. It is proposed that a greater disposition to proactive and risky behaviors in pursuit of innovation will correlate with greater cultural innovativeness, leading to higher levels of school performance. The contribution this study makes is both theoretical and practical. Theoretically, it adds a new dimension to the educational leadership literature by investigating the potential effectiveness of entrepreneurial leadership in improving teaching and learning in American schools, and the impact of risk taking, innovativeness, and proactiveness as individual distinct determinants of school performance. Practically, the study could identify new dispositions valuable to principals in efforts to improve their school’s performance. The study uses a nonexperimental, quantitative research design to explore these relationships, using correlational and regression analyses.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004589, http://purl.flvc.org/fau/fd/FA00004589
Subject Headings: Educational leadership., Educational innovations., Entrepreneurship., Education--Aims and objectives., Education and globalization., Academic achievement., School improvement programs.
Format: Document (PDF)

Title: Perceptions of Characteristics Contributing to Success in Two University-Based Programs Designed for Adults of Retirement Age.
Creator: Chairman, Rachelle, Acker-Hocevar, Michele A., Florida Atlantic University
Abstract/Description: The purpose of this study was to identify characteristics and practices, related values, and the processing of stakeholders ' voices in two educational programs for older adults that are perceived as effective by their stakeholders. This purpose was motivated by the researcher's desire to provide useful information to program leaders and institutional leaders in the field of older adult education. The information is presented for leaders who are building new educational events and integrating...
Show moreThe purpose of this study was to identify characteristics and practices, related values, and the processing of stakeholders ' voices in two educational programs for older adults that are perceived as effective by their stakeholders. This purpose was motivated by the researcher's desire to provide useful information to program leaders and institutional leaders in the field of older adult education. The information is presented for leaders who are building new educational events and integrating them into their organizations. The research was conducted at two sites at Florida Atlantic University: the Lifelong Learning Society at the Jupiter campus and the Memory and Wellness Center at the Boca Raton campus. The voices in this text belong to practitioners, theoreticians, and attendees- all learners as well as contributors. The researcher's face-to-face interviews, group discussions, and observations disclosed four meta themes: (a) envisioning, creating, and establishing the learning environment; (b) program characteristics, (c) fostering persistent participation, and (d) leaders' roles and responsibilities. These themes encompassed both sites while illustrating inherently unique aspects of each program. The setting at each site was comprised of three distinct aspects -physical, affective, and activity- and each uniquely contributed to program success. Although each setting and program had its own reasons and methods for stimulating cognitive functioning, they shared the assumption that wellness and learning are related. Leaders of both programs displayed four foundational qualities: respect, kindness, encouragement, and flexibility. Each of these characteristics fostered strong positive relationships with attendees and partnerships that promote learning among colleagues. These examples of successful leadership suggested several guidelines for front line practitioners. Among these were building expertise in market awareness, fund raising, a wide communication repertoire, and the critical ability of establishing a cadre of program supporters within and beyond the organization. Recommendations for higher-level leaders included attending to core institutional values, community connections, open communication, inclusion of new team members, and the value of listening to everyone's ideas. Factors that advanced the establishment of educational programs for older adults include their growing numbers, assertive voices, and value to host institutions. This study raises the question: in what ways do these formal, communal learning events contribute to follow-up independent learning?
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000658
Subject Headings: Older people--Education--United States, Adult education
Format: Document (PDF)

Title: Digital Edification: An Analysis of Technology Readiness and Concept of Ability in the School District of Palm Beach County K-12 School Leaders.
Creator: Atwell, David Christopher, Wang, Victor, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research study was to determine K-12 school leaders' concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS) was used to analyze concepts of ability and the Technology Readiness Index (TRI) 2.0 was used to analyze the technology readiness of K-12 school leaders. Data from the two instruments were used to determine if there was any relationship between K-12 school leaders' concept of ability and technology readiness. This analysis filled a...
Show moreThe purpose of this research study was to determine K-12 school leaders' concepts of ability and technology readiness. The Theories of Intelligence Scale (TIS) was used to analyze concepts of ability and the Technology Readiness Index (TRI) 2.0 was used to analyze the technology readiness of K-12 school leaders. Data from the two instruments were used to determine if there was any relationship between K-12 school leaders' concept of ability and technology readiness. This analysis filled a blank spot in the research contributing to the literature on leadership, Mindset Theory (Dweck, 2006; Dweck, Chiu, & Hong, 1995), and Technology Readiness (Lin & Hsieh, 2012; Parasuraman, 2000). Furthermore it helped to determine the state of K-12 school leaders' status as 21st century leaders. The sample consisted of the school leaders of School District of Palm Beach County (SDPBC). This included 158 principals from 104 elementary, 31 middle, and 23 high schools. The researcher was a school district employee and therefore had access to the participants. Each of the four null hypotheses were rejected as SDPBC school leaders scored significantly higher on the TIS (p < .05) and TRI 2.0 (p < .01), there was a significant (p < .0125) positive relationship between TIS and the TRI 2.0, and that relationship was affected (p < .05) by gender, race, and experience.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004479, http://purl.flvc.org/fau/fd/FA00004479
Subject Headings: Blended learning, Educational technology, Effective teaching, Leadership in education, Metacognition, Teachers, Training of, Web based instruction
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: Policy entrepreneurship: a descriptive portrait of higher education leaders.
Creator: Felsher, Rivka A., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: As the gap between the haves and have-nots widens, the call for reform in higher education in the United States intensifies. Policy actors, philanthropists, and academics from across the political spectrum work on various policy solutions, creating a policy environment that is complex and often contentious. Incrementalists claim that major policy reform is unlikely since unknown variables and inexplicable events can stall or dismantle policy initiatives. In such environments, policy...
Show moreAs the gap between the haves and have-nots widens, the call for reform in higher education in the United States intensifies. Policy actors, philanthropists, and academics from across the political spectrum work on various policy solutions, creating a policy environment that is complex and often contentious. Incrementalists claim that major policy reform is unlikely since unknown variables and inexplicable events can stall or dismantle policy initiatives. In such environments, policy entrepreneurs—those individuals who advocate for policy innovation, work for change, and help shape policy solutions from within and without government—try to break through the barriers of incremental politics. As important as this role is to the influencing and structuring of higher educational policy, it has not yet been explored. This study fills this gap in the extant literature by cataloging the characteristics and skills that enable higher education policy entrepreneurs at the state and national levels to persevere and accomplish sustainable and innovative higher education reforms over time.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004367, http://purl.flvc.org/fau/fd/FA00004367
Subject Headings: Education, Higher -- Aims and objectives, Educational leadership, Entrepreneurship, Organizational effectiveness, Policy sciences, Strategic planning
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: Managed Discourse: Legitimizing Principal Identity and Agency.
Creator: Arellano, Matias, Mountford, Meredith L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Given the demands of the era of accountability and standardization, the purpose of this study was to explore how educational leaders construct their identity and agency. The study utilized overlapping post-structural and critical theoretical frameworks on identity and agency to analyze how high school principals interpret and enact comprehensive school reform rhetoric and their state’s educational leadership standards. In addition to several cycles of coding, a critical discourse analysis was...
Show moreGiven the demands of the era of accountability and standardization, the purpose of this study was to explore how educational leaders construct their identity and agency. The study utilized overlapping post-structural and critical theoretical frameworks on identity and agency to analyze how high school principals interpret and enact comprehensive school reform rhetoric and their state’s educational leadership standards. In addition to several cycles of coding, a critical discourse analysis was performed with the input of the participants’ high schools in order to further analyze the form and function of discourses, socially situated meanings, and ideologies that constitute being an educational leader and doing the work of an educational leader. The findings from the study revealed that the high school principals discursively construct their professional identity and agency by engaging in discourses and social practices related to managing the personnel, numerical data, and external expectations of the organization. As a result, the participants use the comprehensive school reform rhetoric as a way to legitimize and rationalize their duty as educators. The socially situated meaning attributed to the state’s educational leadership standards is not as clear, with the participants dismissing their value for a lack of context. In interpreting and enacting the school reform policy mandates set forth by the district and the state, principals conserve a corporatized model of school leadership that borrows much of its neoliberal language from the business sphere. The principals are positioned as mid-level managers, confirming Foster’s (2004) description of the contemporary school leader who is preoccupied with controlling the numeracy, information systems, and language of the organization. Future research should focus on performing critical discourse analysis studies with the upper levels of management, including, but not limited to, the central office and the office of the superintendent, as a way of exploring a more transcendent meaning of schooling and school leadership that focuses on human development. This study has the potential to provide leadership preparation programs and policymakers significant insight into the problems, paradoxes, and possibilities of school reform rhetoric and its impact on local school leaders.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004657, http://purl.flvc.org/fau/fd/FA00004657
Subject Headings: Critical pedagogy, Discourse analysis, Education -- Research -- Methodology, Educational leadership, High school principals, Identity (Psychology)
Format: Document (PDF)

Title: Missed Opportunities and Connections in Teacher Learning.
Creator: Ferris, Deborah Melchers, Hyslop-Margison, Emery, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The current qualitative study focused on understanding the process of learning to teach. Using interviews of teacher educators, the study explored the importance of a set of teaching activities developed as part of the Teacher Self Efficacy Survey (Tschannen- Moran & Woolfolk Hoy, 2001) as well as the inclusion of instructional and assessment strategies for the teaching activities and the quality of beginning teacher performance of the activities. Data were collected from interviews of 15...
Show moreThe current qualitative study focused on understanding the process of learning to teach. Using interviews of teacher educators, the study explored the importance of a set of teaching activities developed as part of the Teacher Self Efficacy Survey (Tschannen- Moran & Woolfolk Hoy, 2001) as well as the inclusion of instructional and assessment strategies for the teaching activities and the quality of beginning teacher performance of the activities. Data were collected from interviews of 15 teacher educators. A process of open, axial, and substantive coding was applied to the data to inductively identify and categorize data relevant to the purpose of the study and to allow comparisons among and between categories. Findings suggested that teaching activities are critically important to and a comprehensive description of effective teaching, and that beginning teachers struggle with differentiation and applying their learning to their practice. Further, findings suggested that the source of beginning teacher struggles was found within the teacher education program, within school contexts, and between the two institutions. In addition, findings suggested that beginning teachers perform the student engagement activities and those related to instructional strategies more proficiently than classroom management activities, and that all three teaching activity categories were included in the curriculum, but to different degrees and not all as part of curriculum design. A variety of pedagogies were used to prepare preservice teachers; however, there was no reported knowledge of assessment instruments used to measure preservice teachers’ readiness for teaching and to obtain data on the performance of their graduates. Lastly, this study revealed that teacher education program leaders were reluctant to participate in a study that sought to draw direct connections between the skills taught in the program and how well beginning teachers perform them. Based on the findings, the researcher recommends further studies to determine the viability of the teaching activities as a comprehensive and accurate definition of effective teaching. Further the researcher recommends that teacher education programs and school districts adopt the teaching activities as a consistent framework for providing preservice education, for setting school district expectations, and for conducting teacher evaluations.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004676, http://purl.flvc.org/fau/fd/FA00004676
Subject Headings: Action research in education, Educational leadership, Effective teaching, Pedagogical content knowledge, Teacher effectiveness, Teachers -- Training of
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: Mentoring as an educative function: professional development experiences that influence mentor teachers' beliefs.
Creator: Bresnahan, Tammy L., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study investigated the self-reported frequency of professional development experiences mentors have had with their mentees and with other mentors and identified the self-reported beliefs they hold about mentoring. Quantitative data were collected through an online survey of teachers from one school district that had mentored at least one time within the past 2 years. Specifically, mentors were asked to report how often they engaged in specific activities with their mentees...
Show moreThis mixed methods study investigated the self-reported frequency of professional development experiences mentors have had with their mentees and with other mentors and identified the self-reported beliefs they hold about mentoring. Quantitative data were collected through an online survey of teachers from one school district that had mentored at least one time within the past 2 years. Specifically, mentors were asked to report how often they engaged in specific activities with their mentees and with other mentors. Mentors were also asked to report the degree to which they believed given statements were true about mentoring (a) as a professional development experience for the mentors themselves; (b) as a way to improve mentors' own classroom teaching practice; and (c) as an avenue for leadership roles in schools. Qualitative data were collected through face-to-face interviews with mentors to better understand the quality of their experiences and to identify those experiences that were more powerful in terms of shaping their beliefs. In addition, data were analyzed to determine the relationship between the frequency of mentors' experiences and their beliefs. The results show that the frequency of experiences mentors have had with their mentees and with other mentors was positively and significantly related to their beliefs in 5 out of 6 cases. Mentors reported strong beliefs about mentoring as professional development for themselves, as a way to improve their own classroom teaching practice, and as a vehicle for leadership in schools. This study sought to put mentors in the forefront by exploring their experiences and their beliefs about mentoring. This focus on the mentor teacher and not just the mentee places this research at the core of improving teaching practice and viewing mentoring as an educative experience for veteran and novice alike.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3332186
Subject Headings: Mentoring in education, Teachers, In-service training, Teacher effectiveness, Educational leadership
Format: Document (PDF)

Title: A study of teacher response to a program of whole-school change.
Creator: Solomon, Gail Fern, Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: This single site qualitative case study of a large high school was conducted during the course of one school year. The study focused on how secondary level teachers of the four core content areas, language arts, science, social studies and mathematics, responded to a program of whole school change. In addition to teachers, the administration and support staff were interviewed. The primary sources of data were the results of one hour interviews, document analysis and researcher non-participant...
Show moreThis single site qualitative case study of a large high school was conducted during the course of one school year. The study focused on how secondary level teachers of the four core content areas, language arts, science, social studies and mathematics, responded to a program of whole school change. In addition to teachers, the administration and support staff were interviewed. The primary sources of data were the results of one hour interviews, document analysis and researcher non-participant observations. The purpose of this study was to identify and understand teachers' various responses to a program of whole school change. The major concepts underlying the study were the meaning of change, the need for schools to change, the change process, the role of people involved in the change process and the proliferation of various programs of whole school change. The research findings highlighted the importance of: recognizing only one whole school change initiative as the primary focus, being knowledgeable of the whole school change initiative, constantly working on personalizing the school's vision, facing external and internal change forces, handling challenges and dealing with the rate of change. The conclusions of the study are that from attempted implementation of multiple school change initiatives perhaps only one change initiative will rise to prominence, teacher involvement and buy-in are important components of successful whole school change, educators face both internal and external factors while implementing whole school change and the principal plays a crucial role in successful whole school change.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12084
Subject Headings: Educational change, Educational leadership, Teachers--Attitudes, School management and organization
Format: Document (PDF)

Title: HOW THE CHANGES IN TITLE IX GUIDANCE SHAPE HIGHER EDUCATION INSTITUTIONS’ LIABILITY IN FEDERAL COURT CASES, 2000–2022: A CONTENT ANALYSIS.
Creator: Miller, Allyson, Salinas Jr., Cristobal, Warshaw, Jarrett, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: In this qualitative study, 21 Title IX federal court cases between 2000–2022 were examined. The purpose of this analysis was to explore how the changes in Title IX guidance across President George W. Bush (R), President Barack Obama (D), and President Donald Trump (R) administrations have impacted higher education institutional liability lawsuits. Guided by content analysis and the power-conscious framework, three research questions were asked: (1) How have the Title IX policy changes under...
Show moreIn this qualitative study, 21 Title IX federal court cases between 2000–2022 were examined. The purpose of this analysis was to explore how the changes in Title IX guidance across President George W. Bush (R), President Barack Obama (D), and President Donald Trump (R) administrations have impacted higher education institutional liability lawsuits. Guided by content analysis and the power-conscious framework, three research questions were asked: (1) How have the Title IX policy changes under the Bush, Obama, and Trump U.S. presidential administrations impacted higher education institutional liability lawsuits? (2) What specific Title IX requirements within the Bush, Obama, and Trump U.S. presidential administrations are higher education institutions being held liable for violating? (3) How effective is the Title IX guidance under the Bush, Obama, and Trump U.S. presidential administrations at reducing institutional liability? Four themes emerged from this study: (1) Increase in Title IX lawsuits, (2) Violation of Presidential Guidance Does Not Mean Violation of Title IX, (3) Previous Court Cases, (4) Guidance with More Legal Protocol Can Reduce Title IX Liability. This content analysis concluded that higher education institutions should incorporate legal standards into their Title IX process and work to be compliant with federal law and the guidance provided by the Department of Education. Furthermore, this study demonstrates the different types and forms of power that change over a period of time. Based upon these conclusions, recommendations were made for higher education institutions and the U.S. Department of Education to create policies that would be fair and equitable to the involved parties while also reducing institutional liability.
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Date Issued: 2024
PURL: http://purl.flvc.org/fau/fd/FA00014401
Subject Headings: Education, Higher--Law and legislation, Educational leadership, Liability (Law), Sexual harassment
Format: Document (PDF)

Title: EXAMINING THE EFFECTIVENESS OF FLORIDA’S EXTENDED DAY REQUIREMENT UNDER FLORIDA STATUTE §1011.62.
Creator: Washington, Jodi, Bogotch, Ira, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: For nearly 60 years, politicians and policymakers have sought to improve the educational outcomes of students across their states and the country through legislated policies and programs. Despite their efforts, little progress has been made in improving the outcomes of the nation’s most vulnerable students. The achievement gap persists, and poverty divides the haves from the have-nots, especially in reading achievement. This study was designed to explore the impact of increasing time...
Show moreFor nearly 60 years, politicians and policymakers have sought to improve the educational outcomes of students across their states and the country through legislated policies and programs. Despite their efforts, little progress has been made in improving the outcomes of the nation’s most vulnerable students. The achievement gap persists, and poverty divides the haves from the have-nots, especially in reading achievement. This study was designed to explore the impact of increasing time allocated for reading instruction on student achievement in English Language Arts (ELA). Additional research questions were also included to determine if other factors impacted student achievement in ELA. The objective of this study was to determine if adding instructional time for any number of years improved student outcomes in reading.
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Date Issued: 2024
PURL: http://purl.flvc.org/fau/fd/FA00014543
Subject Headings: Educational leadership, Education and state--Florida, Academic achievement, Language arts
Format: Document (PDF)

Title: Historians of 19th Century Baseball: Exploring Their Experiences Regarding Their Avocation.
Creator: Berstler, Wade, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of...
Show moreThe following document offers a qualitative case study in the field of adult and community education from an educational leadership perspective using baseball as an adult learning tool. Relevant existing theories (adult education, lifelong learning, adult learners, and certain leadership practices) for successful facilitation of historical baseball research were examined. The study focused on a purposeful sample population upon which a pilot study was conducted, revealing the experiences of adult self-directed learners who produce the seminal work in their field as an avocation. The findings of this study included, but are not limited to, the passionate approach the study group members have for their subject matter, their love of learning, and the self-directedness of nonformally trained research historians using baseball as an adult learning tool. The findings also revealed the group members belief in the academic worthiness of baseball history, and their willingness to share their work with others to advance the field.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004648
Subject Headings: Adult learning, Baseball -- United States -- History -- 19th century, Educational leadership, Experiential learning, Learning, Psychology of, Motivation in adult education, Transformational leadership
Format: Document (PDF)

Title: Principal Leader Actions and Their Influence on School Culture and School Performance.
Creator: Featherstone, Ginger L., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This quantitative, non-experimental study was conducted to determine whether there is a link between the principal’s behavioral agility, the organization’s culture, and school performance as defined by the state’s Value Added Measure (VAM). Additionally, this study examined if there was a moderator influence of contextual factors to behavioral agility and school culture and school culture and school performance. Data collection was obtained through the use of two validated scales, the...
Show moreThis quantitative, non-experimental study was conducted to determine whether there is a link between the principal’s behavioral agility, the organization’s culture, and school performance as defined by the state’s Value Added Measure (VAM). Additionally, this study examined if there was a moderator influence of contextual factors to behavioral agility and school culture and school culture and school performance. Data collection was obtained through the use of two validated scales, the Strategic Leadership Questionnaire (SLQ) and the Organizational Culture Assessment Instrument (OCAI). Multiple regression was conducted to determine the extent each independent variable predicts school performance. Hayes’s (2012) PROCESS macro for SPSS was completed to determine if school culture mediated the relationship between behavioral agility and school performance and school culture and school performance. Significant correlations were found between and within the two instruments measured unidimensionally and multidimensionally. The OCAI findings included significant, high effect correlations with the four culture types, although market was not correlated with clan or adhocracy. All subscales of the SLQ had positive significant correlations within the instrument. School size was significantly negatively correlated with clan and adhocracy culture types. School performance was found to be significantly correlated with hierarchy culture type and school level. The contribution this study makes is both theoretical and practical. Theoretically, this study offers insights into school level and its moderation of culture and school performances as well as the influence culture types have on school performance. Practically, the study could identify a new culture type valuable to principals for improving school performance.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004885, http://purl.flvc.org/fau/fd/FA00004885
Subject Headings: School principals., Educational leadership., Education--Research--Methodology., School management and organization., School improvement programs., Action research in education.
Format: Document (PDF)

Title: The call of public service: motivation and professional commitment in education.
Creator: Ackerina, Jacqueline., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine if individuals who are professionally committed to careers in public education possess public service motivation. The participants in this study were a sample of convenience selected through their enrollment in graduate education programs within three East Coast universities. The sample was stratified into three groups based on their education roles as teachers, aspiring leaders, and school district administrators. Based on the 258 education sector...
Show moreThe purpose of this study was to determine if individuals who are professionally committed to careers in public education possess public service motivation. The participants in this study were a sample of convenience selected through their enrollment in graduate education programs within three East Coast universities. The sample was stratified into three groups based on their education roles as teachers, aspiring leaders, and school district administrators. Based on the 258 education sector participants, the majority were Caucasian, female, and under the age of 30. All respondents held at least a bachelor's degree and the majority held up to ten years tenure in education. Utilizing an abridged version of Perry's (1996) multi-dimensional scale that was modified for the education sector, the public service motivation (PSM) construct was measured using an Internet survey approach. Three of the public service motivation dimensions and two commitment items were used to operationalize the PSM and professional commitment of education professionals within their current roles. Correlation, regression, ANOVA, and t-test analyses were conducted to examine the data collected. Study findings concluded that education professionals possess public service motivation and are professionally committed to their careers. In addition, results indicated that school district administrators possessed higher levels of public service motivation than teachers. Furthermore, demographic characteristics indicated that educators who are older, more experienced, and highly educated possess higher levels of PSM. Perhaps the most critical discovery was that when comparing education professionals to their public administration counterparts, educators possessed higher levels of public service motivation. These findings have several important implications for education institutions, academic scholars, human resource managers, and leadership preparation programs that would all benefit from all
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3342031
Subject Headings: Motivation (Psychology), Educational leadership, Public administration, Education, Aims and objectives, Education, Social aspects
Format: Document (PDF)

Title: Principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominantely [sic] African American schools.
Creator: Weaver, Tressey., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote...
Show moreThe purpose of this study was to determine principals' attitudes toward the use of culturally relevant pedagogy and culturally responsive leadership in predominately African American schools. Culturally relevant pedagogy, culturally responsive teaching, culturally responsive urban leadership, and ethnohumanist leadership are the study's theoretical underpinnings. The research question was as follows: To what extent, if any, do principals of predominately African American schools promote culturally relevant pedagogy and utilize culturally responsive leadership? The sample for this mixed methods study was secondary school principals and teachers in predominately African American schools. Seven principals and 43 teachers participated in the study. The research methods used were vignettes, interviews, surveys, content analysis, and document analysis. Vignettes containing 10 scenarios of principals performing culturally responsive leadership practices were distributed to principals who were asked to rate them with a Likert scale. In addition, principals were asked 13 open ended questions about culturally relevant pedagogy and culturally responsive leadership in an interview. Teachers were asked to complete a 10 question on-line survey about their principals' leadership from a culturally responsive perspective. Reviews of school improvement plans, principals' messages, and mission and vision statements were also conducted., The study found that (a) principals admitted that they had a limited knowledge of the concepts of culturally relevant pedagogy and culturally responsive leadership, (b) principals theoretically viewed culturally relevant pedagogy and culturally responsive leadership as useful tools in educating African American student populations as evidenced by their responses to the vignettes, (c) principals had a general understanding of African American culture and exhibited sensitivity to the cultural needs of African American students, (d) stressed the managing of difficult students or the diffusing of problematic situations as a benefit of having teachers trained in culturally relevant pedagogy and (e) principals in the study did not actively encourage teachers to utilize culturally relevant pedagogy as a means to improve the academic achievement of African American students.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/215296
Subject Headings: Educational leadership, Critical pedagogy, African American children, Education, Afrocentrism, Study and teaching, Educational equalization
Format: Document (PDF)

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