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Title: The possibilities for school leadership discourse within the dominant discourse of public education: a critical autoethnography.
Creator: Webster, Mary., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study investigates the dominant discourse of the failure of public education and the 'reform du jour' response ; and seeks ways school leaders could disrupt and transform to create possible alternate discourses for schools. This critical autoethnography included interviews, a focus group, document analysis and a research journal permitting participant research at the heart of a high school reading department. The data were synthesized in ways that made sense of power, practices, and...
Show moreThis study investigates the dominant discourse of the failure of public education and the 'reform du jour' response ; and seeks ways school leaders could disrupt and transform to create possible alternate discourses for schools. This critical autoethnography included interviews, a focus group, document analysis and a research journal permitting participant research at the heart of a high school reading department. The data were synthesized in ways that made sense of power, practices, and culture allowing the personal to become valid data. ... This narrative illustrated the complexity of the emotional context and illustrated how school leadership discourse could turn the dialogue away from an economic and back to a teaching and learning relationship. The narrative aimed to give rise to a counter narrative, but found that the site of the high school reading department was currently too confused, too complex and too contradictory to establish any meaningful conclusions for its future that are not underpinned by extensive reforms designed to end its isolation.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3359160
Subject Headings: Educational leadership, Autoethnography, Authorship, Critical pedagogy, Professional learning communities, Teaching, Philosophy
Format: Document (PDF)

Title: The Relationship Between McGregor’s Leadership Theory and Happiness Among Higher Educational Leaders.
Creator: Sullivan, Jeannette S., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this research was to determine if a relationship exists between McGregor’s Leadership Theory and subjective states of well-being among higher educational leaders in state and community colleges in Florida. The underlying supposition was that the preference for what Douglas McGregor called Theory X or Theory Y assumptions, indicate intrinsic assumptions about human nature and are linked to subjective happiness. Quantitative data were collected through electronic administration...
Show moreThe purpose of this research was to determine if a relationship exists between McGregor’s Leadership Theory and subjective states of well-being among higher educational leaders in state and community colleges in Florida. The underlying supposition was that the preference for what Douglas McGregor called Theory X or Theory Y assumptions, indicate intrinsic assumptions about human nature and are linked to subjective happiness. Quantitative data were collected through electronic administration of two surveys and demographic questions to higher educational leaders at 28 state and community colleges in the State of Florida. These instruments measured levels of well-being through the PERMA-Profiler instrument and preferences for Theory X or Theory Y using the Theory X and Theory Y Managerial Assumptions Inventory. Multiple correlation and regression analyses were used to address the research questions. This study detected no relationship between well-being and happiness in this sample.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004831, http://purl.flvc.org/fau/fd/FA00004831
Subject Headings: Personnel management., Educational leadership., Quality of work life., Work--Psychological aspects., Happiness., Job satisfaction.
Format: Document (PDF)

Title: Understanding teacher leadership and professional learning in a secondary mathematics department.
Creator: Higgins, Christine., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This ethnographic study investigated teacher leadership and professional learning in a secondary mathematics department. Qualitative data were collected through in-depth face-to-face interviews, observations, and document analysis. It is the social aspect of the school environment and specifically, the subject department, which presents an opportunity for teachers to learn and share their expertise with one another in an informal setting and for teacher leaders to emerge using their expertise...
Show moreThis ethnographic study investigated teacher leadership and professional learning in a secondary mathematics department. Qualitative data were collected through in-depth face-to-face interviews, observations, and document analysis. It is the social aspect of the school environment and specifically, the subject department, which presents an opportunity for teachers to learn and share their expertise with one another in an informal setting and for teacher leaders to emerge using their expertise and close proximity to affect the learning of colleagues. Teachers were asked to share their thoughts on leadership and learning within their department. A narrative was written to give the reader a better understanding of the day-to-day practices, behaviors, and habits of the teachers in the department, creating a holistic picture of the culture studied. ... teacher leadership is experienced informally through teachers sharing and talking about their practice. Teacher leadership is also experienced outside the department when teachers have opportunities to lead school professional development seminars and to practice leadership through role modeling. Professional learning is experienced one-on-one, as well as formally and informally through colleagues and organized workshops. Implications for administrators, department and team leaders, and policy implementation are discussed. This study may contribute to the development of teacher leadership and professional learning, which ultimately may lead to improving student achievement.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362376
Subject Headings: Educational leadership, School management and organization, Mathematics, Study and teaching (Secondary), Teacher effectiveness, School improvement programs
Format: Document (PDF)

Title: School principal influence actions, climate, culture, and school performance.
Creator: Miron, Bree J., 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 investigate the link between school principal influence actions, climate, culture, and school performance. Additionally, this study sought to determine if the influence of these variables or the relationship among them is altered by individual and/or institutional characteristics. The first phase of the study was conducted to determine whether or not the Customer Survey aligned to distinct dimensions. Two factors were identified:...
Show moreThis quantitative, non-experimental study was conducted to investigate the link between school principal influence actions, climate, culture, and school performance. Additionally, this study sought to determine if the influence of these variables or the relationship among them is altered by individual and/or institutional characteristics. The first phase of the study was conducted to determine whether or not the Customer Survey aligned to distinct dimensions. Two factors were identified: Staff Attitudes and Student Disruptions. The second part used regression to examine the relationships among four constructs and test the seven hypotheses.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004307, http://purl.flvc.org/fau/fd/FA00004307
Subject Headings: Critical pedagogy, Educational leadership -- Influence, School improvement programs -- Evaluation, School mangement and organization, School principals -- Influence
Format: Document (PDF)

Title: Organizational servant leadership and its relationship to secondary school effectiveness.
Creator: Herbst, Joel David., Florida Atlantic University, Pisapia, John
Abstract/Description: The purpose of this study was to determine if schools where higher degrees of servant leadership were practiced performed better than schools that practiced lower degrees of servant leadership. Servant leadership is the understanding and practice of leadership that places the good of those led over the self-interest of the leader. The characteristics of servant leadership include valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing...
Show moreThe purpose of this study was to determine if schools where higher degrees of servant leadership were practiced performed better than schools that practiced lower degrees of servant leadership. Servant leadership is the understanding and practice of leadership that places the good of those led over the self-interest of the leader. The characteristics of servant leadership include valuing people, developing people, building community, displaying authenticity, providing leadership, and sharing leadership. Variables utilized to determine the relationship between servant leadership and school effectiveness included the Florida Comprehensive Assessment Test (FCAT) test scores in writing, reading, mathematics, annual learning gains in mathematics, annual learning gains in reading, annual learning gains made by the lowest 25th percentile of students, attendance, dropout rates, and critical incidents. Additionally, contextual variables were examined to determine their relationship between servant leadership and school effectiveness. Contextual variables included principal tenure, socioeconomic status, ethnicity, and school size. The primary means of data collection for this exploratory quantitative non-experimental study were obtained utilizing the Organizational Leadership Assessment (OLA) instrument developed by James Laub (1999). This study gathered data from 24 high schools (N = 24) in Broward County, Florida. Each school was provided with 46 servant leadership surveys for completion by the school principal, 5 assistant principals, 12 department chairpersons, and 28 instructional staff members. A total of 1,104 servant leadership surveys were distributed and 884 were returned resulting in an 80 percent aggregate return rate. The data were subjected to correctional analyses utilizing a .10 level of significance due to the exploratory nature of the study. The major find of this study was that positive relationships were found to exist between servant leadership and student achievement. The study also found a relationship of bipolarity between servant leadership and ethnicity. However, the study did not find any significant relationship between other contextual variables and servant leadership. In general, in schools where greater degrees of servant leadership are being practiced, students are achieving at a higher rate than in schools were lower degrees of servant leadership are being practiced. The findings lend support to the conclusion that principals who embed the characteristics of servant leadership throughout their organizations may expect high levels of student achievement, particularly in mathematics, reading, and annual learning gains.
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Date Issued: 2003, 2003
PURL: http://purl.flvc.org/fcla/dt/12066
Subject Headings: Educational leadership, School improvement programs, School principals, School management and organization
Format: Document (PDF)

Title: The roles and responsibilities of the Associate in Science Degree department chair.
Creator: Bredemeyer, Nancy Rehak, Florida Atlantic University, Bryan, Valerie
Abstract/Description: The changing roles and responsibilities of the Associate in Science Degree department chair (ASDDC), influencers of change, and need for training were examined at two Florida community colleges using a modified Delphi research methodology in three rounds. One hundred-twenty-three roles and responsibilities of the Associate in Science Degree department chair identified in Round One interviews of 20 Workforce Associate in Science Degree department chairs were utilized to construct a...
Show moreThe changing roles and responsibilities of the Associate in Science Degree department chair (ASDDC), influencers of change, and need for training were examined at two Florida community colleges using a modified Delphi research methodology in three rounds. One hundred-twenty-three roles and responsibilities of the Associate in Science Degree department chair identified in Round One interviews of 20 Workforce Associate in Science Degree department chairs were utilized to construct a questionnaire implemented in Round Two and Round Three of the Delphi study. The ASDDCs interviewed in Round One, serving as the expert panel in Two and Three, were asked, "How are the listed roles and responsibilities changing?" Sixty-seven, or 63.21 percent of the identified list of roles and responsibilities of the ASDDC reached consensus of change. Fifteen, or 14.50 percent of the roles and responsibilities were identified as "changing rapidly" or "change is tremendous." Nine categories of responsibilities emerged from the identified 123 roles and responsibilities of the ASDDC. Ranked highest to lowest in consensus of change were: Technology, programs, community college, students, professions, hiring/supervising, leadership, clerical and last, training. Statistical significance was found between the subgroups of "high tech" ASDDCs and "high touch" ASDDCs in three categories: program, community college, and hiring/supervising. Themes emerging from the study indicated the Associate in Science Degree department chairs are fulfilling Gmelch and Miskin's earlier identified department chair roles of manager, leader, and scholar with the faculty developer role just emerging; the future holds time-consuming clerical work; the chairs are proud of their technology and physical working space; community colleges are changing; Associate in Science Degree department chairs see themselves as leaders in their professions by teaching and developing curriculum, and ambiguity and lack of clarity exits in the roles and responsibilities of the Associate in Science Degree department chair which echoes Dymmel's earlier findings in North Carolina community colleges. Recommendations resulting from the study include: Restructuring the position of Associate in Science Degree department chair, examining the ambiguity of the position, and creating partnerships to provide training for the position.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12173
Subject Headings: Community colleges--Florida--Administration
Format: Document (PDF)

Title: The relationship between the perceived leadership styles of directors of associate degree radiography programs and faculty satisfaction, willingness to exert extra effort, perceived director effectiveness, and program outcomes.
Creator: Shaver, Gary Wayne., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description: The focus of this study was to examine the faculty-perceived leadership styles of directors of associate degree radiography programs and to determine if significant relationships existed between those styles and faculty perceptions of director effectiveness, faculties' satisfaction, and the faculties' willingness to exert extra effort. This study also examined the relationships between the directors' leadership styles and three radiography program outcomes: American Registry of Radiologic...
Show moreThe focus of this study was to examine the faculty-perceived leadership styles of directors of associate degree radiography programs and to determine if significant relationships existed between those styles and faculty perceptions of director effectiveness, faculties' satisfaction, and the faculties' willingness to exert extra effort. This study also examined the relationships between the directors' leadership styles and three radiography program outcomes: American Registry of Radiologic Technologists (ARRT) exam pass rate, program completion rate, and job placement rate. Further, the relationship between the directors' leadership styles and demographic information was also examined. Directors' leadership styles were measured with the Multifactor Leadership Questionnaire (MLQ) (Form 5x-Short). Director, faculty, and program-specific demographic information was assessed with two researcher-designed questionnaires. Demographic questionnaires were mailed to all directors of Joint Review Committee on Education in Radiologic Technology (JRCERT) accredited associate degree radiography programs (n = 321) located in the United States and Puerto Rico. One hundred and fifty-one (47%) responses were received. Faculty (n = 352) were randomly selected from names submitted by their respective program director. Each was sent a demographic questionnaire and the MLQ (Form 5x-Short). One hundred and seventy-six (50%) responses were received. Hierarchical multiple regression procedures and Pearson correlations were used to analyze the data. The findings of this study indicated that the transformational, transactional, and laissez-faire factors are significant predictors of program director effectiveness, faculty satisfaction, and the faculties' willingness to exert extra effort and the American Registry of Radiologic Technologists (ARRT) Exam pass rate. None of the leadership factors significantly predicted program completion rate, job placement rate, or the eight and five-year JRCERT accreditation awards. There was no significant correlation between directors' leadership styles and the demographic variables.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/12048
Subject Headings: Radiography--Study and teaching (Higher), College teachers--Attitudes, Educational leadership
Format: Document (PDF)

Title: WOMEN UNIVERSITY PRESIDENTS WHO BREAK THROUGH THE GLASS CEILING: AT WHAT PRICE?.
Creator: Volnick, Stacy Ann, Floyd, Deborah, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, Charles E. Schmidt College of Science
Abstract/Description: On average, the American university president is a white man in his early 60s. Progress has been slow for women in this role. This study examined the university presidency with a focus on the woman president experience. The hypothesis was that based on factors such as the glass ceiling and glass cliff, gender affects the experiences of women university presidents. The purpose of this study was to understand the personal and professional meaning-making of breaking through the glass ceiling for...
Show moreOn average, the American university president is a white man in his early 60s. Progress has been slow for women in this role. This study examined the university presidency with a focus on the woman president experience. The hypothesis was that based on factors such as the glass ceiling and glass cliff, gender affects the experiences of women university presidents. The purpose of this study was to understand the personal and professional meaning-making of breaking through the glass ceiling for women who have held or currently hold the position of president in higher education. The research methodology selected for this study was qualitative with a phenomenological design. There were two guiding research questions, which serve to understand the essence of the experiences of women who serve or have served in the role of president in higher education. The research questions are (a) how do women perceive the impact of the glass ceiling and/or the glass cliff on negotiating the role of university president from ascension to attainment? and (b) how do women university presidents perceive the price they have paid, personally and professionally, for breaking through the glass ceiling? The study sample size consisted of seven current or former women university presidents. The data collection method was semi-structured interviews. This study served to provide insight that may help identify support systems for women in the workplace, changes in perceptions of women in leadership, and how gender roles unfold in both the personal and professional lives of women university presidents
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Date Issued: 2022
PURL: http://purl.flvc.org/fau/fd/FA00014085
Subject Headings: University presidents, Women college presidents, Glass ceiling (Employment discrimination), Glass cliff (Employment discrimination), Women, Educational leadership
Format: Document (PDF)

Title: PRINCIPALS BUILD TRUSTING RELATIONSHIPS WITH NOVICE AND EXPERIENCED TEACHERS AND STRENGTHEN TEACHER RETENTION IN LOW-PERFORMING, UNDERSERVED URBAN SCHOOLS.
Creator: Kosches, Sara Melissa, Maslin-Ostrowski, Patricia, Florida Atlantic University, Department of Educational Leadership and Research Methodology, College of Education
Abstract/Description: Teacher turnover is a problem in all types of schools at all levels and is especially troubling in low-performing, high minority, urban schools. School principals have the challenge of building relationships with teachers in order to improve teacher retention while also balancing the many tasks and responsibilities they have throughout the day. Principals of low-performing, urban schools have difficulty retaining teachers and are challenged with hiring qualified teachers as many teacher...
Show moreTeacher turnover is a problem in all types of schools at all levels and is especially troubling in low-performing, high minority, urban schools. School principals have the challenge of building relationships with teachers in order to improve teacher retention while also balancing the many tasks and responsibilities they have throughout the day. Principals of low-performing, urban schools have difficulty retaining teachers and are challenged with hiring qualified teachers as many teacher candidates turn down opportunities to work in their schools. Teachers willing to work in low-performing schools are often lower quality, for example they have temporary teaching certificates or are teaching out of their content area (Baugh, 2021; Darling-Hammond & Post, 2000; Peske & Haycock, 2006). This staffing challenge, combined with vacant positions, has a negative impact on student achievement (Ronfeldt et al., 2013). This study explores the impact of school leadership on teacher retention in an urban school district specifically focusing on high minority, low-performing, underserved schools. This qualitative multi-site case study explored ways that principals in four low-performing, urban schools in Miami-Dade County established and sustained relationships with novice and experienced teachers as they managed their day-to-day activities. The research was guided by the research question: How do school principals develop and sustain trusting relationships with teachers at low-performing schools and how do these relationships impact teacher retention? Data was collected through principal interviews, focus groups with novice and experienced teachers, and document reviews. Case data was analyzed individually and through a cross-case analysis.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014308
Subject Headings: Teacher turnover, Urban schools, Low-performing schools, Educational leadership, School principals
Format: Document (PDF)

Title: The adaptability of academic advising teams in higher education.
Creator: McFarland, Leigh A., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation...
Show moreThe purpose of this single site case study was to identify how four advising teams in a medium-sized public university adapt to the changes presented to them and what role leadership and culture play in that adaptation. This was accomplished through analysis of advisor and administrator interviews, office and meeting observations, and reviews of documents relating to advising and university changes in curriculum and systems. The study was guided by team culture and the five core adaptation strategies described by Eckel and Kezar (2003). The study indicates that although part of the same institution, each advising team has a unique culture and approach to doing their work. In turn each team has a different approach to their adaptation to the change that affects them. The study began with an examination of how and if the advising teams use the five core adaptation strategies described by Eckel and Kezar (2003). It was found that these adaptation strategies were not utilized because they require authority and the advisors do not have the organizational control necessary to use these strategies. However, the study revealed that the advising teams adapt to their environment through coping mechanisms depending on the type of adaptation. It was also found that the responses the advising teams have to particular change events depends on when they find out about the change as well as the culture and leadership of the teams. Consequently, their resilience to changes is a result of their ability to either absorb the change or alter their system quickly in reaction to the change. Implications are presented for universities and the advising teams in addition to recommendations for future study.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333060
Subject Headings: Organizational behavior, Counseling in higher educations, Student-administrator relationships, Faculty advisors, Universities and colleges, Administration, Educational leadership
Format: Document (PDF)

Title: The relationship between leadership styles of directors of accredited higher education respiratory care programs and faculty satisfaction, willingness to exert extra effort, perceived director effectiveness, and program outcomes.
Creator: Weissman, Nancy L., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the leadership characteristics of respiratory care program directors and determine the relationship between the director's leadership style, effectiveness, faculty satisfaction, extra effort, and program outcomes. Differences between the directors' perceived leadership style and faculties' perception of the directors' leadership style were also examined. Directors' leadership styles were measured by the Multifactor Leadership Questionnaire (MLQ)....
Show moreThe purpose of this study was to examine the leadership characteristics of respiratory care program directors and determine the relationship between the director's leadership style, effectiveness, faculty satisfaction, extra effort, and program outcomes. Differences between the directors' perceived leadership style and faculties' perception of the directors' leadership style were also examined. Directors' leadership styles were measured by the Multifactor Leadership Questionnaire (MLQ). Director, faculty and program information was measured with a researcher-designed questionnaire. CoARC accredited program directors (n=321) and their full and part-time faculty (n=172) received an e-mail and a web link to obtain demographic information. All participants received an e-mail from Mind Garden, Inc. with a web link to complete the MLQ. Regression analysis and t tests were used to analyze the data. The results found a significant relationship between faculty satisfaction, extra effort, and perceived director effectiveness and each of the predictors transformational, transactional, and passive/avoidant leadership behaviors. There was no relationship between program director leadership style and program outcomes. This study found no difference between the directors' and the faculty's perception of the directors' transformational and transactional leadership behaviors. However, there was a significant difference between the directors' and the faculties' perception of the directors' passive/avoidant behavior.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/186324
Subject Headings: Educational leadership, Evaluation, College teaching, Evaluation, Organizational behavior, Medical care, Motivation in education
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: Exploring teachers' perceptions of professional development in virtual learning teams.
Creator: Purnell, Courtney Paschal., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The demand for virtual education is rapidly increasing due to the proliferation of legislation demanding class size limitations, funding cuts, and school choice across the United States. Virtual education leaders are discovering new ways to enhance and develop teachers to become more efficient and increase quality of learning online. Learning teams are one tool implemented by professional development departments in order to obtain a community of shared best practices and increase professional...
Show moreThe demand for virtual education is rapidly increasing due to the proliferation of legislation demanding class size limitations, funding cuts, and school choice across the United States. Virtual education leaders are discovering new ways to enhance and develop teachers to become more efficient and increase quality of learning online. Learning teams are one tool implemented by professional development departments in order to obtain a community of shared best practices and increase professional learning for teachers. ... The purpose of this exploratory case study was to investigate teachers' perceptions of the contribution of virtual learning teams to their professional development in a completely online K-12 environment. ... Five major themes emerged from the interviews, which were teacher professional development as it relates to student success, collaboration, balance, knowledge gained from being part of a virtual learning team, and teachers' perception of student success.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358964
Subject Headings: Education, Effect of technological innovations on, Educational leadership, School management and organization, Teams in the workplace, Group work in education, Professional learning communities, Mentoring in education, Computer networks
Format: Document (PDF)

Title: Preparing Florida faculty to teach online.
Creator: Arsht, Stephanie., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher...
Show moreThe purpose of this case study was to describe and further understand how faculty are being prepared and developed to teach web-based courses at a college in Florida. The study examined practices used by the college in preparing their faculty to teach online. Faculty preparation and development were defined as any activity which expands knowledge about how to teach web-based courses. Broward College was chosen as the site of study. Utilizing the qualitative case study approach, the researcher collected and analyzed data during the Fall 2009 academic semester. Data collection methods included interviews, observations of faculty development workshops as well as online classrooms, and document analysis. The study revealed Broward College's method of preparing faculty to teach online. Faculty are prepared to teach online through the Instructional Technology Department. This method focuses heavily on professional development workshops that directly correlate with the types of online classes offered at the college. Faculty are also prepared to teach online through the use of consultants, known as e-associates, as well as other follow-up support. This was an educational leadership study that focused on preparing faculty to teach online. Florida's community colleges are becoming baccalaureate degree-granting colleges, and as enrollments increase, so will the demand for online classes. In turn, college faculty need to be prepared to teach online. This study emphasizes the importance of leadership, administration, and support needed in order to successfully prepare faculty to teach online.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3166833
Subject Headings: Educational leadership, Study and teaching (Graduate), Education, Higher, Computer-assisted instruction, College teachers, In-service training, Effective teaching, Internet in education, Distance education
Format: Document (PDF)

Title: The effects of a culturally translated school counselor-led intervention on Hispanic students' academic achievement.
Creator: Leon, Ana Maria., College of Education, Department of Counselor Education
Abstract/Description: The purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math...
Show moreThe purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math tests? Based on the fact that Hispanic students are at a very high risk of academic failure, there is an urgent need to address the lack of academic success. The cultural translation of the Student Success Skills (SSS) program focuses on student outcomes and helps to provide a link between school counselors and improved outcomes for Hispanic students.The sample for this study included 103 treatment and 98 comparison fourth and fifth grade students from three schools in South Florida. Participating students were selected from all Hispanic students at four schools in South Florida, by selecting the students who spoke mainly Spanish at home and came from Hispanic backgrounds. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Florida Comprehensive Assessment Test (FCAT). The procedure used to analyze the results for this study was a Multivariate analysis of covariance (MANCOVA). The statistical analysis showed that the treatment group scored significantly higher than the comparison group in reading. There was not a significant difference in math for the treatment group. When fidelity of treatment was investigated a post hoc analysis found that groups with full implementation of the program scored significantly higher in math and in reading than the comparison group., The results of this study show that a cultural translation of the Student Success Skills program is helpful for the fourth and fifth grade Hispanic students improving achievement in reading.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/187214
Subject Headings: Educational leadership, Acculturation, Minorities, Education (Elementary), Hispanic American children, Education, Academic achievement, Educational equalization
Format: Document (PDF)

Title: How Jamaican administrators in a large school district in Florida perceive ethnicity, gender, and mentoring have impacted their career experiences: a phenomenological study.
Creator: Barrett-Johnson, Denise P., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to discover how ethnicity, gender, and mentoring influenced the career experiences of Jamaican administrators in Sunshine County Public Schools (SCPS), a pseudonym that was used for a large public school district in Florida. This qualitative, phenomenological study focused on the career experiences of eight Jamaican administrators in SCPS. Seven of the participants were all native-born Jamaicans and one was a first generation Jamaican, born in England to Jamaican...
Show moreThe purpose of this study was to discover how ethnicity, gender, and mentoring influenced the career experiences of Jamaican administrators in Sunshine County Public Schools (SCPS), a pseudonym that was used for a large public school district in Florida. This qualitative, phenomenological study focused on the career experiences of eight Jamaican administrators in SCPS. Seven of the participants were all native-born Jamaicans and one was a first generation Jamaican, born in England to Jamaican parents and raised in Jamaica until the age of 14. The researcher gained this understanding by interviewing participants in-depth about how their Jamaican ethnicity, gender, and personal mentoring experiences impacted their personal and professional journey as administrators in SCPS. Findings and conclusions will inform mentoring and educational leadership literature on strategies for success geared toward this understudied population.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356889
Subject Headings: High school principals, Attitudes, Educational leadership, Critical pedagogy, Mentoring in education, Women school administrators, Attitudes, Educational change
Format: Document (PDF)

Title: The development of global-mindedness: school leadership perspectives.
Creator: Hersey, Maria., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this quantitative study was to investigate the development of global-mindedness (GM) in the leadership of primary schools offering international educational programs around the world with an emphasis on the need for school leaders that understand and support the development of a critical, global perspective of education. Reported findings identified the presence of the five dimensions of global-mindedness as well as the relationships between demographic variables such as travel...
Show moreThe purpose of this quantitative study was to investigate the development of global-mindedness (GM) in the leadership of primary schools offering international educational programs around the world with an emphasis on the need for school leaders that understand and support the development of a critical, global perspective of education. Reported findings identified the presence of the five dimensions of global-mindedness as well as the relationships between demographic variables such as travel experience, second language ability, and years of teaching experience. The findings also reported positive relationships between the subscales of Hett's (1993) Global-Mindedness Scale and the attributes of international-mindedness as defined by the International Baccalaureate's learner profile. The results of this study are intended to advance knowledge of the development of global-mindedness for school leaders around the world.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3342108
Subject Headings: Education and globalization, Educational leadership, Critical pedagogy, School improvement programs, Education, Primary, Aims and objectives
Format: Document (PDF)

Title: A Study of the Relationships Among Leadership, Culture, and Student Achievement in Catholic Schools.
Creator: Rodriguez, Sonia, Pisapia, John, Florida Atlantic University
Abstract/Description: This study explores the relationship among leadership style, school work culture, and student achievement in Catholic elementary schools. The relationships (a) between the leader style and student achievement, (b) between the school's work culture and student achievement, and (c) among leaders' styles, school work culture, student achievement and contextual factors were explored. A descriptive design, primarily quantitative and correlational in nature, was employed. It was concluded that...
Show moreThis study explores the relationship among leadership style, school work culture, and student achievement in Catholic elementary schools. The relationships (a) between the leader style and student achievement, (b) between the school's work culture and student achievement, and (c) among leaders' styles, school work culture, student achievement and contextual factors were explored. A descriptive design, primarily quantitative and correlational in nature, was employed. It was concluded that school leadership had an indirect effect on student achievement in parochial schools in Florida. Furthermore, school work culture (school planning, program development, staff development, and assessment) directly impacted student achievement. The contextual variables of socioeconomic status and school size combined did not moderate the relationship among leadership style, school work culture and fourth-grade students' reading achievement scores.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000691
Subject Headings: Achievement in education--Florida, Educational leadership--Florida, Catholic Church--Education--Florida, School management and organization--Florida--Decision making
Format: Document (PDF)

Title: The heartbeat of a caring leader.
Creator: Robbins, Lynn K., Florida Atlantic University
Abstract/Description: This doctoral dissertation explores the life of an African-American female elementary school principal using a unifying qualitative method incorporating biography, portraiture and anthropology called A renaissance method for studying leadership: A caring perspective. A portrait of the principal was derived using this method where verbatim statements were taken from friends, family, teachers, colleagues and supervisors as well as the principal herself at the school site and the town where she...
Show moreThis doctoral dissertation explores the life of an African-American female elementary school principal using a unifying qualitative method incorporating biography, portraiture and anthropology called A renaissance method for studying leadership: A caring perspective. A portrait of the principal was derived using this method where verbatim statements were taken from friends, family, teachers, colleagues and supervisors as well as the principal herself at the school site and the town where she was raised to identify emerging themes. The findings indicate that her humanistic approach to leading in high poverty and minority schools was grounded on her ethic of caring, one that she experienced as a child and that became embedded within her character as a human being. The dual significance of this study is that (a) the method provides researchers a new approach to studying the life of a leader from a humanistic approach and (b) the story provides the reader an opportunity to step inside the life of a good leader through an authentic story being told using the words and observations of those who knew her well.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12197
Subject Headings: Elementary school principals--Biography, Education, Elementary--Social aspects, School environment--United States, African American women educators--Biography, Educational leadership--Biography
Format: Document (PDF)

Title: Cultivating supportive, professional relationships among black women in educational leadership: shattering the mirror of self-destruction.
Creator: Martin-Ogburn, Dildra., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Although current employment statistics paint a promising picture for women in general, they fail to address both the multitude of challenges women face in their attempt to secure leadership positions or in their ability to gain and maintain support from their female colleagues. Black women, in particular, tend to be torn between their fabled image to others in the organization and their official duties and responsibilities at work. This paper discusses definitions and conceptual uses of...
Show moreAlthough current employment statistics paint a promising picture for women in general, they fail to address both the multitude of challenges women face in their attempt to secure leadership positions or in their ability to gain and maintain support from their female colleagues. Black women, in particular, tend to be torn between their fabled image to others in the organization and their official duties and responsibilities at work. This paper discusses definitions and conceptual uses of horizontal and vertical violence by Black female educational leaders ; problematizes the phenomenon as outlined by Freire (1970) at the theoretical level ; outlines the proposed qualitative methods, which will be used to investigate the phenomenon further ; and taking Paulo Freire's lead, explores the implications of sabotage or violence coming from members of the same minority group. In this specific case, Black female educational leaders will serve as the primary participants of the study. Once the data is collected and analyzed, the paper will include an analysis of the data and a discussion of the findings followed by recommendations based on the findings of the study.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3352281
Subject Headings: Women school administrators, Educational leadership, Philosophy, African Americans, Race identity, African American women, Social conditions
Format: Document (PDF)

FAU Theses and Dissertations (108)	+ -
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