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Title: Perceptions of lawyers on career transition, transferable skills, and preparation for community college leadership.
Creator: Nguyen, Thomas T., Floyd, Deborah L., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this qualitative case study was to examine perspectives of attorneys who have transitioned into community college leadership. The study sought to answer questions concerning why attorneys decided to change careers, how they transition into new careers, and to what extent their legal backgrounds helped them in educational leadership. Interviews were conducted of 20 former attorneys across America on their perspectives about career transition and leadership competencies to...
Show moreThe purpose of this qualitative case study was to examine perspectives of attorneys who have transitioned into community college leadership. The study sought to answer questions concerning why attorneys decided to change careers, how they transition into new careers, and to what extent their legal backgrounds helped them in educational leadership. Interviews were conducted of 20 former attorneys across America on their perspectives about career transition and leadership competencies to determine whether they might serve as a viable source for leadership. Participant perceptions revealed a transition to make a difference, the transition process was smooth, and transition was made for a better work environment. Participants recommended for career changers coming from law to informally learn about community colleges, gain work experience therein, and to earn another degree. Participants reported high abilities in communications and professionalism, which are current AACC leadership competencies. Some participants reported low collaboration competencies. Participants also recommended positive reinforcement, teamwork, and problem-solving as additional AACC leadership competencies. Moreover, participants reported other transferable skills including legal expertise, business sense, and analytical skills. Recommendations from this study include a policy and practice of considering lawyers for educational leadership provided they demonstrate work and commitment toward a transition into community college leadership.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004144, http://purl.flvc.org/fau/fd/FA00004144
Subject Headings: Career changes -- United States, Community college presidents, Executive ability, Law -- Vocational guidance -- United States, Leadership in education
Format: Document (PDF)

Title: The Perceived Impact of Technology-Based Informal Learning on Membership Organizations.
Creator: Miller, Lori, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Educational leadership goes beyond the boundaries of the classroom; skills needed for talent development professionals in business closely align with those needed in traditional educational leadership positions as both are responsible for the development and growth of others. Traditionally, the role of professional membership associations or organizations such as the Association for Talent Development (ATD, formerly known as the American Society for Training and Development), the group...
Show moreEducational leadership goes beyond the boundaries of the classroom; skills needed for talent development professionals in business closely align with those needed in traditional educational leadership positions as both are responsible for the development and growth of others. Traditionally, the role of professional membership associations or organizations such as the Association for Talent Development (ATD, formerly known as the American Society for Training and Development), the group dedicated to individuals in the field of workplace learning and development, is to provide learning opportunities, set standards, identify best practices in their respective fields, and allow members to network with other professionals who share their interests. However, with the rampant increase in the use of technology and social networking, individuals are now able to access a vast majority of information for free online via tools such as LinkedIn, Facebook, Google, and YouTube. Where has this left organizations that typically charged for access to this type of information in the past? Surveys and interviews were conducted with ATD members in this mixed-methods study to answer the following research questions: 1. What are the perceptions of Association for Talent Development (ATD) members regarding the effect of technology-based informal learning on the role of ATD? 2. How do ATD members utilize technology for informal learning? 3. Are there factors such as gender, age, ethnicity, educational level, or length of time in the field that predict a member's likelihood to utilize technology for informal learning? 4. Are there certain ATD competency areas for which informal learning is preferred over non-formal or formal learning? The significance of the study includes the identification of how the Association for Talent Development (ATD, formerly ASTD) can continue to support professionals in our constantly evolving te chnological society as well as advancing the field by contributing research connecting informal learning with technology to membership organization roles.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004523, http://purl.flvc.org/fau/fd/FA00004523
Subject Headings: Educational leadership--Influence., Virtual reality in management., Knowledge management., Information networks., Organizational learning., Knowledge representation (Information theory)
Format: Document (PDF)

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

Title: District Leadership and Systemic Inclusion: A Case Study of One Inclusive, Effective School District.
Creator: Jekanowski, Elizabeth C., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and...
Show moreInclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE ≥75% for three consecutive years) and effective district (based on district grades of As and Bs, state measures of student achievement) in Southeast Florida. Within SSSD, a purposeful sample of 31 participants was selected that included eight district leaders, three principals, 15 teachers, and five parents located at four sites and observed across three events over the span of one semester with multiple supporting documents analyzed. Four findings describing district leadership practices emerged from the data analysis; 1) a shared inclusive mission, 2) collaborative efforts, 3) formal and informal professional development (PD), and 4) acknowledging and addressing challenges. The practices of district leaders found in this study resonate with other findings in the literature and contribute two of the new findings in this study: 1) the superintendent’s attitudes, beliefs, and experiences as a special educator were described as key to her district’s inclusive focus and success and extends previous research connecting principal leadership to school site inclusion; and 2) informal versus formal PD was more beneficial to teachers in building collective capacity for inclusive service delivery—marking a new distinction within related PD literature. Recommendations to district leaders, policy makers, and scholars are included. The study concludes by encouraging educational leaders to cultivate a shared inclusive mission implemented through collaborative efforts. There is hope for inclusion, not only in theory, but in practice, mirroring the call of other district leadership studies of successful, systemic inclusion.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004815, http://purl.flvc.org/fau/fd/FA00004815
Subject Headings: Educational leadership--Case studies., Inclusive education--Case studies., Children with disabilities--Education--United States--Case studies., School management and organization--Case studies., Action research in education--Case studies., Mainstreaming in education--Case studies.
Format: Document (PDF)

Title: The art of leadership: a study of administrative practices in Florida's schools of the arts.
Creator: Perry, Kevin Gardner., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts...
Show moreThe purpose of this exploratory study was to identify common practices of school-of-the-arts administrators and to determine if these commonalities differ from the practices of effective school leaders in general. A sample of administrators (n=92) completed a 3-part Likert survey based on the 21 attributes identified in the balanced leadership model. Five research questions guided this study which looked for both common and unique leadership challenges facing principals in schools of the arts. Prinicpals ranked the practices in order of importance. Although the statistical analyses revealed no significant differences among the variables of instructional levels (elementary, middle, and secondary), gender, or school grade designations, descriptive statistics as well as qualitative data found a number of emergent themes including principal outreach, principal advocacy, focus, flexibility, curriculum, funding challenges, and the commitment to being there(i.e., at the school). Based on the findings, a plus one model was developed illustrating the tensions across organizational management, instructional leadership, and artistic leadership, all of which must function simultaneously in order to lead a successful school of the arts. While only one study, the findings suggest that regular school principals might want to consider incorporating successful school-of-the-arts practices in their own schools.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3352282
Subject Headings: Educational leadership, Educational administration, Arts, Study and teaching, Teacher-principal relationships
Format: Document (PDF)

Title: A multi-site case study of a professional learning community model: the impact of learning team meetings on teacher practice and student achievement from the perspective of teachers and instructional leaders.
Creator: Meles, Ora., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The purpose of this study was to examine the impact of the implementation of a structured professional learning community model referred to as Learning Team Meetings (LTMs) on teacher practice and student achievement from the perspective of teachers and instructional leaders at high-need schools. To accomplish this purpose, a multi-site case study was conducted at three school sites (an elementary, middle, and high school) all within the same region of one of the largest urban school...
Show moreThe purpose of this study was to examine the impact of the implementation of a structured professional learning community model referred to as Learning Team Meetings (LTMs) on teacher practice and student achievement from the perspective of teachers and instructional leaders at high-need schools. To accomplish this purpose, a multi-site case study was conducted at three school sites (an elementary, middle, and high school) all within the same region of one of the largest urban school districts in South Florida. Qualitative research methods, including one-on-one observations, interviews, focus groups, and review of documents were utilized to analyze, contrast, and compare perceptions,beliefs, and assumptions of the participants in the study. The participants included teachers, principals, assistant principals, instructional coaches, and Learning Team Facilitators (LTFs). A total of 20 participants were involved in the study. The conceptual framework for this study is rooted in the guiding principles of organizational learning and effective professional development practices. Professional Learning Communities (PLCs) offer formal structures to provide teachers with learning enriched, ongoing, job-embedded staff development (Hord & Sommers, 2008). This study focused on one trajectory or type of PLC, and sought to better understand the implementation of an organizational systemic knowledge transfer structure and the impact on teacher practice from the participants' perception. The research design profided thick, rich data, which offered in-depth understandings of the participants' perception, beliefs, and assumption about the LTMs' impact on teacher practice and student achievement. Through the research it was determined that participants among all three of the schools sites believed that LTMs were changing teacher practice., Further, the participants at each of the school sites recognized the significance of the LTF and that he or she plays an essential role in the LTMs. The significance of the study,implications of these findings, and recommendations for further research are also presented.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3333059
Subject Headings: Professional learning communities, Teachers, In-service training, School improvement programs, Teaching teams, Reflective teaching, Group work in education, Educational leadership
Format: Document (PDF)

Title: An examination of the role and career paths of chief research administrators in selected major research universities in the United States.
Creator: Nash, Julie., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The Chief Research Administrator (CRA), also known as the Vice President, Vice Provost, or Vice Chancellor for Research, plays a key role in the research university. It is a position of power and not only affects the mission of the institution, but also controls a very large and vital percentage of external funding. The lack of information on how to prepare for the position makes it difficult to plan a career path for those who aspire to the position. This study was designed to obtain...
Show moreThe Chief Research Administrator (CRA), also known as the Vice President, Vice Provost, or Vice Chancellor for Research, plays a key role in the research university. It is a position of power and not only affects the mission of the institution, but also controls a very large and vital percentage of external funding. The lack of information on how to prepare for the position makes it difficult to plan a career path for those who aspire to the position. This study was designed to obtain information to define the persona and career path(s) of the CRA at research universities in the United States. Survey data related to career pathways resulted in the emergence of four main pathways; Faculty/Academic, Administrative, Private Industry, and a Combination of the first three pathways. The results indicated that the most highly cited pathway to the position of the CRA was the Faculty/Academic (83%). The least traveled pathway to the position of CRA was found to be Administrative, that is, beginning at the lowest levels of a research office or administrative position and progressing through the ranks of the research office.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360957
Subject Headings: Universities and colleges, Administration, College administrators, Training of, United States, Educational leadership, United States, Action research in education, United States
Format: Document (PDF)

Title: The impact of community college presidents' mentoring practices on protege success.
Creator: Ray, Magdala T., Florida Atlantic University, Pisapia, John
Abstract/Description: Filling the pipeline to the community college presidency with diverse and qualified candidates who mirror the demographics of the student population and who are prepared to lead amidst the complexity of the 21st century institution can be accomplished through a variety of strategies. This study focuses on the impact of current community college presidents' mentoring activities on the career advancement of their proteges---in whom they see the potential to fulfill the requirements for...
Show moreFilling the pipeline to the community college presidency with diverse and qualified candidates who mirror the demographics of the student population and who are prepared to lead amidst the complexity of the 21st century institution can be accomplished through a variety of strategies. This study focuses on the impact of current community college presidents' mentoring activities on the career advancement of their proteges---in whom they see the potential to fulfill the requirements for community college leadership as a president. The profile of contextual factors (age, gender, ethnicity, geographic location and duration of the mentoring relationship) and mentoring activities developed through this study reveals that current community college presidents are involved in guiding their proteges by teaching the job, providing challenge, and teaching the politics of the job. They are helping their proteges through career help, protection and sponsorship, and they are encouraging their proteges through career counseling, friendship and demonstrated trust. Of the contextual factors and mentoring activities, the two which are most significant in predicting protege career advancement are the duration of the mentoring relationship and the teaching of the politics of the job. Implications and recommendations derived from this study include training and development of mentor/protege relationships within the community college system for better awareness and understanding of the mentoring activities and continued emphasis on increased mentoring opportunities for minorities.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12102
Subject Headings: Mentoring in education, College teachers--In-service training, Educational leadership, Community college presidents--United States, Community college administrators, Career development--United States
Format: Document (PDF)

Title: Instructional leadership: Principals making a difference with high-poverty and minority populations to improve instruction and increase student achievement.
Creator: Hopkins, Julie., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of the study was to examine instructional leadership through an in-depth multi-case study of three high poverty and high minority elementary school sites where the principals had been identified as instructional leaders. The study identified how schools with unique populations practiced instructional leadership and compared the methods used to the six standards described by the NAESP. In addition, the research identified actions of instructional leaders used to enhance school...
Show moreThe purpose of the study was to examine instructional leadership through an in-depth multi-case study of three high poverty and high minority elementary school sites where the principals had been identified as instructional leaders. The study identified how schools with unique populations practiced instructional leadership and compared the methods used to the six standards described by the NAESP. In addition, the research identified actions of instructional leaders used to enhance school improvement efforts in schools serving high poverty and high minority populations while contributing to the understanding of the principal's role as an instructional leader. The three findings were: that the elementary school principals leading high minority and high poverty schools each incorporated the six standards set by the NAESP to improve instruction and student achievement; each of the principals implemented the NAESP standards based on the specific needs of their schools by using a reframing process to assess the context and identify which standards to focus on; and principals were reflective and responded to the needs of the environment by shifting leadership roles. The findings in this study were based on interviews of teachers and principals, observations of both formal and informal meetings, and review of school documents. Based upon the three findings, the following three conclusions resulted from the study. First, the six NAESP Standards provide a foundation of practice for what principals need to know and be able to implement in order to become effective instructional leaders. Second, instructional leadership is a flexible, not a stagnant model. Third, the use of reflective practice is essential for providing the flexibility in the thinking that is needed to reframe the six NAESP Standards to fit the unique context and lead a school toward continued improvement. Building an effective foundation using the six NAESP Standards is contingent upon the principal applying a focus on the standards that will contribute the most to student achievement and being able to be a reflective practitioner demonstrating flexibility in both thinking and leadership roles.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12190
Subject Headings: Educational leadership--United States, School improvement programs--United States, Elementary school principals--United States, Poor children--Education--United States
Format: Document (PDF)

Title: A study of transformational leadership and student achievement in inner-city elementary schools.
Creator: Bonaros, Demetrios James, Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this study was to establish an empirical link between transformational leadership and student achievement measured by the Florida Comprehensive Achievement Test. In addition, the relationship between transformational leadership and increased levels of teacher satisfaction, willingness to give extra effort, perceptions of principal effectiveness were examined. This study took place in 21 elementary inner-city schools of the Miami-Dade County Public Schools district. Two hundred...
Show moreThe purpose of this study was to establish an empirical link between transformational leadership and student achievement measured by the Florida Comprehensive Achievement Test. In addition, the relationship between transformational leadership and increased levels of teacher satisfaction, willingness to give extra effort, perceptions of principal effectiveness were examined. This study took place in 21 elementary inner-city schools of the Miami-Dade County Public Schools district. Two hundred ten personalized packets were delivered to the teachers of the selected schools. Two hundred and three answer sheets were returned to the researcher for a return rate of 97 percent. Data were collected from randomly selected teachers by voluntary completion of Bass and Avolio's Multifactor Leadership Questionnaire Form-5X (Short Form). The data were analyzed using Cronbach's alpha, Pearson correlation coefficients and multiple regression analysis. Transformational leadership was found to be linked to increased learning. In addition, transformational leadership was also related to increased teacher satisfaction, greater perception of principal effectiveness, and increased teacher willingness to give extra effort. Moreover, two ancillary questions were explored. These questions related to gender, and school size. The question on gender could not be analyzed in light of the overwhelming majority of female principals and lack of reliability of gender. School size was not related to transformational leadership. Based on the above findings, the following conclusions can be made with regard to transformational leadership and its impact on elementary education. First, transformational leadership does improve student achievement in inner-city elementary schools. Second, inner-city elementary teachers consider transformational principals superior to non-transformational principals. Third, elementary inner-city teachers demonstrate increased levels of satisfaction, willingness to give extra effort, and a high perception of principal effectiveness for transformational principals. The practical applications of the findings of this study and the implications drawn for further theoretical consideration and research are significant for future school improvement. This study adds to an important line of research. The information available today about transformational leadership and its impact on student achievement may help schools improve the lives of their students and the social and political future of our World.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12196
Subject Headings: School management and organization--Decision making
Format: Document (PDF)

Title: Investigation of the value of teacher leadership capacity-building: Implementation of an intervention framework to raise student achievement.
Creator: Nowocien, Darlene J., Florida Atlantic University, Guglielmino, Lucy M., Acker-Hocevar, Michele A.
Abstract/Description: The purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers'...
Show moreThe purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers' classroom practices; (c) teachers' readiness for self-directed learning; and (d) student achievement. The study addressed four research questions and three hypotheses. Following the professional development intervention, teachers' perceived changes in their professional practices were documented on a self-report survey, with the greatest positive change reported in types and variety of instructional practices. Significant gains were found in teachers' observed effective behaviors (Florida Performance Measurement System scores), teachers' Self-directed Learning Readiness Scale scores and student achievement in reading. The outcomes, while they cannot, of course, be solely attributed to the intervention, support the concept that teacher leadership capacity is built from within when teachers are encouraged to take a greater responsibility for the design and implementation of their professional development and to share their strengths with their colleagues in a true learning community. The intervention was implemented in an at-risk school, but it provides a framework that can be replicated elsewhere. This project required a commitment of resources for observations, peer coaching, modeling instructional strategies, team meetings, reflective team planning, team data analysis, and a variety of professional development sessions chosen and designed by staff that took place both within and outside of the regularly scheduled workday. The school district, an outside private foundation, and additional grants provided funding for most expenses, including an on-site professional development facilitator. Further follow-up research is warranted given the brevity of this study and the time needed for systemic change.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12163
Subject Headings: Academic achievement--Measurement, Educational leadership--United States, Teacher participation in administration--United States, School improvement programs--United States, Educational change--United States
Format: Document (PDF)

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

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

Title: A Quantitative Analysis of Green-Building Features Incorporated in LEED-Certified Campus Buildings.
Creator: Ramdin, Gianna, Wright, Dianne A., Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Higher education is an idyllically positioned organization from which meaningful dissemination of knowledge and interdisciplinary research is capable of actuating practices that resource consumption. Paradoxically, the construction, maintenance, and operations of the built environment, including the built campus environment, have contributed to the decline of raw resources and degradation of environmental processes. An opportunity exists to bridge the knowledge gap between the design and...
Show moreHigher education is an idyllically positioned organization from which meaningful dissemination of knowledge and interdisciplinary research is capable of actuating practices that resource consumption. Paradoxically, the construction, maintenance, and operations of the built environment, including the built campus environment, have contributed to the decline of raw resources and degradation of environmental processes. An opportunity exists to bridge the knowledge gap between the design and construction phase and the operations and maintenance phase of the green certified building life cycle, while examining the parts that contributed to the green-certification of the whole building. The purpose of this research was to 1.) identify green-building features and determine their frequency of implementation in new capital (NC) LEED-certified, campus buildings to effectuate operations and maintenance cost savings, indoor wellbeing, and environmental stewardship, and 2.) determine the relationships of greenbuilding feature usage across building, institutional, and LEED characteristics. The study used archival data to document the green efforts of each building with the study’s sample of 195 buildings on the campus of 107 universities and colleges, in the United States, between 2007 and 2017. The study’s findings indicated that the public institutions earned the LEED certification more often than private institutions and the sample was void of two-year community colleges. The sample was restricted for green-building features that (a) reduce economic cost, (b) improve indoor wellbeing, and (c) increase environmental stewardship. The results and implications are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00005930
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Sustainable buildings., Education, Higher., Leadership in Energy and Environmental Design Green Building Rating System., Quantitative research.
Format: Document (PDF)

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

Title: Transformational learning and self-efficacy: an investigation into their role in prophylactic mastectomy.
Creator: Gordon, Faith, Bryan, Valerie, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Breast cancer affects one in eight women in the United States. Estimated new breast cancer cases for 2012 in the U.S. are 229,060 women (American Cancer Society, 2012). For all women it is important to be informed regarding all current treatment options. For women in high-risk categories of breast cancer it is even more important. Risk-reducing strategies for women at high-risk of breast cancer include surveillance, chemoprevention, and bilateral prophylactic mastectomy. Prophylactic...
Show moreBreast cancer affects one in eight women in the United States. Estimated new breast cancer cases for 2012 in the U.S. are 229,060 women (American Cancer Society, 2012). For all women it is important to be informed regarding all current treatment options. For women in high-risk categories of breast cancer it is even more important. Risk-reducing strategies for women at high-risk of breast cancer include surveillance, chemoprevention, and bilateral prophylactic mastectomy. Prophylactic mastectomy reduces the risk of breast cancer by excision of most breast tissue. Breast cancer among those initially diagnosed as high-risk is 90-94.3% (Hartmann et al., 1999). This procedure entails serious surgeries with numerous physical, social, and emotional ramifications and is not without side effects. The patient has the right to be informed and base her decision-making on the suitability of the procedure for herself. This research describes six (6) woman’s experiences, focusing on the role of transformational learning and self-efficacy, as these women progressed through the stages. Prophylactic mastectomy is radical, irreversible, and costly at the onset. The procedure may preclude a whole lifetime of surgeries, radiation, and chemical treatments. If this treatment is the right fit, and has been fully researched, balanced with options, family history, genetic predisposition, personal concerns, and anxiety levels, along with physician recommendations, a woman should consider pursuing it.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004374, http://purl.flvc.org/fau/fd/FA00004374
Subject Headings: Control (Psychology), Educational leadership, Health behavior, Mastectomy -- Decision making, Mastectomy -- Psychological aspects, Organizational learning, Self efficacy, Women -- Medical care, Women's health services
Format: Document (PDF)

Title: Teacher collegiality and collaboration in exemplary high school math departments.
Creator: Numeroff, Donna., Florida Atlantic University, Acker-Hocevar, Michele A.
Abstract/Description: Research maintains that teacher collegiality and collaboration are important for developing professional learning communities, and promoting leadership of teaching and learning. As we enter the 21st century, subject departments in secondary schools remain a common and important entity in the professional life of a teacher, yet scarce in educational research literature. Using qualitative methodology, three exemplary, collegial, yet demographically diverse high school math departments in the...
Show moreResearch maintains that teacher collegiality and collaboration are important for developing professional learning communities, and promoting leadership of teaching and learning. As we enter the 21st century, subject departments in secondary schools remain a common and important entity in the professional life of a teacher, yet scarce in educational research literature. Using qualitative methodology, three exemplary, collegial, yet demographically diverse high school math departments in the state of Florida were involved in this multi-site case study. The researcher collected data from interviews, observations, and documents. Sixty-one math teachers including department chairs were individually interviewed. These interviews were transcribed and coded for commonalities. Observations were recorded during teacher planning hours, department meetings, and teacher lunch times. Also, pertinent documents such as course syllabi, department mission statements, school mission statements, and school improvement plans were collected. All data were triangulated and analyzed, and findings support that collegial relationships impact teachers' work lives, which reduce uncertainty and stress; collegial departments are tightly structured democratic systems where distributed leadership increases instructional effectiveness and creates a familial environment; collaborative cultures affect student learning by emphasizing a fair and equitable education for all students improving parental involvement; and the department chair as instructional and managerial leader plays a major role as a change agent within the professional collegial community.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12128
Subject Headings: Teachers--Professional relationships, Educational leadership--Case studies, Classroom management--Florida--Case studies, Mathematics--Study and teaching (Secondary)
Format: Document (PDF)

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

Title: Perceptions of Academic Resilience Among Teachers and Twelfth Grade Adolescent Girls.
Creator: Obrien, Alise, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the...
Show moreThis qualitative research study explored perceptions of academic resilience among teachers and twelfth grade adolescent girls. Specifically, how students and teachers believe teachers promote academic resilience in students, the characteristics of academically resilient students according to students and teachers, and the characteristics of academically non-resilient students according to teachers. The relationship between the general comments made during student focus group sessions and the students' responses on the Locus of Control (LOC) survey were analyzed. Qualitative data were collected including teacher interviews, student focus groups, Implicit Theories of Intelligence Scales for teachers and students as well as the Nowicki-Strickland Locus of Control Survey for students. Findings indicated that teachers and students both reported teachers who were flexible and provided extra help sessions for students promoted academic resilience. It also was reported by teachers and students that developing personal relationships with students helped to promote academic resilience. Teachers and students reported similar characteristics of academically resilient students. Characteristic behaviors of academic resilient students were identified as having ambition or being motivated to be successful. Having a positive attitude and having the ability to be reflective also were identified as characteristic of academic resilience. Finally, teachers and students agreed that having a strong internal locus of control is characteristic of academic resilience.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004529, http://purl.flvc.org/fau/fd/FA00004529
Subject Headings: Academic achievement -- United States, Belief and doubt, Communication in learning and scholarship, Educational leadership, Motivation in education -- United States, Resilience (Personality trait) in adolescence, Success -- Psychological aspects
Format: Document (PDF)

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

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