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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: Leading Transformational Change: A Study of Internationalization at Three Universities in the United States.
Creator: Hurd, Duncan L., Pisapia, John, Florida Atlantic University
Abstract/Description: Globalization, the integration of markets and the shrinking of boundaries both figurative and real, provides the context in which institutions of higher education have considered a change to their culture, curricula, and composition in recent years. Increasingly, the response ofunjversities to globalization is to bring a greater international dimension to their teaching, research, and service; a process known as internationalization. The purpose of this study was to identify the change...
Show moreGlobalization, the integration of markets and the shrinking of boundaries both figurative and real, provides the context in which institutions of higher education have considered a change to their culture, curricula, and composition in recent years. Increasingly, the response ofunjversities to globalization is to bring a greater international dimension to their teaching, research, and service; a process known as internationalization. The purpose of this study was to identify the change strategies that allowed three regional public universities to internationalize their campuses. The qualitative multi-site research design incorporated a critical case strategy with participants who led, facilitated, and/or implemented the change process. Data collection was obtained through interviews, documents, and direct observation. The analysis consisted of pattern matching facilitated by two-dimensional matrices. Leading change in higher education has been related to moving cemeteries and herding cats and therefore may seem like a cruel hoax; but as this study reports it need not be so. The study found that a highly integrated, non-linear change process Jed to successful internationalization. An expanding number of champions who constantly communicated a motivating vision and who opportunistically pursued creative strategies to internationalize resulted in cascading layers of buy-in throughout the university. This buy-in was not only an effect, but a change strategy in its own right; and was a primary focus of those leading the change effort. These universities institutionalized change through various structural and programmatic means. The change process concluded with a transformed institution that incorporated an international dimension into the culture, life, and work of the university. The findings were compared and contrasted to Kotter's ( 1996) eight stages of leading change and Eckel and Kezar's (2003) model for transformation in higher education. Neither fully explained this study's cross-case findings, and a new model for leading transformational change in institutions of higher education was proposed; one which builds on the strengths of Kotter's and Eckel and Kezar's models, but which addresses their limitations as well.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000670
Subject Headings: Education--Curricula--Cross-cultural studies, Educational leadership, School management and organization--Decision making, Inclusive education--United States, Educational change, Education, Higher--Philosophy
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: Lecture on the character and services of James Madison : delivered before the "Young Men's Association for Mutual Improvement in the city of Albany," February 28, 1837.
Creator: Barnard, Daniel D. (Daniel Dewey), 1797-1861, Hoffman & White
Abstract/Description: Cover title: Character and services of James Madison. FAU Libraries' copy imperfect: cover missing; edges trimmed to 22 cm.
PURL: http://purl.flvc.org/fau/fd/fauwsb12f13
Subject Headings: Madison, James, 1751-1836, Madison, James, 1751-1836 -- Ethics, Presidents -- United States, Political leadership -- United States, Character, Founding Fathers of the United States, Speeches, addresses, etc., American -- 19th century
Format: E-book

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: 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: 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)

Title: The impact of stress on elementary school principals and their effective coping mechanisms.
Creator: Krzemienski, Joyce., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: In today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread demand to improve student achievement, principals face a multitude of administrative tasks. As the school accountability deadline to meet the 2014...
Show moreIn today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread demand to improve student achievement, principals face a multitude of administrative tasks. As the school accountability deadline to meet the 2014 federal objective of the No Child Left Behind Act of 2001 rapidly draws closer for the majority of states, this federal legislation has created increasingly high stress levels, potentially the highest ever, for principals across the country. ... The proposed study is significant to the field of education because this study provides the most current research regarding the mental and physical effects of work-related stress on elementary school principals in an era of increased accountability and the impact stress has on the school climate. Further, this study offers school principals a repertoire of effective coping mechanisms that can be utilized to help reduce their perceived stress levels. Over the time of the study, it was repeatedly reported by the principal participants that their work stress had increased, which was found to have impacted their health as well as the school climate.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358601
Subject Headings: Elementary school principals, Job stress, Stress management, Stress (Psychology), Burn out (Psychology), Educational leadership, Psychological aspects
Format: Document (PDF)

Title: Opposition politics and populism: a comparative analysis of South American populist governments.
Creator: Weiss, Morgan Alissa., Dorothy F. Schmidt College of Arts and Letters, Department of Political Science
Abstract/Description: This thesis examines the relationship between the political opposition and populism. The goal is to identify when, how, and under what circumstances an opposition to a populist leader affects change to the political system. A comparative historical analysis is employed as five case studies from South America are examined. The evidence presented in these case studies demonstrates that the political oppositions in each country were unsuccessful in affecting change to their respective political...
Show moreThis thesis examines the relationship between the political opposition and populism. The goal is to identify when, how, and under what circumstances an opposition to a populist leader affects change to the political system. A comparative historical analysis is employed as five case studies from South America are examined. The evidence presented in these case studies demonstrates that the political oppositions in each country were unsuccessful in affecting change to their respective political systems. They were unable to demobilize the support base that the populist leaders had created. Change came to the political systems in four out of the five case studies only when the populist leader's actions demobilized his support and not from the actions of the opposition.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/192993
Subject Headings: Opposition (Political science), Political culture, Political leadership, Populism, Politics and government
Format: Document (PDF)

Title: College administrators' perceptions of the value of leadership/administrative training programs for aspiring administrators.
Creator: Horner, Linda Traywick., Florida Atlantic University, Guglielmino, Lucy M.
Abstract/Description: The purpose of this study was to investigate how participation in leadership/administrative training programs is perceived by selected administrators who recommend candidates for appointment to academic administrative positions in two-year colleges. The subjects in this research included 192 chief academic officers of two-year colleges listed in Who's Who in Community Colleges. A stratified sample was selected to assure (a) equal representation from the six regions served by regional...
Show moreThe purpose of this study was to investigate how participation in leadership/administrative training programs is perceived by selected administrators who recommend candidates for appointment to academic administrative positions in two-year colleges. The subjects in this research included 192 chief academic officers of two-year colleges listed in Who's Who in Community Colleges. A stratified sample was selected to assure (a) equal representation from the six regions served by regional accrediting associations and (b) proportional representation of male and female chief academic officers within each region. A survey instrument titled The Employment Criteria Survey was developed by the researcher. The first part of the survey requests information concerning the respondent's age, gender, and past participation in leadership/ administrative training programs. In the second part of the survey, respondents were asked to assign values to selected qualifications and characteristics of a hypothetical candidate who is being considered for appointment to an academic administrative position. Eight questions were investigated by the researcher to examine the value that administrators would assign to specific qualifications or characteristics of candidates. The frequency and percentage of each rating value were recorded for each item. The mean and standard deviation for the rating values were determined for each item. The results of these descriptive statistics were interpreted for answers to the research questions. Sixteen hypotheses were tested. The statistical procedure used was analysis of variance and the significance level was 5%. The findings included: (1) Candidates' experience of more than five years as a department chair, college level administrator, or faculty member is perceived as more valuable than participation in training programs. (2) Candidates' education of an earned doctorate in administration of higher education or a field other than education is perceived as more valuable than participation in training programs. (3) Candidates' participation in training programs is perceived positively, but not highly so. (4) Candidates' age and gender are not factors when administrators make employment decisions. (5) Current employment as an academic administrator at the institution where one is seeking appointment is perceived as more valuable than employment as a member of the faculty or as an administrator in a non-educational organization. None of the sixteen null hypotheses were rejected. There were no significant relationships between the respondents' age, gender, geographical location, or personal participation in training programs and the values that they assigned to participation in different types of training programs by candidates, for academic administrative positions.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12442
Subject Headings: Junior colleges--United States--Administration, Universities and colleges--United States--Administration, College administrators--Training of--United States, Career development--United States, Leadership--United States
Format: Document (PDF)

Title: The application of Bowen Family Systems Theory to the high school principalship.
Creator: Gottlieb, David G., Florida Atlantic University, Maslin-Ostrowski, Patricia
Abstract/Description: The purpose of this multi-ease qualitative study was to examine the application of Bowen Family Systems Theory to the high school principalship. More than eighty interviews were conducted of twenty-five participants from the Sun County School District (a pseudonym). The questions pursued related to how a working knowledge of Bowen Family Systems Theory (BFST) could help principals understand the following: their schools as a system, their leadership roles in their schools as a system, and how...
Show moreThe purpose of this multi-ease qualitative study was to examine the application of Bowen Family Systems Theory to the high school principalship. More than eighty interviews were conducted of twenty-five participants from the Sun County School District (a pseudonym). The questions pursued related to how a working knowledge of Bowen Family Systems Theory (BFST) could help principals understand the following: their schools as a system, their leadership roles in their schools as a system, and how to become more effective in their schools as a system. Beside a review of the problems affecting the principalship practice in this country, was an analysis of systems theories generally and BFST specifically. This study also included a review of leadership generally and educational leadership specifically. Six BFST elements were used as a coding platform to explicate more than twenty stories collected from the thick, rich data in this research. This study concludes that a working knowledge of BFST may help some principals in achieving more effective solutions in their practice. BFST offers the principal a theoretical platform from which to operate. Principals who have a working knowledge of BFST can understand the significance of their leadership roles not only in terms of their schools as systems, but also in terms of their schools as parts of a larger societal system and process. The recommendations from this study include the suggestion that BFST can help provide structure and strategies to help the principal navigate educational leadership challenges for greater success in the school system. Principal development through BFST could help school districts diminish and abate high levels of principal turnover and burnout. Local school districts in concert with local universities could include programs in BFST for educational leadership development for principals. While BFST may not be a silver bullet for the high school principalship practice, it could offer greater understanding in considering the educational leader as a helmsman of education. It could help foster and forge partnerships with other disciplines by inviting their leaders to be participants in the educational system called school---in which they are already stakeholders in the larger societal system and societal process. This is the prescience, promise, and potential of the applicability of BFST to the high school principalship.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11943
Subject Headings: Bowen, Murray,--1913-1990, High school principals--United States--Case studies, High schools--United States--Administration--Case studies, Educational leadership--United States--Case studies
Format: Document (PDF)

Title: Leadership styles of secondary school principals as perceived by secondary school teachers.
Creator: Ross, David Brian., Florida Atlantic University, Bryan, Valerie
Abstract/Description: The purpose of this research was to examine secondary school teachers' perceptions of the leadership styles of their principals. The study explored perceptions of leadership styles in relation to selected demographic variables of the teachers (age, gender, ethnicity, level of education, teaching discipline, and years of teaching experience). It also examined differences among the responding teachers' perceptions of their principals' overall effectiveness as managers or leaders using the...
Show moreThe purpose of this research was to examine secondary school teachers' perceptions of the leadership styles of their principals. The study explored perceptions of leadership styles in relation to selected demographic variables of the teachers (age, gender, ethnicity, level of education, teaching discipline, and years of teaching experience). It also examined differences among the responding teachers' perceptions of their principals' overall effectiveness as managers or leaders using the Leadership Orientations (Other) survey based on the four frames identified by Bolman and Deal. Secondary teachers employed by The School District of Palm Beach County were surveyed during the spring term of 2005. Of the 975 surveys that were distributed, 349 respondents returned completed surveys, a return rate of 35.8 percent. Descriptive statistics revealed two prevalent leadership orientation frames of principals as perceived by their teachers. Analysis of Variance (ANOVA) and post hoc analysis were used to examine differences in the secondary school teachers' perceptions of their principals' leadership orientation frames considering teacher variables of age, gender, ethnicity, educational level, teaching discipline, and years of experience. A t-test was used to identify significant differences in the secondary school teachers' perceptions of their principals' overall effectiveness as managers or as leaders. The human resource frame and political frame were identified as the prevalent orientation frames. This finding is partially congruent with results reported by several other authors (Davis, 1996; Durocher, 1995; Eckley, 1997; Suzuki, 1994) who found the human resource frame to be prevalent in education settings. There were no significant differences among the teachers considering age, gender, and teaching discipline regarding the leadership orientation frames of their principals, however there were significant differences considering ethnicity, educational level, and years of experience. The teachers' ratings of their principals' overall effectiveness as managers was significantly higher than their ratings of the principals' overall effectiveness as leaders, t (348) = 2.24, < .05. Further study is warranted to explore ways that principals develop as effective in both their leadership and management.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12218
Subject Headings: School administrators--Rating of--Florida--Palm Beach County, Educational leadership--Florida--Palm Beach County, Education, Secondary--United States--Evaluation, School management and organization--United States
Format: Document (PDF)

Title: The relationship between school climate and school performance in Miami-Dade County's schools of choice.
Creator: McLean, Dyona V., Florida Atlantic University, Pisapia, John
Abstract/Description: The purpose of the study was to determine whether a relationship exists between school climate and school performance in Miami Dade County's schools of choice. More specifically, the study sought to determine: (a) the climate in Miami Dade County's magnet programs/schools of choice; (b) whether high performing (A/B) magnet programs schools have a different climate than low performing (D/F) magnet programs/schools of choice; (c) if the relationship between school climate and school performance...
Show moreThe purpose of the study was to determine whether a relationship exists between school climate and school performance in Miami Dade County's schools of choice. More specifically, the study sought to determine: (a) the climate in Miami Dade County's magnet programs/schools of choice; (b) whether high performing (A/B) magnet programs schools have a different climate than low performing (D/F) magnet programs/schools of choice; (c) if the relationship between school climate and school performance is moderated by contextual factors; and (d) if a model can be developed to predict school performance using the variables in the study. Archival data was retrieved from the Florida Department of Education (FLDOE) website to determine school performance and from Miami Dade County Public Schools' (MDCPS') website, District Profiles and Statistical Abstracts from 1998-1999 to 2003-2004 to determine school climate. The MDCPS' data is based on survey responses from The School Climate Survey that is administered annually to 100 parents, staff and students in all 356 K-12 schools. Four questions guided the research and nine related hypotheses aligned to specific questions were analyzed and presented. The school was the unit of study. The results from School Climate Responses for 73 magnet programs/schools representing 12 percent of Miami Dade County Public Schools' 356 schools were analyzed. After determining a mean score for each selected item in the survey, the overall mean scores for each year was computed. The analysis employed a variety of procedures including Analysis of Variance (ANOVA), graphical analyses and Multiple Regression/Correlational Analyses. The study has implications for policy makers at the state and district level, principals, teachers and parents as they relate to reduction of school size and a trend towards schools-within-a school or theme schools. There are also issues that will inform future research and leadership development at the university level.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/12210
Subject Headings: School management and organization--Florida--Miami-Dade County, School environment--Florida--Miami-Dade County, Education--Aims and objectives--Florida--Miami-Dade County, Educational leadership, School management and organization
Format: Document (PDF)

Title: The Relationship of Transformational Leadership and Reading Achievement in Broward County, Florida Charter Schools.
Creator: Freeland, Jennifer, Florida Atlantic University, Pisapia, John
Abstract/Description: Charter schools have dramatically increased in number in Florida and throughout the country. In Florida, charter schools must meet the achievement standards developed through the A Plus Plan. The purpose of this study was to examine the relationship of transformational leadership and reading achievement in Broward County, Florida charter schools. Transformational leadership was defined using the model developed by Kenneth Leithwood (Leithwood, Jantzi, & Steinbach, 1999). Transformational...
Show moreCharter schools have dramatically increased in number in Florida and throughout the country. In Florida, charter schools must meet the achievement standards developed through the A Plus Plan. The purpose of this study was to examine the relationship of transformational leadership and reading achievement in Broward County, Florida charter schools. Transformational leadership was defined using the model developed by Kenneth Leithwood (Leithwood, Jantzi, & Steinbach, 1999). Transformational leaders are those that demonstrate, charisma/inspiration/vision, intellectual stimulation, individual consideration, contingent reward, high performance expectations, goal consensus, modeling, culture building, and structuring. Charter schools in Broward County, Florida were surveyed using the "Nature of School Leadership Survey" (Leithwood & Jantzi, 1995). The results of the survey in each transformational leadership dimension were correlated with reading achievement measured in learning gains. No significant relationships were found. Further, the relationships were analyzed to determine if contextual variables SES, size and configuration moderated the relationship. None of the contextual variables moderated the relationships. Finally, the population of charter schools was divided into thirds based on level of reading achievement gains to determine if the top and bottom third of schools used transformational leadership differently. No significant difference was found.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000665
Format: Document (PDF)

Title: Speech delivered by Hon. J.M. Ashley, of Ohio : on the rebellion---its causes and consequences, at College Hall in the city of Toledo, Tuesday evening, Nov. 26, 1861.
Creator: Ashley, James Mitchell 1824-1896, L. Towers & Co.
Abstract/Description: Caption title: Rebellion--its causes and consequences : speech delivered by Hon. J.M. Ashley of Ohio, at College Hall in the city of Toledo, Tuesday evening, Nov. 26, 1861. Speech delivered by Honorable J.M. Ashley, of Ohio. Notes: Cover title. "The demand for this speech has been so great that the first edition was soon exhausted, and a larger one is now issued..."--Inside front cover. Colophon reads: L. Towers & Co., printers, corner 6th street and Louisiana Avenue, Washington, D.C. On...
Show moreCaption title: Rebellion--its causes and consequences : speech delivered by Hon. J.M. Ashley of Ohio, at College Hall in the city of Toledo, Tuesday evening, Nov. 26, 1861. Speech delivered by Honorable J.M. Ashley, of Ohio. Notes: Cover title. "The demand for this speech has been so great that the first edition was soon exhausted, and a larger one is now issued..."--Inside front cover. Colophon reads: L. Towers & Co., printers, corner 6th street and Louisiana Avenue, Washington, D.C. On Lincoln's activities: pages 9-10. FAU copy has original pink printed wrappers, side stitched with cord.
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PURL: http://purl.flvc.org/fau/fd/fauwsb19f6
Subject Headings: American Civil War (1861-1865), Lincoln, Abraham -- 1809-1865 -- Military leadership, Ohio -- Politics and government -- 1861-1865, Slavery -- United States, Speeches, addresses, etc., American -- 19th century, United States -- History -- Civil War, 1861-1865 -- Causes, United States -- Politics and government -- 1861-1865
Format: E-book

Title: Eulogy of Abraham Lincoln : before the General Assembly of Connecticut, at Allyn Hall, Hartford, Thursday, June 8th, 1865.
Creator: Deming, Henry Champion 1815-1872, A. N. Clark & Co
Abstract/Description: Alternate title: In Memoriam Abraham Lincoln. Notes: Cover title. Text in black mourning border. Issued in wrappers of dark brown ribbed cloth backed with paper, front cover lettered in gold; or in white printed wrappers; both with cover title "In memoriam Abraham Lincoln." FAU Libraries' copy has original glossy white wrappers; side stitched with cord.
PURL: http://purl.flvc.org/fau/fd/fauwsb22f34
Subject Headings: Constitutional history -- United States -- Sources, Eulogies, Lincoln, Abraham -- 1809-1865 -- Sermons, Lincoln, Abraham -- 1809-1865 -- Views on slavery, Lincoln, Abraham -- 1809-1865 -- Views on the Constitution, Political leadership -- United States -- History -- 19th century -- Sources, Presidents -- United States -- Death, Slavery -- United States, United States -- History -- Civil War, 1861-1865, United States -- Politics and government -- 1861-1865
Format: E-book

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