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effects of a culturally translated school counselor-led intervention on Hispanic students' academic achievement
Title
The effects of a culturally translated school counselor-led intervention on Hispanic students' academic achievement.
Creator
Leon, Ana Maria., College of Education, Department of Counselor Education
Abstract/Description
The purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math...
Show moreThe purpose of this study was to evaluate the impact of implementing a school counselor-led intervention, a culturally translated version of the Student Success Skills (SSS) program, on student academic achievement in Hispanic students. The research question investigated in this study was: Does Hispanic student participation in the culturally translated Student Success Skills classroom guidance program increase academic achievement as measured by state mandated standardized reading and math tests? Based on the fact that Hispanic students are at a very high risk of academic failure, there is an urgent need to address the lack of academic success. The cultural translation of the Student Success Skills (SSS) program focuses on student outcomes and helps to provide a link between school counselors and improved outcomes for Hispanic students.The sample for this study included 103 treatment and 98 comparison fourth and fifth grade students from three schools in South Florida. Participating students were selected from all Hispanic students at four schools in South Florida, by selecting the students who spoke mainly Spanish at home and came from Hispanic backgrounds. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Florida Comprehensive Assessment Test (FCAT). The procedure used to analyze the results for this study was a Multivariate analysis of covariance (MANCOVA). The statistical analysis showed that the treatment group scored significantly higher than the comparison group in reading. There was not a significant difference in math for the treatment group. When fidelity of treatment was investigated a post hoc analysis found that groups with full implementation of the program scored significantly higher in math and in reading than the comparison group., The results of this study show that a cultural translation of the Student Success Skills program is helpful for the fourth and fifth grade Hispanic students improving achievement in reading.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/187214
Subject Headings
Educational leadership, Acculturation, Minorities, Education (Elementary), Hispanic American children, Education, Academic achievement, Educational equalization
Format
Document (PDF)
roles and responsibilities of the Associate in Science Degree department chair
Title
The roles and responsibilities of the Associate in Science Degree department chair.
Creator
Bredemeyer, Nancy Rehak, Florida Atlantic University, Bryan, Valerie
Abstract/Description
The changing roles and responsibilities of the Associate in Science Degree department chair (ASDDC), influencers of change, and need for training were examined at two Florida community colleges using a modified Delphi research methodology in three rounds. One hundred-twenty-three roles and responsibilities of the Associate in Science Degree department chair identified in Round One interviews of 20 Workforce Associate in Science Degree department chairs were utilized to construct a...
Show moreThe changing roles and responsibilities of the Associate in Science Degree department chair (ASDDC), influencers of change, and need for training were examined at two Florida community colleges using a modified Delphi research methodology in three rounds. One hundred-twenty-three roles and responsibilities of the Associate in Science Degree department chair identified in Round One interviews of 20 Workforce Associate in Science Degree department chairs were utilized to construct a questionnaire implemented in Round Two and Round Three of the Delphi study. The ASDDCs interviewed in Round One, serving as the expert panel in Two and Three, were asked, "How are the listed roles and responsibilities changing?" Sixty-seven, or 63.21 percent of the identified list of roles and responsibilities of the ASDDC reached consensus of change. Fifteen, or 14.50 percent of the roles and responsibilities were identified as "changing rapidly" or "change is tremendous." Nine categories of responsibilities emerged from the identified 123 roles and responsibilities of the ASDDC. Ranked highest to lowest in consensus of change were: Technology, programs, community college, students, professions, hiring/supervising, leadership, clerical and last, training. Statistical significance was found between the subgroups of "high tech" ASDDCs and "high touch" ASDDCs in three categories: program, community college, and hiring/supervising. Themes emerging from the study indicated the Associate in Science Degree department chairs are fulfilling Gmelch and Miskin's earlier identified department chair roles of manager, leader, and scholar with the faculty developer role just emerging; the future holds time-consuming clerical work; the chairs are proud of their technology and physical working space; community colleges are changing; Associate in Science Degree department chairs see themselves as leaders in their professions by teaching and developing curriculum, and ambiguity and lack of clarity exits in the roles and responsibilities of the Associate in Science Degree department chair which echoes Dymmel's earlier findings in North Carolina community colleges. Recommendations resulting from the study include: Restructuring the position of Associate in Science Degree department chair, examining the ambiguity of the position, and creating partnerships to provide training for the position.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12173
Subject Headings
Community colleges--Florida--Administration
Format
Document (PDF)
art of leadership
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)
relationship between principal leadership actions and business and social justice cultures in schools
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)
Principals' knowledge of special education policies and procedures
Title
Principals' knowledge of special education policies and procedures: does it matter in leadership?.
Creator
Jesteadt, Lindsay., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held...
Show moreResearch has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held accountable for the learning gains of all students, including students with disabilities. This study sought to assess the knowledge of Florida school principals in the area of special education policies and procedures through survey administration. In addition, the survey was designed to establish the method by which school principals purport to have learned the majority of special education policies and procedures. Social justice as defined by Adams, Bell, and Griffin (1997) and ethical reasoning in educational leadership, developed and defined by Shapiro and Stefkovich (2005) were chosen as the conceptual framework with which to guide the design and analysis of the study. These underlying sets of ideas were used to help recognize the many inequalities that have hindered education for a variety of students, including those with disabilities (Lashley, 2007). FIndings of this study demonstrate the level of knowledge practicing administrators in Florida possess, the methods by which they acquired that knowledge, and the dire need for this knowledge under new state mandated reform initiatives.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3355571
Subject Headings
School improvement programs, Educational leadership, Learning disabled children, Education, School principals, In-service training, Response to intervention (Learning disabled children)
Format
Document (PDF)
Leadership styles of secondary school principals as perceived by secondary school teachers
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)