Current Search: School improvement programs -- Florida (x)
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(1 - 12 of 12)
- Title
- Examining the Effectiveness of Turnaround Models in Florida Public Schools.
- Creator
- Fulton, Angela R., Shockley, Robert, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
Improving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been shown. Schools have continued to fail, and achievement gaps have widened. The current state of schools has called for a drastic intervention. School turnaround has emerged as the country’s response to improving persistently-low performing schools. This study was designed to determine if the turnaround models...
Show moreImproving student performance in America’s chronically underperforming schools has been a challenge for many decades. Despite various school reforms, little to no progress has been shown. Schools have continued to fail, and achievement gaps have widened. The current state of schools has called for a drastic intervention. School turnaround has emerged as the country’s response to improving persistently-low performing schools. This study was designed to determine if the turnaround models outlined in the federal school improvement grant (SIG) were effective in improving student performance in low-performing schools in Florida. Specifically, this study investigated the impact of the transformation and turnaround intervention models on student achievement. This study also sought to determine if size (school enrollment), socioeconomic status (FRL), minority enrollment rates (Black and Hispanic), as well as principal gender, race, and years of experience moderate the relationship between the intervention model used and student achievement. The ultimate objective was to determine if turnaround intervention models improved student performance in low-performing schools in Florida. A quantitative method, including three statistical analyses, was employed to respond to three research questions and test nine corresponding null hypotheses. Florida’s 69 SIG Cohort I schools were identified for data collection and analysis. A t test analysis revealed there was not a significant difference in the performance of the transformation and turnaround model schools as measured by percent of points earned towards school grade. Further, chi square analysis revealed there was not a relationship between the model (transformation or turnaround) and school grade. Additionally, multiple regression analysis revealed none of the moderator variables were statistically significant. A discussion of the findings, implications for policy and practice, and recommendations for turnaround are explained in detailed, followed by suggestions for future research.
Show less - Date Issued
- 2018
- PURL
- http://purl.flvc.org/fau/fd/FA00013131
- Subject Headings
- Public schools--Florida, School improvement programs--Florida--Evaluation, Student achievement, Academic achievement--Florida
- Format
- Document (PDF)
- Title
- An Examination of Academic Performance of Haitian- Creole- and Spanish-Speaking English Language Learners Based on the Number of Years in the ELL program.
- Creator
- Augustin, Ducarmel S., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The primary purpose of the study was to examine the relationship between Haitian-Creole and Spanish-speaking English Language Learners students’ number of years in the ELL program and their academic achievement as indicated by performance on the third-grade Florida Comprehensive Achievement Test Reading. This study also sought to determine if elementary school size (total student population), ELL student count (total number of ELL students in a school), school socioeconomic status (percentage...
Show moreThe primary purpose of the study was to examine the relationship between Haitian-Creole and Spanish-speaking English Language Learners students’ number of years in the ELL program and their academic achievement as indicated by performance on the third-grade Florida Comprehensive Achievement Test Reading. This study also sought to determine if elementary school size (total student population), ELL student count (total number of ELL students in a school), school socioeconomic status (percentage of free and reduced lunch), student gender, and student home language (Haitian-Creole and Spanish), individual SES, and individual Idea Proficiency Test moderate the relationship. The study included data analysis using quantitative methods for the 141 elementary schools in school district. A bivariate correlation of the Pearson Correlation value (r = -.021, p > .05) was used to test the relationship between the number of years in the ELL program and achievement results for third-grade student FCAT Reading proficiency and the moderator variables (elementary school size, ELL student count, school SES, student gender, student home language, individual SES, and IPT individual score). Later, a multiple regression was used to test the moderation hypotheses. The study found that the degree of relationship between the number of years students are in the ELL program and FCAT scores of Haitian-Creole- and Spanishspeaking English Language Learner students is higher as SES increases. As SES decreases, so does the relationship. Of the 1,204 records reviewed, 423 were classified as Haitian-Creole-speaking students versus 782 classified as Spanish-speaking students. Only 16% of the students scored a level 3-5 (passed as proficient) as opposed to 84% who scored a level 1-2 (non-proficient). The study reveals a need for further research to investigate the impact that ELLs’ SES as well as the school’s SES has on the school’s achievement.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004654, http://purl.flvc.org/fau/fd/FA00004654
- Subject Headings
- English language -- Study and teaching -- Foreign speakers, School improvement programs -- Florida, Second language acquisition
- Format
- Document (PDF)
- Title
- The effects of the Ready for Success program in the reading achievement of second- and third-grade students.
- Creator
- Goldberg, Michelle L., College of Education, Department of Counselor Education
- Abstract/Description
-
The focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it...
Show moreThe focus of this study is on evaluating the impact of a school counselor-led program, Ready for Success (RFS) on the academic achievement of second- and third grade students. The research question investigated in this study was: How do students in grades 2 and 3 who receive the RFS classroom intervention perform on the Scholastic Reading Inventory (SRI) when compared to students in grades 2 and 3 who do not receive the RFS classroom intervention. This study is significant because it addresses the need for more outcome research tying school counselor led interventions to student achievement. Research based interventions for school counselors that improve academic achievement directly address the current focus on student achievement outcomes as well as the need for accountability of school counselors. The sample for this study included 240 participants, 107 in the treatment group and 133 in the comparison group. Students were selected from all second- and third-grade classes at four schools in South Florida. There were 66 participants in the second grade; 37 were male and 29 were female. There were 174 participants in the third grade; 92 were male and 82 were female. Academic achievement was measured using a standardized, objective, state-wide assessment instrument, the Scholastic Reading Inventory (SRI). The analysis used for this study was an analysis of covariance (ANCOVA). Pretest scores on the SRI were used in the study as covariates on the dependent variable to account for group differences at pretest. The statistical analysis shows that there was no significant difference between the comparison and treatment group reading achievement levels on the SRI. Upon further review of the research a significant, confounding variable was discovered. High concentration of non-ESOL students were in the comparison group as compared to the treatment group., Further data exploration led to a discovery of variance in the fidelity of treatment, which may have also accounted for the given results. The lack of a significant finding may suggest the need for elements of the program to be adjusted particularly when considering that the two programs upon which RFS was based have been consistently shown to be effective.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/359924
- Subject Headings
- School improvement programs, Academic achievement, Educational tests and measurements, Reading (Elementary), Study and teaching
- Format
- Document (PDF)
- Title
- The elementary principal's role in promoting reading improvement.
- Creator
- Hillard, Lurana Case., Florida Atlantic University, Guglielmino, Lucy M.
- Abstract/Description
-
The primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school...
Show moreThe primary purpose of this study was to determine if there were commonalities in the approaches of ten elementary school principals in the state of Florida identified as "success stories" in leading reading improvement in their schools in 2002 shortly after enactment of the No Child Left Behind Act at the national level and the Just Read, Florida! initiative at the state level. A secondary purpose of the study was to determine if a relationship existed between the elementary school principals' reported success in leading reading improvement at their schools and reported level of agreement with the Survey Form for Elementary Principals , (Hillard, 2005), the Instructional Leadership Behavior Checklist (McEwen, 1997), and the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78). In a qualitative analysis of selected interview questions, five major themes emerged: Philosophical Framework, Human Resources, Programs/Strategies, Use of Data, and Use of Federal and State Initiatives and Information. The principals had initiated reading improvement before the Just Read, Florida! initiative had begun. When analyzing the Survey Form for Elementary Principals and the Instructional Leadership Behavior Checklist (McEwen, 1997), a pattern of high agreement emerged with a majority of the statements that earned average scores in the range of 4.0 to 5.0. On the Self-Directed Learning Readiness Scale (Guglielmino, 1977/78), the principals' scores were exceptionally high, comparable with those of the top entrepreneurs in the United States. The overarching conclusion of the study centers on the identification of these exemplar principals as "educational entrepreneurs" who employ innovation, teacher empowerment, shared leadership, and reliance upon data to lead reading improvement in their schools.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12156
- Subject Headings
- Reading (Elementary), Reading (Elementary)--Florida, Educational innovations--Florida, School improvement programs--Florida, School principals--Florida, Elementary school administration--Florida--Evaluation
- Format
- Document (PDF)
- Title
- Florida's definition and subsequent calculatons of a public high school graduate: a critical race theory analysis.
- Creator
- Watson, Terri N., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
On March 18, 2008, the American Civil Liberties Union (ACLU) of Florida filed a class action lawsuit against The Palm Beach County School Board and its district superintendent on behalf of approximately 176,000 students under their jurisdiction (Schroeder v. The Palm Beach County School Board, 2008). The plaintiffs cited the defendants for their failure "to provide a uniform, efficient, safe, secure, and high quality education" (p. 7) as required by the Florida Constitution, Article IX, ß 1....
Show moreOn March 18, 2008, the American Civil Liberties Union (ACLU) of Florida filed a class action lawsuit against The Palm Beach County School Board and its district superintendent on behalf of approximately 176,000 students under their jurisdiction (Schroeder v. The Palm Beach County School Board, 2008). The plaintiffs cited the defendants for their failure "to provide a uniform, efficient, safe, secure, and high quality education" (p. 7) as required by the Florida Constitution, Article IX, ß 1. They contended that their claim was substantiated by The School District of Palm Beach County's (SDPBC) dismal high school graduation rates. Spurred by the lawsuit, I wanted to understand the controversy surrounding high school graduation rates, in spite of decades of school reform measures, and why different calculation methods are utilized in the state of Florida. In respect to the latter point, I was curious to learn about the differences among graduation rate calculation methods and what impact, if any, these differences had on the reporting of high school graduation rates, particularly those for students of color. Black America's past and present reality in public education has illustrated the need for new paradigms to address the achievement gap promulgated by contextual factors that serve to impede the academic achievement of all students. The statistical analyses and Critical Race Realist perspective, which has evolved from Critical Race Theory when applied to policy research, offered in this study found Florida's definition and subsequent calculations of a public high school graduate to result in significant and consistent differences among graduation rates relative to student race and graduation rate calculation method.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/1930490
- Subject Headings
- Discrimination in education, Educational equalization, School improvement programs, High school graduates
- Format
- Document (PDF)
- Title
- The effects of student participation in the cultural Spanish translation of the Student Success Skills program on high school student achievement.
- Creator
- Urbina, Ivett., College of Education, Department of Counselor Education
- Abstract/Description
-
The purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in...
Show moreThe purpose of this quantitative study was to evaluate the effectiveness of the Spanish cultural translation of the Student Success Skills (SCT-SSS) classroom program as a school counselor intervention for increasing Hispanic student academic achievement scores as measured by standardized mathematics and reading tests. The research question evaluated in this study was: "What is the effect of student participation in the SCT-SSS on student achievement of high school Hispanic students in reading and mathematics as measured by Florida Comprehensive Assessment Test (FCAT)"? The sample for this study included 352 Hispanic students in Grades 9 and 10 from two public high schools in south Florida. The treatment group included 166 students and the comparison group included 186 students. In order to be eligible for participation in this study, students had to meet three different criteria: (a) they identified themselves as Hispanic on their school registration form; (b) they were enrolled in a Spanish for Native Speakers foreign language elective course: and (c) they had Florida Comprehensive Achievement Test (FCAT) pretest scores on the reading and math tests. A series of preliminary univariate analysis of variance (ANOVA) were conducted to determine if differences existed between participants on the FCAT reading and mathematics pretests Developmental Scale Scores (DSS). To control for grade level and English language learner (ELL) differences between study participants on pretest reading scores, a univariate analysis of covariance (ANCOVA) was conducted using the FCAT reading pretest DSS as the covariate. An overall effect size of the current study was +0.50 with a variance of 0.0060 (95% CI [0.35, 0.65])., The results for the overall math effect size was +0.32 with a variance of 0.0115 (95% CI [0.10, .53]), and the results for the overall reading effect sizewas +0.70 with a variance of 0.0127 (95% CI [.48, .93]). These effect sizes were statistically significificant at the.05 level. The results from this study demonstrated that the SCT-SSS classroom program is an effective intervention for increasing student achievement for high school Hispanic students. Students who received the SCT-SSS classroom program achieved greater gains when compared to students who did not receive the intervention.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3334099
- Subject Headings
- Achievement in education, School improvement programs, Children of immigrants, Education, Hispanic American children, Education
- 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.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fau/fd/FA00000665
- Format
- Document (PDF)
- Title
- A Study of School Improvement Plans, School DecisionMaking and Advocacy, and Their Correlation to Student Academic Achievement.
- Creator
- Curry, Maribel Marcos, Decker, Larry E., Florida Atlantic University
- Abstract/Description
-
Parent involvement literature reveals that parents play an important role in student academic achievement. The School Advisory Councils are the major outlet for parents to engage in decision-making and advocacy skills in Broward County. The School Improvement Plans are the major output of the School Advisory Councils and this document contains many strategies that schools should follow in order to increase achievement. The purpose of this study was to determine if School Improvement Plans and...
Show moreParent involvement literature reveals that parents play an important role in student academic achievement. The School Advisory Councils are the major outlet for parents to engage in decision-making and advocacy skills in Broward County. The School Improvement Plans are the major output of the School Advisory Councils and this document contains many strategies that schools should follow in order to increase achievement. The purpose of this study was to determine if School Improvement Plans and school decision-making and advocacy had any correlation to academic achievement. The researcher investigated this utilizing two research methods: a survey to investigate if school decision-making and advocacy were correlated to student academic achievement; and content analysis to investigate if School Improvement Plans were correlated to student academic achievement. The study gathered data from 38 middle schools and 29 high schools in Broward County, Florida, during the academic year of 2004-2005. The researcher used standard five of the National PTA Standards for Parent/Family Involvement Programs to design the Decision-Making and Advocacy Survey to determine the perceptions of decisionmaking and advocacy. The researcher surveyed two of the key players with leadership roles of the School Advisory Council: the principal and the SAC chairperson. The survey was pilot tested for its reliability. The researcher also used the School Improvement Plan from each middle school and high school in Broward County in order to conduct the content analysis. The survey and content analysis data were analyzed using linear correlation, multiple correlation, and multiple regression. A major finding of this research was the significant correlation between the Math strategies found in the School Improvement Plans and the Math achievement scores, as well as the correlation between the Writing strategies found in the School Improvement Plans and school grades. In general, it can be concluded that the strategies found in the School Improvement Plans may increase student achievement, particularly in Math and Writing.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/fau/fd/FA00000660
- Subject Headings
- Broward County School District (Fla )--Planning, School improvement programs--Florida--Broward County, School management and organization--Decision making, Educational planning--Florida--Broward County, Academic achievement--Florida--Broward County
- Format
- Document (PDF)
- Title
- Is there a relationship between academic achievement and school climate at the elementary, middle, or high school grade level?.
- Creator
- Doyal, Thomas Stacy., College of Education, Department of Teaching and Learning
- Abstract/Description
-
Researchers have determined that many factors, including school climate, may be contributing to the lack of academic achievement of many of our students. In an effort to better understand this issue, this study tested for possible relationships between the school climate of multiple schools in Palm Beach County, Florida, and their students' academic achievement. Separate analyses were done at the elementary, middle, and high school levels. For the purpose of this study, academic achievement ...
Show moreResearchers have determined that many factors, including school climate, may be contributing to the lack of academic achievement of many of our students. In an effort to better understand this issue, this study tested for possible relationships between the school climate of multiple schools in Palm Beach County, Florida, and their students' academic achievement. Separate analyses were done at the elementary, middle, and high school levels. For the purpose of this study, academic achievement (criterion variable) was measure by the Florida Comprehensive Assessment Test, Math and Reading sections. School climate (predictor variable) was measured by the school district's yearly climate survey. In order to test the study's hypotheses, a linear multiple regression model using SPSS software was run to measure for any relationship between the criterion and predictor variables at the elementary, middle, and high school levels. The relationships of individual predictors with the criterion were tested with correlations and the model including all seven predictors was tested with multiple regressions.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/221943
- Subject Headings
- School improvement programs, Academic achievement, Educational equalization, Florida Comprehensive Assessment Test, Educational tests and measurements
- Format
- Document (PDF)
- Title
- The effects of a culturally translated school counselor-led intervention on the academic achievement of fourth and fifth grade Haitian students.
- Creator
- Jean-Jacques, Velouse Jean-Pierre., College of Education, Department of Counselor Education
- Abstract/Description
-
The purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in...
Show moreThe purpose of this study was to evaluate the impact of the Haitian Hybrid Student Success Skills (HHSSS) program on the academic achievement of 4th and 5th grade Haitian students. This intervention included both the Student Success Skills (SSS) classroom program in English (Brigman & Webb, 2004), followed by the Haitian SSS small group translation Teknik Pou Ede Eláev Reyisi (Brigman, Campbell, & Webb 2004, 2009). School counselors in the treatment schools implemented the HHSSS program in grades 4 and 5 after receiving training from the study researcher. A series of ANOVA and ANCOVA analyses then were conducted to determine whether there were significant differences between the treatment group, the comparison group 1, and the comparison group 2 in reading and math using the Florida Comprehensive Assessment Test (FCAT) as a benchmark. Statistically significant differences were found between: (a) the treatment group and comparison group 1 in reading, (b) the treatment group and vii comparison group 2 in reading, and (c) between both comparison group 1 and comparison group 2 in reading. This study provides empirical support showing that students who are taught key cognitive and self management skills in their native language can begin to close the academic gap regardless of their language background. Furthermore, it supports the positive impact school counselors can have on student success by implementing an evidence-based program.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3332255
- Subject Headings
- Florida Comprehensive Assessment Test, Achievement in education, Motivation in education, Children of immigrants, Education, School improvement programs, Educational counseling
- Format
- Document (PDF)
- Title
- An examination of the implementation of the Intel Essentials project-based learning model on middle and secondary reading and language arts FCAT student achievement and engagement.
- Creator
- Wright, Jeremy R., College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
The purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or...
Show moreThe purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or low) of teachers trained in the Intel Essentials model of project-based learning; and (4) any correlation between the level of implementation and the level of student engagement. A total of 32 teachers participated in the study. The teachers were split into 2 groups: the experimental group (N = 16) that participated in the Intel Essentials Training, and the control group (N = 16) that did not participate in the training. The results for this study were mixed. The students of the experimental group teachers (N = 780) had significantly higher (p < .05) FCAT scores than that of the control group students (N = 643). The control group with the exception of Motivating Tasks subscale had significantly higher levels of engagement. The correlation between level of implementation and student engagement produced a moderate negative correlation, meaning that the Intel trained teachers with the highest levels of implementation had the lowest levels of engagement.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/369395
- Subject Headings
- School improvement programs, Project method in teaching, Mobile communication systems in education, Academic achievement, Methodology, Education, Secondary, Computer-assisted instruction, Florida Comprehensive Assessment Test, Education, Effect of technological innovations on
- Format
- Document (PDF)
- 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.
Show less - 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)
