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University of Alabama
1.
Summerville, Tammy Steele.
The examination of court cases relating to the dismissal of K-12 teachers for immorality.
Degree: 2010, University of Alabama
URL: http://purl.lib.ua.edu/13877 
► This was a purposeful, qualitative, historical and document-based research study that investigated the trends and outcomes of the legal issues relating to teacher dismissal for…
(more)
▼ This was a purposeful, qualitative, historical and document-based research study that investigated the trends and outcomes of the legal issues relating to teacher dismissal for immorality. The study included 114 cases over a thirty year period spanning from 1977-2007. Federal and state level law cases were researched to determine the ruling of courts as they applied the law and state statutes. Ten guiding principles were developed for school leaders to consider when confronted with teacher misconduct issues. Terminating a teacher's contract on grounds of immorality requires that a school board demonstrates one of two legal tests: the moral exemplar v. the nexus test. The moral exemplar test holds that teachers are held to a higher community standard of a mandatory role model. On the other hand, it has been asserted that teachers are entitled to the right to have a private life and that their privacy should be protected unless it can be proved that the behavior of the teacher directly and negatively impacts his or her teaching or harms the school community. Courts have used one of these legal tests in determining if the dismissal is warranted. The literature revealed and the outcomes of the cases studied clearly indicate that over the last thirty years courts have moved from applying the moral exemplar standard to teacher dismissal cases relating to immorality to utilizing the nexus test when considering the dismissal of teachers for immoral acts. It is very clear from reviewing both standards that a teacher's conduct outside of the workplace can result in disciplinary action by the school board. The outcomes of this study revealed that school boards have been successful in terminating teachers for immorality including, but not limited to the following areas: sexual improprieties with students; violation of school policy regarding alcohol and illegal drug use; theft; dishonesty; grand larceny; inappropriate use of computer and internet access; violation of district's corporal punishment/discipline policy; homosexual solicitation; violation of sexual harassment policy; use of profanity; breach of contract; conviction of a criminal act; embezzlement; violation of school district's weapons policy; inappropriate comments to students or co-workers; honesty and integrity; lying about work absences; inappropriate conversations with students; and willful disregard and neglect of school board policy and directives from superiors. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Dagley, David, Newton, Rose, Essex, Nathan, Mitchell, Roxanne, Godfrey, Ann, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Education, Administration; Immorality; Teacher Dismissal
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APA (6th Edition):
Summerville, T. S. (2010). The examination of court cases relating to the dismissal of K-12 teachers for immorality. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/13877
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Summerville, Tammy Steele. “The examination of court cases relating to the dismissal of K-12 teachers for immorality.” 2010. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/13877.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Summerville, Tammy Steele. “The examination of court cases relating to the dismissal of K-12 teachers for immorality.” 2010. Web. 28 Jan 2021.
Vancouver:
Summerville TS. The examination of court cases relating to the dismissal of K-12 teachers for immorality. [Internet] [Thesis]. University of Alabama; 2010. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/13877.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Summerville TS. The examination of court cases relating to the dismissal of K-12 teachers for immorality. [Thesis]. University of Alabama; 2010. Available from: http://purl.lib.ua.edu/13877
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
2.
Rutledge, Richard Dean.
The effects of transformational leadership on academic optimism within elementary schools.
Degree: 2010, University of Alabama
URL: http://purl.lib.ua.edu/21274
► This study examined the relationship between transformational leadership and academic optimism. Elementary schools in northern Alabama were the focus of this study. Sixty-seven schools participated…
(more)
▼ This study examined the relationship between transformational leadership and academic optimism. Elementary schools in northern
Alabama were the focus of this study. Sixty-seven schools participated in this study. Faculty members of the participating schools completed two survey instruments: Leithwood's school leadership survey and the school academic optimism survey (SAOS). There were 470 respondents to the instruments. All data were aggregated to the school level. The independent variable for this study was Leithwood's model of transformational leadership. Conceptually, Leithwood defines transformational leadership as a form of principal leadership that moves individuals toward a level of commitment to achieve school goals by setting direction, developing people, redesigning the organization, and managing the instructional program. The dependent variable of this study was academic optimism. Hoy, Tarter, and Hoy defined academic optimism as the general and collective confidence of a school's faculty that conditions exist for students to achieve academic success. Academic optimism is comprised of three organizational characteristics: teacher collective efficacy, academic emphasis, and faculty trust in clients. Prior research has found that principal activities focusing on the learning environment, emphasizing academic achievement, and establishing high performance goals can influence student achievement. Furthermore, previous studies support the positive relationship between transformational leadership and student engagement, classroom instruction, teacher commitment, organizational learning, school culture, job satisfaction, changed teacher practices, and particularly collective efficacy. This study theorized that transformational leadership and academic optimism would be positively correlated. Results of correlation testing indicated that Leithwood's model of transformational leadership is positively related to the academic optimism of the school. The results of linear regression testing showed that each individual category of Leithwood's model of transformational leadership was also positively related to academic optimism. These results provided support for the hypotheses of this study; the greater the degree of transformational leadership the greater the degree of academic optimism in a school. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Tarter, John, Dyar, Beverly, Newton, Rosemary, Dagley, David, Mitchell, Roxanne, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Elementary Education; Academic Optimism; Elementary Schools; SAOS; school leadership; Transformational Leadership
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APA (6th Edition):
Rutledge, R. D. (2010). The effects of transformational leadership on academic optimism within elementary schools. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/21274
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Rutledge, Richard Dean. “The effects of transformational leadership on academic optimism within elementary schools.” 2010. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/21274.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rutledge, Richard Dean. “The effects of transformational leadership on academic optimism within elementary schools.” 2010. Web. 28 Jan 2021.
Vancouver:
Rutledge RD. The effects of transformational leadership on academic optimism within elementary schools. [Internet] [Thesis]. University of Alabama; 2010. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/21274.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rutledge RD. The effects of transformational leadership on academic optimism within elementary schools. [Thesis]. University of Alabama; 2010. Available from: http://purl.lib.ua.edu/21274
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
3.
Jones, Marlon Freddrick.
An examination of the meanings assigned to principal-teacher interactions and the relationship to school climate.
Degree: 2011, University of Alabama
URL: http://purl.lib.ua.edu/34893
► The purpose of this qualitative study was to explore the relationship between the meanings teachers assign to principal-teacher interactions and school climate. Snowball sampling was…
(more)
▼ The purpose of this qualitative study was to explore the relationship between the meanings teachers assign to principal-teacher interactions and school climate. Snowball sampling was used to identify 15 teachers and 5 principals from five elementary schools in a Southern state. The interview questions were developed from the Organizational Climate Description Questionnaire for Elementary (OCDQ-RE) (Hoy et al., 1991) and the Organizational Climate Index (OCI) (Hoy et al., 2002). Analysis of the data revealed that the types of interactions that took place between teachers and principals largely accounted for school climate. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Newton, Rose Mary, Arredondo-Rucinski, Daisey, Dagley, David, Mitchell, Roxanne, Newman, Jane, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational Administration; Educational leadership; principal-teacher interactions; principal-teacher relationships; school climate; school health; teacher commitment
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APA ·
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APA (6th Edition):
Jones, M. F. (2011). An examination of the meanings assigned to principal-teacher interactions and the relationship to school climate. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/34893
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Jones, Marlon Freddrick. “An examination of the meanings assigned to principal-teacher interactions and the relationship to school climate.” 2011. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/34893.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Jones, Marlon Freddrick. “An examination of the meanings assigned to principal-teacher interactions and the relationship to school climate.” 2011. Web. 28 Jan 2021.
Vancouver:
Jones MF. An examination of the meanings assigned to principal-teacher interactions and the relationship to school climate. [Internet] [Thesis]. University of Alabama; 2011. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/34893.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Jones MF. An examination of the meanings assigned to principal-teacher interactions and the relationship to school climate. [Thesis]. University of Alabama; 2011. Available from: http://purl.lib.ua.edu/34893
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
4.
Sims, Robert Lewis.
Mindfulness and academic optimism:
a test of their relationship.
Degree: 2011, University of Alabama
URL: http://purl.lib.ua.edu/34908
► The relationship between mindfulness and academic optimism was investigated. Further ,mindfulness and the three properties of academic optimism (collective efficacy, faculty trust in parents and…
(more)
▼ The relationship between mindfulness and academic optimism was investigated. Further ,mindfulness and the three properties of academic optimism (collective efficacy, faculty trust in parents and student, and academic emphasis) were examined to determine if a unique and significant relationship exist with one of these three properties. A total of 67 elementary schools were surveyed and 1353 teachers participated in this study. The instruments used in this study were the School Academic Optimism Scale (SAOS) and the Mindfulness Scale (M-Scale). The results indicated that a significant reciprocal relationship exist between mindfulness and academic optimism. A unique and significant relationship was found between mindfulness and academic emphasis. The findings between mindfulness and academic optimism provide theory that does not exist which relates these two constructs. Other findings are congruent with previous theory that mindfulness and academic emphasis have a significant relationship. Unhypothesized findings showed that socio economic status coupled with mindfulness is a strong predictor of academic optimism. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: TARTER, C. JOHN, DAGLEY, DAVE, MITCHELL, ROXANNE, NEWTON, ROSE, DYAR, BEVERLY, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational Administration; Academic Emphasis; Academic Optimism; Collective Efficacy; Faculty Trust; Mindfulness; Robert Lewis Sims
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APA (6th Edition):
Sims, R. L. (2011). Mindfulness and academic optimism:
a test of their relationship. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/34908
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Sims, Robert Lewis. “Mindfulness and academic optimism:
a test of their relationship.” 2011. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/34908.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Sims, Robert Lewis. “Mindfulness and academic optimism:
a test of their relationship.” 2011. Web. 28 Jan 2021.
Vancouver:
Sims RL. Mindfulness and academic optimism:
a test of their relationship. [Internet] [Thesis]. University of Alabama; 2011. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/34908.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Sims RL. Mindfulness and academic optimism:
a test of their relationship. [Thesis]. University of Alabama; 2011. Available from: http://purl.lib.ua.edu/34908
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
5.
Dixon, David Lee.
Relationships among servant leadership, organizational citizenship behavior, and school climate in Alabama high schools.
Degree: 2013, University of Alabama
URL: http://purl.lib.ua.edu/97204
► This study examined the relationship between servant leadership of the principal with Organizational Citizenship Behavior (OCB) and school climate. Servant leadership, a leadership behavior that…
(more)
▼ This study examined the relationship between servant leadership of the principal with Organizational Citizenship Behavior (OCB) and school climate. Servant leadership, a leadership behavior that emphasizes personal growth of followers, has a useful research history in business but limited exposure in public schools. Organizational Citizenship Behavior (OCB) is an organizational construct that describes non-contractual behaviors of workers that contribute to the success of the organization. The climate of a school is defined as the working environment as perceived by the teachers within the school. The people-centered behaviors of a servant leader principal promote positive social reciprocal interactions between the members within the organization. These relationships in turn foster organizational citizenship behaviors within the school and provide an open/healthy school environment. This study utilized data gathered from 708 participants within a random sample of forty-one public high schools in
Alabama. Three reliable instruments were used in this study: Servant Leadership Survey (SLS), Organizational Climate Index (OCI), Organizational Citizenship Behavior Scale (OCB Scale). The first hypothesis of the study tested the relationship of SL with OCB and School Climate. The findings for this study supported a previous study that servant leadership behaviors of the principal are significantly related to the school climate. As servant leadership behaviors increase the climate of the school improves. Findings also reveal that servant leadership behaviors are significantly related to the OCB within the school. As servant leadership behaviors increase the level of OCB within the school rises. The second hypothesis of the study tested the predictability of servant leadership and OCB on the perceived school climate. Regression analysis results identified OCB as the greater predictor of school climate. Further examination of the servant leadership and OCB with each climate dimension provided a more comprehensive examination of the relationships. OCB was found to be a greater predictor of collegial leadership and professional teacher behavior. Surprisingly, results of the analysis revealed socioeconomic status (SES) was the greater predictor of the academic press and environmental press within the school climate. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Tarter, C. John, Dagley, David, Giesen, Judy, Mitchell, Roxanne, Westbrook, Philip, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational administration; Educational leadership; organizational citizenship behavior; school climate; servant leadership
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APA ·
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Manager
APA (6th Edition):
Dixon, D. L. (2013). Relationships among servant leadership, organizational citizenship behavior, and school climate in Alabama high schools. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/97204
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Dixon, David Lee. “Relationships among servant leadership, organizational citizenship behavior, and school climate in Alabama high schools.” 2013. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/97204.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dixon, David Lee. “Relationships among servant leadership, organizational citizenship behavior, and school climate in Alabama high schools.” 2013. Web. 28 Jan 2021.
Vancouver:
Dixon DL. Relationships among servant leadership, organizational citizenship behavior, and school climate in Alabama high schools. [Internet] [Thesis]. University of Alabama; 2013. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/97204.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Dixon DL. Relationships among servant leadership, organizational citizenship behavior, and school climate in Alabama high schools. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/97204
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
6.
Headen, Renee' Ashley.
A quantitative examination of title i and non-title i elementary schools in district 8 of north Alabama using fourth grade math and reading standardized test results.
Degree: 2014, University of Alabama
URL: http://purl.lib.ua.edu/105057
► The purpose of this study was to determine if there is a difference over time on standardized test scores for reading and math between fourth…
(more)
▼ The purpose of this study was to determine if there is a difference over time on standardized test scores for reading and math between fourth grade students attending Title I and Non-Title I schools in three select school systems within District 8 of North
Alabama. In an effort to determine if Title I schools are successfully closing the achievement gap of Title I and Non-Title I schools, a quantitative and ex-post facto design was used to analyze the data. The study was limited to the aggregated longitudinal school data of fourth grade students on the
Alabama Reading and Math Test (ARMT). Data used were collected from the
Alabama State Department of Education. A Repeated Measures Analysis was conducted to gain an understanding of the effects federal Title I funding has on the achievement of low socioeconomic status students. The independent variable was the type of school the student attended (Title I School vs. Non-Title I School), and the repeated measure over time was the years that these students were tested (2004, 2008, and 2012). Gender and ethnicity were controlled variables. Dependent variables were math and reading achievement. Elementary schools served as the unit of analysis for the study. The results of the study revealed that during the years of 2004, 2008, and 2012, students who attended Non-Title I schools performed at a higher achievement level then their Title I peers. However, Title I schools decreased the achievement gap over time. White students had the highest performance in each year studied. Black students had the lowest performance in each year studied; however, of all the groups studied, Black students had the sharpest increase in performance between 2008 and 2012. While the performance for both Whites and Blacks improved over time, Whites outperformed Blacks in every year studied. In fact, Whites were the highest performing subgroup and Blacks were the lowest performing subgroup. Similarly, Whites outperformed Blacks regardless of the type of school they attended. Female students outperformed their male counterparts in all areas. Females outperformed males in every year studied regardless of the type of school they attended. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: McKnight, Douglas, Adams, Natalie, Dagley, David, Mitchell, Roxanne, Tomlinson, Stephen, Westbrook, Philip, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Educational administration
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APA ·
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CSE |
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Manager
APA (6th Edition):
Headen, R. A. (2014). A quantitative examination of title i and non-title i elementary schools in district 8 of north Alabama using fourth grade math and reading standardized test results. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/105057
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Headen, Renee' Ashley. “A quantitative examination of title i and non-title i elementary schools in district 8 of north Alabama using fourth grade math and reading standardized test results.” 2014. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/105057.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Headen, Renee' Ashley. “A quantitative examination of title i and non-title i elementary schools in district 8 of north Alabama using fourth grade math and reading standardized test results.” 2014. Web. 28 Jan 2021.
Vancouver:
Headen RA. A quantitative examination of title i and non-title i elementary schools in district 8 of north Alabama using fourth grade math and reading standardized test results. [Internet] [Thesis]. University of Alabama; 2014. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/105057.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Headen RA. A quantitative examination of title i and non-title i elementary schools in district 8 of north Alabama using fourth grade math and reading standardized test results. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/105057
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
7.
Jackson, Zawdie.
The challenges of the emerging use of technology in schools:
an analysis of a selected urban school system in Georgia.
Degree: 2014, University of Alabama
URL: http://purl.lib.ua.edu/105110
► This study analyzed how technology leadership and technology integration impact technology literacy by analyzing technology scores of selected eighth grade students from selected Atlanta City…
(more)
▼ This study analyzed how technology leadership and technology integration impact technology literacy by analyzing technology scores of selected eighth grade students from selected Atlanta City Schools. Because levels of technology proficiency for eighth grade students is a mandated expectation at national and state levels, this study focused on the expectations and improvement aspects of technology literacy for students. The major purpose of this mixed methods study was to reflectively analyze and describe the technology initiatives undertaken by the selected schools and students under study. The research design and approach were, in part, case study oriented but considered more descriptive in nature with quantitative analysis of data an essential aspect. A population of eight schools, 106 teachers, eight media specialists, and five technology specialists responded to surveys based on technology integration and/or technology leadership. Five years of standardized eighth grade technology literacy data along with qualitative and quantitative survey data provide findings that could prove useful for district and individual school analysis. In addition to a summary and discussion of findings from the research, an action plan was created to further aid the district in improving teacher and student technology competence. Resources were identified and recommended for use as a means to continue academic achievement in the area of technology literacy for eighth grade students. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Mitchell, Roxanne, Dagley, Dave, Mendiola, Brenda, Morris, Robert, Rice, Margaret, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational technology; Educational leadership; educational technology; technology education; technology integration; technology leadership; technology literacy; technology literacy scores
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APA ·
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to Zotero / EndNote / Reference
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APA (6th Edition):
Jackson, Z. (2014). The challenges of the emerging use of technology in schools:
an analysis of a selected urban school system in Georgia. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/105110
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Jackson, Zawdie. “The challenges of the emerging use of technology in schools:
an analysis of a selected urban school system in Georgia.” 2014. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/105110.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Jackson, Zawdie. “The challenges of the emerging use of technology in schools:
an analysis of a selected urban school system in Georgia.” 2014. Web. 28 Jan 2021.
Vancouver:
Jackson Z. The challenges of the emerging use of technology in schools:
an analysis of a selected urban school system in Georgia. [Internet] [Thesis]. University of Alabama; 2014. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/105110.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Jackson Z. The challenges of the emerging use of technology in schools:
an analysis of a selected urban school system in Georgia. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/105110
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
8.
Hosey, Ashley Bryant.
The attitudes and behaviors of school officials and how they engage parents in trusting relationships in high achieving Title I schools.
Degree: 2014, University of Alabama
URL: http://purl.lib.ua.edu/120379
► This study was conducted to understand the behaviors and attitudes displayed by school officials in building trusting relationship with parents in successful Title I schools.…
(more)
▼ This study was conducted to understand the behaviors and attitudes displayed by school officials in building trusting relationship with parents in successful Title I schools. Four school sites within the same school district were chosen for this study. The study was a qualitative action research study. Four participants were interviewed at each school site (a total of sixteen participants were interviewed). All interviews were transcribed and coded for common themes. Based on the results of the study, recommendations were made for school officials and school organizations who seek to building trusting relationships with parents. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Mitchell, Roxanne, Benson, Angela, Westbrook, Phillip, Dagley, David, Webb, Alan, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Education; Educational administration; building trust; parent engagement; parent involvement; trust
Record Details
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APA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hosey, A. B. (2014). The attitudes and behaviors of school officials and how they engage parents in trusting relationships in high achieving Title I schools. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/120379
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hosey, Ashley Bryant. “The attitudes and behaviors of school officials and how they engage parents in trusting relationships in high achieving Title I schools.” 2014. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/120379.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hosey, Ashley Bryant. “The attitudes and behaviors of school officials and how they engage parents in trusting relationships in high achieving Title I schools.” 2014. Web. 28 Jan 2021.
Vancouver:
Hosey AB. The attitudes and behaviors of school officials and how they engage parents in trusting relationships in high achieving Title I schools. [Internet] [Thesis]. University of Alabama; 2014. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/120379.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hosey AB. The attitudes and behaviors of school officials and how they engage parents in trusting relationships in high achieving Title I schools. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/120379
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
9.
Tidwell, Deidra Michelle.
Restraint, detainment, and seclusion of students in public schools.
Degree: 2013, University of Alabama
URL: http://purl.lib.ua.edu/84369
► This study examines how the courts have addressed the restraint, detainment, and seclusion of students in public schools. The study includes an analysis of 100…
(more)
▼ This study examines how the courts have addressed the restraint, detainment, and seclusion of students in public schools. The study includes an analysis of 100 court cases on the topic of restraint, detainment, and seclusion of students in public schools, which occurred in state and federal jurisdictions, from 1977 to 2012. Cases were examined over time and by prevailing party, constitutional claim(s), grade range, student population, and type of seizure. The analysis revealed guiding principles to help educators and school administrators protect the constitutional rights of students and avoid potential litigation. The analysis also formulated a set of guidelines for educators and school administrators to use in situations where the need for student seizure may arise. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Dagley, David, McLean, James, Mendiola, Brenda, Mitchell, Roxanne, Westbrook, Philip, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Education; Educational administration; Educational leadership; constitutional rights of students; detainment; restraint; school seizure; seclusion; student seizure
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APA (6th Edition):
Tidwell, D. M. (2013). Restraint, detainment, and seclusion of students in public schools. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/84369
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Tidwell, Deidra Michelle. “Restraint, detainment, and seclusion of students in public schools.” 2013. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/84369.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tidwell, Deidra Michelle. “Restraint, detainment, and seclusion of students in public schools.” 2013. Web. 28 Jan 2021.
Vancouver:
Tidwell DM. Restraint, detainment, and seclusion of students in public schools. [Internet] [Thesis]. University of Alabama; 2013. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/84369.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tidwell DM. Restraint, detainment, and seclusion of students in public schools. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/84369
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
10.
Arp, Jeb-Stuart Bennett.
Case studies of teacher satisfaction with three plans for evaluation and supervision.
Degree: 2013, University of Alabama
URL: http://purl.lib.ua.edu/84397
► The purpose of this study was to identify which plans for evaluation and supervision are most satisfactory to teachers. The study's participants come from three…
(more)
▼ The purpose of this study was to identify which plans for evaluation and supervision are most satisfactory to teachers. The study's participants come from three school systems in northwest Georgia. Each school district uses a different plan for evaluation and supervision; each claiming that the end goal is to improve teacher performance. Prior research has shown that teacher satisfaction increases teacher performance, which in turn, increases student achievement. Each plan includes elements of both formative and summative evaluation. Because each of the plans was neither completely formative, used to improve teacher performance, nor summative, used to evaluate teachers, the term plan for evaluation and supervision was developed to encompass the dual roles of each district's plan. The study examines relationships between teachers' perceptions of five processes of evaluation: role of supervisor, formative/summative purposes of supervision, clarity of communication, time evaluated, and teacher participation in the plan. In addition, the study examines the relationship between years of teaching experience in the district and the plan for evaluation and supervision, as well as the relationship between evaluation time and plan for evaluation and supervision. The study procedures included identification of districts with differing plans for evaluation and supervision. Once districts were identified, elementary teachers were surveyed. Two survey instruments were combined for use in this study: the first from Ebemeier (2003) and the second from Dollansky (1998). The survey includes questions from a variety of literature on teacher satisfaction. The survey had 229 teacher respondents from the three districts. Analysis of variance and chi square were used to analyze survey responses after preliminary analyses. The three districts each align with research in the literature. District A aligns with collaborative supervision, District B with directive supervision, and District C with non-directive supervision. Overall, the teachers from District B were the least satisfied. Neither the amount of time teachers were evaluated nor the years of teaching experience were significant factors in the analyses. The findings suggest that districts should develop plans for evaluation and supervision that incorporate collaborative and non-directive elements. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Arredondo Rucinski, Daisy, Godfrey, Ann, Mitchell, Roxanne, Newman, Jane, Petrovic, John, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Education; Educational leadership; Educational evaluation; evaluation; satisfaction; supervision; teacher
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APA (6th Edition):
Arp, J. B. (2013). Case studies of teacher satisfaction with three plans for evaluation and supervision. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/84397
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Arp, Jeb-Stuart Bennett. “Case studies of teacher satisfaction with three plans for evaluation and supervision.” 2013. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/84397.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Arp, Jeb-Stuart Bennett. “Case studies of teacher satisfaction with three plans for evaluation and supervision.” 2013. Web. 28 Jan 2021.
Vancouver:
Arp JB. Case studies of teacher satisfaction with three plans for evaluation and supervision. [Internet] [Thesis]. University of Alabama; 2013. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/84397.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Arp JB. Case studies of teacher satisfaction with three plans for evaluation and supervision. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/84397
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
11.
Wilkinson, Tim.
Tort liability and pupil transportation.
Degree: 2011, University of Alabama
URL: http://purl.lib.ua.edu/41237
► Albeit deemed as the safest means of transportation by the National Highway Transportation Safety Board, pupil transportation services do encounter issues of negligence that expose…
(more)
▼ Albeit deemed as the safest means of transportation by the National Highway Transportation Safety Board, pupil transportation services do encounter issues of negligence that expose school districts to litigation. This study examines the historical development of case law pertaining to mass pupil transportation systems, specifically bus driver actions from a legal perspective. This dissertation focuses on ways to assess the effectiveness of current preventative measures to preventing the act(s) that might be negligent or preventing a negligent action against a school district or its employee(s). This dissertation met these goals by examining current literature associated with pupil transportation as well as 105 court cases involving litigation from a variety of states and court jurisdictions. The cases briefed in this study are arranged by subtopic and peruse federal and state law accordingly. This research study produced a number of key findings relevant to pupil transportation employees and tort liability issues. First and foremost, the study provides an anlysis of cases pertaining to criminal background checks, medical conditions, and drug testing as a means of prohibiting individuals with problematic issues from attaining employment as a bus driver. Secondly, exposure to litigation through negligent acts of bus drivers and other affiliated transportation employees were addressed by examining negligence associated with arriving at/ waiting at the bus stop, while driving resulting in student injury, driver issues, driving a bus resulting in injury to property or others, alighting from a bus resulting in student injury, independent contractors, liability insurance, cell phones, and seat belts. The main conclusions drawn from this research were that current approaches to addressing negligence associated with pupil transportation were deficient because they failed to embrace the need for indepth training for bus drivers, teachers, building level administrators, as well as district level administrators. This research argues for thorough training conducted by a legal expert on an annual basis for all individuals affiliated with district pupil transportation services in an attempt to reduce the number of student injuries and/or fatalities associated with such services. Futhermore, this research agrues for the protection of school district finances through adequate training in an attempt to reduce litigation associated with pupil transportation and tort liability by foestering extensive communication networks to address problematic areas. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Dagley, David, Atkinson, Becky, Dyer, Beverly, McLean, James, Mitchell, Roxanne, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Pupil Transportation; Tort Liability
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APA (6th Edition):
Wilkinson, T. (2011). Tort liability and pupil transportation. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/41237
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Wilkinson, Tim. “Tort liability and pupil transportation.” 2011. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/41237.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wilkinson, Tim. “Tort liability and pupil transportation.” 2011. Web. 28 Jan 2021.
Vancouver:
Wilkinson T. Tort liability and pupil transportation. [Internet] [Thesis]. University of Alabama; 2011. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/41237.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wilkinson T. Tort liability and pupil transportation. [Thesis]. University of Alabama; 2011. Available from: http://purl.lib.ua.edu/41237
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
12.
Gray, Julie A.
Professional learning communities and the role of enabling school structures and trust.
Degree: 2011, University of Alabama
URL: http://purl.lib.ua.edu/41257
► Over the last two decades many school districts have developed professional learning communities (PLCs) as a means of unifying teachers within school organizations toward common…
(more)
▼ Over the last two decades many school districts have developed professional learning communities (PLCs) as a means of unifying teachers within school organizations toward common goals and collaborative efforts. This study purports that there are certain enabling school structures that influence the success or failure of PLCs implementation. Hoy and Sweetland summarize that "school structures vary along a continuum from enabling at one extreme to hindering at the other" (Hoy, 2002, p. 88). Other key aspects of PLCs relate to the role of collegial trust, teacher's collegial trust, and trust in principal. One of the assumptions underlying the theoretical framework is that trust is an essential aspect of building a PLC. While there is emerging research about trust and enabling school structures, none has been linked to PLCs. This study will examine enabling school structures, collegial trust, and trust in principal in context to professional learning communities, which are also called communities of learning, teacher communities, and communities of continuous inquiry and improvement. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Tarter, C. John, Mitchell, Roxanne, Johnson, Robert L., Giesen, Judy, Kruse, Sharon, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Collegial Trust; Enabling School Structures; Professional Learning Communities; Trust in Principal
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gray, J. A. (2011). Professional learning communities and the role of enabling school structures and trust. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/41257
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gray, Julie A. “Professional learning communities and the role of enabling school structures and trust.” 2011. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/41257.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gray, Julie A. “Professional learning communities and the role of enabling school structures and trust.” 2011. Web. 28 Jan 2021.
Vancouver:
Gray JA. Professional learning communities and the role of enabling school structures and trust. [Internet] [Thesis]. University of Alabama; 2011. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/41257.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gray JA. Professional learning communities and the role of enabling school structures and trust. [Thesis]. University of Alabama; 2011. Available from: http://purl.lib.ua.edu/41257
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
13.
Power, Donna Fales.
Assessment and assimilation:
a program for schools challenged with mobility.
Degree: 2012, University of Alabama
URL: http://purl.lib.ua.edu/55025
► Student mobility is the process of describing how children move from one school to another for reasons other than promotion. Highly mobile students are defined…
(more)
▼ Student mobility is the process of describing how children move from one school to another for reasons other than promotion. Highly mobile students are defined as students who move six or more times during their school career. Schools that experience the constant flow of students moving in and out struggle with delivering consistent and effective instruction for both the stable and the highly mobile student. The effects that highly mobile students have on academic achievement and accountability have failed to be addressed by education reform initiatives. The results of student mobility continue to go unnoticed and remain a serious problem that impacts all aspects of education reform, contributing to the gap in achievement between the advantaged and disadvantaged. This dissertation examined the effectiveness of the Assessment and Assimilation Program, which was designed to support highly mobile students entering Best Middle School. In the study, student data from Best's highly mobile students (transcripts, discipline reports, and attendance reports) were used to measure the relationship between academic achievement (improved grades), attendance (increased time in school), and discipline (decrease in negative referrals) after attending Assessment and Assimilation at Best Middle School. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Tomlinson, Stephen, Dagley, David, Heitmuller, Patty, Mitchell, Roxanne, Westbrook, Phillip, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Education; Educational evaluation; Education policy; Academic Achievement and Accountability; Academic Achievement; Attendance; and Discipline; Effectiveness of the Assessment and Assimilation Program; Highly Mobile Students; Mobility Rate; Student Mobility
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Power, D. F. (2012). Assessment and assimilation:
a program for schools challenged with mobility. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/55025
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Power, Donna Fales. “Assessment and assimilation:
a program for schools challenged with mobility.” 2012. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/55025.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Power, Donna Fales. “Assessment and assimilation:
a program for schools challenged with mobility.” 2012. Web. 28 Jan 2021.
Vancouver:
Power DF. Assessment and assimilation:
a program for schools challenged with mobility. [Internet] [Thesis]. University of Alabama; 2012. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/55025.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Power DF. Assessment and assimilation:
a program for schools challenged with mobility. [Thesis]. University of Alabama; 2012. Available from: http://purl.lib.ua.edu/55025
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
14.
Adomnik, Jeremy.
The effects of self-determination, identification with school, and school climate on middle school students' aspirations for future education.
Degree: 2012, University of Alabama
URL: http://purl.lib.ua.edu/55082
► The purpose of this study was to explore the effects of self-determination, identification with school, and school climate on student aspirations for ongoing and future…
(more)
▼ The purpose of this study was to explore the effects of self-determination, identification with school, and school climate on student aspirations for ongoing and future education. This study sought to answer the following research questions: (1) What are the relationships between student self-determination, identification with school, and perceptions of school climate? (2) How do ethnicity, socioeconomic status, gender, and self-determination affect students' aspirations for ongoing and future education? (3) How do ethnicity, socioeconomic status, gender, and identification with school affect students' aspirations for ongoing and future education? And (4) How do ethnicity; socioeconomic status, gender, and school climate affect students' aspirations for ongoing and future education? The first question was answered using bivarate correlation. Questions 2 through 4 were answered using three hierarchical multiple regression procedures. The research design used survey research and quantitative analyses to determine factors that most influence middle school students' aspirations for future education. The unit of analysis was 458 eighth grade students in one southern school system. Survey results provided evidence that the students' demographic variables of gender and ethnicity were significant predictors of their aspirations for future education. Self-determination explained 15% of the variance, identification with school explained 10% of the variance, and climate explained 3% of the variance in students' aspirations for ongoing and future education over and above the effects of ethnicity, gender, and socioeconomic status. This study contributes to the knowledge base by exploring the effects of all three variables: self-determination, identification with school, and school climate on student aspirations for future education. Furthermore, this study offers preliminary evidence of the effects of student self-determination, identification with school, and school culture on student aspirations for future education. Creating a school culture to encourage increased self-determination and identification with school represents an area that is malleable and can result in increased educational aspirations and commitment to academic success. Administrators interested in improving the school culture should focus on early identification of at-risk students and promote program development that encourages active participation from students and families, positive teacher-student relationships, and opportunities for students to develop knowledge and skills that promote a sense of self-determination and identification with school. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Mitchell, Roxanne M., Giesen, Judy, Mendiola, Brenda, Tarter, John, Westbrook, Phillip, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Education; Identification with School; Middle School Students; School Climate; Self-Determination
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APA ·
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Adomnik, J. (2012). The effects of self-determination, identification with school, and school climate on middle school students' aspirations for future education. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/55082
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Adomnik, Jeremy. “The effects of self-determination, identification with school, and school climate on middle school students' aspirations for future education.” 2012. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/55082.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Adomnik, Jeremy. “The effects of self-determination, identification with school, and school climate on middle school students' aspirations for future education.” 2012. Web. 28 Jan 2021.
Vancouver:
Adomnik J. The effects of self-determination, identification with school, and school climate on middle school students' aspirations for future education. [Internet] [Thesis]. University of Alabama; 2012. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/55082.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Adomnik J. The effects of self-determination, identification with school, and school climate on middle school students' aspirations for future education. [Thesis]. University of Alabama; 2012. Available from: http://purl.lib.ua.edu/55082
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
15.
Gambrill, Charles David.
Authority to take adverse employment actions by school boards against K-12 teachers.
Degree: 2012, University of Alabama
URL: http://purl.lib.ua.edu/77725
► Research available in the educational field and law field that examined the legal grounds and arguments used in adverse action against K-12 teachers is at…
(more)
▼ Research available in the educational field and law field that examined the legal grounds and arguments used in adverse action against K-12 teachers is at a minimal source. Accountability on school systems today and actions needed to reduce when needed led the researcher to develop the following research question: What does case law reveal about the Authority to Take Adverse Action by the Board against the dismissal of K-12 teachers? Cases were identified involving adverse action in an attempt to answer the research question. The researcher examined an extensive gamut of adverse action cases and in the area related to the topic. Through legal methodology, the researcher identified one hundred and twenty eight cases related to the research question. Case analysis supplied a perceptive of the response. Researchers propose boards have extremely expansive discretion in deciding to renew the contract of a probationary teacher. Non-renewal decisions are subject to court review. Probationary teachers have the right to appeal the school board's nonrenewal decision to the superior court in the judicial district in which the teacher is employed. The researcher also examined other related issues such as; reduction in force, procedural due process, and adverse employment actions. The court data emphasizes that employers followed the obligatory procedures. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Dagley, Dave, Cooper, Darrell, Geisen, Judy, Johnson, Bob, Mitchell, Roxanne, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Actions; Adverse; Dismissal; Employment; Teachers
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APA ·
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Export
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APA (6th Edition):
Gambrill, C. D. (2012). Authority to take adverse employment actions by school boards against K-12 teachers. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/77725
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gambrill, Charles David. “Authority to take adverse employment actions by school boards against K-12 teachers.” 2012. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/77725.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gambrill, Charles David. “Authority to take adverse employment actions by school boards against K-12 teachers.” 2012. Web. 28 Jan 2021.
Vancouver:
Gambrill CD. Authority to take adverse employment actions by school boards against K-12 teachers. [Internet] [Thesis]. University of Alabama; 2012. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/77725.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gambrill CD. Authority to take adverse employment actions by school boards against K-12 teachers. [Thesis]. University of Alabama; 2012. Available from: http://purl.lib.ua.edu/77725
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
16.
Streeter, Sharon Denise.
Relationships among teacher quality characteristics and reading and mathematics achievement in Title I schools in the Alabama Black Belt Region.
Degree: 2012, University of Alabama
URL: http://purl.lib.ua.edu/77732
► The purpose of this study was to examine relationships existing among teacher quality characteristics and reading and math achievement on the Alabama Reading and Math…
(more)
▼ The purpose of this study was to examine relationships existing among teacher quality characteristics and reading and math achievement on the
Alabama Reading and Math Test in Title I schools in the Western and Midwestern regions of
Alabama. The population identified was 57 schools in 13 school districts (seven feeder schools, five schools with sixth grade only, one school with fifth through sixth grades, and one school with fourth through sixth grades). The sample consisted of 29 schools and 9 school districts and a sample of 284 teachers. This study used descriptive statistics, bivariate (Spearman) correlation, and multiple regression to analyze data to answer three research questions addressing relationships among teachers' pedagogical knowledge, educational background, years of experience, grade level configuration (assignment) and professional development (independent variables), and reading/mathematics achievement (dependent variables) on the
Alabama Reading and Math Test. A field test was conducted in a neighboring school district to assist the researcher in evaluating the participants' responses to survey questions, to determine whether the survey questions had the potential to produce the desired data, and to evaluate the wording of the questions on the survey. Particularly, this study verified that teachers' grade level configuration is significantly related to the students' math and reading achievement on the
Alabama Reading and Math Test. In the same way, this study also confirmed that teachers' years as a full-time teacher is a significant predictor of student math achievement and teachers' years taught in the public school sector is a significant predictor or student reading achievement. Also, this study confirmed that teachers' professional development components such as
Alabama Reading Initiative Training (ARI) is negatively significant to reading achievement on the
Alabama Reading and Math Test. These findings were consistently constructed based on statistical analyses, which may have important and practical implications. In effect, such information may be useful for school administrators to continue to examine teacher quality characteristics to determine, which teacher quality characteristics influence student achievement. Furthermore, these findings may guide strategic decisions, mostly those referred to implement policies to improve teacher quality as well as other education policies to motivate high-quality teaching. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Arredondo- Rucinski, Daisy, Giesen, Judy, Mitchell, Roxanne, Vaughan, Barrett, Westbrook, Phillip, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Teacher education; Pedagogy; Educational administration; math achievement; pedagogy; professional development; reading achievement; teacher quality; teacher quality characteristics
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Streeter, S. D. (2012). Relationships among teacher quality characteristics and reading and mathematics achievement in Title I schools in the Alabama Black Belt Region. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/77732
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Streeter, Sharon Denise. “Relationships among teacher quality characteristics and reading and mathematics achievement in Title I schools in the Alabama Black Belt Region.” 2012. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/77732.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Streeter, Sharon Denise. “Relationships among teacher quality characteristics and reading and mathematics achievement in Title I schools in the Alabama Black Belt Region.” 2012. Web. 28 Jan 2021.
Vancouver:
Streeter SD. Relationships among teacher quality characteristics and reading and mathematics achievement in Title I schools in the Alabama Black Belt Region. [Internet] [Thesis]. University of Alabama; 2012. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/77732.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Streeter SD. Relationships among teacher quality characteristics and reading and mathematics achievement in Title I schools in the Alabama Black Belt Region. [Thesis]. University of Alabama; 2012. Available from: http://purl.lib.ua.edu/77732
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
17.
Harris, Felecia Yvonne.
Litigation involving student misconduct in schools.
Degree: 2012, University of Alabama
URL: http://purl.lib.ua.edu/77764
► Schools from state to state deal with the issues of student misconduct and discipline. These issues often lead to instances of litigation. This trend is…
(more)
▼ Schools from state to state deal with the issues of student misconduct and discipline. These issues often lead to instances of litigation. This trend is rapidly increasing and challenging for school administrators. It is important for educators to be knowledgeable of issues and trends involving student misconduct and discipline, in order to avoid unnecessary litigation. The purpose of this study was to examine litigation issues involving student misconduct and discipline in schools. This research highlights various aspects involving student misconduct and discipline in educational settings. This study provides insight into legal issues, outcomes, trends, and guidelines to increase knowledge and possibly prevent potential litigation. The research design of this study consisted of qualitative, descriptive, historical-based document analysis. Court case documents were analyzed between the time period from 1982 to 2011. Cases were identified using West's Law Education Digest Keynumber Schools 169, control of pupils and discipline in general. Cases were briefed by outlining the following: citations, key facts, issue, holdings, reasoning, and disposition. Production of data focused on case background, court outcomes, and supportive reasoning of decisions. Research focused on litigation in the area of student misconduct and discipline, offering educational administrators insightful information to assist in carrying out the daily responsibilities involving student misconduct and discipline. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Dagley, David, Tomlinson, Stephen, Mitchell, Roxanne, McLean, James, Koch, Robert, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational administration; Educational leadership; Law; disclipline; litigation; misconduct; schools
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APA (6th Edition):
Harris, F. Y. (2012). Litigation involving student misconduct in schools. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/77764
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Harris, Felecia Yvonne. “Litigation involving student misconduct in schools.” 2012. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/77764.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Harris, Felecia Yvonne. “Litigation involving student misconduct in schools.” 2012. Web. 28 Jan 2021.
Vancouver:
Harris FY. Litigation involving student misconduct in schools. [Internet] [Thesis]. University of Alabama; 2012. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/77764.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Harris FY. Litigation involving student misconduct in schools. [Thesis]. University of Alabama; 2012. Available from: http://purl.lib.ua.edu/77764
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
18.
Moore, Michelle Dean.
Revocation or suspension of teaching certificates.
Degree: 2016, University of Alabama
URL: http://purl.lib.ua.edu/163945
► This was a purposeful, qualitative, historical and document-based research study that investigated the trends, issues, and outcomes of the legal issues relating to the revocation…
(more)
▼ This was a purposeful, qualitative, historical and document-based research study that investigated the trends, issues, and outcomes of the legal issues relating to the revocation or suspension of a teacher’s teaching certificate. The data produced 81 cases; however, there were 5 cases that included more than one plaintiff bringing the total number in the study to 88. The study included cases spanning from 1853-2015. Federal and state level law cases were researched to determine the ruling of courts as they applied the law and state statutes. Twelve guiding principles were developed for school leaders to consider when confronted with teacher misconduct issues which involved the revocation or suspension of teaching certificates. The review of the literature provides affirmation that the revocation or suspension of a teacher’s certificate is an area of extreme concern for school administrators. A vast amount of researchers was provided to explain the trends and patterns that have developed through case law and court decisions concerning the suspension and revocation of teachers’ certificates. While the revocation and suspension of teaching certificates has been a process practiced for over a century, the court decisions and judicial opinions continue to reshape the reasons certificates may be legally revoked or suspended. In this study, nine categories emerged as a result of the analysis. The categories included: immorality/moral turpitude, unprofessional/unbecoming conduct, unfitness to teach, certification issues, unlawful acts, just cause, incompetence, insubordination, and religious dress. Of these nine categories, six categories immorality/moral turpitude, unprofessional/unbecoming conduct,unfitness to teach, certification issues, unlawful acts, and just cause emerged as main categories and are discussed in detail in the analysis. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Dagley, David, Mitchell, Roxanne, Tomlinson, Stephen, Webb, Alan, Westbrook, Phillip, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Educational administration; Education; Revocation Teaching Certificates; Suspension Teaching Certificates; Teaching Certificates
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APA ·
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APA (6th Edition):
Moore, M. D. (2016). Revocation or suspension of teaching certificates. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/163945
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Moore, Michelle Dean. “Revocation or suspension of teaching certificates.” 2016. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/163945.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Moore, Michelle Dean. “Revocation or suspension of teaching certificates.” 2016. Web. 28 Jan 2021.
Vancouver:
Moore MD. Revocation or suspension of teaching certificates. [Internet] [Thesis]. University of Alabama; 2016. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/163945.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Moore MD. Revocation or suspension of teaching certificates. [Thesis]. University of Alabama; 2016. Available from: http://purl.lib.ua.edu/163945
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
19.
Shields, Melissa Jane Small.
Parent and guardian criminal liability for compulsory school attendance.
Degree: 2016, University of Alabama
URL: http://purl.lib.ua.edu/163895
► Schools across the country are experiencing growing concerns about student attendance, particularly as state and national policies are holding schools more accountable for the attendance…
(more)
▼ Schools across the country are experiencing growing concerns about student attendance, particularly as state and national policies are holding schools more accountable for the attendance of their students. The challenges to compulsory school attendance, as well as the issues that present themselves as a result of student absences, may never be completely recognized or resolved. However, it is important to be aware of the laws and subsequent legal rulings that affect students and their families, particularly as they relate to litigation implications for parents and guardians of school-age children. Compulsory attendance laws require that parents or legal guardians ensure their children’s school attendance. While compulsory statutes may vary state to state, the parents and legal guardians are granted a certain degree of rights in directing the educational decisions for their children. It is imperative that both educators and parents understand how those rights may be balanced with those given to the local school systems and the State to mitigate further challenges to compulsory attendance laws. The purpose of this research was to study issues, outcomes, and trends in cases involving liability of parents and guardians in relation to the truancy of their children. The researcher endeavored to reveal information that would prove helpful to educational leaders at all administrative levels of education in terms of general compulsory school attendance knowledge, as well as mitigate future litigation related to compulsory school attendance and parent liability. Furthermore, findings from this study could help inform future compulsory school attendance legal and policy actions. The West Law Digest System was used to obtain data and information on the topic of parent and guardian liability for compulsory school attendance. The study encompassed 101 cases involving parent and guardian liability for compulsory school attendance between the years of 1918-2014. Each case was analyzed using the framework of Statsky and Wernet (1995). The analysis of the cases in this study included a review of the instructional settings, school levels, states, case issues, prosecuting claims, cases citing Yoder, Pierce, and Meyer, and defensive claims. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Dagley, David, Mitchell, Roxanne, Stallworth, Joyce, Tomlinson, Stephen, Webb, Alan, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Education; Educational administration; Education policy; Chronic Absenteeism; Compulsory School Attendance; Student Attendance; Truancy
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APA ·
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MLA ·
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Manager
APA (6th Edition):
Shields, M. J. S. (2016). Parent and guardian criminal liability for compulsory school attendance. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/163895
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Shields, Melissa Jane Small. “Parent and guardian criminal liability for compulsory school attendance.” 2016. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/163895.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Shields, Melissa Jane Small. “Parent and guardian criminal liability for compulsory school attendance.” 2016. Web. 28 Jan 2021.
Vancouver:
Shields MJS. Parent and guardian criminal liability for compulsory school attendance. [Internet] [Thesis]. University of Alabama; 2016. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/163895.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Shields MJS. Parent and guardian criminal liability for compulsory school attendance. [Thesis]. University of Alabama; 2016. Available from: http://purl.lib.ua.edu/163895
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
20.
May, Joanna Dowdle.
The effects of individual and school mindfulness on the academic optimism in schools in north Alabama.
Degree: 2016, University of Alabama
URL: http://purl.lib.ua.edu/149884
► This research examined the relationship between mindfulness and academic optimism in schools in North Alabama. Academic optimism is a construct made of up the tenets…
(more)
▼ This research examined the relationship between mindfulness and academic optimism in schools in North
Alabama. Academic optimism is a construct made of up the tenets of collective efficacy, faculty trust, and academic emphasis. Mindfulness, individual and organizational, joins academic optimism to create meaningful leadership strategies that can be used develop more effective school. It was hypothesized in the study that the greater degree of a school’s individual and organizational mindfulness, the greater the degree of academic optimism. Additionally, it was hypothesized that the variable of socio-economic status (SES) of the school would have a significant impact on mindfulness and academic optimism of the school. This study examined three school systems located in Northern
Alabama with a total of 577 elementary, middle, and high school teachers in 39 schools. Two survey instruments and the SES of each school were used to address these inquiries. Mindfulness was measured using the School Mindfulness Scale (Hoy & Gage, 2003) and academic optimism was measured using the School Academic Optimism Survey (Hoy, 2005). As predicted, the hypotheses addressing mindfulness and academic optimism were supported by the outcomes from this study which demonstrated that the greater the degree of a school’s (organizational) mindfulness, the greater the degree of the school’s academic optimism. Significantly, results for socio-economic status (SES) showed that influence of socio-economic status was minimal. The study confirmed much of the literature in regard to the relationships of organizational mindfulness, which is, but not limited to practicing an open, creative, multi-perspective state of being, academic optimism, and SES. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Hutcheson, Philo, Hutcheson, Philo, Mitchell, Roxanne, Tarter, John, Rice, Richard, Pistorius, Carolyn, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Academic Optimism; Mindfulness; School Leadership
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
May, J. D. (2016). The effects of individual and school mindfulness on the academic optimism in schools in north Alabama. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/149884
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
May, Joanna Dowdle. “The effects of individual and school mindfulness on the academic optimism in schools in north Alabama.” 2016. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/149884.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
May, Joanna Dowdle. “The effects of individual and school mindfulness on the academic optimism in schools in north Alabama.” 2016. Web. 28 Jan 2021.
Vancouver:
May JD. The effects of individual and school mindfulness on the academic optimism in schools in north Alabama. [Internet] [Thesis]. University of Alabama; 2016. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/149884.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
May JD. The effects of individual and school mindfulness on the academic optimism in schools in north Alabama. [Thesis]. University of Alabama; 2016. Available from: http://purl.lib.ua.edu/149884
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
21.
Bevel, Raymona King.
The effects of academic optimism on student academic achievement in Alabama.
Degree: 2010, University of Alabama
URL: http://purl.lib.ua.edu/13813
► The purpose of the research was to determine the effects of academic optimism on student academic achievement through measuring the individual and collective effects of…
(more)
▼ The purpose of the research was to determine the effects of academic optimism on student academic achievement through measuring the individual and collective effects of academic emphasis, collective efficacy, and faculty trust in clients. Data for this study were obtained from the School Academic Optimism Scale and the reading section of the
Alabama Reading and Mathematics Test (ARMT) given to fifth grade students in the spring of 2008. The research designed included a correlation analysis using school scores on the School Academic Optimism Scale (SAOS) and fifth grade ARMT scores in reading. Descriptive statistics were calculated to describe the sample of 29 schools. A correlation analysis was run using the School Academic Optimism Scale (SAOS), Hoy, Hoy, and Tarter, 2006. Control variables included whether schools are rural or urban (this variable was later deleted since only three schools were designated as rural), student to teacher ratio, and student socioeconomic status determined by the percent of free and reduced lunch students at each school. The independent variables were academic emphasis, collective efficacy, and teacher trust of clients and collectively, academic optimism. The dependent variable of student achievement was measured by fifth grade reading scores on the ARMT for each school. Further analysis included two hierarchical multiple regressions. The analysis included Level I Bivariate correlations of all variables and Level II regression to test the effect of the independent variables on the dependent variable. The first step-wise regression was run using the control variables, (SES (F/R%) and student/teacher ratio (STR), in step one and the academic optimism variable in step two. The second step-wise regression reflected the three independent variables (academic emphasis (AE), collective efficacy (CE), and faculty trust in clients (FT)), in step two. Finally, reliability was assessed by determining the Cronbach's alpha. The findings in this study confirmed that there is a positive correlation between academic optimism and student achievement as measured by 5th grade reading scores on the
Alabama Reading and Mathematics Test. Further, the data demonstrated the independent contribution that academic emphasis, collective efficacy, and faculty trust make on student achievement. There was a positive triadic relationship between all academic optimism variables and student achievement. Collectively, all variables were strong predictors of reading scores on the ARMT. This study adds to the existing body of knowledge about academic optimism and reading achievement for elementary, middle, and high schools. This knowledge benefits individual schools and school systems as they prepare school improvement plans required by NCLB legislation and in particular the accountability measures required by the
Alabama State Department of Education. In addition this research provides information to guide professional development necessary to implement strategies outlined in school improvement plans. (Published By…
Advisors/Committee Members: Arredondo Rucinski, Daisy, Curry, Nancy, Mitchell, Roxanne, Newton, Rose, Bauch, Patricia, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Education, Reading; Education, Elementary; academic; efficacy; emphasis; optimism; trust
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Bevel, R. K. (2010). The effects of academic optimism on student academic achievement in Alabama. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/13813
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bevel, Raymona King. “The effects of academic optimism on student academic achievement in Alabama.” 2010. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/13813.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bevel, Raymona King. “The effects of academic optimism on student academic achievement in Alabama.” 2010. Web. 28 Jan 2021.
Vancouver:
Bevel RK. The effects of academic optimism on student academic achievement in Alabama. [Internet] [Thesis]. University of Alabama; 2010. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/13813.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bevel RK. The effects of academic optimism on student academic achievement in Alabama. [Thesis]. University of Alabama; 2010. Available from: http://purl.lib.ua.edu/13813
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
22.
Prewitt, Lucile Byrd.
The Modern Red SchoolHouse reform design:
elementary school teachers' perceptions of implementation.
Degree: 2010, University of Alabama
URL: http://purl.lib.ua.edu/13888
► The Obey-Porter bill was passed in 1997 to supply funds to low-performing schools to implement scientifically research-based reform models. The Modern Red SchoolHouse design was…
(more)
▼ The Obey-Porter bill was passed in 1997 to supply funds to low-performing schools to implement scientifically research-based reform models. The Modern Red SchoolHouse design was one of the highly adopted designs by schools and districts across the nation to help improve schools and is the focus of this study. Now that extensive funding such as the Obey-Porter bill has ended, there is limited research on the sustainability of these adopted designs. This study analyzes the implementation, capacity-building, and sustainability of this widely implemented comprehensive school design, the Modern Red SchoolHouse (MRSH) design. This study puts emphasis on the importance of studying sustainability from the perceptions of the teachers while examining principal, implementation process, and school characteristics that impact sustainability. The Modern Red School House Teacher Survey (MTS) was used to evaluate the teachers' perceptions of the sense of presence of the six-core capacity-building components of the design. The 173 teachers in this study were from 11 former MRSH sites established between 1998-2005 from the South Region: 3. The 11 principals who participated in the study completed the Principal's Questionnaire and provided additional information about their schools. The study concluded that these schools were perceived by teachers as having a presence of capacity-building components. Major findings include the following: (a) principal leadership is vital to successful whole school implementation and sustainability, (b) the critical challenge of principals in comprehensive school reform is creating a network of strong relationships within and across faculty and staff through communication and professional development, (c) parents, teachers and other stakes holders must be involved in the decision-making process, (d) whole school reform must be balanced with and modified to accountability efforts if it is to be sustained. This research adds to the knowledge base of sustainability of comprehensive school reform by exploring the perceptions and actions of elementary teachers who have worked with the Modern Red SchoolHouse design. Implications for practice include allowing teachers and parents to take part in decision-making related to reform initiatives and developing learning communities that sustain both teacher and principal motivation toward adopted reform initiatives. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Bauch, Patricia A., Westbrook, Phillip, Giesen, Judy, Mitchell, Roxanne, Rice, Richard, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Education, Administration; Education, Curriculum and Instruction; Education, Teacher Training; Comprehensive School Reform; Modern Red SchoolHouse
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APA ·
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CSE |
Export
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Manager
APA (6th Edition):
Prewitt, L. B. (2010). The Modern Red SchoolHouse reform design:
elementary school teachers' perceptions of implementation. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/13888
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Prewitt, Lucile Byrd. “The Modern Red SchoolHouse reform design:
elementary school teachers' perceptions of implementation.” 2010. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/13888.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Prewitt, Lucile Byrd. “The Modern Red SchoolHouse reform design:
elementary school teachers' perceptions of implementation.” 2010. Web. 28 Jan 2021.
Vancouver:
Prewitt LB. The Modern Red SchoolHouse reform design:
elementary school teachers' perceptions of implementation. [Internet] [Thesis]. University of Alabama; 2010. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/13888.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Prewitt LB. The Modern Red SchoolHouse reform design:
elementary school teachers' perceptions of implementation. [Thesis]. University of Alabama; 2010. Available from: http://purl.lib.ua.edu/13888
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
23.
Reeves, Jonathan Bart.
Academic optimism and organizational climate:
an elementary school effectiveness test of two measures.
Degree: 2010, University of Alabama
URL: http://purl.lib.ua.edu/21282
► This study examined the relationship of two climate constructs in academic optimism and organizational climate as each relates to school effectiveness. Academic optimism is an…
(more)
▼ This study examined the relationship of two climate constructs in academic optimism and organizational climate as each relates to school effectiveness. Academic optimism is an academic environment comprised of three dimensions: academic emphasis, collective efficacy, and faculty trust (Hoy, Tarter, & Hoy, 2006). The Organizational Climate Index (OCI) is a short organizational climate descriptive measure for schools. The index is made up of four dimensions: principal leadership, teacher professionalism, achievement press for students to perform academically, and vulnerability to the community (Hoy et al., 2002). An examination was conducted on each framework. Their relationship was tested and analyzed how they would predict overall effectiveness and student performance. It was hypothesized that academic optimism and the organizational climate index are positively correlated. To test this hypothesis, elementary school teachers at 67 schools located in the northern half of
Alabama responded to surveys that measured academic optimism, organizational climate index (OCI), and school effectiveness. Effectiveness was measured by student performance, in particular, the 4th grade Stanford Achievement Test and by overall effectiveness, the index of perceived organizational effectiveness (IPOE) in the 2009-2010 school year. Reliabilities for all measures ranged from .82 to .92, indicating acceptable levels of reliability. As predicted in hypothesis 1, academic optimism and organizational climate index were related. Hypothesis 2 predicted that academic optimism is a stronger predictor in student achievement and it was found to be significant and supported. However, hypothesis 3 did not indicate that OCI is a better predictor in overall effectiveness. Academic optimism was found to be a significant and stronger predictor in overall effectiveness. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Tarter, John, Dyer, Beverly, Newton, Rosemary, Dagley, Dave, Mitchell, Roxanne, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational Administration; Educational leadership; Elementary Education; academic optimism; effectiveness; index of perceived organizational effectivness; organizational climate index
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Reeves, J. B. (2010). Academic optimism and organizational climate:
an elementary school effectiveness test of two measures. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/21282
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Reeves, Jonathan Bart. “Academic optimism and organizational climate:
an elementary school effectiveness test of two measures.” 2010. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/21282.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Reeves, Jonathan Bart. “Academic optimism and organizational climate:
an elementary school effectiveness test of two measures.” 2010. Web. 28 Jan 2021.
Vancouver:
Reeves JB. Academic optimism and organizational climate:
an elementary school effectiveness test of two measures. [Internet] [Thesis]. University of Alabama; 2010. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/21282.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Reeves JB. Academic optimism and organizational climate:
an elementary school effectiveness test of two measures. [Thesis]. University of Alabama; 2010. Available from: http://purl.lib.ua.edu/21282
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
24.
Douglas, Stephen Michael.
Organizational climate and teacher commitment.
Degree: 2010, University of Alabama
URL: http://purl.lib.ua.edu/21323
► This study examined the relationship of school climate and teacher commitment in elementary schools in Alabama. A total of 67 elementary schools were surveyed and…
(more)
▼ This study examined the relationship of school climate and teacher commitment in elementary schools in
Alabama. A total of 67 elementary schools were surveyed and 1353 teachers voluntarily participated in the study. The instruments used in this study were the Organizational Climate Index (OCI) and the Organizational Commitment Questionnaire (OCQ). The four subtests of the OCI, collegial leadership, professional teacher behavior, achievement press, and institutional vulnerability, were examined for their collective and independent relationship to teacher commitment. The four variables serve as independent variables with commitment serving as the dependent variable. Commitment was measured using the 9-item version of the OCQ. The findings indicated a relationship between school climate and teacher commitment. The results concluded that the best predictor of teacher commitment is professional teacher behavior. Furthermore, collegial leadership was also found to be a predictor of teacher commitment. Achievement press, though not directly related to teacher commitment, was found to be a good predictor of both professional teacher behavior and collegial leadership. Institutional vulnerability was found to have no direct or indirect relationship to teacher commitment. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Tarter, John, Dagley, David, Newton, Rosemary, Mitchell, Roxanne, Dyer, Beverly, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational Administration; Climate; Commitment; OCI; OCQ; Organizational; Teacher
Record Details
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Douglas, S. M. (2010). Organizational climate and teacher commitment. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/21323
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Douglas, Stephen Michael. “Organizational climate and teacher commitment.” 2010. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/21323.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Douglas, Stephen Michael. “Organizational climate and teacher commitment.” 2010. Web. 28 Jan 2021.
Vancouver:
Douglas SM. Organizational climate and teacher commitment. [Internet] [Thesis]. University of Alabama; 2010. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/21323.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Douglas SM. Organizational climate and teacher commitment. [Thesis]. University of Alabama; 2010. Available from: http://purl.lib.ua.edu/21323
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
25.
Speers, Gary Maurice.
Court cases alleging employment discrimination in public schools.
Degree: 2014, University of Alabama
URL: http://purl.lib.ua.edu/105107
► The purpose of this research was to examine Court Cases Alleging Employment Discrimination in Public Schools by analyzing 115 law based court cases ranging during…
(more)
▼ The purpose of this research was to examine Court Cases Alleging Employment Discrimination in Public Schools by analyzing 115 law based court cases ranging during 1980-2012, through the most available publication of West's Educational Law Digest of 2012. Employment is a means to provide sustainable income to support the individual(s) families. Employment Discrimination in Public schools represents a small section of income-based employment opportunties in the United States compared to the private sector. The Civil Rights Act of 1964 prohibits employment discrimination in the United States. This study examined cases identified as prohibited in some areas and questionable in others. Schools and School districts must follow the law as ascribed by the United States Constitution and laws that prohibit discrimination. For the timeframe referenced for this dissertation, other legislative acts will examine laws relative to Employment Discrimination. Specificaly, Title VII of the Civil Rights Act of 1964, Section 1981 and 1983: U.S.C. 42 will help to reemphasize the importance of fair labor practices throughout this nation's school districts. At the conclusion for this study, the results will bring awareness by assisting school boards, school districts and schools to use fair hiring practices by following the letter of the law and preventing unnecessary litigation and undue media attention when the ultimate goal is providing quality education to each student and creating lifelong learners and responsible citizens. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Dagley, David L., Campbell, David, Dantzler, John, Mitchell, Roxanne, Tarter, John, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational administration; Cases; Employment Discrimination
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APA (6th Edition):
Speers, G. M. (2014). Court cases alleging employment discrimination in public schools. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/105107
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Speers, Gary Maurice. “Court cases alleging employment discrimination in public schools.” 2014. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/105107.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Speers, Gary Maurice. “Court cases alleging employment discrimination in public schools.” 2014. Web. 28 Jan 2021.
Vancouver:
Speers GM. Court cases alleging employment discrimination in public schools. [Internet] [Thesis]. University of Alabama; 2014. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/105107.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Speers GM. Court cases alleging employment discrimination in public schools. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/105107
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
26.
Thomas, Abifee.
Breaking through the invisible ceiling to the superintendency for black women in Georgia.
Degree: 2014, University of Alabama
URL: http://purl.lib.ua.edu/116149
► The purpose of this general qualitative study was to attempt to understand the lived experiences of black female superintendents, an underrepresented group in the school…
(more)
▼ The purpose of this general qualitative study was to attempt to understand the lived experiences of black female superintendents, an underrepresented group in the school superintendency. I sought to identify the supportive constructs leading to the superintendency, the barriers to overcome in pursuit of the superintendency, and how the black female superintendent experience has changed over time. We employed a purposive sample in the recruitment of study participants. The six participants of this study are retired and practicing black female superintendents in the state of Georgia. Three are retired and served 1984-1999, the period closest to the year of appointment of the first black female; the other three currently practice in GA, and they accepted their appointments during or after 2000. The primary means of data collection for this study was the use of semi-structured interviews. Through the utilization of coding, I was able to categorize then reduce chunks of data into meaningful units as I looked to connect the codes to provide insight or explain the phenomenon of the black female superintendency in GA. Thematic analysis was conducted to generate a set of themes surrounding the superintendents' experiences collected from the in-depth interviews to attempt to answer the research questions of the study. These themes were: (1) What are the lived experiences of black female superintendents in Georgia? (2) What obstacles or barriers do black female superintendents have to overcome? (3) What are the commonalities among experiences of black female superintendents? (4) How have the experiences of black female superintendents changed over time? The six themes identified in the data analysis include chartering new territory, the inner circle, race and gender matters, getting there, evolution of the black female superintendency, and second set of rules. Filtering boundaries and black feminist thought are the lenses, through which, I analyzed and interpreted the vulnerabilities of black women to screening-out processes in pursuit of executive school leadership and to determine if gender, racism, or race-related influences are barriers to the superintendency. Evidence from the study suggested that there are particular barriers that thwart the career advancement of black female educators in Georgia. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Mitchell, Roxanne, Adams, Natalie, Atkinson, Becky, Dantzler, John, Levey, Joyce, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational administration; Educational leadership; black; georgia; invisible ceiling; school leadership; superintendents; women
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APA ·
Chicago ·
MLA ·
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APA (6th Edition):
Thomas, A. (2014). Breaking through the invisible ceiling to the superintendency for black women in Georgia. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/116149
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Thomas, Abifee. “Breaking through the invisible ceiling to the superintendency for black women in Georgia.” 2014. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/116149.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Thomas, Abifee. “Breaking through the invisible ceiling to the superintendency for black women in Georgia.” 2014. Web. 28 Jan 2021.
Vancouver:
Thomas A. Breaking through the invisible ceiling to the superintendency for black women in Georgia. [Internet] [Thesis]. University of Alabama; 2014. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/116149.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Thomas A. Breaking through the invisible ceiling to the superintendency for black women in Georgia. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/116149
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
27.
Terry, Paige A.
Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility.
Degree: 2015, University of Alabama
URL: http://purl.lib.ua.edu/125577
► This is a study of the predictors of collective responsibility. Research indicates strong links between collegial behavior, faculty trust in colleagues, and effectiveness (Tarter, Sabo,…
(more)
▼ This is a study of the predictors of collective responsibility. Research indicates strong links between collegial behavior, faculty trust in colleagues, and effectiveness (Tarter, Sabo, & Hoy, 1995). Trust as a construct related to collective responsibility is grounded in the logic that building trust between teachers leads to the development of school cultures that promote teacher collaboration (Whalan, 2012). This study examined surveys from 60 elementary schools in Northwest
Alabama investigating faculty trust in the principal, collegial trust, and collegial principal leadership, to determine predictors of collective responsibility while controlling for SES. Faculty trust in the principal and faculty trust in colleagues were measured using the Omnibus Trust Scale, collegial principal leadership was measured using the Organizational Climate Index, and Collective Responsibility was measured using the Collective Responsibility Scale. The research results indicated a significant relationship between trust in colleagues and collective responsibility. A significant relationship was not indicated between trust in the principal and collective responsibility or collegial principal leadership and collective responsibility. Also, noteworthy was the finding that SES was not a significant predictor of collective responsibility. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Tarter, C. John, Mitchell, Roxanne, Dagley, David, Givens, Mary, Dantzler, John, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership
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APA ·
Chicago ·
MLA ·
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APA (6th Edition):
Terry, P. A. (2015). Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/125577
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Terry, Paige A. “Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility.” 2015. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/125577.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Terry, Paige A. “Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility.” 2015. Web. 28 Jan 2021.
Vancouver:
Terry PA. Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility. [Internet] [Thesis]. University of Alabama; 2015. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/125577.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Terry PA. Faculty trust in the principal, faculty trust in colleagues, collegial principal leadership, and collective responsibility. [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/125577
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
28.
Blankenship, Tina Hall.
Effects of delegated decision making and collective trust on organizational citizenship:
an investigation of relationships.
Degree: 2015, University of Alabama
URL: http://purl.lib.ua.edu/125578
► Research suggests organizational citizenship behaviors are related to trust in the principal (Dirks & Ferrin, 2002; Forsyth & Adams, 2010; Forsyth, Adams, & Hoy, 2011)…
(more)
▼ Research suggests organizational citizenship behaviors are related to trust in the principal (Dirks & Ferrin, 2002; Forsyth & Adams, 2010; Forsyth, Adams, & Hoy, 2011) and to trust in colleagues (Dipaola & Hoy 2005). This study identified a specific leader behavior, delegated decision making, and proposed a relationship between delegated decision making and OCB. This study argued delegated decision making, faculty trust in the principal, and faculty trust in colleagues would predict organizational citizenship The independent variables in the study are delegated decision making, faculty trust in the principal and faculty trust in colleagues. Delegated decision making is the entrusting of authority to others; the administrator assigns specific decisions to other members of the organizations (Hoy & Sousa, 1984). Propensity to delegate was operationalized using the 10 decision questions revised by Hoy and Sousa as adopted from the Aston approach developed by Pugh and Hickson (1976), and listed in their delegation study (Hoy & Sousa, 1984). Faculty trust in the principal means the faculty has confidence the principal will keep his or her word and act in the best interests of the teachers (Forsyth et al., 2011). Operationally, faculty trust in the principal was defined using the Omnibus Trust Scale. Faculty trust in colleagues is defined when the faculty believes teachers can depend on each other in difficult situations and rely on the integrity of their colleagues (Forsyth et al., 2011). Operationally, faculty trust in colleagues was defined using the Omnibus Trust Scale. The dependent variable in the study was organizational citizenship behavior. Organizational citizenship behaviors (OCBs) are behaviors that are directed toward helping others or toward achieving organizational goals (DiPaola & Tchannen-Moran, 2001). Organizational citizenship behavior was operationalized using the OCB Scale (DiPaola & Hoy, 2004). The data, a convenience sample, were gathered during regularly scheduled faculty meetings at 60 elementary schools in Northwest
Alabama. The control variable was socioeconomic status (SES). Free and reduced lunch percentages was the proxy for SES, using the formula FRL-1 = SES. The unit of analysis was the school. This study tested the relationship of organizational citizenship behaviors (OCBs) to faculty trust in the principal and colleagues, and delegated decision making. Two research questions guided the study: 1. What is the relationship between OCB, trust in the principal, trust in colleagues, and delegated decision making? 2. Do delegated decision making, trust in the principal, and trust in colleagues individually and collectively explain OCB? The current study confirms prior research proposing a relationship between trust in the principal and colleagues, as well as a relationship between those two elements of trust and OCB. In the study, faculty trust in the principal was related to faculty trust in colleagues. Also, faculty trust in the principal and faculty trust in colleagues were both related to OCB.…
Advisors/Committee Members: Tarter, C. John, Mitchell, Roxanne, Dagley, David, Givens, Mary, Dantzler, John, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; decision making; delegation; organizational citizenship; trust
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APA ·
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Manager
APA (6th Edition):
Blankenship, T. H. (2015). Effects of delegated decision making and collective trust on organizational citizenship:
an investigation of relationships. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/125578
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Blankenship, Tina Hall. “Effects of delegated decision making and collective trust on organizational citizenship:
an investigation of relationships.” 2015. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/125578.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Blankenship, Tina Hall. “Effects of delegated decision making and collective trust on organizational citizenship:
an investigation of relationships.” 2015. Web. 28 Jan 2021.
Vancouver:
Blankenship TH. Effects of delegated decision making and collective trust on organizational citizenship:
an investigation of relationships. [Internet] [Thesis]. University of Alabama; 2015. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/125578.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Blankenship TH. Effects of delegated decision making and collective trust on organizational citizenship:
an investigation of relationships. [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/125578
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
29.
Baggett, Gina.
Transformational leadership and psychological empowerment of teachers.
Degree: 2015, University of Alabama
URL: http://purl.lib.ua.edu/125592
► This study examined the individual and collective relationships between the dimensions of transformational leadership as defined by Leithwood (Leithwood & Jantzi, 2006) and the dimensions…
(more)
▼ This study examined the individual and collective relationships between the dimensions of transformational leadership as defined by Leithwood (Leithwood & Jantzi, 2006) and the dimensions of positive psychological empowerment as defined by Spreitzer (1995). Transformational leadership is comprised of four dimensions: setting direction, developing people, redesigning the organization, and improving instructional programs. Psychological empowerment consists of four dimensions: meaning, competence, self-determination, and impact. A total of 60 elementary schools in Northwest
Alabama participated. There were 1,665 teacher respondents that completed surveys. Survey instruments were administered during regularly scheduled faculty meetings at each of the schools. Two instruments were used to collect quantitative data for this research project: Leithwood's new Educational Leadership Survey for Teacher Respondents and Spreitzer's Psychological Empowerment Instrument. This project was the first to use Leithwood's new Educational Leadership Survey for Teacher Respondents therefore; data analysis provided scale reliability. The unit of analysis was the school. Six hypotheses were tested. The research found the dimensions of transformational leadership individually and collectively predicted the psychological empowerment dimension of impact (r = .50, p < .01). Collectively, transformational leadership had an adjusted R
2 of .20 (p < .01). A post hoc factor analysis of psychological empowerment was conducted. Results for the component meaning/competency found the transformational leadership dimension improving instruction to be a predictor factor (β = .60, p < .05). The multiple regression of the component impact/self-determination found statistical significance at the .05 level (R = .44, p < .05), with the transformational leadership dimension redesigning the organization (β = .76, p < .01) providing the only significant predictor. A post hoc power analysis revealed statistical power ranged from .84 - .99. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Tarter, John, Mitchell, Roxanne, Dagley, Dave, Dantzler, John, Sun, Jing Ping, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Psychology; Empowerment; Leadership; Psychological; Teachers; Transformational
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APA ·
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CSE |
Export
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APA (6th Edition):
Baggett, G. (2015). Transformational leadership and psychological empowerment of teachers. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/125592
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Baggett, Gina. “Transformational leadership and psychological empowerment of teachers.” 2015. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/125592.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Baggett, Gina. “Transformational leadership and psychological empowerment of teachers.” 2015. Web. 28 Jan 2021.
Vancouver:
Baggett G. Transformational leadership and psychological empowerment of teachers. [Internet] [Thesis]. University of Alabama; 2015. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/125592.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Baggett G. Transformational leadership and psychological empowerment of teachers. [Thesis]. University of Alabama; 2015. Available from: http://purl.lib.ua.edu/125592
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Alabama
30.
Gaillard, Nancy Baugh.
Balancing school safety and K-12 public school students’ Fourth and Fifth Amendment rights:
court cases from 2004 to 2015.
Degree: 2016, University of Alabama
URL: http://purl.lib.ua.edu/144923
► This study examines how the state and federal courts have made decisions regarding public school students’ Fourth and Fifth Amendment rights in 105 cases during…
(more)
▼ This study examines how the state and federal courts have made decisions regarding public school students’ Fourth and Fifth Amendment rights in 105 cases during the years 2004 to 2015 when school resource officers were involved. Since the Supreme Court’s decision in New Jersey v. T.L.O. (1985), the requirement of only reasonable suspicion, as opposed to the more stringent Constitutional standard of probable cause in school searches and seizures, has resulted in conflicting decisions how school resource officers should work with school officials. This research found that both state and federal courts tend to decide for the school rather than the student in these types of incidents except in cases of egregious violations of students’ rights and dignity. The number and the nature of court cases suggest the need for improved training and communication among students, school personnel and school resource officers. (Published By
University of
Alabama Libraries)
Advisors/Committee Members: Dagley, David, Godfrey, Ann, Mitchell, Roxanne, Tarter, John C., Tomlinson, Stephen, University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies.
Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Educational leadership; Education policy; School Law; School Resource Officers
Record Details
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Gaillard, N. B. (2016). Balancing school safety and K-12 public school students’ Fourth and Fifth Amendment rights:
court cases from 2004 to 2015. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/144923
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Gaillard, Nancy Baugh. “Balancing school safety and K-12 public school students’ Fourth and Fifth Amendment rights:
court cases from 2004 to 2015.” 2016. Thesis, University of Alabama. Accessed January 28, 2021.
http://purl.lib.ua.edu/144923.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Gaillard, Nancy Baugh. “Balancing school safety and K-12 public school students’ Fourth and Fifth Amendment rights:
court cases from 2004 to 2015.” 2016. Web. 28 Jan 2021.
Vancouver:
Gaillard NB. Balancing school safety and K-12 public school students’ Fourth and Fifth Amendment rights:
court cases from 2004 to 2015. [Internet] [Thesis]. University of Alabama; 2016. [cited 2021 Jan 28].
Available from: http://purl.lib.ua.edu/144923.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Gaillard NB. Balancing school safety and K-12 public school students’ Fourth and Fifth Amendment rights:
court cases from 2004 to 2015. [Thesis]. University of Alabama; 2016. Available from: http://purl.lib.ua.edu/144923
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
◁ [1] [2] ▶
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Open Access Theses and Dissertations