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You searched for subject:(McREL). Showing records 1 – 2 of 2 total matches.

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University of Houston

1. Sarabia, Samuel Dominguez. Defining Leadership Qualities of Effective Principals of High English-Language Schools.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

On March 13, 2010 the Obama Administration released A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act (ESEA). The Blueprint focused on four areas, including (1) Improving teacher and principal effectiveness (DOE, 2010, p. 3). The goal was for districts to improve the effectiveness of leaders and to ensure “that the students in high-need schools are being led by effective leaders” (DOE, p. 14). Districts were required to develop teacher and principal evaluation systems (DOE, p. 15). The purpose of this quantitative study was to explore and describe the characteristics, background, and leadership qualities of five elementary school principals identified as effective principals using achievement data from the district’s Education Value-Added Assessment System (EVASS). The sample schools were selected using the following criteria: high proportion of students living in poverty as measured through National School Lunch Program (NSLP) Free and Reduced Cost Meal (FARM) qualifications; high proportion of Latino students; high proportion of students identified as English Language Learners (ELL); and high levels of student achievement as measured through the selected district’s value-added achievement data. A purposive sample of five principals was selected for their willingness to participate. This study was grounded in the practice and the literature that principals make a difference (Barth, 1986; Gezi, 1990; Hallinger & Heck, 1996; Leithwood & Jantzi, 2005; Leithwood & Jantzi, 1999; Marzano, Waters & McNulty, 2005; Mortimore,1993; Reitzug & Patterson, 1998; Robinson, Lloyd & Rowe, 2008; Scheurich, 1998; Silins, Mulford & Zarins, 2002; Spillane, Diamond, Burch, Hallett, Jita & Zolmmers, 2002; Townsend, 1994; and Waters, Marzano & McNulty, 2003). The literature on principal practices and measurement of their practices was also reviewed (Camburn & Han, 2005; Camburn & Barnes, 2004; Grissom & Loeb, 2010; Halverson, Prichett, Grigg & Thomas, 2005; Horng, Kalogrides, & Loeb 2009; Porter, Murphy, Goldring, Elliott & Polikoff, 2008; Rowan, Camburn, & Correnti, 2004; Wahlstrom, Louis, Leithwood, & Anderson, 2010; Waters, Marzano & McNulty, 2003). This quantitative study used survey research methods to gather data for the purposive sample of highly effective principals (Fowler, 2013; McNamara, 1994; Scheaffer, Mendenhall, & Ott, 1990). While this study used some open-ended questions in the survey, the goal was to gather statistical descriptions by asking questions of a sample of five effective principals (Fowler, 2013). The aim of using survey research methodology was to tap the subjective feelings of a sample of principals (Fowler, 2013). While survey research provides a first-effort opportunity to learn about effective principals, the data gathered in this study may be used to develop a full-scale probability sample survey. Findings in this study were quantified using principal characteristics, backgrounds, and leadership qualities. In identifying effective principals in… Advisors/Committee Members: Reyes, Augustina (advisor), Zou, Yali (committee member), Salinas, Luis (committee member), Rodriguez, Linda M. (committee member).

Subjects/Keywords: Principals; Elementary; ELL; Leadership; Value-Added; Low-Income; McREL

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sarabia, S. D. (2014). Defining Leadership Qualities of Effective Principals of High English-Language Schools. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1434

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):

Sarabia, Samuel Dominguez. “Defining Leadership Qualities of Effective Principals of High English-Language Schools.” 2014. Thesis, University of Houston. Accessed August 17, 2019. http://hdl.handle.net/10657/1434.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sarabia, Samuel Dominguez. “Defining Leadership Qualities of Effective Principals of High English-Language Schools.” 2014. Web. 17 Aug 2019.

Vancouver:

Sarabia SD. Defining Leadership Qualities of Effective Principals of High English-Language Schools. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Aug 17]. Available from: http://hdl.handle.net/10657/1434.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sarabia SD. Defining Leadership Qualities of Effective Principals of High English-Language Schools. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1434

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

2. Horton, Tonya. An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs.

Degree: 2016, University of North Texas

This study explored the competency frameworks of nontraditional principal preparation programs to determine how they aligned to research-based best practices for school leaders. The research questions that guided this work were: To what degree are the McREL 21 Leadership Responsibilities addressed in the competency frameworks of nontraditional principal preparation programs? How do the leaders of the nontraditional principal preparation programs view the degree to which their competencies include the McREL 21 Leadership Responsibilities? A multi-case study analysis was conducted that compared the competency frameworks of four nontraditional principal preparation programs. The Knowledge is Power Program (KIPP), New Leaders, New York City Leadership Academy (NYCLA), and Teaching Trust were the nontraditional programs selected for this study. Leaders from the four organizations were interviewed. The findings from the research illustrated that a majority of the McREL 21 Leadership Responsibilities were included in the competency frameworks of nontraditional principal preparation programs. The study revealed that four of the McREL 21 were not included in any of the competency frameworks. Another finding was the lack of focus on talent management and personal dispositions in the McREL 21 Leadership Responsibilities. Nontraditional principal preparation programs are a growing avenue for principal preparation, as such their use of research on principal success was promising. Advisors/Committee Members: Camp, William E., Stromberg, Linda J. (Linda Jones), Hudson, Johnetta, 1947-, Alvoid, Kathy Lee.

Subjects/Keywords: competency frameworks; nontraditional principal preparation programs; principal preparation; alternative principal certification; KIPP; Teaching Trust; New York City Leadership Academy; McREL; McREL 21 Leadership Responsibilities; Education, Administration; Education, Adult and Continuing; School principals  – Training of  – United States.; Educational leadership  – United States.; Alternative education  – United States.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Horton, T. (2016). An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849719/

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):

Horton, Tonya. “An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs.” 2016. Thesis, University of North Texas. Accessed August 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc849719/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Horton, Tonya. “An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs.” 2016. Web. 17 Aug 2019.

Vancouver:

Horton T. An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Aug 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849719/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Horton T. An Analysis of the Leadership Development Competency Frameworks of Nontraditional Principal Preparation Programs. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849719/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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