Browsing by Author "Brown, Robert G."

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    Identifying Principals' Practices that Affect Achievement and Accreditation of Public Elementary, Middle, and High Schools in Virginia
    Williams, Gary Oaka (Virginia Tech, 2008-12-12)
    The purpose of this study was to investigate the practices of elementary, middle, and high school principals that are associated with the Standards of Learning accreditation status of schools in Virginia. A number of factors that discriminate between Accredited with Warning and Fully Accredited schools were investigated. Questionnaires were administered to 142 principals and 567 teachers. Items in the questionnaires were associated with sub-domains that affect the accreditation status of schools. Characteristics of principals, teachers, and schools were collected in a demographic section of each questionnaire. A principal components analysis was applied to reduce the number of sub-domains to a smaller set of meaningful measures. A combination of predictor variables was used in the final analysis. They are factors derived from the characteristics of principals'principal's years of experience, principal's years of experience in his or her current position, gender of the principal, principal's highest degree (master's or less or more than master's); and principal's school level assignment (elementary, middle, or high); characteristics of schools' percentage of children receiving free or reduced-price lunches and school setting (urban, suburban, or rural); and principal practices--providing instructional assistance and support, establishing infrastructure, implementing the curriculum, and being sensitive to students. The overall Wilks' lambda (λ=.69) was significant (p<.00) indicating that the predictors discriminated between the two groups. Discriminant function analysis indicated that the best predictors of accreditation status were percentage of students receiving free or reduced-price lunches, school setting urban v. other (suburban and rural), principal assignment middle v. other (elementary and high), and principal assignment elementary v. other (middle and high). When classification analysis was applied, 79.5 percent of the cases for Accredited with Warning and Fully Accredited schools were correctly classified. Schools Accredited with Warning had higher mean scores on the percentage of children receiving free or reduced-price lunches. These schools were more likely to be in urban settings than suburban or rural settings, and they were more likely to be middle schools than elementary or high schools. Fully Accredited schools were more likely to be elementary schools than middle or high schools. None of the principals' practices--providing instructional assistance and support, establishing infrastructure, implementing the curriculum, and being sensitive to students--discriminated between the two levels of accreditation status of the schools.
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    A risk management process for complex projects
    Brown, Robert G. (Virginia Tech, 1995-11-06)
    A more effective and efficient method to identify, assess, track and document project risks was explored. Using the systems engineering approach, an adaptable, repeatable risk management process was designed for complex projects (typically multi-million dollar electronics I defense contracts with advanced technology, aggressive schedules and multiple contractors I subcontractors). Structured tools and techniques were synthesized to increase the probability of risk identification, to facilitate qualitative and quantitative risk assessment, to graphically portray risk reduction priorities and to provide a vehicle for improved communication and traceability of risk reduction activity across the project team. A description of the process used to survey current risk management methods, to ascertain the critical risk management process requirements and to define a means to prioritize risks for more effective resource allocation is included.
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    A study of the dual principalship: optimizing conditions for implementation and operation
    Brown, Robert G. (Virginia Polytechnic Institute and State University, 1984)
    The purpose of this study was to determine what conditions might optimize the implementation and operation of a dual school principalship when it is selected as an alternative administration organization pattern. The population for the study were the principals in the states of Pennsylvania, Virginia and West Virginia who are assigned to administer two separate school organizations. Only those principals whose systems had two or more dual principalships were included in the study. Descriptive survey and case study methodology were combined to gather data to accomplish the purpose of this study. The study consisted of two phases. In the first phase dual principals and their superintendents were surveyed using a seventeen item questionnaire to obtain their perceptions regarding the dual principalship. Qualitative descriptive analysis was utilized, results being presented in tabular form with response sets for both superintendents and principals. The second phase of this study utilized a case study research of four dual principalships to verify and extend data collected through the survey questionnaires. The major conclusions of the study were: 1. While principals and superintendents express dissatisfaction with this administrative arrangement, evidence indicates that this practice will continue to increase. 2. Although principals are required to devote a majority of their time to supervision of educational programs, this is not taking place in dual assignments. 3. Initial savings in this administrative arrangement are eventually offset by hidden expenditures. Some of the recommendations based on the findings of the study were: 1. Experience of the principal and staff should be a factor in utilizing a dual principalship. 2. Numbers and enrollment alone should not be the sole determining factor in making a dual assignment. 3. Support services will add to the flexibility of the principal in scheduling his attendance at both schools. 4. Consideration should be given to the composition and stability of a community prior to making a dual assignment. 5. One principal can accomplish the administrative tasks and meet the demands of a dual assignment; supervision and leadership in educational programs will suffer as a result.
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    Variables Associated with Student Performance on SOL Tests in Virginia: A Comparison of Two Schools
    Lawson, Brenda B. (Virginia Tech, 2001-12-03)
    The public's continued disappointment with public education and the call for both teacher and student accountability is requiring a response from educators. School divisions in the state of Virginia are developing educational policies that address the state's Standards of Learning Objectives. Administrators and teachers continue to search for innovative ways to adapt the curriculum to guarantee individual student and school success for meeting accreditation requirements in the 2006-2007 school term. This demand for both student and teacher success has created an intense anxiousness among all persons involved in the educational process. The focus of this study was to determine what makes one school more successful in promoting student achievement on the Virginia Standards of Learning assessment than another comparable school. The exploration of a school's organizational structure, leadership practices, teaching behaviors of instructional personnel, school culture, and parent support were studied to determine their effect on student performance on the Standards of Learning assessments. The researcher was concerned with understanding of educational practices that would enrich the thinking of principals, teachers, and parents as they continue to accomplish Virginia's prescribed SOL benchmarks. Data was collected through classroom and school observations and interviews with the principals, teachers, and parents of the two schools. A cross-case comparison of the targeted schools was performed to check for commonalties and differences. Several variables emerged from the data that have implications for educators who desire to improve the effectiveness of their organizations and student achievement. An environment that promotes a sense of professional community, teacher efficacy, and a common commitment among stakeholders enhances teacher and student achievement. Principals willing to share leadership with teachers and parents have effective schools. They inspire and motivate teachers. Effective principals have high-energy levels. They listen to the people they serve. A school culture that encourages and rewards risk-taking serves to enhance teacher and student performance. Effective schools have positive, relaxed work environments. Principals that develop strong interpersonal relationships inside and outside the school positively influence student achievement and performance.