Browsing by Author "Felder, Monique Therese"

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    Leadership Behaviors and Practices of Principals in Predominantly Minority Elementary Schools
    Felder, Monique Therese (Virginia Tech, 2006-09-11)
    The academic performance of African-American, Hispanic and low-income students is an ongoing national problem, as these students are not making the same academic gains as their White, Asian, and more socio-economically privileged peers. Schools across the country are striving to close this achievement gap, especially in light of the Elementary and Secondary Education Act of 2002 (more commonly known as the No Child Left Behind Act), which states as its main objective "to close the achievement gap with accountability, flexibility and choices so that no child is left behind" (Public Law 107-110, 107th Congress, 2002). Research on effective schools shows that schools can positively impact student achievement--especially the achievement of minority and poor students (Andrews & Sonder, 1987; Edmonds, 1981). Moreover, research shows that very few elements account for more inconsistency in student achievement than school leadership (Leithwood, 1994). Principals' behaviors and practices impact student achievement (Edsource et al., 2005; Powell, 2004; Waters, Marzano & McNulty, 2003). Hence, the purpose of this study was to use Powell's (2004) five domains of effective principal leadership behaviors and practices (e.g., vision, mission and culture; curriculum and classroom instruction; collaboration and shared leadership; family and community involvement; and effective management) as a lens to identify, compare and contrast, from the perspective of teachers, the leadership behaviors and practices of principals in predominantly minority elementary schools deemed effective and principals in predominantly minority elementary schools deemed marginally effective. The sample consisted of 20 schools (e.g., 10 effective and 10 marginally effective) in a mid-Atlantic state. Data were collected using a 76-item survey questionnaire developed by Powell (2004).
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    School-level Factors in Public High Schools that help Raise Academic Achievement for Black Males
    Jones, Sharon Lynn (Virginia Tech, 2020-10-19)
    This qualitative research study explored the leadership perceptions of high school administrators who have been successful in raising academic achievement for Black males. Utilizing semi-structured interviews which served as the primary data source, this study aimed to uncover specific school-level factors that were being optimized in public high schools to help increase graduation rates for Black male students. In addition, a review of school documents acted as secondary data sources and offered more detailed views about the case studies. After thorough analysis of the data, the findings revealed five factors that the high school administrators were optimizing better support their Black male learners: 1) hiring Black males, 2) the staff, 3) school activities, 4) collaborations with community partners, and 5) formal and informal methods of offering positive feedback and special recognition. These five factors were found as having the greatest influence on the academic achievement of the males. Overall, the study's findings aligned with earlier research on student achievement. Based on the findings, it was clear that the five factors promoted a certain degree of academic achievement independently. However, the researcher posits that, if implemented simultaneously, the five factors are likely to build a greater network of support for Black male high school students that will help boost achievement that is converted to increased graduation rates. Thus, implications for practice for other high school administrators as well as recommendations for future research emerged from the findings of this study.