VTechWorks Repository :: Browsing by Author "Tripp, Norman Wayne"

Browsing by Author "Tripp, Norman Wayne"

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The Addisonians: The Experiences of Graduates of the Classes of 1963-70 of Lucy Addison High School, An All-Black High School in Roanoke, Virginia
Johnson, Robert Russa Jr. (Virginia Tech, 2015-03-17)
Lucy Addison High School was an all-Black high school located in Roanoke, Virginia. All-black high schools are defined in this study as high schools that were segregated by race and attended only by Black students. Lucy Addison operated as an all-Black high school from 1928 until 1970 in two different buildings. Roanoke's secondary schools were desegregated in 1963. Addison was integrated in the fall of 1970 and closed in 1973. The purpose of the study was twofold. The primary purpose was to document the experiences of the graduates of the classes of 1963-70 of Lucy Addison High School. The secondary purpose was to determine if the supports found in the research literature about all-Black high schools prior to desegregation were present in the Lucy Addison students' experiences during the years between desegregation and integration. The supports are (a) the importance of a spiritual foundation, (b) high expectations from school administrators and teachers, and (c) parent and community support. Six common themes emerged from the interviews with participants. They were: (a) the importance of a spiritual foundation, (b) high expectations from teachers and administrators, (c) parent and community support, (d) school leadership, (e) attitudes on segregation and integration, and (f) school pride. These themes helped answer the four research questions that guided the study. After conducting interviews with the graduates, their accounts confirmed that the supports identified in the literature regarding all-Black high schools were present in their school experiences. The importance of a spiritual foundation, high expectations from teachers and administrators, and parent and community support could easily be seen in the experiences of all 16 students who attended Lucy Addison High School from 1963-1970. Upon reflection on the study, the researcher made certain recommendations for further study. The recommendations for further study revolve around the continued documentation of experiences of Lucy Addison High School students, conducting a study of Lucy Addison High School as an integrated school from 1970 to 1973, and assessing the reason why Lucy Addison High School was allowed to stay open as an integrated high school.
Administrator, Teacher and Parent Perceptions of Students' Sense of Community in One Elementary School
Sheers, Kelly L. (Virginia Tech, 2010-03-17)
Researchers have found that schools that support a students' sense of community (SOC) positively affect students' academic achievement, behavior, motivation, and social and emotional competencies (Bryk & Driscoll, 1995; Schaps, 2003; Schaps, Battistich & Solomon, 1997; Goodenow & Grady, 1993; Ladd, 1990; Resnick & Bearman, 1997; Wentzel, 1997). The purpose of this study is to explore, analyze, and describe characteristics of an elementary school that reports a high sense of community among students and to describe adult perceptions on the school's program, activities, and practices that are in place to contribute to the SOC. Schools that provide a high SOC appear to have certain collective key characteristics that have been identified in the research literature: respect, trust, and kindness; a sense of belonging; caring; regular contact; shared governance; and order and discipline among the students of the school. The following overall research questions focus this study: 1. How does an elementary school identified as having a strong SOC support its students' sense of community? 2. What are the administrator, teacher, and parent perceptions of why the students have a SOC within the selected elementary school? 3. What evidence is there that these six key characteristics (respect, trust, and kindness; a sense of belonging; caring; regular contact; shared governance; and order and discipline) are present within the selected elementary school? 4. What similarities and differences are seen between the perceptions of teachers, administrators, and parents regarding these key characteristics (respect, trust, and kindness; a sense of belonging; caring; regular contact; shared governance; and order and discipline) within the selected elementary school? A mixed methods approach was used. The study used surveys, interviews, observations, and document analysis to investigate administrator, teacher, and parent perceptions of the students' SOC at the selected school. The researcher identified and examined distinct characteristics that can assist schools in supporting a student's SOC. The study describes a school program and identifies key activities and practices of a school that reports a strong SOC among students.
An Analysis of Professionals' Readiness to Supervise and Participate in Co-teaching Arrangements in Virginia Public Schools
Hedrick, Sandra I. (Virginia Tech, 2010-12-08)
The purpose of this study was to examine the survey responses of participants of collaborative models of instruction in order to determine the existence of constructs determined through the literature to be effective aspects of collaborative models. Further, the purpose of this study was to examine the participants' perceptions of their own readiness to participate in their roles as collaborative educators and supervisors as prepared by their professional preparation programs. This mixed methods study used both quantitative methods to evaluate graduation data and qualitative methods to analyze open ended survey questions to describe experiences of teachers and administrators in three high schools in public schools in Virginia. Participating districts were chosen based on graduation data for school year 2009, in which participating schools were in the three districts with the highest graduation rates for students with at least a standard diploma. Teachers participating were a collaborative teaching pair from one school within each district chosen by the participating school's principal. Data were collected from open ended surveys from participants and graduation data from the Virginia Department of Education Website. Results are presented in descriptive form from participants and graduation data.
An Analysis of the Discrepancy Between What Potential Candidates for the Principalship Desire in the Job of Principal and What They Perceive to be Provided by the Job and the Extent to Which That Discrepancy Predicts the Attractiveness of the Principalship
Gretz, Peter Michael (Virginia Tech, 2012-03-26)
The attractiveness of the principalship is a variable that may help explain why candidates do and do not pursue principal positions. This study sought to determine if a discrepancy exists between what potential principal candidates desire and what they believe to be true about the attributes of the job of principal, and if that discrepancy can predict the attractiveness of the principalship to prospective candidates. A researcher-developed instrument was administered to teachers who are currently enrolled in four principal preparation programs in Virginia. Survey items were related to the domains that explain the attractiveness of the principalship. An overall attractiveness score was measured using a Thurstone Scale of Equal Appearing Intervals. A demographic section was included to collect background information. Overall, respondents rated the principalship as somewhat attractive. The regression found that there were five predictors of the attractiveness of the principalship. School location and number of years in education, both demographic factors, were the most significant predictors. Discrepancies in what candidates desired and believed to be provided regarding recognition of achievement, the ability to form relationships, and opportunities for professional growth followed as significant predictors of job attractiveness.
The Attitude of a Sample of Elementary School Principals in The Commonwealth of Virginia Towards Alternatively Licensed Peers
Pitts, Sarah Fazioli (Virginia Tech, 2011-07-06)
The Education Commission of the States in 2007 reported that 16 states had a policy for alternative licensure for school leaders and 23 states had a path for alternative licensure but not a policy (Education Commission of the States, 2007). Therefore there were 39 states that offered a policy or path for obtaining licensure for school leaders through an alternative route. This information suggested a nation-wide development and warranted investigation. First year principals, as are first year teachers, are in need of a mentor. The current principals are the individuals who would be asked to mentor newly hired principals. This quantitative study was conducted to gain insight into the willingness of elementary principals to mentor alternatively licensed principals. The Virginia Association of Elementary Principals (VAESP) agreed to email the web mail questionnaire to their public school principal members as of March 1, 2010. The questionnaire was sent to 515 elementary principals in Virginia. One way analysis of variance (ANOVA) was the statistical procedure used to determine the relationship between the predictor variables and the willingness of elementary principals to mentor alternatively licensed principals. The data indicated that Virginia Elementary School Principals are somewhat willing to mentor their peers. However, they do not feel that alternative licensure is a good route for principal licensure.
Behaviors That Develop Mutual Trust and Its Association with Job Satisfaction
Wolfe, Christine R. (Virginia Tech, 2010-03-17)
The purpose of this study was to use quantitative data to answer the overarching question, what behaviors develop mutual trust, and what is its association to job satisfaction? This study expanded on the research of Tschannen-Moran, considering mutual trust and job satisfaction. Using quantitative research, the researcher considered the five constructs of trust originally identified by Hoy and Tschannen-Moran to determine what behaviors are needed on the part of the principals and teachers to develop mutual trust and if there is an association between mutual trust and job satisfaction. The quantitative data were collected from four schools in a medium-sized rural school division in Virginia. Survey questions were developed with the five constructs of trust from Tschannen-Moran's research as the foundation and provided information on principals' and teachers' behaviors. Most questions were formatted to use a 5-point Likert scale; however, two open-ended questions provided more specific information on behaviors needed to develop mutual trust. Through analysis of the data, the researcher found that the development of trust is primarily the result of the behaviors of the principals. Further, there are differences between the perceptions of principals and teachers regarding behaviors needed to develop trust. This information is helpful for future educators, both principals and teachers. As part of an individual's preparation for a career in education, it is beneficial for them to have some understanding of how to develop a trusting relationship in a school between a teacher and principal. Current administrators need to understand if there is an overall culture of trust in the school they lead, and if not, where the gap in trust is.
A Case Study of Crestwood Primary School: Organizational Routines Implemented For Data-Driven Decison Making
Williams, Kimberly Graybeal (Virginia Tech, 2014-10-30)
The research study investigated how organizational routines influenced classroom and intervention instruction in a primary school. Educators have used student data for decades but they continue to struggle with the best way to use data to influence instruction. The historical overview of the research highlighted the context of data use from the Effective Schools movement through the No Child Left Behind Act noting the progression of emphasis placed on student data results. While numerous research studies have focused on the use of data, the National Center for Educational Evaluation and Regional Assistance (2009) reported that existing research on the use of data to make instructional decisions does not yet provide conclusive evidence of what practices work to improve student achievement. A descriptive case study methodology was employed to investigate the educational phenomenon of organizational routines implemented for data-driven decision making to influence classroom and intervention instruction. The case study examined a school that faced the macrolevel pressures of school improvement. The study triangulated data from surveys, interviews, and document analysis in an effort to reveal common themes about organizational routines for data-driven decision making. The study participants identified 14 organizational routines as influencing instruction. The interview questions focused on the common themes of (a) curriculum alignment, (b) common assessments, (c) guided reading levels, (d) professional learning communities, and (e) acceleration plans. The survey respondents and interview participants explained how the organizational routines facilitated the use of data by providing (a) focus and direction, (b) student centered instruction, (c) focus on student growth, (d) collaboration and teamwork, (e), flexible grouping of students, and (f) teacher reflection and ownership of all students. Challenges and unexpected outcomes of the organizational routines for data-driven decision making were also discussed. The challenges with the most references included (a) time, (b) too much data (c) data with conflicting information, (d) the pacing guide, and (e) changing teacher attitudes and practices. Ultimately, a data-driven culture was cultivated within the school that facilitated instructional adjustments resulting in increased academic achievement.
The Change Delineator Theory: A Test With a Case Study of an Innovation in School-Community Relations
Lensch, John E. (Virginia Tech, 1999-11-30)
The Change Delineator Theory, a theory of change developed by the researcher, is proposed and tested for validity against an identified case of change. In the theory's propositions, the researcher describes the roles individuals play in the process of change and reform, and suggests how these roles may also impact the process of change as it occurs on organizational and societal levels. By proposing this perspective on the process of change, it is the intent of the researcher to assist leaders in schools and other organizations in becoming more knowledgeable about the phenomenon of change as it affects individuals, organizations, and societies. The Change Delineator Theory may also provide leaders with additional insights that could be useful in determining whether their organizations' policies, practices, and structures support or discourage change processes. In Change Delineator Theory, the researcher proposes that all persons involved in the process of change think and consequently behave in one of four primary modes called conceptual domains. These domains are: Creators, Translators, Innovators, and Practitioners. All persons have within them, to one degree or another, these four capacities. The environment in which an individual is functioning determines to a large degree which of these four domains will manifest itself at any given time. The four conceptual domains may also be used to describe how change tends to occur on organizational or societal levels. The researcher suggests that leaders have the power to establish organizational structures that support change by enabling persons in their schools or organizations to act more frequently out of their creator and innovator domains, or conversely, that hinder these activities through use of autocratic leadership styles or those that support maintenance of the status quo. The theory is tested by applying its propositions to an identified case of change in school-community relations known as the Computing Seniors Program. A case study approach is utilized to determine whether or not the theory has any validity when used to describe the roles people played in this case of change.
Chauncey Depew Harmon, Senior: a case study in leadership for educational opportunity and equality in Pulaski, Virginia
Tripp, Norman Wayne (Virginia Tech, 1995)
A major battle in the struggle for African American civil rights has been the pursuit of educational opportunity. Little has been written about the early civil rights movement in western and southwestern Virginia. There is an especial paucity of information about the efforts of African American Southwest Virginians to improve their educational opportunities. This dissertation addresses that need by centering the study on an individual educator's life during the period 1913-1940 in Pulaski, Virginia. Chauncey Depew Harmon, Senior, was an African American educator born in Pulaski, Virginia, in 1913. Educated at Tuskegee Normal and Industrial Institute during 1929-35, he returned to Pulaski to become principal of Calfee Training School in 1938. With the assistance of the NAACP and the Virginia State Teachers Association, Harmon led one of the earliest campaigns for equalization of teacher salaries and facilities during the 1938-39 school term. In March of 1939, the Pulaski County School Board decided to send its African American high school students to the Christiansburg Industrial Institute, effectively eliminating Harmon's position. Harmon's efforts resulted in a suit, Corbin et al. v. County School Board of Pulaski County, that was one of eleven facility equalization suits supported by the NAACP prior to Brown v. Board of Education. The study is an example of microhistory. Microhistory is the detailed, intensive study of the lives of particular individuals or groups. The study employs accepted methods of historical research. The study is organized chronologically. The outcomes of the study are threefold. First, the study serves to document the youth, education, and, early career of Harmon. Second, the study examines the persons, events, and institutions of the period that played a role in leading up to Harmon's decisions and actions to push for equalization of teacher salaries and school facilities in Pulaski. Finally, the study endeavors to add to the body of knowledge and understanding of the issue of race in American education.
A Comparative Study of Superintendent Leadership Characteristics of Virginia School Superintendents
Thornton, Michael E. (Virginia Tech, 2009-05-06)
The position of public school superintendent is one that is filled with many challenges and opportunities. A more in depth awareness of the leadership characteristics of public school superintendents enhance the understanding of this very complex role in today’s society. The purpose of this study was to identify leadership characteristics of school superintendents in today’s complex education environment as perceived by school superintendents and school board chairpersons in Virginia. Additionally, this study gathered and evaluated perspectives from practicing superintendents and their board chairpersons to determine similarities and differences between the perceptions of these two groups. The population selected for this study was comprised of all 132 K-12 public school superintendents in the Commonwealth of Virginia during the 2008-2009 school year. Additionally, all 132 Virginia school board chairpersons were invited to participate in the survey. A total of 101 responses were received from the survey population of Virginia school superintendents. This represents an overall survey return rate of 76.52%. A total of 70 responses were received from the survey population of Virginia school board chairpersons, representing a return rate of 53.03%. The respondents were asked to read 17 statements regarding the activities and characteristics related to the job of superintendent and answer from 1 to 4, strongly disagree to strongly agree. In addition, respondents were asked to rank in order of importance ten superintendent leadership characteristics, with the value of 1 corresponding to the most important characteristic. The perceived ratings were then rank-ordered based upon the composite mean of the ratings of each individual leadership characteristics. Superintendents and school board chairpersons agreed that personal and professional integrity, honesty, and fairness are the most essential leadership characteristics for the public school superintendent. Superintendents and school board chairpersons also agreed that effective communication with board members, division and school staffs, parents, students, and the community is essential in superintendent leadership. Both superintendents and school board chairpersons perceived visionary leader as the most important leadership characteristic, relative to all the characteristics rated. Superintendents indicated that instructional leader was the second most important characteristic, while school board chairpersons perceived this characteristic as the third most important. Superintendents rated effective school board relations as the third most important characteristic, while school board chairpersons ranked this as their fourth most important characteristic. Statistically significant differences in the perceptions of superintendents and school board chairpersons were observed for the following characteristics: professional development experience, politically astute, and team builder. Superintendents perceived professional development experience to be significantly less important than did school board chairpersons. The superintendents perceived politically astute to be significantly more important characteristic than the school board chairpersons. Finally, school board chairpersons considered the characteristic of team builder to be significantly more important than superintendents.
A Comparative Study on the Impact of a Computer Enhanced Reading Program on First Grade African American Males in an Urban School District in Southeastern Virginia
Taylor, Lawrence Clifford (Virginia Tech, 2009-11-04)
This study examines the effects of the Breakthrough to Literacy (BTL) reading program on first grade African American males in two urban elementary schools in southeastern Virginia. The BTL computer enhanced reading program includes computer assisted instruction as a major component that research from the National Reading Panel (NRP) indicates is beneficial in the education of African American males (NRP, 2000). This is a comparative study utilizing quantitative methodology to report the reading outcomes of African American males in grade one and their teacher's perceptions of the BTL program. The study measures reading outcomes as well as teachers' perceptions of the BTL program. The treatment group consisted of the first grade populations from schools A and B who received the BTL treatment in kindergarten (2006-2007) and first grade (2007-2008). The treatment group was compared to schools C and D, the control group, who received the BTL treatment in kindergarten (2006-2007) only. The data were gathered to determine if there were mean gains from the treatment and control groups through pre and posttests. Frequency, mean, and standard deviation were calculated for each variable. Inferential statistics were used to determine mean differences and comparisons among both groups' reading results. To determine if there was a difference in the reading outcomes of African American males who received the BTL treatment as compared to other racial/ethnic groups and gender, ANOVAs were utilized. Overall results indicated higher level performance by the treatment group. The study also incorporated survey methodology to determine the utility of the BTL program on first grade students in the year 2007-2008 from a teacher's perspective. The teachers in the BTL treatment group were administered the Children's Software Evaluation Instrument Surveys (Children's Software Revue, 2008). Out of a 5-point Likert scale, teachers rated the overall value of the BTL program as good (Overall rating 4.0). The teachers also gave overall ratings of good (4.0) and excellent (5.0) in the following areas: Childproof; Ease of Use; Entertaining; Design Feature; and Educational.
Comparing the Professional Practices of Teachers Working in a Positive Behavior Support High School with Practices of Teachers in a Traditional High School
Vaughan, Carl S. (Virginia Tech, 2008-11-20)
The purpose of this study is to explore the professional practices of teachers in both a Positive Behavior Support (PBS) high school and a traditional high school using Charlotte Danielson's (1996) 22 components of teaching responsibility that are clustered into four domains: Domain 1: Planning and Preparation, Domain 2: Classroom Environment, Domain 3: Instruction, and Domain 4: Professional Responsibilities. This comparison serves as a tool to determine if there is any difference in the professional practices of teachers in a high school with Positive Behavior Support and those in a traditional school. The results may be used to examine a variety of means to provide effective staff development and possible PBS implementation strategies. The teacher professional practices data retrieved were attained from teachers and principals of PBS and non-PBS schools. The major views that came forward from the respondents' survey questionnaires demonstrated that teachers and principals from the two schools characterize their professional practices quite similarly. Results from this study confirm the findings of research studies discussed in the literature review. On the whole, there were many similarities in the characterizations and levels of importance of teacher professional practices in the PBS and non-PBS schools. The descriptive data displayed that the PBS school out performed the non-PBS in the majority of the identified student outcomes. This study also noted that effective leadership and staff training are needed to facilitate the implementation of school improvement tools, such as PBS.
Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores
Cox, Paul Andrew (Virginia Tech, 2011-11-02)
This study examined how Math-Curriculum Based Measurement (M-CBM) benchmark assessment scores predict fifth grade math Standards of Learning (SOL) assessment scores.Â Three school districts participated in the study by providing student data on math benchmark assessments and fifth grade math SOL assessment scores. Scores were organized and analyzed to determine the level of prediction between the two data sets. The results of the study indicated that M-CBM benchmark assessments were good predictors of fifth grade math SOL assessment scores. A second purpose of the study was to measure the differences in the capacity of three different M-CBM benchmark assessments in predicting fifth grade math SOL assessment scores. The three school districts used M-CBM benchmark assessments that varied in the method of creation and the type (commercial, teacher created, released test item) to develop the assessments. The findings show the M-CBM benchmark assessments created by teachers were better predictors of student scores on the fifth grade math SOL assessment followed by released test items and the commercially developed assessments. The third goal of the research study was to determine if there were differences in costs associated with three different M-CBM benchmark assessments. The reported costs for each of the three assessment types were analyzed but the gross cost per student did not accurately reflect the total costs involved in creating, operating, and/or maintaining the M-CBM benchmark assessment systems in any of the three districts. A literature review identified contributions in the field in the areas of assessment, Curriculum Based Measurement (CBM), and predicting student performance. The research design was quantitative and the school district data collected was over the 2009-2010 school year. Recommendation for future research was to focus on the implementation methods and utilization of M-CBM benchmark assessments by teachers to modify instruction. Possible research on how the benchmark data can be utilized or converted into a practical classroom predictor of SOL assessment outcomes was recommended also.
Consolidation in the Henry County Public School System
Witt, Kathy (Virginia Tech, 2011-11-01)
In the early 1970s, Henry County, Virginia experienced rapid growth but by the late 1970s the population began to decline. In 1982, talks of building a new high school to consolidate two smaller high schools began with the school to be built on the North Carolina boarder. Between 1993 and 2003 approximately 10,523 jobs were lost in Henry County. At this time Henry County operated 20 public schools. In 2000, Dr. Sharon Dodson became the superintendent of Henry County. She was hired to make schools more efficient by using the best available spaces and closing facilities in need of structural repair. In 2001 the school board voted to close three schools but the board of supervisors refused necessary funding for consolidation. During the 2003/04 school year, the school board had no other choice but to revisit the idea of consolidation. In the fall of 2004, reconfiguration occurred which eliminated four facilities with a fifth building closing in the spring of 2008. Today, Henry County operates 14 schools. This study examined the politics associated with the consolidation process in Henry County and closure of five facilities. The literature associated with consolidation concerning divisions and schools within a division was reviewed to provide context and better understanding of the consolidation process. Historical case study methods where employed to conduct the study. Data were collected from primary sources and interviews were handled qualitatively. Triangulation verification techniques were used to describe and verify consolidation events in Henry County. The findings express the issues and challenges faced and met by Henry County during consolidation. The events that led to school closings and some course offerings and programs are described. The findings indicate that consolidation can be successful even when some stakeholders reject the idea and plan of consolidation. Continued research in the field of consolidation could possibly benefit educational and community leaders considering reconfiguration within a school division. Additional research comparing the cost of operating a division before and after consolidation of schools may provide insights that educational and community members should consider before embarking on consolidation.
A Descriptive Statistical Analysis of the Relationships Between Socioeconomic Status, Attendance Rates, Per Pupil Expenditures, Teacher Qualifications, and On-Time Educational Attainment Rates within the State of Virginia Including a Comparative Study of the Appalachian and Non-Appalachian School Division
Siers, Kevin W. (Virginia Tech, 2010-04-01)
PURPOSE This study had two purposes: (a) to examine the possible predicting abilities of socioeconomic status, per pupil expenditures, percentage of highly qualified teachers and attendance rates for on-time educational attainment in the state of Virginia and (b) to compare the Appalachian School Divisions of Virginia with the non-Appalachian school divisions for each of these variables. METHOD Data pertaining to socioeconomic status, per pupil expenditures, attendance rates, teacher qualifications, and on-time educational attainment were collected for the graduating cohorts of 2005, 2006, 2007, and 2008. A stepwise multiple regression analysis was conducted on these variables to address the first purpose. A general linear model repeated measures ANOVA was conducted for each variable to compare differences between the Appalachian, non-Appalachian divisions of similar size, non-Appalachian large school divisions, and the total non-Appalachian divisions to address the second purpose of the study. RESULTS Socioeconomic status and attendance rates were found to be the independent variables that were significantly able to predict on-time educational attainment rates. Socioeconomic status rates were found to be significantly higher in the Appalachian divisions than in the non-Appalachian large school divisions. Teacher qualification rates were found to be significantly higher in the Appalachian divisions than the non-Appalachian divisions of similar size. On-time educational attainment rates were found to be significantly higher in the Appalachian school divisions than in all three classifications of the non-Appalachian divisions.
The Development and Implementation of an Intelligent Hierarchy Leadership Process in an Elementary School
Nickels, Travis Marion (Virginia Tech, 2014-04-11)
Leadership in modern-day schools is changing. School leaders are expected to oversee the physical plant and school finances, as well as to be the instructional leader, personnel officer, public relations specialist, and point person for the accountability efforts at all governmental levels. Principals cannot be experts in every area of school administration; thus, they are more dependent on other members of the educational team. The purpose of this study was to develop and implement a form of shared leadership in an elementary school known as an intelligent hierarchy, to test whether such a model affects the distribution of decision-making, climate, and morale within the school (Leithwood & Mascall, 2008). This was a mixed-methods, action-research project in which the principal of the school served as a participant observer. A leadership team was formed consisting of the principal, teachers, support staff, and parents to aid in the decision-making process. Qualitative data were collected in the form of minutes of leadership team meetings, journal entries by the principal, and minutes of meetings with individual teachers. A modified version of the constant comparative method (Maykut & Morehouse,1994) was used to analyze the qualitative data. Quantitative data were collected with questionnaires administered three times each throughout the course of the study. Data were collected on shared leadership, the distribution of decisions, school climate, and teacher morale. The implementation of the hybrid model of shared leadership led to improvement in the areas of shared leadership, shared decision-making, and employee morale. Improvement was evident in some areas of school climate. The result is a model administrators could implement, either in whole or in part, to track the implementation of shared leadership in their schools.
The Distribution of National Board Certified Teachers in Virginia
Kassner, Laura Danielle (Virginia Tech, 2012-03-26)
This study provides a descriptive analysis of the distribution of National Board Certified Teachers (NBCTs) in Virginia, which offers financial compensation to these educators regardless of teaching assignment. Most localities provide additional incentives to recruit and retain NBCTs, again, not targeted or structured in any way. Given the impact of high quality teachers on student learning and the well-documented disparities in access for subsets of the student population, it is important to obtain a baseline measure of NBCT distribution in Virginia upon which leaders might build a plan for reform. Three research questions were addressed: How are NBCTs distributed across Virginia with regards to divisions' ability to pay? In school divisions with a high concentration of NBCTs, what incentive structures do these divisions offer to either support teachers while they apply to NBPTS or to recruit and retain previously successful NBCTs? What are the characteristics of the schools in which NBCTs serve with regards to the race/ethnicity and socioeconomic status of their student populations? The researcher determined NBCTs were distributed unequally across Virginia's divisions and schools based on divisions' ability to pay and student demographics. Formal support structures were found in most high concentration divisions.
Douglas Middle School: A Case Study of a Middle School's Improvement of the Achievement of its At-Risk Students
Jones, Forest Issac (Virginia Tech, 2011-05-04)
Jackson and Davis noted in Turning Points 2000, "Changes in middle grades practices have least often occurred where they are needed most: in high poverty urban and rural communities where unacceptably poor student achievement is rampant" (2000, p.5). Virginia has many school districts that fall into these categories. Even though they fall into these categories, middle schools across the state are still expected to have their students pass assessments at a high rate and meet state standards. The purpose of the study was to investigate and describe how one middle school went from being accredited with warning to making AYP and meeting high standards of academic achievement with at-risk students. Poor academic achievement is one of the most consistent predictors of dropout, whether measured through grades, test scores, or course failure (Alexander, Entwisle, & Kabbani, 2001). Investigating test scores and the research-based practices that may have influenced scores to improve in this particular middle school were the primary areas of study. The researcher utilized qualitative research methods to investigate a middle school that has been successful in improving the academic success rate for its at-risk students. The overarching research question for the study was What practices were used in this middle school to ensure the academic success of at-risk students? Research-based practices found in the literature to have influenced at-risk middle school students' achievement are (a) strong principal leadership, (b) focused curriculum and reading intervention, and (c) positive teacher-student relationships. The study attempted to determine which, if any of the practices were used by the school and if factors other than the practices identified for investigation may have contributed to the success of at-risk students in the school.
Educational Leaders' Decision-Making: Presence, Influence, and Strength of Personal Values, Morals, and Ethics
Strickler, Mark Rosen (Virginia Tech, 2009-04-01)
The study investigated the degree to which the personal values, morals, or ethics of educational leaders enter into their decision making processes. A review of the literature suggests that leadership preparation programs for educators do not adequately equip aspiring administrators for the ethical challenges in a global society. The scholarship of John Dewey and Donald Willower in the field of educational leadership laid the groundwork for the dual methodology pilot study conducted with high school administrators and retired superintendents. Retired division superintendents from Virginia were interviewed to yield a database of thematic strands for developing ethical construct statements. Demographic data was collected in the first portion of the survey. In the second portion of the instrument, respondents indicated strength of relevance for each of twenty valuation statements applied to each of the four ethical scenarios. The third section ended by respondents assigning one of four value labels to each of the ethical scenarios. Implications for further research include early administration to members of new leadership preparation cohorts for comparison at program completion.
The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement
Hurd, Charles C. (Virginia Tech, 2010-03-26)
This case study examined the principles of a professional learning community (PLC) in an elementary school setting and their impact on instructional practices and effect on the reading achievement of English Language Learner (ELL) students. The cohort of students in this study was followed from grades three through five. The data sources included a principal interview, a focus group discussion with teachers, classroom observations and the Standards of Learning reading scores for ELL students. The data from transcripts were analyzed using triangulation and coding techniques. The results of this study are a narrative description of a professional learning community used to impact instructional practices and reading achievement, the perceptions of a principal and teachers, and classroom observations. The data from interviews and the focus group suggest that teacher and principal perceptions of the professional learning community and its principles support their instructional practice. There appeared to be no consistent pattern of performance of individual scores during the study period. The PLC principles of collaboration, collective inquiry and continuous improvement were identified most often to be perceived as effective in the delivery of instruction. Staff development and providing adequate planning time for teachers are recommended as essential practices to a professional learning community.

Browsing by Author "Tripp, Norman Wayne"

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