A Study of the Perceptions of Tennessee Middle School Principals Toward Their Role in Implementing the Middle School Concept PDF Download
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Author: Cathy Meredith Parker
Publisher:
ISBN:
Category : Middle schools principals
Languages : en
Pages : 230
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Book Description
Author: Cathy Meredith Parker
Publisher:
ISBN:
Category : Middle schools principals
Languages : en
Pages : 230
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Book Description
Author: Jarrod V. Pendergraft
Publisher:
ISBN:
Category :
Languages : en
Pages : 92
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Book Description
Research was limited when it came to the roles and responsibilities of middle school assistant principals. Even less research was dedicated to how middle school teachers perceived the roles and responsibilities of their assistant principals. Due to the overall lack of research regarding both facets, further research was necessary to form a better understanding of middle school assistant principals’ roles and responsibilities as compared to teachers’ perceptions. Middle school assistant principals and teachers from one Tennessee county responded to questionnaires to explore the relationship between middle school assistant principals’ perceptions of their roles and responsibilities and the teachers’ perceptions of assistant principals’ roles and responsibilities. Three themes formed assistant principals’ self-perception: students, teachers, and managerial duties and tasks. Additionally, three themes formed teachers’ perceptions of the roles and responsibilities of assistant principals: student discipline and behavioral management, teacher support, overall school management. This study was foundational study as it could be used as the framework for future studies exploring middle school assistant principals’ roles and responsibilities.
Author: Jaana Juvonen
Publisher: Rand Corporation
ISBN: 0833036157
Category : Education
Languages : en
Pages : 181
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Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Author: Amy A. Woolum
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
Since the 1960s, business leaders and educators used the idea of goal setting theory as a guide to success. Teachers who implemented goal setting strategies contributed to student success and achievement. During my study, I found little existing literature focused on academic goal setting implementation for students in Tennessee rural middle schools containing grades six through eight. The purpose of this qualitative interpretive study was to investigate Tennessee rural middle school teachers’ perceptions about implementing academic goal setting for students. I sent an online Google Forms questionnaire to 117 certified and licensed teachers in varying Tennessee rural middle schools. After 21 teachers completed the questionnaire, I found participants did not have the same experiences with academic goal setting implementation for students in their middle schools or districts. All 21 participants answered all the questions; however, I only used 20 participant responses for data analysis. I analyzed the data using open, axial, and selective coding to generate themes. The results included varying benefits in implementing student academic goal setting at the middle school level, including increased student motivation and accountability. Professional Learning Communities and various strategies were also perceived as benefits by teachers. On the contrary, additional results yielded perceived barriers to academic goal setting implementation for students, which included a lack of teacher training and experience, time, and student buy in. Rural Middle School teachers needed opportunities to collaborate, hear success stories, and learn strategies behind academic goal setting implementation for students.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The cultivation of parent involvement in Americaâs public schools is no longer an option. Under the provisions of the Elementary and Secondary Education Act: No Child Left Behind (Elementary and Secondary Education Act, 2001), it is now a mandate. Moreover, in the current climate of emphasis upon student performance and school accountability, schools need not just the support of parents, but also their full involvement in meaningful partnerships. The purpose of this qualitative study was to develop a better understanding of the factors that significantly affect the level of parent involvement during the middle-school years. This was accomplished through the use of open-ended interviews with 24 participants in Northeast Tennessee comprised of 4 elementary and 4 middle-school principals along with 16 middle-school parents who were identified by their child's principal as having been highly involved when their child was in elementary school. The findings from this study suggested that the parent and principal perceptions regarding the factors that influence the decline in parent involvement during the middle-school years are often quite different. In general, perceptions of parents and principals that were held in common were those associated with the role of the parent, the positive effects of parent involvement upon student success, and the role of the principal in modeling the encouragement of parent involvement. The finding suggested, however, that there was significant disparity between parent and principal perceptions with regard to how well middle schools encourage parent involvement. Major recommendations included middle schools communicating with feeder elementary schools to identify highly involved parents of rising middle-school students, a system of personally contacting such parents as a means to encourage their continued involvement, and the establishment of a dialogue among parents and educators with regard to developing an action plan based upon best pr.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 872
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Author: Christopher John LeMieux
Publisher:
ISBN:
Category : Assistant school principals
Languages : en
Pages : 280
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Author: Julia Marlow Henson
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 226
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Book Description
Author: Donna S. Otwell
Publisher:
ISBN:
Category : Junior high schools
Languages : en
Pages : 82
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 572
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