Department: Department of Educational Foundations, Research, Technology and Leadership ![[clear]](close-x.png "Remove this limiter")
9 matches in the database.
These are records: 1 - 9.
1.
Campbell, Wendell Lynn.
Correlating Principals' Self-Efficacy Ratings with Ratings of Their Efficacy by Their Teachers: Perceptions of Leadership.
Degree: EdD, Department of Educational Foundations, Research, Technology and Leadership, 2012, Youngstown State University
► Principals' perceptions of their leadership efficacy play an important role in the…
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▼ Principals' perceptions of their leadership efficacy play an important role in the success of the buildings they lead. This study was designed to contribute to the body of educational leadership literature pertaining to principal self-efficacy (PSE), thus informing principals and central office administrators of the importance of PSE. Thus far, research dealing with principal self-efficacy (PSE) has relied heavily on self-reporting. Therefore, the first research question explored the relationship between self-reported PSE ratings and the principals' efficacy ratings and predicted PSE by their teachers. The second research question explored whether or not there is any value in enhancing PSE across the three leadership realms explored: instructional, managerial, and moral leadership tasks. The Principal Sense of Efficacy Scale (PSES), an instrument developed by Tschannen-Moran and Gareis (2004) to measure principals' self-reported leadership efficacy, was administered to a stratified random sample of principals and teachers across the state of Ohio. Demographic variables of race, gender, building level, district typology, and years of service, overall and in current position, were collected. Performance Index (PI) and school building student enrollment data were also collected. Results were analyzed using SPSS Version 18 to compute descriptive and inferential statistics. Significant findings and implications for educational leaders were discussed.
Advisors/Committee Members: Larwin, Karen.
Subjects: Educational Leadership; Psychology
Keywords: Self-efficacy; Leadership; Educational Leadership; Perceptions
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2.
Carbone, Peter M.
The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment.
Degree: EdD, Department of Educational Foundations, Research, Technology and Leadership, 2009, Youngstown State University
► Due to the challenges of the No Child Left Behind Act of…
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▼ Due to the challenges of the No Child Left Behind Act of 2001, many schools and school districts are implementing after-school tutoring programs to provide students additional instruction to score proficient or better in reading and mathematics. This doctoral study analyzed the effects of the ABC Middle School Educational Assistance Program After-School Tutoring Program that was implemented in the ABC School District for the 2006-2007 and 2007-2008 school years. Student proficiency scores were collected from the 2006 and 2007 Pennsylvania System of School Assessment (PSSA). The data collected determined eligibility for students to participate in the program. The students that participated in the program were compared with students who did not participate in the program but had the same eligible data. The Pearson Chi-Square test was performed to analyze the data comparing PSSA and 4Sight scores. The 4Sight is a periodic benchmark assessment. Based on the analysis of the study, the after-school tutoring program had no effect on student performance on the PSSA in reading and mathematics for both school years. Also, the after-school tutoring program had no effect on student performance on the 4Sight in reading for both school years. There was no positive effect on the 4Sight in mathematics for the 2006-2007 school year. The lone positive effect was tutored students performed better on the 4Sight in mathematics for the 2007-2008 school year. Recommendations for the future would be to have a program coordinator, have periodic data analysis of student work by the student, tutor, homeroom teacher, parent(s), program coordinator and principal along with an evidence-based curriculum, instruction and assessment techniques.
Advisors/Committee Members: Beebe, Robert.
Subjects: Education; Mathematics education; Reading instruction; Teaching
Keywords: tutoring; after-school programs; PSSA
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3.
Cavucci, Lois J.
An Analysis of Barriers and Possible Solutions In Integrating Computer Technology Into Middle School Curriculum: Findings From a Mixed-Methods Approach.
Degree: EdD, Department of Educational Foundations, Research, Technology and Leadership, 2009, Youngstown State University
► This study examined the barriers to integrating computer technology in middle school…
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▼ This study examined the barriers to integrating computer technology in middle school curriculum and formulated possible strategies to help educators overcome identified barriers for the benefit of students and the educational program. Three hundred and ninety-seven survey instruments were personally delivered to middle schools in the state of Ohio. The respondents were representative of teachers in Mahoning and Trumbull Counties. The data from this survey was sufficient to identify barriers and offer possible strategies.The survey data identified five factors as possible barriers to the utilization of computer technology in the classroom. These barriers are (a) technology equipment that did not function properly or did not function at all, (b) the lack of training, (c) the lack of time to successfully integrate computer technology into the classroom, (d) the students' familiarity with computer technology and/or lack of computer technology in students' homes, and (e) the cost associated with computer technology classes at a university or college. This study also identified possible strategies for future use that would encourage teachers to utilize computer technology in the classroom. These strategies are (a) provide in-services at the end of a workday, (b) have a technology support staff person available to middle school teachers on a daily basis, (c) staff meetings with computer technology experts to present new and innovative ideas to the middle school teachers, and (d) technology equipment in properly working order that would allow middle school teachers to utilize computer technology when they desired to do so.
Advisors/Committee Members: Edirisooriya, Gunapala.
Subjects: Education; Educational software; Inservice training; Teacher education; Teaching; Technology
Keywords: Computer technology; curriculum; barriers; middle school; professional development
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4.
Fleming, DaNine J.
African-American Students’ Perceptions of the Impact of Retention Programs and Services at Predominantly White Institutions.
Degree: EdD, Department of Educational Foundations, Research, Technology and Leadership, 2007, Youngstown State University
► There is an expanding body of literature on the retention of students…
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▼ There is an expanding body of literature on the retention of students in higher education through programmatic efforts, but there is limited research on African-American students’ perceptions of the impact of retention programs and services at predominantly White institutions. Programs and services are created by administrators, faculty and staff on college and university campuses for the purpose of increasing the retention of African-American students and a diverse student body, but many are based on the professionals’ perceptions of students’ needs. Rarely are programs and services created through dialogue from the student population that will be served or by what I call “listening to the voices” of the students. The premise of this qualitative study is to ascertain if African-American students find retention programs and services beneficial to their persistence on their respective campuses. This study explores the experiences of African-American junior and senior, traditional-aged, full-time, undergraduate students with a grade point average of 3.0 or below exclusively at four predominantly White institutions in Pennsylvania. The experiences of African-American students are different from other groups, including White males, white females and other minority groups. The use of focus groups permits dialogue that enables a researcher to be able to hear first-hand from African-American students giving voice to their personal feelings of the impact of retention programs and services at predominantly White institutions.
Advisors/Committee Members: Beebe, Robert J.
Keywords: African-American student retention; higher education/African-American students; African-American students perceptions; support programs/services; African-American students
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5.
Harris, Phillip D.
The Influence Mentoring Has on the Persistence of Academically Successful African American Males Who Are Juniors or Seniors at a Public, Predominantly White Institution.
Degree: EdD, Department of Educational Foundations, Research, Technology and Leadership, 2007, Youngstown State University
► This exploratory study assessed the importance of non-cognitive variables in aiding toward…
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▼ This exploratory study assessed the importance of non-cognitive variables in aiding toward African American males’ academic success in college. More specifically, it assessed how mentoring influenced African American males who were currently in their junior and senior year of college and received at least a 2.0 grade point average to persist at a predominantly White public institution. Twelve randomly selected African American males completed a Demographic Questionnaire and one face-to-face interview. The Demographic Questionnaire and interview transcripts were analyzed for cultural themes and a Mentor Taxonomy was developed. The results suggested that mentors help successful African American males in their transition adjustment to college and improves upon their academic, social and emotional development.
Advisors/Committee Members: Beebe, Robert J.
Keywords: African American males; college success; mentoring
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6.
Jeffords, Charles W.
Personal and Institutional Factors Affecting School Administrators' Career Advancement Decisions.
Degree: EdD, Department of Educational Foundations, Research, Technology and Leadership, 2008, Youngstown State University
► The purpose of this research was to identify personal and institutional factors…
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▼ The purpose of this research was to identify personal and institutional factors utilized by school administrators to make career advancement decisions. A survey of 639 masters' of educational administration, licensure, and doctoral students that attended Youngstown State University from 2002 to 2007 was conducted in the spring of 2008. Responses yielded sufficient data from which to identify factors and draw conclusions regarding the issue of school administrator shortages across the country.Current literature provided substantial evidence that several states have encountered school administrator shortages. However, their efforts have not yielded specific factors contributing to the shortages nor have effective solutions been found to alleviate the problem. Analysis of the survey results identified factors contributing to the under representation of women in school administration, an untapped pool of potential candidates in areas where shortages exist. Political factors also emerged, exposing school boards and legislative bodies as contributors to environmental conditions and work-related expectations viewed by potential administrative candidates as negative factors. Identified factors were categorized according to six conceptual perceptions: economic, educational, ideological, physiological/psychological, political, and sociological. Political solutions specifically designed to improve school administrator working conditions and subsequent administrative expectations dominated the recommendations following the study.
Advisors/Committee Members: Baringer, Richard.
Subjects: Education; School administration
Keywords: School administrators; Career advancement factors; Educational administration; School administrator shortage
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7.
Staten, Carol Louise.
An Analysis of An Urban Middle School's Strategies to Comply with the Accountability Provisions of No Child Left Behind.
Degree: EdD, Department of Educational Foundations, Research, Technology and Leadership, 2009, Youngstown State University
► The No Child Left Behind Act had a positive agenda-setting function on…
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▼ The No Child Left Behind Act had a positive agenda-setting function on this urban middle school, forcing it to re-examine the strategies it was employing to improve student achievement. Changes or adjustments, in some part attributable to NCLB, were found in the manner in which teachers were assigned, professional development implemented, data utilized, and parent involvement focused. Staff perceived several of these changes as potentially important in theory to improving student achievement, although they saw substantial barriers, no discernable improvement in achievement was realized across the years studied.At the same time, the study found that NCLB had some negative consequences for the school. These included consequences such as: narrowing the curriculum due to the law's math and reading emphasis; reducing the availability of Title funds as a result of mandatory set asides and student choice; failing to recognized that HQT, while important, is not the only teacher quality that matters in advancing student performance; and hindering some on-going relationships between the school and families and among staff. Finally, the study questions as they applied to the fairness of NCLB to urban schools since their diversity multiplies the number of AYP targets that must be met, and heightens the difficulty of avoiding school improvement status and the sanctions that accompany it. The study employed a case study methodology. The triangulated and analyzed data included federal and state laws, state and local archival records and transcribed key-informant interviews of more than a dozen central office personnel and teachers of the urban middle school engaged in implementing the NCLB in this case study.
Advisors/Committee Members: Vergon, Dr. Charles.
Subjects: Educational evaluation
Keywords: No Child Left Behind; middle school strategies
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8.
Stoops, Timothy.
An Examination of the Beliefs and Practices of Alternative Education Principals.
Degree: EdD, Department of Educational Foundations, Research, Technology and Leadership, 2012, Youngstown State University
► Alternative Education for Disruptive Youth (AEDY) refers to programs in the state…
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▼ Alternative Education for Disruptive Youth (AEDY) refers to programs in the state of Pennsylvania that serve students who are seriously and persistently disruptive. In many cases, the individuals who oversee AEDY programs are certified school principals. While there has been an emergence of research devoted to alternative education in general, there is an absence of research that examines the leadership of these programs. The purpose of this research was to examine the beliefs and practices of principals of AEDY programs. Employing a qualitative-based design, structured interviews were used to examine AEDY principals' beliefs and practices compared to those of traditional school principals in five leadership domains: special education, servant leadership, instructional leadership, social justice leadership, and mental health knowledge and delivery of service. The results found more similarities in the leadership beliefs among the two groups than in the leadership practices of the two groups.
Advisors/Committee Members: Beebe, Robert.
Subjects: School Administration
Keywords: Alternative Education; Alternative Education Leadership
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9.
Wyllie, John A. Jr.
The Impact on Student Achievement of the Pennsylvania System of School Assessment (PSSA) Prep Program.
Degree: EdD, Department of Educational Foundations, Research, Technology and Leadership, 2008, Youngstown State University
► As public school accountability for student achievement has continued to increase, prior…
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▼ As public school accountability for student achievement has continued to increase, prior to and as a result of the No Child Left Behind Act of 2001, schools have sought ways of bringing new instructional services to their students to raise their levels of achievement. This doctoral study investigated the effects of one such attempt in a large school district in Western Pennsylvania, the PSSA Prep Program.Data were collected on one class of students who participated for one year in the program as juniors and compared with students who were not participants. Similar comparisons between participants and non-participants were made within the economically disadvantaged subgroup. Comparisons were also made between economically disadvantaged and non-disadvantaged participants. Two-way Analyses of Variance (ANOVAs) were conducted on both the eleventh-grade reading and mathematics PSSA assessments to make these comparisons. Interviews were conducted to determine participants' perceptions regarding specific components of the PSSA Prep Program. Based on the results of the study, participation in the PSSA Prep Program provided positive effects for both reading and mathematics when accounting for the total sample studied. When considering only economically disadvantaged students, participation provided positive results in mathematics, but not in reading. Overall, improved achievement for participants in both reading and mathematics was not influenced by economic status. Participants' interview responses indicated that providing additional time for study of reading and mathematics during the school day, small group size, and instruction targeted to deficits identified through assessment all provided positive benefits in raising their achievement. Computer-aided instruction was identified as a component that did not have a positive impact.
Advisors/Committee Members: Beebe, Robert.
Subjects: Education; Mathematics education; Reading instruction
Keywords: secondary reading remediation; secondary math remediation; PSSA; economically disadvantaged students
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