732 research outputs found
Sort by
A Delphi Study of Effective Strategies and Supporting Activities for Reducing Chronic Absenteeism with TK-5th Grade Students
No full textPurpose: The purpose of this Delphi study was to identify strategies expert Student Services Administrators/Attendance Supervisors recommend as most effective for reducing chronic absenteeism with TK-5th Grade public school students. In addition, it was the purpose to rate the effectiveness of the identified strategies, and to identify activities that would support the implementation of the most effective strategies.
Methodology: This study used a Delphi method, consisting of three rounds, to collect data from expert Student Service Administrators/Attendance Supervisors. In Round 1, expert panel members were asked to identify strategies to reduce chronic absenteeism with TK-5th grade students. In Round 2, the identified strategies were placed in a Likert scale style survey where the effectiveness of each strategy was rated. In Round 3, expert panel members identified specific activities to support the implementation of the seven highest-rated strategies.
Findings: The expert panel members identified 18 strategies to reduce chronic absenteeism with TK-5th grade students. The strategies were then rated and ranked. The top seven strategies are: (1) create a positive climate; (2) create a culture of positive attendance with staff, students, and families; (3) create enthusiasm among students towards attendance; (4) build positive relationships with students and their families; (5) create an attendance multi-tiered system of support at each school site; (6) increase parental awareness of the effects of chronic absenteeism in early grades; (7) early identification of students who are at risk of becoming chronically absent. The expert panel recommended 48 activities to support the implementation of the top 7 ranked strategies.
Conclusion: To reduce chronic absenteeism, districts must employ a variety of strategies concurrently. First, schools, families, and community leaders need to work collaboratively to remove barriers. Second, investments in building relationships and communication with students and families are critical to reducing chronic absenteeism. Lastly, activities should align with strategies that increase parent awareness, support early and targeted interventions, and increase student and parent engagement.
Recommendations: Based on the findings from this study, nine recommendations were put forth for further research to advance the understanding of how to best address the crisis of student chronic absenteeism
The Effects of Cyberbullying as it Relates to Social Media: A California High School Assistant Principal and High School Counselor Perspective
No full textPurpose. The purpose of this study was to identify and describe the perceptions of high school assistant principals and high school counselors regarding the impact of cyberbullying on high school students in southern California. The study also sought to identify strategies and prevention programs essential to counteract cyberbullying as perceived by high school assistant principals and high school counselors.
Methodology. A qualitative methodology was used with data collected through interviews and review of artifacts. High school assistant principals and high school counselors voiced their perspectives and personal views relative to the strategies and prevention methods to counteract cyberbullying. The interviews and artifacts were coded and analyzed for common themes and patterns.
Findings. The findings revealed both high school assistant principals and high school counselors demonstrated efforts to counteract cyberbullying among current and future high school students to be better prepared for cyberbullying incidents. Both current and future students also need training in critical thinking processes that influence them to be resilient against cyberbullying.
Conclusions. The results of this study found school districts need assistance in designing leadership development strategies and support systems for students to counteract cyberbullying. Suicide prevention and resiliency training programs are also needed for students and to develop critical thinkers within the community.
Recommendations. Based on the findings of this study, it is recommended school districts implement a conflict resolution training program, increase the level of consequences for students who cyberbully, offer resiliency classes for students and parents, increase collaboration between high school assistant principals and high school counselors, implement mandatory suicide prevention classes in school orientations and parent workshops, hold students accountable for their behavior, provide peer-led training intervention and prevention events, increase the awareness and knowledge of netiquette among high school students, and help parents develop a plan to effectively monitor their child’s cell phone and internet activities
Leading for Excellence: Behaviors and Strategies of Assistant Superintendents of Curriculum and Instruction That Support a High-Achieving School Environment
No full textPurpose: The purpose of this explanatory mixed-methods study was to determine the degree of importance for the 12-step principles proposed by Harvey et al. (2014) to create a K-12 school environment that fosters high student achievement as perceived by public school assistant superintendents of curriculum and instruction (ASCIs). A secondary purpose was to explore and describe the leadership strategies for implementing the 12-step principles proposed by Harvey et al. (2014) to create a K-12 school environment that fosters high student achievement as perceived by public school ASCIs.
Methodology: This explanatory mixed-methods research design used qualitative and quantitative data to analyze two research questions regarding the 12 principles that foster an environment of high student achievement in K-12 schools. Through purposeful sampling, the researcher selected five ASCIs. The results of the qualitative interview helped elaborate and explain the data collected from the quantitative survey, giving the study both depth and breadth.
Findings: All 12 principles were perceived by ASCIs to help create an environment fostering high student achievement. The following principles in the quantitative findings were rated most critical by ASCI: flexibility and resilience, focus on learning and academic rigor, communication, high expectations, vision and values, and strength of teams. Qualitative results found the following strategies reported by ASCI in the highest percentages: strength of teams, collaboration and shared decision-making, embedded professional development, and vision and values.
Conclusions: The conclusions reached from an analysis of survey and interview data included the importance of all 12-step principles, involving all stakeholders, aligning vision and values to student achievement, conducting relevant professional development, having strong teams, and being flexible and resilient as being highly successful at supporting the creation of an environment that fosters high student achievement.
Recommendations for Action: The researcher recommends ASCIs begin with getting a baseline of leadership strengths and potential growth areas by taking the Leading for Excellence survey. Other recommendations include ASCIs involving all stakeholder groups with decision-making, focusing on all students when discussing learning and academic rigor, and building and supporting strong teams at the district and school level
Leadership Approaches Federal Government Civilian Employees Perceive Most Effective for Enhancing Employee Morale and Productivity
No full textPurpose: The purpose of this descriptive qualitative study was to identify and describe the leadership approaches (transformational, transactional, and laissez-faire) federal government employees perceive as most and least effective to enhance employee morale and productivity.
Methodology: Fifteen U.S. Army civilian employees from 5 paygrades were selected based on specific criteria and organized using the stratified random sampling method. The full-range leadership model provided the theoretical framework for the study and was used to design interview questions that focused on the aforementioned leadership approaches. Data were collected and coded from interviews and artifacts, and aided the identification of key themes and frequency.
Findings: Twelve key findings were identified. Among these findings the most significant were (a) leading by example was effective to enhance employee morale, (b) leaders who enforced organizational policies enhanced employee morale, (c) leaders who challenge employees to think creatively increase employee productivity, (d) leaders who gave employees the freedom to complete tasks using their own method raised employee productivity, (e) leaders who micromanaged employees had a negative effect on employee morale, (f) leaders who provided very little guidance reduced employee morale, and (g) leaders who offer employees rewards in exchange for favors reduce employee productivity.
Conclusions: Transformational leadership was the most effective approach to enhance morale and increase productivity. Transactional leadership is the least effective approach to enhance morale and increase productivity. Laissez-faire leadership is somewhat effective approach to enhance morale and increase productivity.
Recommendations: Six recommendations were identified including conducting comparative studies between leaders and those they supervise, including participants from army garrisons in the United States and outside the United States, among participants from all 5 branches of military service, and between federal government employees and employees in the private sector. In addition, conduct a quantitative study to reach more federal government employees by using surveys that disaggregate data based on gender, age, and number of years working for the federal government
African American Females Holding Executive Administrative Positions at California Community Colleges: A Phenomenological Study of Cultural Influences and Opportunities
No full textPurpose: The purpose of this phenomenological study was to explore the lived
experiences of African American female presidents, vice presidents, deans, associate deans, and directors serving at a California community college (CCC) and to explore what African American cultural influences or other opportunities contributed to their becoming administrators.
Methodology: This phenomenological study explores the lived experiences of African American female administrators of CCCs. This study highlighted the essence of those lived experiences. The respondents were chosen based on specific criteria. The researcher then conducted structured web-conference interviews that described the essence of the lived experiences of the 10 African American female administrators of CCCs.
Findings: African American administrators of CCCs acknowledged the common stereotypes that influence how they are perceived. African American female administrators, as leaders, were perceived as angry Black women because they overly
expressed their passion and concerns for students. African American administrators of CCCs have to work harder to prove they are knowledgeable of their job and are competent. African American administrators of CCCs have a strong sense of their African American cultural identity.
Conclusion: This study supports the negative perception of African American females, which causes African American female administrators to question their leadership abilities. African American female administrators develop backbone from their lived experiences, which contributes to their success. African American female administrators develop resilience through the challenges they face during their career advancement. African American female administrators’ culture plays a significant role in their career choice, which shapes their perspectives on diversity at CCCs.
Recommendations: Additional research is needed in the area of underrepresentation of African American female administrators of CCCs. It would be beneficial to replicate this study using the population of African American female administrators of larger community college districts in the United States, and also to conduct a comparative analysis on the differences in lived experiences between Black and biracial female administrators
A Delphi Study of Actions Needed For Active Shooter Preparedness to Lower the Number of Casualties and Injuries During Active Shooter Incidents at K-12 Schools
No full textPurpose: The purpose of this Delphi study was to identify specific actions that experts perceive are needed for active shooter preparedness for educational facilities, to lower the active shooter incident casualties and injuries in the U.S. K-12 schools. The study also examined the degree of importance for the identified specific actions needed for active shooter preparedness at educational facilities and those actions most likely to be implemented.
Methodology: The research design for this study is utilizing the Delphi technique that provides a systematic process in collecting data of opinions from a panel of experts. The Delphi study includes collecting data from a panel of experts who have the experience and knowledge in relation to active shooter incident preparation and training and were selected by meeting specific selection criterion. The process was completed in three rounds of questionnaires.
Findings: The data collection from the panel of experts resulted in identifying 20 actions that are needed to lower the number of casualties and injuries during an active shooter incident at K-12 schools. Eighteen of the 20 actions had consensus with a high level degree of importance rating of 9 or 10. There were two actions out of 20 that had consensus on a high level of likelihood of implementation.
Conclusion: The literature review and data collection support the conclusion, that active shooter incident training for K-12 school staff, teachers, bus drivers, custodial and cafeteria staff, and students is essential in preparation when facing an active shooter incident. Additionally, this research study supports that lack of active shooter incident preparation may result in loss of lives.
Recommendations for Action: All K-12 school districts must incorporate an effective active shooter incident training for teachers, staff, support staff, law enforcement, and students. For this training to be effective the districts must ensure the training includes scenario-based, drills, lockdown, communications, and first aid levels of training. Complete further research to determine the barriers that prevent school’s from having or completing active shooter incident preparedness training