Literaturnachweis - Detailanzeige
| Autor/in | Duran, Susan K. |
|---|---|
| Titel | A Descriptive Study: The Association between Transformational Redesign School Improvement, Priority School Principals' Perceptions, and Student Achievement |
| Quelle | (2018), (107 Seiten)
PDF als Volltext Ed.D. Dissertation, Concordia University (Oregon) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4382-7471-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Correlation; Principals; Administrator Attitudes; Academic Achievement; Educational Improvement; Curriculum Development; School Turnaround; Educational Change; School Restructuring; Michigan |
| Abstract | This descriptive study investigated the transformational redesign method of school improvement as implemented in the 2014 cohort of Michigan Priority schools. In Michigan, schools appear in a top-to-bottom ranking published by the Michigan Department of Education according to their proficiency achievement percentile; each year the schools falling below the fifth percentile are "priority" and must redesign curricula to improve achievement (Michigan Department of Technology, Management and Budget, 2016c). Priority schools must choose between four redesign methods: closure, restart, turnaround, and transformation (Michigan Department of Technology, Management and Budget, 2016c; U.S. Department of Education, 2009; U.S. Department of Education, 2010b). In 2014, 52 Michigan schools fell below the fifth percentile ranking, and 40 of the schools chose the transformation method. The researcher used archival achievement data and a principal survey to describe the transformational redesign method of the 2014 cohort. The achievement data included the 2014 to 2016 top-to-bottom rankings from pre-and post-implementation of the transformational redesign method and a principal survey grounded in research by Marzano (2003). The researcher employed a Wilcoxon signed rank test, because the achievement data was ranked, and a line graph. A statistically significant association exists between the 2014 to 2016 rankings, which suggests the transformational redesign method increased achievement. Findings demonstrated that there is no association between principals' perceptions of their self-efficacy and changes in rankings of the schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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