scholarly journals Multisite Case Study of Florida's Millennium High School Reform Model

2002 ◽  
Vol 10 ◽  
pp. 40
Author(s):  
Carol A. Mullen
Keyword(s):  
High School ◽  
School Reform ◽  
Postsecondary Education ◽  
The United States ◽  
School To Work ◽  
Improvement Program ◽  
Exemplary Leadership ◽  
Comprehensive Reform ◽  
Reform Model

This study should have immediate utility for the United States and beyond its borders. School-to-work approaches to comprehensive reform are increasingly expected of schools while legislative funding for this purpose gets pulled back. This multisite case study launches the first analysis of the New Millennium High School (NMHS) model in Florida. This improvement program relies upon exemplary leadership for preparing students for postsecondary education

A Qualitative Case Study of Exemplary Principal Leadership in the United States Virgin Islands: An Application of Kouzes and Posner’s Five Practices of Exemplary Leadership

2021 ◽  
pp. 194277512199005
Author(s):  
Suetania Emmanuel ◽  
Clinton A. Valley
Keyword(s):  
United States ◽  
Principal Leadership ◽  
Qualitative Case Study ◽  
United States Virgin Islands ◽  
The United States ◽  
Virgin Islands ◽  
Staff Members ◽  
Exemplary Leadership ◽  
Five Practices

Effective leadership is foundational to the success of all organizations. This qualitative case study aimed to explore exemplary principal leadership in the United States Virgin Islands (USVI). The study was based on Kouzes and Posner’s model of exemplary leadership. Interviews were held with school principals, teachers, and nonteaching staff members in three schools in USVI. The principal leaders in the USVI were found to exhibit the five practices of exemplary leadership as postulated by Kouzes and Posner. The study recommends that the Education department in USVI should develop guidelines and professional development opportunities to enhance exemplary leadership practices among principals.

scholarly journals AN EXAMINATION OF ONE FACTOR IN SCHOOL REFORM: INCREASED TEACHER ACCOUNTABILITY IN TWO URBAN SCHOOL DISTRICTS

2018 ◽  
Vol 11 (27) ◽  
pp. 329-344
Author(s):  
Nadine Bonda
Keyword(s):  
Student Achievement ◽  
School Districts ◽  
School Reform ◽  
Standardized Testing ◽  
Planning Process ◽  
The United States ◽  
Urban School Districts ◽  
Case Study Approach ◽  
Study Approach

Beginning in 2009, and with the passage of the American Recovery and Reinvestment Act of 2009, school districts across the United States began to be held to higher standards and their progress publicly reported.  Student achievement began to be measured by standardized testing and great efforts were being made to reduce the achievement gap. This paper is based on a five-year study of teacher evaluation in two urban districts in Massachusetts where improving teacher practice was seen as an important factor in raising student achievement. This research studied efforts to address those teachers who were identified as underperforming and were supported through individual improvement plans.  This paper used a case study approach to show what the practices of a sampling of these teachers looked like, teachers’ reactions to being rated unsatisfactory, and teachers’ reactions to the improvement planning process.

Beyond College Access: An Exploration of the Short-Term Impact of a Dual Enrollment Program

2021 ◽  
pp. 152102512110563
Author(s):  
Jennifer M. Johnson ◽  
Joseph H. Paris ◽  
Juliet D. Curci ◽  
Samantha Horchos
Keyword(s):  
Postsecondary Education ◽  
Dual Enrollment ◽  
Large City ◽  
The United States ◽  
Short Term ◽  
Policy And Practice ◽  
Future Success ◽  
Students Attitudes ◽  
Dual Enrollment Programs

The purpose of this qualitative case study is to gain insights into the activities and outcomes associated with participation in the Temple Education Scholars (TES) dual enrollment program, an initiative for seniors attending high school in a large city in the Northeast region of the United States. The objectives of this study are twofold: (1) to inform the design and implementation of dual enrollment programs as a model for facilitating students’ transition from secondary to postsecondary education and supporting their future success in college; and (2) to describe the short-term impact of participation in a dual enrollment program on participants’ choices about postsecondary education. Our analysis revealed the ways that participating in this dual enrollment program shaped students’ attitudes, motivations, and perceptions about college knowledge, college readiness, and college opportunities. Implications for policy and practice are discussed.

scholarly journals Longer-Term Impacts of Mentoring, Educational Services, and Learning Incentives: Evidence from a Randomized Trial in the United States

2012 ◽  
Vol 4 (4) ◽  
pp. 121-139 ◽  
Author(s):  
Núria Rodríguez-Planas
Keyword(s):  
High School ◽  
High School Students ◽  
Postsecondary Education ◽  
The United States ◽  
Educational Services ◽  
School Students ◽  
Randomized Evaluation ◽  
Improved Outcomes ◽  
Education Enrollment ◽  
High School Diplomas

This paper reports on a randomized evaluation of a program designed to improve high school graduation and postsecondary education enrollment among low-performing high school students. Treated youths were offered mentoring, educational services, and financial rewards. The program was evaluated when the youths were 19, 21, and 24 years old. Treated youths obtained their high school diplomas earlier and were more likely than controls to attend postsecondary education. Five years after the end of the program, we find no significant overall effects of this intervention on employment outcomes. The program improved outcomes to a greater extent for the female enrollees than the male ones. (JEL D83, I21, I28, J13)

scholarly journals Developing Leadership Capacity in Others: An Examination of High School Principals' Personal Capacities for Fostering Leadership

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Kristin Shawn Huggins
Keyword(s):  
High School ◽  
Leadership Development ◽  
High School Principals ◽  
School Principals ◽  
Educational Leaders ◽  
The United States ◽  
Leadership Capacity ◽  
Professional Networks ◽  
Informal Leaders

In this multisite case study, we examine the personal capacities of six high school principals who have developed the leadership capacities of other leaders in their respective schools. Participants were purposefully selected by two teams of researchers in two states of the United States, one on the east coast and one on the west coast, who engaged their professional networks of current and former educational leaders to obtain recommendations of high school principals known to develop the leadership capacities of formal and informal leaders in their schools. The findings indicate that the principals possessed a strong commitment to developing leadership capacity, understood leadership development as a process and tolerated risk. This study adds to the rapidly growing corpus of literature focused on distributed leaders by illustrating the complexities of developing leadership capacity in an attempt to increase organizational leadership capacity, and by highlighting the relevant characteristics of principals who have intentionally sought to do so.

Implementing a Statewide Mandated Career Pathways/Programs of Study School Reform Model: Select Findings from a Multisite Case Study

2012 ◽  
Vol 21 (2) ◽  
pp. 138-158 ◽  
Author(s):  
Cairen Withington ◽  
Cathy Hammond ◽  
Catherine Mobley ◽  
Natalie Stipanovic ◽  
Julia L. Sharp ◽  
...  
Keyword(s):  
School Reform ◽  
Career Pathways ◽  
Reform Model ◽  
Programs Of Study
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