scholarly journals Communication Behaviors of Principals at High Performing Title I Elementary Schools in Virginia: School Leaders, Communication, and Transformative Efforts

2016 ◽  
Vol 2 (2) ◽  
pp. 2
Author(s):  
Dawn E Tyler
Keyword(s):  
Decision Making ◽  
Elementary Schools ◽  
Title I ◽  
Communication Skills ◽  
Title I Schools ◽  
Communication Behaviors ◽  
School Division ◽  
High Performing ◽  
Title I Elementary Schools ◽  
Level Training

<p align="center">Abstract</p><p>Principals of modern Title I elementary schools, where at least half of the student population lives in poverty, must possess a broader set of leadership skills than has been historically necessary.  The ability to motivate teachers utilizing effective communication is one such skill set.  This qualitative research proposes a division-level training program designed to improve communication skills of principals and aspiring principals based on the self-reported communication strategies of principals at high-performing Title I elementary schools.  High performing Title I schools represented just 8% of all Title I schools in Virginia during 2014.  This qualitative data was derived from semi-structured interviews with 8 of these principals, surveys of principals, and publicly available data about these schools.  Analysis of the self-reported information resulted in 11 specific communication strategies practiced by most or all of the principals in the participating high performing Title I elementary schools.  Further uncovered were 5 themes of communication in leadership which include: a student-centered approach to decision-making; transparency of decision-making; shared decision-making with principal and teachers; the role of faculty trust; and principal preparation.  Specific principal communication behaviors with teachers were implemented in motivating teachers toward earning high-performing status.  These included frequent face-to-face and personal communications, minimal use of whole-school meetings, and weekly principal participation in grade level meetings.  Additionally, principal certification programs were found to have had little impact on the participants in the area of communication.  Finally, the critical importance of mentoring, together with school-division level training in the area of communication development, was revealed.  This research concluded that communication skills are necessary for building trust between school principals and teachers, with trusting relationships vital for leading teachers toward effective instruction.  More structured leadership training is essential in the area of communication skills in preparing school leaders and is most effective at the school division level.</p><p><em> </em></p><p> </p>

A School-Based Mental Health Counseling Intervention with Students in Title I Elementary Schools

2019 ◽  
Vol 41 (3) ◽  
pp. 161-168 ◽  
Author(s):  
Glenn W Lambie ◽  
Coralis Solomon ◽  
J Richelle Joe ◽  
Viki P Kelchner ◽  
Mary K Perleoni
Keyword(s):  
Mental Health ◽  
Elementary Schools ◽  
Title I ◽  
School Attendance ◽  
Mental Health Counseling ◽  
Health Counseling ◽  
Counseling Intervention ◽  
School Based ◽  
Title I Elementary Schools ◽  
Over Time

Abstract The present study investigated the influence of a school-based mental health counseling intervention (SBMHCI) on elementary school students’ (N = 49) behavioral and emotional problems and school attendance at two Title I elementary schools. The study used a single-group, pretest–posttest design to examine change in the participants’ scores after participating in the five-week SBMHCI. The results identified that participants’ internalizing and total problem scores exhibited significant improvement over time, per parent report. In addition, participants’ school attendance significantly improved over time, from the previous academic year, following the SBMHCI.

Effectiveness of an Individualized Computer-Driven Online Math K-5 Course in Eight California Title I Elementary Schools

2013 ◽  
Vol 18 (3) ◽  
pp. 162-181 ◽  
Author(s):  
Patrick Suppes ◽  
Paul W. Holland ◽  
Yuanan Hu ◽  
Minh-thien Vu
Keyword(s):  
Elementary Schools ◽  
Title I ◽  
Title I Elementary Schools

Effects of a nutrition education intervention on fruit and vegetable consumption-related dietary behavioural factors among elementary school children

2020 ◽  
Vol 79 (8) ◽  
pp. 963-973
Author(s):  
Sanjoy Saha ◽  
John Dawson ◽  
Mary Murimi ◽  
Sara Dodd ◽  
Wilna Oldewage-Theron
Keyword(s):  
Elementary Schools ◽  
Title I ◽  
Nutrition Education ◽  
Self Efficacy ◽  
Nutrition Knowledge ◽  
Education Intervention ◽  
Fruit And Vegetable ◽  
School Based ◽  
Title I Elementary Schools ◽  
5Th Grade

Objective: To increase nutrition knowledge, fruit and vegetable preference, eating and cooking self-efficacy among 3rd- to 5th-grade students after a 6-week school-based nutrition education intervention. Design: Quasi-experimental pre–post design. Setting: Title I elementary schools, South Plains, West Texas. Method: A nutrition education curriculum informed by social cognitive theory was developed and implemented in four Title I elementary schools. A total of 115 children from 3rd to 5th grade (age range: 8–11 years) participated and completed both baseline and post-intervention surveys. The intervention included class-based nutrition education for 25 minutes, and a cooking and tasting session for 20 minutes each week. Nutrition handouts on fruit and vegetable were sent to parents. Face-to-face survey questionnaires were administered on nutrition knowledge, fruit and vegetable preference, fruit and vegetable eating and cooking self-efficacy during pre- and post-surveys. Changes in mean score of nutrition knowledge, fruit and vegetable preference, fruit and vegetable eating and cooking self-efficacy were analysed using paired t-tests. Results: Participants showed significant improvements in nutrition knowledge, fruit and vegetable preference, eating and cooking self-efficacy after the intervention. Conclusion: Study results suggest that a brief 6-week multi-component and school-based nutrition education intervention had the potential to engage students and create health-promoting behaviours.

scholarly journals Effective Instructional Leadership Practices in High Performing Elementary Schools

2021 ◽  
Vol 6 (2) ◽  
pp. 60-70
Author(s):  
Jesse Sanchez ◽  
Jennifer Watson
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
Instructional Leadership ◽  
Title I ◽  
Leadership Practices ◽  
Central California ◽  
High Performing ◽  
Monitoring Tools ◽  
Time Period ◽  
The Impact

The purpose of this study was to investigate the connection between principals’ instructional practices and student achievement. A phenomenological case study examined 13 Title I elementary schools in central California that exhibited a) a high percentage of students from poverty, b) higher than average state assessment results, and c) principals that remained in their schools for 3 years or more during the same time period. The study analyzed instructional leadership practices (ILP) and the monitoring tools used by the principals and its effect on student achievement. The impact of this study provides a model for ILP of principals that can be incorporated into their daily habits that provide opportunities for instructional changes that can lead to increased student achievement.  

scholarly journals Nutrient Intake During School Lunch in Title I Elementary Schools With Universal Free Meals

2021 ◽  
pp. 109019812110119
Author(s):  
Elizabeth L. Adams ◽  
Hollie A. Raynor ◽  
Laura M. Thornton ◽  
Suzanne E. Mazzeo ◽  
Melanie K. Bean
Keyword(s):  
Elementary Schools ◽  
Vitamin C ◽  
Title I ◽  
Nutrient Intake ◽  
Saturated Fat ◽  
School Lunch ◽  
Nutrient Composition ◽  
Institute Of Medicine ◽  
Title I Elementary Schools ◽  
Racial Ethnic

Background The National School Lunch Program (NSLP) provides >30 million meals to children daily; however, the specific nutrient composition of NSLP-selected and consumed meals for students from lower income and racial/ethnic minoritized backgrounds is unknown. Aims To quantify the nutrients in school lunch selection and consumption among students participating in the NSLP and compare these values to nutrient recommendations. Method Students (1st–5th graders; 98.6% from racial/ethnic minoritized backgrounds; 92.5% NSLP participation) from six Title I elementary schools serving universal free meals participated. Digital images of students’ lunch meal selection and consumption were obtained ( n = 1,102 image pairs). Plate waste analyses quantified portions consumed. Nutrient composition of students’ lunch selection and consumption were calculated and compared with the 2010 Healthy Hunger-Free Kids Act and 2009 Institute of Medicine recommendations. Results Most lunches selected (59%–97%) met recommendations for all nutrients except for total calories (23%), vitamin C (46%), and dietary fiber (48%). Based on lunch consumption, most students’ lunches met recommendations for sodium (98%), protein (55%), calories from fat (82%), and saturated fat (89%); however, few met recommendations for total calories (5%), calcium (8%), iron (11%), vitamin A (18%), vitamin C (16%), and fiber (7%). Discussion Meals selected met most nutrient recommendations for the majority of children; yet overall consumption patterns reflect suboptimal nutrient intake. Conclusion Meals served under the NSLP policy mandates align with recommended nutrient patterns, highlighting the importance of maintaining these standards. Strategies to optimize children’s intake of nutrient-rich portions of these meals are needed to optimize policy impact.

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