Browsing by Author "Lance Fusarelli, Committee Chair"

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    African American Female High School Principals: Their Pathways and Perceptions of the Position.
    (2010-11-05) Bridges, Valerie; Lance Fusarelli, Committee Chair; Robert Serow, Committee Member; Paul Bitting, Committee Member; Kenneth Brinson, Committee Member; Duane Akroyd, Committee Member
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    Beyond the Test Scores: A Retrospective Study of One School's Efforts to Promote Teacher Competence and Confidence in Fourth Grade Writing.
    (2007-11-09) Gainey, Paul Barrow; Lance Fusarelli, Committee Chair; Patrick Bizzaro, Committee Member; Ruie Pritchard, Committee Member; Kenneth Brinson, Committee Member; Kevin Brady, Committee Member
    This study focused on how one elementary school undertook improving writing instruction during the time period from 2001-2006. The study was conducted in a retrospective study approach to determine whether or not the work done to improve teacher competence in the area of writing instruction actually produced improved student test scores on the North Carolina writing assessment for fourth grade. Another part of the study concentrated on the role of the school's administration in supporting the efforts of the fourth-grade teachers, as well as those at other grade levels in the school, in promoting strong writing instruction geared toward student mastery. This study was undertaken using data collected from state writing assessments during the time period as well as instructional calendars, data compiled from student prompts given throughout the school year, school district expectations, student population demographic data, state testing data, school accreditation reports, the school's writing performance expectation plan, and school improvement plans. Data was also collected through individual and focus group interviews with former fourth grade teachers in the school, teachers at other grade levels still working in the school building, and the school principal. Interview and focus group data was analyzed to ascertain common trends in responses, teacher perceptions of the school's efforts to support writing instruction from 2001-2006, and teacher expectations for administrative support and the effectiveness of that support. Overall, this study revealed some important results. While there was improvement in test performance over the five-year period, it was apparent that the efforts made in fourth grade writing by the teachers working with those students were not met with the same instructional efforts at the grades below fourth grade. Further, there was perceived to be a higher frustration level when it came to teaching writing at the non-tested grades suggesting a need for more relevant in-service training to all members of the faculty. Another result of the study revealed a lack of instructional leadership on the part of the school principal. Finally, the issue of how to teach content-rich composition to the males in the student population demonstrates a need to improve instruction to reach this group of students.
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    Creating a Positive School Culture in Newly Opened Schools
    (2009-07-20) Holmes, Michael Todd; Lance Fusarelli, Committee Chair
    The purpose of this study was to determine the most effective practices by school administrators when creating school culture in newly opened schools. Using semi-structured interviews, four principals who opened a new school were interviewed individually and in a focus group. The constant comparative method was used to analyze the data. Two themes emerged from the data. First, principals at new schools should spend a significant amount of time ensuring quality staff members are hired. Additionally, once hired, principals are responsible for providing appropriate professional development activities to better prepare staff members to meet the challenges of opening a new school. Second, principals must find a balance between their role as principal of the school and their personal and family lives. This balance takes three forms: 1) Shared Responsibility, 2) Manager vs. Instructional Leader, and 3) Personal and Family Responsibilities. Limitations to the study included generalization to other studies, personal biases and objectivity on the part of the researcher, small sample size and lack of a high school participant. By applying what has worked, and avoiding what was not successful, administrators are in a better position to ensure a smooth opening, a satisfied school community, and, most importantly, successful students, all which are reflective of the school’s culture.
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    The Leadership Influence of National Board Certified Teachers in Elementary Schools
    (2009-11-16) Lynch, Jamee Osborn; Lance Fusarelli, Committee Chair
    This qualitative multiple case study focused on describing the leadership influence of National Board certified teachers in three elementary schools. The study explored how National Board certified teachers exert leadership influence on building-level school improvement and change, and it provides a detailed picture of leadership roles among National Board certified teachers (NBCTs) in three elementary schools in North Carolina school district. The study also provides an analysis on the school factors that seem to serve as either drivers or restrainers in supporting the leadership of National Board certified teachers. Study outcomes illuminate school factors and conditions that nurture and sustain teacher leadership. The study was undertaken using data collected from online surveys, school visits, school achievement data, community profile data, and individual and small focus group interviews. Overarching themes and conclusions were derived from analysis of interviews, school descriptions, community profiles, and school demographic and achievement data. Overall, the study found that National Board certified teachers tend to be teacher leaders, and leadership skills are not necessarily developed through the National Board certification process. Key findings were the critical role of principals in creating a school culture that fosters and supports teacher leaders; the finding that the leadership influence of NBCTs can be found in many arenas and is not necessarily tied to formal leadership roles, and that existing school structures and policy create barriers to deeper, richer teacher leadership roles. The study includes implications and recommendations for policy makers, practitioners, and further research.
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    Puerto Rican Bilingual Professionals Parents: Their Expectations, Motivations, and Practices in Support of their Children's Education and Their Perceptions of Their Children's School.
    (2010-09-13) Quinones, Norma; Lance Fusarelli, Committee Chair; Paul Bitting, Committee Chair; Jose' Picart, Committee Member; Kevin Brady, Committee Member
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    Teacher Perceptions of the Importance of Effective Schools Correlates to Improving Student Achievement.
    (2010-12-14) Peterson, Rodney; Lance Fusarelli, Committee Chair; Tamara Young, Committee Chair; Robert Serow, Committee Member; Paul Bitting, Committee Member