Theses/Dissertations - Educational Leadership
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Browsing Theses/Dissertations - Educational Leadership by Author "Beckner, Weldon."
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Item Elementary principals' attitudes towards the inclusion of students with disabilities in the general education setting.(2006-12-11T18:00:32Z) Ramirez, Roxanna C.; Beckner, Weldon.; Educational Administration.; Baylor University. Dept. of Educational Administration.Since the beginning of special education, educators have explored the topic of how best to serve students with disabilities. Only recently have schools begun to integrate students with disabilities in mainstream classrooms. Principals are now faced with deciding which students with disabilities will benefit from inclusion and how the inclusion process should be implemented. Because of the role principals play in implementing inclusion programs into their schools it is important to study how principals' perceptions of inclusion guide their decisions. This question was the foundation for the purpose of this study, which was to determine the attitudes and perceptions of Texas elementary school principals relative to including students with disabilities in general education classrooms. This study investigated how demographic information and experience affected principals' attitudes about inclusion. In addition, it also examined the principals' perception regarding the appropriateness of the placement of students based on the type of disability. The research was conducted using a Web-based survey that was developed by Praisner (2000), the Principals and Inclusion Survey (PIS). The PIS contains four sections including demographics, training, experience, attitudes toward inclusion and most appropriate placement for students with disabilities. The principals were randomly selected from the Texas Education Agency (TEA) records. The sample survey included a total of 360 principals, of which 110 completed the survey. Once the information was collected, it was analyzed using univariate analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA). The results of the study indicated that demographic factors, training, and experience did not have a statistically significant affect on principals' attitudes toward inclusion. The study did find that principals' special education teaching experience had a statistically significant affect on principals' attitudes toward inclusion. The study also found that 108 of the principals that successfully responded to the section examining principals' overall attitudes toward inclusion showed a more favorable attitude toward the inclusion of students with disabilities in general education classrooms. The results from this study indicate the importance of developing educational administration programs that will prepare elementary school principals with stronger, more positive attitudes toward including students with disabilities in general education settings.Item Perceptions, management practices, instructional programs and resources frequently used by urban school principals to meet the requirements of school accountability.(2006-07-30T20:08:13Z) Jackson, Walter G.; Beckner, Weldon.; Educational Administration.; Baylor University. Dept. of Educational Administration.The purpose of this study was to investigate and identify principals' perceptions of management practices, instructional programs, and resources most important to meeting the requirements of public school accountability. The research focused primarily on secondary principals of Title I schools in the Greater Houston area of the state of Texas. This research was deliberate in providing descriptive information concerning principals' perceptions on how to successfully meet the requirements of school accountability. Sixty-seven secondary principals in Title I schools in the Greater Houston area served as subjects. The study involved both quantitative and qualitative research methods including a combination of interviews and a survey to collect data from principals regarding their perceptions. The study was exploratory in nature with the intent to add to the body of knowledge concerning instructional strategies, management practices, and resources principals utilized and needed to be successful in meeting the high demands of public school accountability. The study revealed principals' use of pull-out programs and before/after school tutorials were effective ways of improving the achievement of students who needed additional instructional support and assistance. In addition to the tutorials, principals' active monitoring and visibility were effective strategies used to manage the instructional programs and ensure continuous student improvement. The study also revealed that principals value and support the practices of hiring, maintaining, and developming highly qualified teachers to ensure continuous student improvement. Results were discussed in terms of their implications for educational practice and future research. It is the hope that the information about principals' perceptions of instructional programs and management practices, gathered from this study, will benefit educators working with students in Title I schools and that these findings will be added to the growing literature of effective strategies to improve our public schools.Item Teachers leaving the profession: the influence of violent student behavior on teacher attrition in Pennsylvania's public schools.(2006-05-27T19:18:48Z) McPherson, Patricia R.; Beckner, Weldon.; Educational Administration.; Baylor University. Dept. of Educational Administration.This study was conducted to develop a descriptive profile of school administrators responsible for human resources management in Pennsylvania’s public school districts relative to their perception of violent student behavior’s influence on teacher attrition in their district. Guiding the study were five research questions: (a) What do school district administrators responsible for human resources management perceive to be the reasons for teacher attrition in Pennsylvania’s public schools? (b) What perceptions do school district administrators responsible for human resources management have on the influence of violent student behavior on teacher attrition in Pennsylvania’s public schools? (c) How have human resources management policies and procedures changed as a result of violent student behavior in Pennsylvania’s public schools? (d) What is the role of human resources management in creating and maintaining a safe working environment for teachers in Pennsylvania’s public schools? (e) What current and/or future plans exist in Pennsylvania’s public school districts for proactive interventions against violent student behavior and its affect on teacher attrition? Study participants were school administrators responsible for human resources management from 186 selected public school districts in Pennsylvania. Analysis of archival data obtained from the Pennsylvania Department of Education’s Office of Safe Schools provided a framework for selection criteria. From 2000 through 2004 school years selected participants maintained an average of 2% or above violent student behavior incidents, 2% or above violent student offenders, and 1 or more staff assaulted by student offenders. Administrators responsible for human resources management in 186 selected Pennsylvania public school districts were invited to participate in the study through a web-based survey sent via email with the option to volunteer in a follow-up interview. Of the 84 administrators who responded to the web-based survey, 26 volunteered to participate in the follow-up interview. Data analysis exhibited frequencies and percentages indicating major themes relative to the topic. Findings revealed that Pennsylvania’s public school district administrators responsible for human resources management perceive violent student behavior has little influence on teacher attrition. Study participants believe intervention programs, staff training, safety awareness, and ongoing communication have reduced violent student behavior and teacher attrition in their district.