JREL Vol. 3, Number 2, Spring 2006
Table of Contents
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From the Editors - Welcome to the Journal of Research for Educational Leaders
Paginated PDF Version
Gerald L. Portman, The University of Iowa
pp. 1-3 |
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| Effective Teaching and Learning Environments and Principal Self-Efficacy |
| Paginated PDF Version |
Wade Smith, Director, Louisiana State University Laboratory School; Anthony Guarino, Auburn University; Paris Strom,Auburn University; Olin Adams, Auburn University
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| pp. 4-23 |
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| Annotation: Principal self-efficacy influences the effectiveness of teaching and learning in the school environment. A heterogeneous sample of 284 principals was surveyed about their self efficacy in fostering effective instructional environments. Four separate stepwise regression analyses were conducted to identify the most important variables in predicting the four criteria variables: (1) self-efficacy in instructional leadership, (2) self-efficacy in management, (3) reported time devoted to instructional leadership, and (4) reported time devoted to management. |
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| Abstract: This article discusses the results of an exploratory study of principal self-efficacy beliefs for facilitating effective instructional environments at their schools. Participants included 284 principals from 12 states. Participants completed the Principal Self-Efficacy Survey. Three questions were addressed: (a) the relationship between principal self-efficacy beliefs and various demographic factors; (b) differences between perceived beliefs and actual practices of principals; and (c) outcome expectancy for principals to facilitate effective teaching and learning at their respective schools. Findings indicate that, in general, principal self-efficacy beliefs tended to increase with the complexity of the job; principals spend a significantly greater amount of time in management as compared to facilitating instructional effectiveness; and an overwhelming majority of the principals felt their efforts to facilitate an effective teaching and learning environment were productive. Implications include the placement of principals at compatible schools and exploration of self-efficacy in professional development. |
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| Traditional or Online Methods of Professional Development: A Comparative Study of K-12 Teacher Preferences |
| Paginated PDF Version |
Marlene Cole, Ph.D., Poplarville School District Career Development Center, Poplarville, Mississippi; Ronald A. Styron, Jr., Ph.D., University of Southern Mississippi
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| pp. 24-38 |
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| Abstract: Teachers from two counties in a southeastern state who have participated in an online professional development module answered survey questions regarding their attitudes toward the two methods of delivery of staff development as well as questions pertaining to teacher attitudes toward technology prior to the training and their attitudes after the training. The participants were divided into two groups—K-6 and 7-12. While the results indicated that no statistically significant difference was found on their preference between online and traditional delivery of professional development, the results did indicate that teachers were willing to participate in another online professional development opportunity and that the majority preferred the online method of delivery. |
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Trapped by Central Administration’s Focus on NCLB: Teachers Struggling with Professional Development in an Urban Middle School |
| Paginated PDF Version |
| Raymond L. Calabrese, Ph.D., Wichita State University; David Sheppard, Wichita State University; Crystal Hummel, Wichita State University; Charlene Laramore, Wichita State University; Erica Nance, Wichita State University |
| pp. 39-59 |
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Annotation: A doctoral field study research team comprised of a faculty member and doctoral students collaborated with teachers and administrators in a low performing (non-Adequate Yearly Progress) urban middle school to identify and understand teacher and administrator perceptions related to professional development at the middle school. The research results revealed causes for the struggle with professional development at the middle school and provided hope for the future.
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Abstract:The purpose of this study was to examine the perceptions of teachers and administrators regarding professional development at a non-Adequate Yearly Progress urban middle school with a predominately Hispanic student population.
A qualitative embedded case study research design was used with 31 teachers and two building administrators. Semi-structured interviews, focus groups, and the left-hand right-hand column case method, and document review were used to collect data.
The findings indicate that teachers found professional development as effective and relevant; were overwhelmed by information overload; lacked available time for practice; lacked voice in professional development decisions; and, believed that district’s professional development did not meet the needs of the predominately Hispanic student culture.
The research team concluded that deeply embedded systemic communication issues separate teachers and district administrators. Excellent professional development training in the district may produce the intended results if teachers were more deeply involved in the decisions related to professional development training at the building level. |
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Comprehensive Sexuality Education or Abstinence-Only Education, Which Is More Effective?
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| Paginated PDF Version |
| Vicki Pittman, M.S., R.N., M.A., Chicago Public Schools; Athanase Gahungu, Ph.D., Chicago State University |
| pp. 60-91 |
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| Abstract: The purpose of this study was to examine the difference in effectiveness between comprehensive sexuality abstinence-based education and abstinence-only education. A survey was developed and distributed to over 140 individuals via a variety of sources such as a) the researcher’s e-mail lists, b) a group of City Core/City Year volunteers, c) a nightclub frequented by young adults, d) patients enrolled at Test Positive Awareness Network (TPAN), an agency that provides HIV/AIDS counseling, testing and referral services to a north shore community in Chicago Illinois, and e) co-workers’ adult children. One hundred-four participants met at least three to four of the criteria which included: a) age range between 18 and 30 years, b) be at least a high school graduate, c) have participated in either an abstinence-only or comprehensive sexuality education program, and d) have an active e-mail address. Comprehensive sexuality education appeared to be more effective than abstinence-only sexuality education. It was recommended that this study be conducted on a larger scale using a larger sample. In addition, it may be worthwhile to examine program effectiveness through those who have participated in both abstinence-only sexuality education and comprehensive sexuality education for a better comparison. |
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| Westward Expansion as a Metaphor for Educational Change |
| Paginated PDF Version |
Joyce Shanks, University of Wisconsin-La Crosse; Judy Beck, University of South Carolina Upstate; Teri Staloch, University of Wisconsin-La Crosse
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| pp. 92-101 |
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Abstract: “Westward Expansion As a Metaphor for Educational Change” reviews current leadership research under the guise of an exploration of the American west from 200 years ago. This paper describes the events of a wagon train’s trip west and the problems that occur during the trip and exploration into an unknown land. It uses the events from this trip as a metaphor to explain issues related to education reform. It uses change theory and current research on leadership to explain the events happening on the wagon train’s trip, including why educational change is slow, the role of leadership to support change, and suggestions for supporting an educational change process.
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| Annotation: “Westward Expansion As a Metaphor for Educational Change” is a concept piece presenting a wagon train trip through the old American west as a metaphor for educational change. It uses change theory and research on leadership to analyze educational change. |
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Volume 3 Number 2 Spring 2006 - Journal of Research for Educational Leaders - The University of Iowa College of Education
