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The purpose of this chapter is to look at a school that was considered as a failed school and that resulted in the removal of the school leader from his position of leadership. The chapter looks at first the three variables of effectiveness which are causal variables, intervening variables and end result variables. For causal variables the chapter looks at leadership style for the leader of the school and power bases utilized which was coercive power. Then, the chapter looks at the intervening variables such as demographics, facilities, readiness levels, and academic weaknesses. After looking at intervening variables, the chapter looks at outcome variables such as post graduation achievement, standardized test scores, and graduation rates. Finally, the chapter looks at Lewin’s and Schein’s theory to give recommendations to make the organization more effective. The names of the school principals (Smith Roysnd and Milton Richard) are pseudonyms. Also, the school in the study will be referred to as ‘urban high school’.
Author:
The purpose of this chapter is to look at a school that was considered as a failed school and that resulted in the removal of the school leader from his position of leadership. The chapter looks at first the three variables of effectiveness which are causal variables, intervening variables and end result variables. For causal variables the chapter looks at leadership style for the leader of the school and power bases utilized which was coercive power. Then, the chapter looks at the intervening variables such as demographics, facilities, readiness levels, and academic weaknesses. After looking at intervening variables, the chapter looks at outcome variables such as post graduation achievement, standardized test scores, and graduation rates. Finally, the chapter looks at Lewin’s and Schein’s theory to give recommendations to make the organization more effective. The names of the school principals (Smith Roysnd and Milton Richard) are pseudonyms. Also, the school in the study will be referred to as ‘urban high school’.
Author:
The focus of this chapter is to compare Florida Comprehensive Assessment (FCAT) Science scores for traditional chemistry and Chemistry in the Community (ChemCom) students. Data were obtained from archives of the research and evaluation office at Duval County Public Schools. The sample consisted of 87 students with ChemCom as their high school chemistry background and 87 students with a traditional chemistry program as their background. The population examined in this retrospective study consisted of all 11th grade students for 2004-2005 school years at one of the schools in Duval County, Florida who completed a chemistry program on the fall of 2004-2005 school years before the administration of the FCAT Science test in 2005, a total of 174 students. The school guidance counselor assigned the students to ChemCom or traditional chemistry without any preference for either program. Therefore, the study did not use any specific purposeful design of sampling. However, the sample was examined to make sure that it was not biased in terms of gender, achievement, and socioeconomic status. All the students in the sample took the FCAT Science. No significant difference in achievement was noted between the inquiry-based verses traditional chemistry students.
Author:
The focus of this chapter is to compare Florida Comprehensive Assessment (FCAT) Science scores for traditional chemistry and Chemistry in the Community (ChemCom) students. Data were obtained from archives of the research and evaluation office at Duval County Public Schools. The sample consisted of 87 students with ChemCom as their high school chemistry background and 87 students with a traditional chemistry program as their background. The population examined in this retrospective study consisted of all 11th grade students for 2004-2005 school years at one of the schools in Duval County, Florida who completed a chemistry program on the fall of 2004-2005 school years before the administration of the FCAT Science test in 2005, a total of 174 students. The school guidance counselor assigned the students to ChemCom or traditional chemistry without any preference for either program. Therefore, the study did not use any specific purposeful design of sampling. However, the sample was examined to make sure that it was not biased in terms of gender, achievement, and socioeconomic status. All the students in the sample took the FCAT Science. No significant difference in achievement was noted between the inquiry-based verses traditional chemistry students.
New School Culture and Effectiveness
One of the more common causes of school system failure is the absence of effective leadership. Ideally, school leaders are supposed to be the change agents and facilitators whose primary mission is to improve school culture and bring about the effective transformation that leads to a model Professional Learning Community (PLC). School leaders must focus on developing human capital by working collaboratively with teachers, students, and all who are involved within the system.
Effective school leadership has been examined from a variety of perspectives, with the focus ranging from the principles of servant leadership to moral imperatives and distributed perspectives. The debate on what constitutes effective school leadership continues to be wide-ranging and complex. Today’s research scholarship will be the groundwork for how tomorrow’s schools develop a new breed of leadership. Upcoming leaders will face new, unforeseen challenges, so they must re-evaluate strategies and re-work standard processes, in order to promote sustainable development within their respective school systems. Tomorrow’s leaders will be expected to lead a diverse collective of students and teachers, to foster an enduring and empowering culture among students, teachers and other stakeholders committed to build a successful learning community.
Effective school leadership has been examined from a variety of perspectives, with the focus ranging from the principles of servant leadership to moral imperatives and distributed perspectives. The debate on what constitutes effective school leadership continues to be wide-ranging and complex. Today’s research scholarship will be the groundwork for how tomorrow’s schools develop a new breed of leadership. Upcoming leaders will face new, unforeseen challenges, so they must re-evaluate strategies and re-work standard processes, in order to promote sustainable development within their respective school systems. Tomorrow’s leaders will be expected to lead a diverse collective of students and teachers, to foster an enduring and empowering culture among students, teachers and other stakeholders committed to build a successful learning community.
New School Culture and Effectiveness
One of the more common causes of school system failure is the absence of effective leadership. Ideally, school leaders are supposed to be the change agents and facilitators whose primary mission is to improve school culture and bring about the effective transformation that leads to a model Professional Learning Community (PLC). School leaders must focus on developing human capital by working collaboratively with teachers, students, and all who are involved within the system.
Effective school leadership has been examined from a variety of perspectives, with the focus ranging from the principles of servant leadership to moral imperatives and distributed perspectives. The debate on what constitutes effective school leadership continues to be wide-ranging and complex. Today’s research scholarship will be the groundwork for how tomorrow’s schools develop a new breed of leadership. Upcoming leaders will face new, unforeseen challenges, so they must re-evaluate strategies and re-work standard processes, in order to promote sustainable development within their respective school systems. Tomorrow’s leaders will be expected to lead a diverse collective of students and teachers, to foster an enduring and empowering culture among students, teachers and other stakeholders committed to build a successful learning community.
Effective school leadership has been examined from a variety of perspectives, with the focus ranging from the principles of servant leadership to moral imperatives and distributed perspectives. The debate on what constitutes effective school leadership continues to be wide-ranging and complex. Today’s research scholarship will be the groundwork for how tomorrow’s schools develop a new breed of leadership. Upcoming leaders will face new, unforeseen challenges, so they must re-evaluate strategies and re-work standard processes, in order to promote sustainable development within their respective school systems. Tomorrow’s leaders will be expected to lead a diverse collective of students and teachers, to foster an enduring and empowering culture among students, teachers and other stakeholders committed to build a successful learning community.