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The relationship between the emotional competence andthe [sic] leadership effectiveness of hall directors
(University of Missouri--Columbia, 2006)
-U) and the Leadership Practices Inventory (LPI). Correlation analyses performed on the five individual LPI exemplary leadership practices scores and the overall ECI-U score indicated the ECI-U was a significant predictor of all five leadership practices. Stepwise...
A comparison of the NWEA measures of academic progress and the Missouri Assessment Program
(University of Missouri--Columbia, 2008)
The Missouri Assessment Program's (MO MAP) required yearly assessment was compared with the computer-adaptive Northwest Evaluation Association's Measure of Academic Progress (NWEA MAP) test to determine if the NWEA MAP was a good predictor of the MO...
The implementation impact of continuous quality improvement (CQI) on teacher perceptions of CQI categories
(University of Missouri--Columbia, 2008)
and the pressure was placed squarely on the shoulders of administrators and educators across the nation. This study was an implementation evaluation of the Continuous Quality Improvement (CQI) process, within three schools within a large urban school district...
A case study of leadership behaviors in a high poverty successful school
(University of Missouri--Columbia, 2008)
opportunities among children from different socioeconomic and ethnic backgrounds. With these ever-changing educational reforms, the significance of effective school leadership has become a focal point of many districts. As schools are increasing...
The relationship between leadership style and student achievement in high poverty, low funded schools
(University of Missouri--Columbia, 2007)
regression analysis, and open-coding. The results of the study found that out of all leadership styles, active management-by-exception had a significant negative correlation with overall, communication arts, and math student achievement. It was also a...
A comparison of learning cultures in different size and types of high schools
(University of Missouri--Columbia, 2009)
schools (alternative schools, professional learning communities, small learning communities, and non-learning communities). Research was conducted using a quantitative design with a qualitative element. Quantitative data were gathered using a researcher...