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Leadership influence on teacher support teams in high poverty elementary schools
(University of Missouri--Columbia, 2010)
that are differentiated and functional for all students they must receive leadership and support. The importance of expertise and leadership in the educational process is paramount, for there is more power in a leadership model and not necessarily in a model that designs...
A comparison of the leadership styles of administrators in charge of scheduling in Missouri's secondary schools
(University of Missouri--Columbia, 2010)
essential in identifying and studying various leadership behaviors that would lead to successful and innovative educational change. Both qualitative and quantitative data were obtained from this study regarding both leadership and scheduling systems...
Middle level principals' perceptions of the adolescent literacy crisis : a qualitative study
(University of Missouri--Columbia, 2010)
The purpose of this research study was to examine Missouri middle school principals' perceptions of the adolescent literacy crisis and to ascertain how middle level principals are addressing adolescent literacy needs in ...
The perceptions of at-risk high school students regarding their early childhood educational experiences
(University of Missouri--Columbia, 2010)
school setting, a mixture of high school with minimal support from the district alternative school, or a total or almost exclusive placement in the alternative school. This qualitative instrumental case study took place in a southwest Missouri school...
A comparative study of faculty principles of practice in curricular learning communities and non-curricular learning communities environments
(University of Missouri--Columbia, 2010)
, large, four-year, public universities in the Midwest were assessed for their implementation of Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education. Data analysis revealed CLC faculty had higher implementation...
The difference between secondary school principals' servant leadership in lower achieving and higher achieving secondary schools
(University of Missouri--Columbia, 2010)
revealed teacher autonomy and teacher input but principal decisions. The last theme to emerge with the lower achieving schools principals was positive and supportive in relation to student achievement....