Administrator and teacher perceptions of the impact of a whole school reform model on student success, 2003

Collection:
Atlanta University and Clark Atlanta University Theses and Dissertations
Title:
Administrator and teacher perceptions of the impact of a whole school reform model on student success, 2003
Creator:
Patterson, Gloria P.
Contributor to Resource:
Norman, Moses C.
Date of Original:
2003-12-01
Subject:
Degrees, Academic
Dissertations, Academic
Location:
United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798
Medium:
dissertations
theses
Type:
Text
Format:
application/pdf
Description:
Degree Type: dissertation
Degree Name: Doctor of Education (EdD)
Date of Degree: 2003
Granting Institution: Clark Atlanta University
Department/ School: Educational Leadership
This study examines administrators and teachers perceptions regarding the impact of Project GRAD on school success in the Atlanta Public School systems Cohort I of GRAD schools. The major focus of the study addresses the perceptions of administrators and teachers in K-8 schools Cohort I, which is comprised of 11 schools. These schools were identified to implement Project GRAD, a comprehensive school reform initiative, (Graduation Really Achieves Dreams) based on historical data reflecting poor academic achievement in each of the schools. The Comprehensive School Reform Teacher Questionnaire (CSRTZ), developed by Dr. S. M. Ross of the University of Memphis, was used to survey 57 administrators and 416 teachers. The survey questionnaire contained 28 items that were divided into six school success factors. Respondents used a 5-point Likert scale to indicate their level of agreement to each item. The Statistical Package for the Social Sciences (SPSS) was used to summarize the data collected in this study. The following statistical procedures were used: Frequency, Anova, Factor Analysis, and Multiple Regression. The findings were that administrators had a more positive perception of Project GRADS impact on school success than did teachers. Teachers were generally more neutral in their perceptions. An analysis of the findings led to the following conclusions that when the dependent variable of effective teaching strategies, professional learning communities, shared decision making, professional development, parental involvement, and shared vision interacted simultaneously with the moderating variable, gender, age, years of experience, and group membership, the administrator has a significant influence on predicting school success. Additionally, the data further indicates that there is some significant relationship between school success, group membership, and age.
Metadata URL:
http://hdl.handle.net/20.500.12322/cau.td:2003_patterson_gloria_p
Language:
eng
Holding Institution:
Clark Atlanta University
Rights:
Rights Statement information

Locations