Doctor of Education in Educational Leadership
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This collection includes dissertations from Doctor of Education in Educational Leadership students.
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Browsing Doctor of Education in Educational Leadership by Subject "Elementary education"
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Item Phenomenological Study: Recruitment and Retention of Highly Qualified Teachers in North Florida Title I Elementary Schools(Florida Southern College, 2022-08) Johnson, Cynthia L.On average, about 50% of teachers leave within the first five years of entering the classroom with the attrition rate for teachers in Title I schools being almost 50% greater than non-Title I schools. Principals know and understand the pressures that cause teachers to leave the profession; however, little research has been done on how to recruit and retain highly qualified teachers. This qualitative phenomenological study was designed to investigate practices of high-performing elementary Title I school principals in their quest to recruit and retain highly qualified teachers. This study explored the purposeful practices of principals to recruit and retain highly qualified teachers, as well as the perceptions of their teachers in these practices. Interviews with five principals and eleven teachers from high-performing Title I schools across north Florida served as the basis for this study. Horizontalization of the data was conducted through multiple readings and pulling significant quotes and ideas that provided an understanding of the individual’s lived experiences. This study revealed that word of mouth, networking, and requesting interns are three practices principals use to recruit highly qualified teachers. An assessment of retention practices showed that principals strive to create a positive environment and support teachers in their practice. This study also looked at teachers’ perspectives in the practices of principals to recruit and retain highly qualified teachers. Results of the data show that a positive environment was most important, followed by support of teachers in their accepting a position and their decision to stay in a position.Item Tackling Mathematics Differentiation: Embracing Change and Building Capacity Through School Leadership Support and Practitioner Pedagogy in K-8 Mathematic Practices(Florida Southern College, 2020-06) Pion, DebraRecently released data from international math and science assessments indicate that U.S. students continue to underperform when compared to other countries. Mathematics achievement has not only shown a downward trend but has also been stagnant in the United States for several years (National Center for Education Statistics, 2018). The shift in the delivery of instructional content is crucial for mathematics achievement to increase. This is where differentiated curricula would prove beneficial in reaching eclectic learners in a mixed ability classroom (Tomlinson, 2001). The purpose of this study was twofold. First, to explore the support relationship between school principals and educators leading to a differentiated instruction initiative, and secondly to identify perceived barriers leading to a comprehensive mathematics DI initiative.A single instrumental qualitative case study design was utilized to collect data to construct a meaningful explanation to the framework of a mathematics differentiated instruction (DI) initiative. This study was intended to gather data from both teachers and school leader’s reflecting their insights of an effectively designed DI program in the K-8 mathematics classroom. Research questions centered on how school leaders offer support to a DI program and what teachers’ perceptions are of the support given. Additionally, perceived barriers of mathematics differentiation through the lens’ of teachers and school leaders were explored. Data saturation was achieved after interviews with school leaders and teachers as well as the collection of artifacts. Data gathered was merged for thematic content analysis that identified themes. Analysis revealed that school leaders and teachers agreed that time and teacher buy-in were barriers to a DI initiative. However, much of the data collected were in direct contrast to each other and represented dissenting viewpoints of the implementation of a mathematics differenced instruction initiative.