Teaching, Learning, Policy & Leadership Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2759
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Item AN ARTS HIGH SCHOOL EXPERIENCE AND ITS RELATIONSHIP TO COLLEGE READINESS(2014) Hovermale, Robert Blake; Strein, William; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to determine if a positive relationship exists between college readiness and a high school for the arts experience. This research focused on one arts high school in order to determine graduate perspectives on the overall importance of such an education and whether or not this style of learning was valuable preparation for college. This study used a mixed-method approach through the use of a quantitative survey with multiple rating items and qualitative open-ended questions and interviews. Influenced by the work of Daniel Pink, Elliot Eisner, Howard Gardner, and Eric Jensen concerning knowledge and skill transfer, and benefits of the arts, this study seeks to provide an understanding of graduates' ongoing perspectives on the value of an arts-rich education (Pink, 2005; Gardner, 2006; Jensen 2001). Of specific importance is how these experiences have influenced the formation of their well-being, education, and preparation for college. Is the arts high school experience a beneficial and realistic pathway to college preparedness? Ultimately, the study offers valuable suggestions moving forward as the individual school grows and data to guide in the development of other unique schools.Item The Relationship Between Research-Based Leadership Practices and Emotional Intelligence of High School Principals(2014) Hanlin, Donna Carey; Kivlighan, Dennis; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Abstract Dissertation title: THE RELATIONSHIP BETWEEN RESEARCH-BASED LEADERSHIP PRACTICES AND EMOTIONAL INTELLIGENCE OF HIGH SCHOOL PRINCIPALS Donna C. Hanlin Doctor of Education, 2014 Dissertation directed by: Dr. Dennis Kivlighan Chair, Department of Counseling and Personnel Services The complexity of the role of school principal in today's era of high accountability is often overwhelming. For decades, policy makers and business leaders have voiced concerns about the ability of the public school system in the United States to keep pace with other nations. Many continue to believe that our graduates cannot compete in today's global economy. Those who express such concerns have encouraged the adoption of accountability systems that put pressure on teachers and administrators to produce highly successful students. As pressure increases, fewer principals are entering this stress-filled career; and those who do, are unprepared for the demands that lie ahead. Educators are continuously grasping for the answer to how to best prepare and how to select the best principals in today's world of accountability. Looking to the business arena for guidance, research shows that emotional intelligence is a critical quality in organizational leadership. In education, while research has linked certain leadership practices and qualities of principals to increases in student achievement, there is very little mention of the emotional intelligence of principals. This study was designed to determine if a relationship exists between emotional intelligence and effective school leadership practices; and which proven leadership practices have the strongest correlation to the competencies of emotional intelligence. Data were collected with a validated two part questionnaire using a Likert scale to determine to what extent participants practice specific leadership behaviors (part I) and also possess emotional intelligence competencies (part II). The survey was designed based upon Marzano's 21 areas of leadership responsibility (Waters, Marzano, & and McNulty, 2003) and Goleman's four domains of emotional intelligence (2002). The research was approached through quantitative, correlational analysis. A strong positive correlation (r= 0.74) was found between high school principals' research-based leadership practices and their emotional intelligence, and 55% of the variance in principals' leadership practices could be explained by their emotional intelligence. Therefore, a focus on emotional intelligence should be encouraged as part of education reform; from university curriculum and coursework, to principal hiring practices, to professional development for aspiring and practicing principals. School principals equipped with emotional intelligence competencies will be much more effective in successfully leading meaningful school reform. Educators have been reluctant to embrace this notion in the midst of a standardized test-ridden and data-driven world; however, after decades of unsuccessful reform initiatives in the United States, it is indeed time for a paradigm shift.Item MULTICULTURAL PEDAGOGIES: THREE TEACHERS' UNDERSTANDING AND IMPLEMENTATION OF MULTICULTURAL EDUCATION(2012) Prell, Vanessa Sylvie Calvo; Croninger, Robert; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)While multicultural curriculum is widely used, little is known about how teachers conceive of this curriculum. The purpose of this thesis is to explore teachers' understanding and implementation of multicultural curriculum, including the factors that affect, their beliefs about and practices of multicultural education. My study identifies two pedagogies of multicultural education: student centered and curriculum centered. These pedagogies are shaped by the teachers' view of student engagement, teacher authority, curriculum flexibility, and critical thinking. Teachers' motivations to include multicultural curriculum derived from personal experiences with race and culture. However, teachers struggled with organizational barriers such as limited time, incomplete multicultural knowledge, unachievable curriculum standards, and incompatible mandated texts. This research opens avenues for increased reflection upon and use of multicultural curriculum.