Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Williams, Frankie

Committee Member

Brocato, Kay

Committee Member

Prince, Debra

Committee Member

Coats, Linda

Committee Member

Boggan, Matthew

Date of Degree

5-1-2011

Document Type

Dissertation - Open Access

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Leadership and Foundations

Abstract

This study examined the perceptions of principals, teachers, and support staff at 3 PREPS-identified value added and three PREPS-identified value subtracted elementary schools in Mississippi to determine if there were effective schools practices in the areas of instructional and organizational systems that were unique to either group. The Survey of Instructional and Organizational Effectiveness from the National Study of School Evaluation was used to measure strengths and limitations of the effectiveness of the instructional practices and organizational conditions of each school. Descriptive statistics and comparative analysis were used to analyze responses to the 24-item survey. Results showed there were statistically significant differences between the value added and value subtracted schools for the categories of curriculum, instructional design, assessment, and leadership for school improvement. There were no significant differences in the categories of educational agenda, community-building, and culture of continuous improvement and learning.

URI

https://hdl.handle.net/11668/15084

Comments

indicators of organization||indicators of instruction||school improvement||school effectiveness||survey research design||descriptive research analysis

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