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ERIC Number: ED548638
Record Type: Non-Journal
Publication Date: 2012
Pages: 86
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-2700-0
ISSN: N/A
Indiana AdvancED/NCA District Accreditation Study
Boles, Sterling M.
ProQuest LLC, Ph.D. Dissertation, Indiana State University
The purpose of this study was to examine the perceived strengths and limitations of the AdvancED/NCA district model of accreditation. Indiana public school superintendent, principal, and teacher results were examined in order to determine effective systems model improvement efforts. The survey results of district-accredited staff members from three dissimilar classifications were statistically analyzed in order to draw conclusions about their differing attitudes and beliefs of the AdvancED/NCA district school improvement model. Four null hypotheses were tested utilizing Microsoft Excel and ANOVA through SPSS. The study examined perceptual differences among superintendents, principals, and teachers regarding AdvancED/NCA district accreditation school reform variables (vision/leadership, collaboration, engagement, and implementation integrity). The survey was sent to 207 educators employed in AdvancED/NCA district-accredited schools. The names and addresses were secured through the Indiana Department of Education's database. A total of 78 completed surveys were returned via mail to the investigator. Therefore, 38% of the educators invited to participate in the survey returned completed surveys. Three of the four null hypothesis statements were accepted. There was no significant difference in perceptions among Indiana AdvancED/NCA district-accredited public school superintendents, principals, and classroom teachers with respect to vision/leadership, collaboration, and implementation integrity. One null hypothesis statement was rejected. The data revealed there was a significant difference in the perceptions among Indiana AdvancED/NCA district-accredited public school superintendents, principals, and classroom teachers with respect to engagement (F[subscript 2, 74] = 3.38, p < 0.05, ?[superscript 2] = 0.08). The post hoc test did not reveal a significant difference in scores. However, it should be noted that the results of teachers and superintendents (p = 0.057) revealed a "marginally" significant difference in engagement scores with a small effect size of 8%. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana