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Wright, Robert J.; Lesisko, Lee J. – Online Submission, 2010
School construction or renovation projects can have a profound affect on students, faculty and administration. The negative impact on the ongoing educational programs is a stressor for many administrators. The possibility that rural school administrators would experience more stress producing problems than would suburban and urban school leaders…
Descriptors: Urban Schools, Rural Schools, School Construction, Educational Environment
Williams, Charles, Jr. – Online Submission, 2011
The purpose of this study was to determine the impact block scheduling has on (a) student academic achievement, discipline, and attendance, and (b) administrator, teacher, and student perceptions. The study compared 2005-2010 data from a high school utilizing the A/B block schedule and a high school under a traditional schedule, in one suburban…
Descriptors: Suburban Schools, High Schools, Block Scheduling, School Schedules
Erwin, Susan; Winn, Pam; Gentry, Jim; Cauble, Mary – Online Submission, 2010
Because of the importance of developing highly skilled school leaders, statewide assessments of 784 Texas public school administrators were compared to determine how leadership skills varied by type of campus (urban, suburban and rural) and by campus student achievement ratings. Important findings indicate differences exist by campus type and by…
Descriptors: Urban Schools, Suburban Schools, Rural Schools, Comparative Analysis
McCray, Kimeko – Online Submission, 2007
This report describes a program designed to enhance social studies skills and knowledge. The target areas for enhancement are geography, economics, history, and core democratic values. The need for strengthening these skills was documented by literature, and surveys. An analysis of probable cause for lack of social studies skills revealed that…
Descriptors: Constructivism (Learning), Suburban Schools, Research Design, Qualitative Research
McAllister, Deborah A., Ed.; Ezell, Benjamin T., Ed. – Online Submission, 2010
As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…
Descriptors: Action Research, Course Descriptions, Teacher Education, Graduate Students