Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Impacts of School Leaders and Educators
prolonged impacts of school leaders and educators in Title 1, schools in Harlem, NY. The study will examine leadership and educators. The proposed study focuses on the distinctive difference of leadership and how it contributes to student improvement, which contributes to teacher performance. Apply this study to the present study, it aids in understanding the different leadership styles that will be implemented to find the overall solution. Teacher Leadership – Behaviors have willingly undertaken by teachers which serve to improve the quality of education for students, to enhance the practice of fellow teachers, to alleviate the leadership responsibilities of the principal, and to create a more enriching educational environment throughout the school (Angelle, & DeHart, 2011). Examining the relationship between educators and leadership will be conducive to address and manage teacher stress. Comment by Roxanne Williams: You have some misalignment, here, with the purpose of your study. You stated earlier: The purpose of this proposed qualitative narrative inquiry study is to understand the stories of public 6th-8th grade teachers who have experienced stress related to their jobs in Harlem, New York. Comment by Roxanne Williams: ? What other study? Comment by Roxanne Williams: your purpose statement does not mention leadership style investigation Comment by Roxanne Williams: unclear
References Comment by Roxanne Williams: Please see my week 8 first submission feedback on your reference entries
Angelle, P. S., & DeHart, C. A. (2011). Teacher Perceptions of Teacher Leadership: Examining Differences by Experience, Degree, and Position. NASSP Bulletin, 95(2), 141–160. https://doi.org/10.1177/0192636511415397
Creswell, J. W., & Creswell, J. D. (2017). Research design (5th ed.). SAGE Publications.
Clandinin, D. & Rosiek, J. (2007). Mapping a landscape of narrative inquiry: borderland spaces and tensions. In Handbook of narrative inquiry: Mapping a methodology (pp. 35-76). SAGE Publications, Inc.
Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In Green, J. L., Camilli, G., & Elmore, P. B. (Eds.). (2006). Handbook of complementary methods in education research. Routledge
Gold, Y., & Roth, R. A. (1993). Teachers managing stress and preventing burnout : The professional health solution. ProQuest Ebook Central https://ebookcentral.proquest.com
Jackson, L. & Rothmann, S. 2005. Work-related wellbeing of educators in a district of the
North-West Province. Perspectives in Education, 23(3): 107–122.
Larrivee, B. (2012). Cultivating teacher renewal : Guarding against stress and burnout. ProQuest Ebook Central https://ebookcentral.proquest.com
Oberle, E. & Schonert-Reichl, K.A. 2016. Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science and Medicine, 159: 30–37. https://doi.org/10.1016/j.socscimed.2016.04.031 .
Suh, R. (2018). Teacher Burnout. Teacher Burnout — Research Starters Education, 1–5.
Van der Vyver, C. P., Kok, T., & Conley, L. N. (2020). The Relationship between Teachers Professional Wellbeing and Principals’ Leadership Behaviour to Improve Teacher Retention.
Perspectives in Education, 38(2), 86–102. https://doi.org/10.18820/2519593X/pie.v38.i2.06
Yin, R. K. (2014). Case study research (5th ed.). Thousand Oaks, CA: Sage.
RUBRIC |
||||||
Excellent Quality 95-100%
|
Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
|||
Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
|||
Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
|||
You Can Also Place the Order at www.collegepaper.us/orders/ordernow or www.crucialessay.com/orders/ordernow
Impacts of School Leaders and Educators |
Impacts of School Leaders and Educators