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The Relationship of Learner-Centered...

Bell, Camela Bonita Dingle.

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The Relationship of Learner-Centered Beliefs of Principals and Student Achievement.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Relationship of Learner-Centered Beliefs of Principals and Student Achievement./
Author:	Bell, Camela Bonita Dingle.
Description:	101 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
Contained By:	Dissertation Abstracts International74-02A(E).
Subject:	Education, School Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3541510
ISBN:	9781267678607

The Relationship of Learner-Centered Beliefs of Principals and Student Achievement.
Bell, Camela Bonita Dingle.

The Relationship of Learner-Centered Beliefs of Principals and Student Achievement. - 101 p.

Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.

Thesis (Ed.D.)--Gardner-Webb University, 2012.

Educators are focused with efforts to improve student achievement through reform and policies; a majority of the efforts are focused on accountability reform. The learner-centered model focuses on school reform that is organized around the personal domain for systemic reform. How principals work with students is greatly influenced by policy and what they believe about student learning and behavior. This dissertation attempted to establish principal beliefs and their effectiveness on student achievement on the End-of-Grade and End-of-Course test in the state North Carolina.

ISBN: 9781267678607Subjects--Topical Terms:

1669346
Education, School Administration.

The Relationship of Learner-Centered Beliefs of Principals and Student Achievement.
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020 $a 9781267678607
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100 1 $a Bell, Camela Bonita Dingle. $3 2098036
245 1 4 $a The Relationship of Learner-Centered Beliefs of Principals and Student Achievement.
300 $a 101 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-02(E), Section: A.
500 $a Adviser: Greg Firn.
502 $a Thesis (Ed.D.)--Gardner-Webb University, 2012.
520 $a Educators are focused with efforts to improve student achievement through reform and policies; a majority of the efforts are focused on accountability reform. The learner-centered model focuses on school reform that is organized around the personal domain for systemic reform. How principals work with students is greatly influenced by policy and what they believe about student learning and behavior. This dissertation attempted to establish principal beliefs and their effectiveness on student achievement on the End-of-Grade and End-of-Course test in the state North Carolina.
520 $a Survey data was collected and analyzed to determine if, and to what extent, significant differences between learner-centered and non-learner-centered principals were found. In addition, the relationship of learner-centered beliefs and non-learner-centered beliefs with student achievement as measured by the end-of-grade and end-of-course tests of the 2010-2011 was tested and failed to achieve significant differences. Therefore, this study provides added research about the difference, as well as causal relationship, of principal beliefs and student achievement.
590 $a School code: 0837.
650 4 $a Education, School Administration. $3 1669346
650 4 $a Education, Leadership. $3 1035576
650 4 $a Education, Philosophy of. $3 783746
690 $a 0461
690 $a 0449
690 $a 0998
710 2 $a Gardner-Webb University. $b School of Education. $3 1673431
773 0 $t Dissertation Abstracts International $g 74-02A(E).
790 $a 0837
791 $a Ed.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3541510