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An examination of principals' curriculum and instructional design practices in relationship to cultural responsiveness and high performance schools : = A quantitative correlational study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An examination of principals' curriculum and instructional design practices in relationship to cultural responsiveness and high performance schools :/
Reminder of title:	A quantitative correlational study.
Author:	Reece, Marsha R.
Description:	1 online resource (229 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
Contained By:	Dissertation Abstracts International78-07A(E).
Subject:	Instructional design. -
Online resource:	click for full text (PQDT)
ISBN:	9781369485493

An examination of principals' curriculum and instructional design practices in relationship to cultural responsiveness and high performance schools : = A quantitative correlational study.
Reece, Marsha R.

An examination of principals' curriculum and instructional design practices in relationship to cultural responsiveness and high performance schools :A quantitative correlational study. - 1 online resource (229 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)--Keiser University, 2017.

Includes bibliographical references

The quantitative correlational study examined principals' curriculum and instructional design practices in relationship to cultural responsiveness and high performance schools. Four instruments were used to conduct the study: Principals' Orientation on Culturally Appropriate Pedagogy, which suggests that unless principal's are able to see the need for the curriculum to become more culturally diverse, they are unlikely to implement curriculum & instructional design practices that promote culturally responsive, high performing schools; Principals' Expectations and Attitudes Scales, which measures the extent to which principals; attitudes about the educational issues of culturally diverse students reflects a positive view of minority students' ability to succeed, and may shed light on how principals' expectations and attitudes impact their curriculum and instructional design practices; The Principals' Curriculum and Instructional Design Practices Scale, which identifies curriculum and instructional design practices that focus on curriculum development and modification, collaboration, curriculum monitoring, and behaviors that impact the design of the curriculum; and the Principals' Leadership Behavior Scale, which determines principals' leadership style.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369485493Subjects--Topical Terms:

1148462
Instructional design.
Index Terms--Genre/Form:

554714
Electronic books.

An examination of principals' curriculum and instructional design practices in relationship to cultural responsiveness and high performance schools : = A quantitative correlational study.
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500 $a Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
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502 $a Thesis (Ph.D.)--Keiser University, 2017.
504 $a Includes bibliographical references
520 $a The quantitative correlational study examined principals' curriculum and instructional design practices in relationship to cultural responsiveness and high performance schools. Four instruments were used to conduct the study: Principals' Orientation on Culturally Appropriate Pedagogy, which suggests that unless principal's are able to see the need for the curriculum to become more culturally diverse, they are unlikely to implement curriculum & instructional design practices that promote culturally responsive, high performing schools; Principals' Expectations and Attitudes Scales, which measures the extent to which principals; attitudes about the educational issues of culturally diverse students reflects a positive view of minority students' ability to succeed, and may shed light on how principals' expectations and attitudes impact their curriculum and instructional design practices; The Principals' Curriculum and Instructional Design Practices Scale, which identifies curriculum and instructional design practices that focus on curriculum development and modification, collaboration, curriculum monitoring, and behaviors that impact the design of the curriculum; and the Principals' Leadership Behavior Scale, which determines principals' leadership style.
520 $a A sample of 69 principals responded to each survey instrument, including 43% African Americans, 41% Caucasians, and 13% Hispanics. Approximately 74% of the sample respondents are women.
520 $a The results indicated that although there are differences in mean scores between high performing and low performing schools, the differences are slight. The study revealed key findings regarding the need for principal professional development programs and teacher training.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
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