AN ANALYSIS OF SCHOOL BOARD POLICY DECISIONS IN SELECTED ARIZONA PUBLIC SCHOOL DISTRICTS AS THEY RELATE TO COMMUNITY PRESSURE
AuthorDumond, Jack Wesley, 1922-
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Degree ProgramGraduate College
Degree GrantorUniversity of Arizona
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Indian Boarding School Tattoos among Female American Indian Students (1960s -1970s): Phoenix Indian School, Santa Rosa Boarding School, Fort Wingate Boarding SchoolDawley, Martina Michelle (The University of Arizona., 2009)Tattooing in the federal Indian boarding school system appears to have been common among the student body, but the practice is not well documented. A search of the literature on Native education, focusing on boarding schools, yielded only fragments of references to tattooing because there has been no substantive or detailed research on Indian boarding school tattoos. One brief narrative from Celia Haig-Brown (1988), however, illustrates the commonality and the dangers of tattooing. This study examines tattoos among female students who attended Indian boarding schools in the Southwest during the 1960s-1970s. The personal accounts of my mother's experience in tattooing at the Phoenix Indian School provide a baseline for this study. My study explores an undocumented area of boarding school history and student experiences. Many students from various tribes tattooed. The tattoos most often included small initials and markings, and my analysis concludes that the meanings were mostly related to resistance.
The impact of school culture on school safety: An analysis of elementary schools in a Southwestern metropolitan school districtBass, Ruth N. (The University of Arizona., 2004)Purpose of the study. The purpose of this study was to identify the relationship that exists between school culture and school safety. The principle school culture subscales measure (1) Collaborative Leadership, (2) Teacher Collaboration, (3) Professional Development, (4) Collegial Support, (5) Unity of Purpose, and (6) Learning Partnerships. The safety subscales utilized were (1) Valuing Influence of Teachers and Staff, (2) Feelings of Fear and Lack of Safety, (3) Stressors and Daily Discomforts, and (4) Positive Attitude Toward School Environment and Community. This relationship was surveyed using the School Culture Survey (Gruenert & Valentine, 1997) and the Inviting School Safety Survey (Lehr & Purkey, 1997) among seven metropolitan elementary schools in one Southwestern section of the United States. Procedures. The study included seven elementary schools. Teachers in each school were surveyed on numerous aspects of culture and safety. Teacher data were collected through surveys. Two hypotheses were tested using Pearson-Product Moment Correlation to determine if any of the six subscales of culture from the School Culture Survey correlate with the four safety subscales of the Inviting School Safety Survey. Ordinary Least Squared Regression was used to identify school culture factors that predict school safety factors. The six subscales of culture from the School Culture Survey were used as predictor variable for each of the four Inviting School Safety Scales. Findings. A high level of correlation was found between teachers' perceptions of school culture subscales with School Safety subscales when controlling for the variables of SES, percent of special education students, mobility rate, and number of students. A statistically significant predictive relationship was found for the School Culture subscales with each of the School Safety subscales. Low correlation and low predictive relationships was found for the six School Culture subscales with the School Safety subscale of Feelings of Fear and Lack of Safety. If schools are to be safe for all students, school leaders must change the culture of their schools.
Perceptions of successful elementary school principals of effective school leadership practices: A portrait of school leadershipAbrams, Eric Regier, 1955- (The University of Arizona., 1998)This study investigated the perceptions of 11 successful elementary school principals from seven school districts in southern Arizona. The principals were identified by their district superintendent or assistant superintendent as exemplifying the eight characteristics of successful principals described by Joekel, Wendel and Hoke (1994). Qualitative methodology was used to inductively analyze and describe response data collected through in-depth interviews. These interviews consisted of open-ended questions regarding: effective leadership, school culture, vision, school improvement, empowerment, staff motivation, shared decision making, teacher instructional leadership, conflict, the changing nature of the principalship, and educational administration pre-service education. These perceptions were then compared to descriptions of effective practice as described in current literature on transformational leadership, leadership standards accepted by the National Policy Board for Educational Administration, and current literature on educational administration pre-service reform efforts. The following are some findings that emerged from this study. These successful principals placed the needs of students in the center of all their decision making. This appeared to be the prime transformational behavior that awakened intrinsic motivation among staff members. Moreover, they demonstrated transformational leadership behaviors that included meeting intrinsic needs of followers, visionary leadership, building collaborative school cultures, and putting teachers in roles of instructional leadership. However, despite the presence of these behaviors, it appeared that they had a poor objective understanding of the transformational epistemology. Specific recommendations were made to better prepare school leaders to be the transformational leaders that researchers believe are necessary to successfully lead schools as we approach the turn of the century. The principals in this study believed their pre-service educational administration program was inadequate in preparing them for their role as principals. They believed pre-service programs need to define a body of knowledge and create a cohesive curriculum to teach the skills that administrators need to know to be effective leaders in their schools. Specific recommendations were made to improve educational administration graduate programs.