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Principal leadership behaviors which influence technology in middle schools.

机译：影响中学技术的主要领导行为。

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摘要

Purpose. The purpose of this study was to identify which of Marzano et al.'s 21 principal leadership behaviors were perceived to be useful for integrating technology into the curriculum by middle school principals of Enhancing Education Through Technology (EETT) grant programs.;Methodology. The researcher employed a descriptive and ex post facto study, which consisted of 50 principals of middle schools located in Los Angeles and Orange Counties. Purposive sampling was used to identify principals within the population that met specific criteria. The data collected were used to compare the differences between Marzano et al.'s 21 principal leadership behaviors at California middle schools participating in the EETT grant program and California middle schools flot participating in the EETT grant program.;Findings. The results of this study indicated that there were no significant differences found for each of the 21 leadership behaviors between EETT middle school principals and non-EETT middle school principals. Both EETT middle school principals and non-EETT middle school principals ranked (a) monitors/evaluates, (b) communication, and (c) visibility in the top five useful behaviors for integrating technology into middle schools. In addition, both EETT and non-EETT middle school principals ranked order as the 10th most useful leadership behaviors when integrating technology in middle school. Finally, both EETT and non-EETT middle school principals ranked (a) knowledge of curriculum, instruction, assessment and (b) curriculum, instruction, assessment as the least likely to be useful for integrating technology in middle school.;Conclusions. Although there was no significant difference between EETT and non-EETT middle school principals and attending to each and every one of the 21 leadership behaviors may be overwhelming, it may be advantageous for principals to introduce selected leadership behaviors slowly. This task can be accomplished by using a variety of approaches. It is also concluded that lacking leadership behaviors, principals would be unsuccessful when integrating technology into the school curriculum.;Implications for action. Recommendations were made to assist practitioners in the integration of technology in middle schools. Specific leadership behaviors were suggested useful for integrating technology into middle schools. Furthermore, the researcher proposed that principals should designate time to focuses on specific strategies to improve the two leadership behaviors that EETT and non-EETT principals scored with the lowest mean: (a) knowledge of curriculum, instruction, assessment, and (b) curriculum, instruction, assessment.
机译：目的。这项研究的目的是确定Marzano等人的21种主要领导行为中哪些被认为对通过技术加强教育（EETT）资助计划的中学校长将技术整合到课程中有用。该研究人员进行了描述性和事后研究，该研究由位于洛杉矶和奥兰治县的50名中学负责人组成。目的抽样被用来识别人群中符合特定标准的主体。收集的数据用于比较Marzano等人在参加EETT资助计划的加利福尼亚中学和参加EETT资助计划的加利福尼亚中学flot中21种主要领导行为之间的差异。这项研究的结果表明，EETT初中校长和非EETT初中校长在21种领导行为中均没有发现显着差异。 EETT中学校长和非EETT中学校长都（a）监控/评估，（b）交流和（c）在将技术集成到中学的前五种有用行为中排名可见。此外，在将技术整合到中学时，EETT和非EETT中学校长都将秩序列为最有用的10种领导行为。最后，EETT和非EETT中学校长都将（a）对课程，教学，评估的知识和（b）对课程，教学，评估的评估列为对中学技术整合有用的最少方法。尽管EETT初中和非EETT初中校长之间没有显着差异，并且参加21种领导行为中的每一种行为都可能令人不知所措，但对于校长来说，缓慢地引入某些领导行为可能是有利的。可以使用多种方法来完成此任务。还得出结论，缺乏领导行为，将技术整合到学校课程中时校长是不会成功的。行动的含义。提出了一些建议，以帮助从业人员在中学中整合技术。建议采用特定的领导行为，以将技术整合到中学中。此外，研究人员建议校长应指定时间专注于特定策略，以改善EETT和非EETT校长得分最低的两种领导行为：（a）对课程，教学，评估的了解，以及（b）对课程的了解，说明，评估。

著录项

  • 作者

    Nolasco, Phillip J.;

  • 作者单位

    University of La Verne.;

  • 授予单位 University of La Verne.;
  • 学科 Education Middle School.;Education Administration.;Education Technology of.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 144 p.
  • 总页数 144
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 动物医学（兽医学）;
  • 关键词

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