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Record identifier : 569306
Personal Name - Primary Intelectual Responsibility : Pietz, Veronica Connolly
Title and statement of responsibility : BIE school administrators' perceptions of the effectiveness of the Bureau of Indian Education in supporting school improvement [Thesis]
Publication, Distribution,Etc. : University of South Dakota, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , University of South Dakota
Summary or Abstract : The No Child Left Behind Act (NCLB) mandates that states develop statewide systems of support (SSOS) focused upon improving the educational outcomes of students and on closing the achievement gap. The Bureau of Indian Education (BIE) is the State Education Agency (SEA) for 184 schools and peripheral dormitories funded by the Bureau of Indian Affairs, and is also responsible for meeting technical assistance requirements relating to the development and implementation of school improvement plans.The purpose of this study was to determine the perceptions that school administrators in BIE-funded schools have in terms of the services, leadership, and types of technical support offered by the Bureau of Indian Education in regard to school improvement efforts. The study sought to identify the SEA strategies which school administrators perceive as important to supporting the school's improvement efforts at the local level, and to analyze these perceptions by geographic location of the school, years of administrative experience, and the school's AYP status. Based on the six specific SEA support strategies believed to impact school improvement, the study also investigated what BIE-funded school administrators perceive as the strengths and weaknesses of the current BIE SSOS.Data were collected from 52 BIE funded school administrators across the United States. A researcher-developed survey instrument using two different five-point Likert scales was used to measure respondents' perceptions. Descriptive and inferential analyses were applied to the data resulting from the study, and included: (a) means, (b) standard deviations, and (c) one-way analyses of variance (ANOVA) using SPSS 15.0.Analyses of the data revealed that BIE administrators perceived all six of the SEA support strategies as important to supporting school improvement. There were no statistically significant differences among respondents according to geographic region or years of administrative experience. Statistically significant differences were observed according to the school's AYP status.Administrators indicated relatively low means of satisfaction with current sources of support offered by the BIE SSOS. No significant differences in perceptions of satisfaction according to demographic indicators were found. Administrators identified the use of a blend of service providers in attempts to guide school improvement efforts..
Topical Name Used as Subject : School administration
Information of biblio record : TL
 
 
 
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