The effects of NCLB on Whitehall Elementary School

The purpose of this study is to research factual data regarding NCLB that relates to Whitehall Elementary School. The data were collected through many different resources such as internet web sites, books, newspaper articles, NCLB school district applications, and magazine articles. The purpose of the research was to avoid political opinion and concentrate on factual data. After a preliminary survey indicating various opinions of NCLB and a Corel WordPerfect presentation on NCLB fact finding, a final survey was presented to evaluate differences in opinion of a small school staff subgroup. The final survey was exactly the same as the first survey in order to control the findings. The data were analyzed and found a more positive reaction to NCLB than expected. The results of the study were insignificant because the subgroup that was surveyed represented only 20% of the staff. The data results were also skewed because the thirty minutes allotted to the presenter were not enough to complete the presentation

School culture: a sequential mixed methods exploratory meta-analysis

This multi-national study used systematic review as a data collection technique to determine the current field of empirical studies that posit a definition of school culture and its characteristics. The data gathered from a qualitative synthesis and analysis of the acquired studies informed school culture taxonomy. The taxonomy presented domains, classes, categories, characteristics, and elements, which became the variables for meta-analysis. This adapted methodological process resulted in a valid and generalizable definition of school culture. The adapted sequential mixed methods exploratory approach used in this study resulted in the generation of grounded theory. The grounded theory is a definition of school culture that depicts its descriptions, domains, classes, categories, characteristics, and elements. School culture is the distinct individual social preferences, perceptions, experiences, and expectations of each school community member (i.e. administrators, teachers, parents, support staff, and students) that forms the collective internal school environment. This resolution is essential to educational leadership, policymakers, and the research community