WorldCat Identities

Kensler, Lisa A. W.

Overview
Works: 6 works in 14 publications in 1 language and 135 library holdings
Genres: Academic theses 
Roles: Author, Thesis advisor
Classifications: LB3241.2, 371.2
Publication Timeline
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Most widely held works by Lisa A. W Kensler
Leadership for green schools : sustainability for our children, our communities, and our planet by Lisa A. W Kensler( )

9 editions published between 2016 and 2017 in English and held by 123 WorldCat member libraries worldwide

Teachers in Green Schools Model Thoughtful Interaction with the Physical Learning Environment
The relationship between transformational leadership and instructional coaching by Cassidy Beckom Arrington( )

1 edition published in 2010 in English and held by 3 WorldCat member libraries worldwide

The purpose of this study was to examine the relationship, if any, between transformational leadership of school administrations and instructional coaching provided by individuals other than school faculty who specifically work on building teacher capacity of knowledge and skills in teaching and learning in a west central school district in Georgia. The researcher employed two surveys to conduct the study, one on transformational leadership and the other on instructional coaching. Descriptive statistics found that teachers rated school administrations in the participating school district as more transformational than non-transformational. The mean scores for the Transformational Leadership Survey ranged from 3.31 to 4.50 (3= neutral; 4 = Agree; 5 = Strongly Agree). Descriptive statistics for the Instructional Coaching Survey found that participants rated the benefits of instructional coaching as neutral. The mean scores for the instructional coaching survey items ranged from 2.83 to 3.44. A Pearson correlation found a significant (p ⁹́Þ .01), yet small, positive correlation between transformational leadership and instructional coaching. Additionally, significant (p ⁹́Þ .01), yet small, positive correlations were found between the transformational leadership domains of Offering Individualized Support, Demonstrating High Performance Expectations, Building School Vision and Goals, and Providing Instructional Support with the instructional coaching domains of Planning, Teaching, Analyzing, and Applying
Assessing equity in advanced programs through an invitational theoretical perspective by Christy Thompson-Cabezas( )

1 edition published in 2011 in English and held by 3 WorldCat member libraries worldwide

An enrollment gap in advanced courses (Honors and Advanced Placement) for Black and economically disadvantaged students as compared to their White counterparts (College Board, 2010; Klopfenstein, 2004a; Lubienski, 2002; Taliaferro & DeCuir-Gunby, 2008) has been identified in research studies but few large scale studies exploring this gap from the perspectives of both students qualified and unqualified for advanced courses exist (Klopfenstein, 2004a; Taliferro & DeCuir-Gunby, 2008). Quantitative methods were used in this current study to examine the enrollment gap in advanced courses between Black and economically disadvantaged students as compared to White advantaged students. Participants included 1,462 students from two rural high schools in Georgia. The Program Access Student Survey (PASS) was researcher developed (Cabezas & Killingsworth, 2010). Invitational theoretical framework on the six elements for inviting diversity (Schmidt, 2007) and a thorough literature review guided development of the survey items that assessed students' perceptions on equity, expectation, enlistment, empowerment, encouragement, and enjoyment. The following methods were used to establish validity of the survey: expert feedback, focus group, and a pilot test. Exploratory factor analysis supported a one-factor structure for the PASS. Additionally, one-way analysis of variance (ANOVA) was the method used to measure the relationship between mean scores from the PASS and student enrollment in advanced courses. Results from the PASS indicated that there was a statistically significant difference in the perception of receiving inviting messages between Black, White, and low socioeconomic (SES) students who were enrolled in Honors and AP courses and Black, White, and low SES students who were not enrolled in Honors and AP courses. In conclusion, students who participated in advanced courses had the perception of receiving inviting messages more than students who never participated in Honors or AP. Finally, the disparity index indicated that Black and economically disadvantaged students were underrepresented in advanced programs and were therefore less likely to receive inviting messages related to advanced programs than White students. Recommendations for closing the enrollment gap are presented as well as suggestions for future research
Assessing the status of professional learning opportunities in U.S. independent schools by John Matthew Murray( )

1 edition published in 2010 in English and held by 3 WorldCat member libraries worldwide

Research has begun to create a consensus about the essential characteristics of professional learning opportunities that impact teachers' knowledge and practices. These key characteristics include duration, teacher collaboration, active learning, a content knowledge focus, and a connection to school goals. A recent national study (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009) found that professional development practices in U.S. public schools do not meet the new standards for effective teacher professional development, but no research exists on professional development practices in U.S. independent schools. For U.S. independent schools to move towards the standards established for effective professional development, information about the status of teacher learning in independent schools is needed. The present study addressed this problem by conducting a national survey of independent schools to assess the extent to which professional development opportunities in independent schools are aligned with research findings about effective professional development. This study is reported in manuscript format, with one manuscript examining the development and psychometric properties of the survey used in this study, a second manuscript discussing the data showing a significant gap between research-based principles of effective teacher learning and the current professional development programs of U.S. independent schools, and a third manuscript examining the differences in professional development practices across divisions and professional development budget sizes. Results indicated that a large gap exists between current professional development practices in U.S. independent schools and research-based best practices of effective professional development, with independent schools continuing to rely upon ineffective conventional approaches such as workshops, speakers and conferences. Further, results indicated that this gap is consistent across independent schools with different professional development budgets but does differ across independent school divisions with the gap being larger in upper school and middle school divisions than lower school divisions. The findings of this study highlight the need for independent school leaders and teachers to take action to close the gap between current practices and the effective professional learning practices supported by over a decade of research (Desimone, 2009; Supovitz & Turner, 2000). Now that accurate information about what is happening regarding independent school professional learning is available, independent school leaders must move to examining why it is happening and how independent schools can move closer to the standards established for effective professional development
The ecology of democratic learning communities by Lisa A. W Kensler( Book )

1 edition published in 2008 in English and held by 2 WorldCat member libraries worldwide

Multivariate Analysis of Variance was employed to further understand the differences among the schools scoring in the top and bottom 25% on the continuous & team learning measure. The significant multivariate effect indicated that there were significant differences between the top and bottom groups. The descriptive discriminant analysis (DDA) followed the MANOVA and produced a single function that described the differences between the groups. The single function essentially suggested that after taking into account the effect of integrity, the practice of decentralization and purpose & vision explained 72% of the variance between the groups
Equity in education : minority students' participation in honors/advanced placement programs by Molly Finch Killingsworth( )

1 edition published in 2011 in English and held by 1 WorldCat member library worldwide

 
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.51 (from 0.49 for Leadership ... to 0.74 for Assessing ...)

Alternative Names
Kensler, Lisa

Languages
English (14)