THE PERCEPTIONS OF PRINCIPALS TOWARDS THE ACADEMIC ACHIEVEMENT OF NAVAJO HIGH SCHOOL STUDENTS
Open Access
- Author:
- Pfeiffer, Tamarah
- Graduate Program:
- Educational Administration
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- February 28, 2006
- Committee Members:
- John W Tippeconnic Iii, Committee Chair/Co-Chair
Nona Ann Prestine, Committee Member
Jacqueline A Stefkovich, Committee Member
Edgar Paul Yoder, Committee Member - Keywords:
- principals
academic achievement
Navajo
american indian
special education
high school - Abstract:
- ABSTRACT Purpose of Study The purpose of this research study was to examine the perceptions of high school principals towards the academic achievement of Navajo high school students. The research questions examined how high school principals perceive the use of other measures, standardized tests, and high stakes tests as they relate to the academic achievement for Navajo high school students. The research also included principals’ perceptions that were different or the same for the special education high school student in their school. Methodology This was a qualitative multi-case study of three high school principals at a Bureau of Indian Affairs school, a grant school, and a public school located on the Navajo Nation reservation in Arizona. The researcher conducted open-ended interviews with each high school principal, carried out daily principal observations, collected data from individual schools and lead teacher focus group interviews as one means to triangulate data. Findings Study resulted in the following findings: The high school principal on the Navajo reservation is influenced greatly by the federal act of No Child Left Behind. The Arizona Instrument to Measure Standards (AIMS), was identified as the high stakes test for these three schools. The AIMS is a challenge for many Navajo high school students to meet, and places many students in jeopardy of not graduating with a diploma, and schools not making Adequate Yearly Progress. Navajo language and culture in the schools is based on the school administration, communities wants and needs and is either integrated or seen as extra-curricular in relationship to the regular high school curriculum.