dc.contributor.author	Bolden, Patricia
dc.coverage.spatial	United States, Georgia	en_US
dc.coverage.temporal	2001-2019	en_US
dc.date.accessioned	2020-05-07T18:20:37Z
dc.date.available	2020-05-07T18:20:37Z
dc.date.issued	2019-08-03
dc.identifier.other	EF99C2BB-A72F-B5BC-4030-A19CF570506E	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4217
dc.description.abstract	The purpose of this program evaluation was to investigate the effects of implementing Covey’s “Leader in Me” program on student achievement and student discipline in a Title 1 school in central Georgia. Gains have been posted in schools showing reduced student discipline issues and increased student motivation, as well as increased student academic achievement (Hatch & Collinwood, 2011). However, no studies had taken place on schools in Georgia. This researcher tested the claim on student achievement by studying the effects of implementing the “Leader in Me” program in a Title I school in central Georgia using results from the Georgia Criterion- Referenced Competency Test (CRCT), as well as the perceived impact on student achievement and behavior by analyzing the results of a school faculty survey, parent interviews, and the average number of discipline referrals by teacher each year. School data from the Georgia reading CRCT showed an initial spike in test scores, but a decline in percent passing by the time the program was completely implemented as defined by the school achieving “Lighthouse” status. This aligns with the staff survey and parent interview results. The average number of discipline referrals by teacher did not adhere to the same pattern. There was an initial increase in referrals from the baseline year to the first year of “Leader in Me” implementation. Referrals then dropped drastically, data that is further supported by both staff surveys and parent interviews. The study findings suggest an unfavorable impact on academics and a positive impact on student behavior, findings that are not aligned to other studies as the “Leader in Me” program has been implemented throughout the world. Possible reasons for this study to not align with other findings are discussed in the final chapter.	en_US
dc.description.tableofcontents	Chapter 1: INTRODUCTION 1 -- Theoretical Framework 3 -- Statement of the Problem 5 -- Purpose of the Study 6 -- Evaluation Questions 7 -- Procedures 7 -- Limitations 8 -- Definition of Key Terms 9 -- Significance of the Study 11 -- Organization of the Study 12 -- Chapter II: REVIEW OF LITERATURE 13 -- School Accountability 13 -- Character Education – A Theological Overview 16 -- Character Education – Programs and Results 17 -- Classroom Management/Student Discipline – A Theological Overview 21 -- Classroom Management/Student Discipline – Programs and Results 22 -- The Leader in Me – History and Overview 22 -- The Leader in Me – Seven Habits 25 -- The Leader in Me – Academic Results 27 -- The Leader in Me – Behavior Results 29 -- The Leader in Me – School Culture/Climate Results 31 -- The Leader in Me – Lighthouse Status 33 -- Chapter III: METHODOLOGY 36 -- Design of the Study 37 -- Limitations of the Study 27 -- Ethical Considerations 38 -- Participants and Setting 38 -- Sample 38 -- Instrumentation validity, reliability 39 -- Procedures 40 -- Data Collection 40 -- Descriptive Analysis 41 -- Summary 42 -- Chapter IV: RESULTS AND ANALYSIS OF DATA43 -- Data Analysis and Findings 43 -- Chapter V: SUMMARY AND DISCUSSION 59 -- Overview of the Study 59 -- Related Literature 60 -- Methods 63 -- Participants 63 -- Procedures and Data Analysis 64 -- Limitations 64 -- Summary of Findings 64 -- Discussion 66 -- Recommendations for Further Research 72 -- REFERENCES 75 -- Appendix A: IRB for Valdosta State University 83 -- Appendix B: Houston County Permission to do Research 1 85 -- Appendix C: Houston County Permission to do Research 2 87 -- Appendix D: Staff Survey 89 -- Appendix E: Parent Interview Questions 94 -- Appendix F: Staff Survey Results 96 -- Appendix G: Parent Interview 1 103 -- Appendix H: Parent Interview 2 107 -- Appendix I: Parent Interview 3 111.	en_US
dc.format.extent	1 electronic document, 123 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgment. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Academic achievement	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education, Elementary	en_US
dc.subject	Georgia	en_US
dc.subject	No Child Left Behind Act of 2001 (United States)	en_US
dc.subject	School children--Testing	en_US
dc.subject	School discipline	en_US
dc.title	An Evaluation of the "Leader in Me" Program Implementation in a Central Georgia Elementary School	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the College of Education and Human Services	en_US
dc.description.advisor	Leech, Donald W.
dc.description.committee	Siegrist, Gerald R.
dc.description.committee	Strevig, April L.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US