Relevant bibliographies by topics / Administrators

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Administrators'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Administrators"

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Aramburo, Corrine, and Janelle Rodl. "Boosting School Administrator Confidence When Evaluating Special Educators Through District Support and Training." Journal of School Administration Research and Development 5, no. 2 (December 4, 2020): 86–95. http://dx.doi.org/10.32674/jsard.v5i2.3147.

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This current study is an exploratory, secondary data analysis of a survey assessing training, district support, and confidence of school administrators when it comes to special education teacher evaluation. The present study specifically examines (a) if the influence of district training regarding special education teachers influences the confidence of school administrators to evaluate and observe special education teachers, (b) if administrators with a general education credential differ from administrators with a special education credential regarding the type of district support needed to better evaluate special education teachers; and (c) if possessing a special education credential influences an administrator’s confidence when evaluating both general and special education teachers at their school site. Results indicated that district training regarding special education teacher evaluation increased administrator confidence and that administrators with general education credentials desired more district support overall than did their counterparts with a special education credential. The data also showed that administrators with a special education credential felt significantly more confident evaluating special education and general education teachers than did their counterparts from general education backgrounds. Implications for the field of special education evaluation and future directions are discussed.
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Khan, Asif. "A Case Study of Instructional Contributions of Community and Government Secondary School Administrators in Pakistan." Journal of Education and Vocational Research 4, no. 2 (February 28, 2013): 47–59. http://dx.doi.org/10.22610/jevr.v4i2.100.

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The study examined the instructional contribution of a community and government school administrator in Pakistan. While using qualitative tools to generate data, the research exclusively examined the administrators’ engagements in such instructional processes as conducting class visits, arranging inschool professional development programs, and contributing to curriculum enrichment. The study noted that as compared to government administrator, the community administrator seemed more active in the instructional processes of his school. The detachment of the government administrator from classroom practices had many implications that also influenced the quality of education in the government school. On the basis of the findings of this study, I maintain that the efficiency of school administrators is contingent upon multiple elements, such as provisions of job related training, introduction of an effective accountability tool, support of instruction oriented educational officials, and contribution of community/parents The study suggested Pakistan should address the above-mentioned elements when defining the instruction-oriented role of school administrators in the country.
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Latuga, Natalie M., Robert G. Wahler, and Scott V. Monte. "A National Survey of Hospice Administrator and Pharmacist Perspectives on Pharmacist Services and the Impact on Medication Requirements and Cost." American Journal of Hospice and Palliative Medicine® 29, no. 7 (January 4, 2012): 546–54. http://dx.doi.org/10.1177/1049909111432291.

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Symptom management at the end of life relies heavily on medications. For this reason, pharmacists are an ideal addition to the interdisciplinary hospice team (IDT). The aim of this study is to characterize the utilization of pharmacists in hospices from the hospice administrator and pharmacist perspectives and to determine the impact utilization has on per diem medication requirement and costs. Surveys were sent to 2824 hospice administrators and 658 pharmacists to obtain their perceptions on what clinical, administrative, and dispensing services were being performed. Responses were returned by 9.4% of administrators and 12.6% of pharmacists. The majority of administrators and pharmacists reported a mix of clinical, administrative, and dispensing responsibilities. Medication requirements and costs were not significantly impacted as the administrator’s perception of pharmacist clinical, administrative, or dispensing time increased from 0% to 100%.
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Beard, Karen Stansberry, and Sara I. Thomson. "Breaking Barriers: District and School Administrators Engaging Family, and Community as a Key Determinant of Student Success." Urban Education 56, no. 7 (January 9, 2021): 1067–105. http://dx.doi.org/10.1177/0042085920987284.

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This qualitative case study explored administrators’ perceptions of family and community engagement activities that enhanced student well-being and ultimately impacted academic achievement in one urban district. Template analysis of 11 semistructured interviews and observation notes employed the positive psychology well-being theoretical construct, PERMA(H). Illuminated was the administrations’ focused attention to student attendance, engagement, and well-being preceded academic achievement gains. The narratives addressing identified non-academic barriers informed six key findings. The findings are supported by 19 specific administrator activities that could be useful for other urban administrators desiring to address non-academic barriers to improve academic achievement.
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Hone-Warren, Martha. "Exploration of School Administrator Attitudes Regarding Do Not Resuscitate Policies in the School Setting." Journal of School Nursing 23, no. 2 (April 2007): 98–103. http://dx.doi.org/10.1177/10598405070230020701.

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Few school districts in the United States have policies relating to do not resuscitate (DNR) orders in the school setting. School administrators are the gatekeepers of policy development. Little is known about administrator attitudes related to DNR orders in the school setting. School nurses need to understand administrator attitudes in order to facilitate DNR policy development. This study explored the attitudes of 15 administrators about DNR orders in the school setting through structured interviews. Administrators were asked their attitudes about DNR orders in the school setting and about DNR policy implementation. The majority of administrators believed that DNR policies should not be developed for the school setting because of the emotions involved and lack of administrator knowledge related to DNR orders. The majority of administrators did agree that having a DNR policy would clarify how staff should respond to DNR orders at school.
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Keeler, Carolyn M. "Exploring the Validity of Standards for School Administrator Preparation." Journal of School Leadership 12, no. 5 (September 2002): 579–602. http://dx.doi.org/10.1177/105268460201200506.

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The purpose of this study was to investigate the validity of the Idaho Foundation Standards for School Administrators, an adaptation of the ISLLC standards, as the basis of Idaho administrator preparation. If the objective of creating standards is to prepare administrators to lead successful schools, then a preparation program based on the standards should result in principals who get higher achievement results, create responsible citizens, or otherwise produce successful students. Data from three sources, building administrators, superintendents, and administrative interns, were compared to the standards. Identified areas of need not addressed by the standards included counseling skills, training in change strategies, and the laws governing programs for special populations. This exploratory research into the validity of the Idaho Foundation Standards for School Administrators has resulted in the identification of some discrepancies between administrator preparation, the standards, and administrator practice. Results will be used in revising program curriculum to meet both administrators’ needs in the field and the new National Council for Accrediation of Teacher Education (NCATE) program accreditation guidelines.
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Retelle, Ellen, and Wendy Poole. "Identity-Based Othering and Collaborative Leadership: Implications of Contradictory Messages for New Administrators." Journal of School Leadership 16, no. 3 (May 2006): 319–50. http://dx.doi.org/10.1177/105268460601600305.

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A study of beginning administrators in a school district reveals that they receive contradictory messages about school leadership. Although the school district emphasizes collaborative, facilitative leadership through documents and orientation of new administrators, bureaucratic, political, and identity-based messages reinforce traditional hierarchical structure and the othering of teachers. The contradictions make it difficult for new administrators to develop strong, coherent identities. Those who possess a strong sense of leadership dentity at the beginning of their 1st year as administrators may have a better chance of resisting the pull of traditional leadership models. Although the findings are not generalizable, they raise important contemporary issues in the identity development of new administrators. This article examines the teacher–administrator relationship, particularly the “we–they” construction that tends to underlie the relationship. The norm of othering tends to exist whether parties perceive the teacher–administrator relationship in their particular settings to be generally positive or adversarial. The focus of this article is how vice principals in one school district, while making the transition from teaching to administration, make sense (or not) of the teacher–administrator relationship.
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Hariani, Maghfira, Sumaryo G. S, and Begem Viantimala. "PERANAN PENGURUS KELOMPOK TANI DALAM PROGRAM PENGEMBANGAN USAHA PANGAN MASYARAKAT DI KECAMATAN PALAS KABUPATEN LAMPUNG SELATAN PROVINSI LAMPUNG." Jurnal Ilmu-Ilmu Agribisnis 8, no. 3 (December 21, 2020): 395. http://dx.doi.org/10.23960/jiia.v8i3.4434.

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This research aims to know the role level of farmer group administrators, and he factors related to the roles of farmer group administrators in community food developmant program (PUPM). Data of this research were collected from January to February 2019. This research uses a survey method and data are analyzed by descriptive and Rank Spearman analysis. The sample of the research is 2 Gapoktan from 2 villages which is taken puposively i.e Gapoktan Sejahtera (19 farmer groups) and Gapoktan Bersama (26 farmer groups). Then, from each farmer group is chosen 5 administrators consisting of leader, secretary, treasurer and 2 administrator members. Therefore, the number of samples is 69 administrators of farmer groups joining the program. The results of this research showed that the role lavel of farmer group administrators in the PUPM Program in Palas Subdistrict, South Lampung Regency is in the high classification. Factors related to the roles of farmer group administrators in the PUPM program are the education level and the motivation level of farmer group administrators.Key words: administrator, farmer groups, PUPM
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Alley, Brian. "What Professional Librarians Expect from Administrators: An Administrator's Response." College & Research Libraries 48, no. 5 (September 1, 1987): 418–21. http://dx.doi.org/10.5860/crl_48_05_418.

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AKTAŞ, Niyazi, and Feride KARACA. "The relationship between Turkish high school administrators' technology leadership self-efficacies and their attitudes and competencies towards technology use in education." Participatory Educational Research 9, no. 5 (September 1, 2022): 430–48. http://dx.doi.org/10.17275/per.22.122.9.5.

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A correlational study was conducted to examine the relationship between high school administrators’ technology leadership self-efficacies and their attitudes and competencies towards technology use in education. The participants were 338 school administrators (67 administrators and 271 vice administrators) working in 112 high schools located in the Anatolian side of Istanbul and the data were collected through a questionnaire. According to the findings, the school administrators' technology leadership self-efficacies were all sufficient and they had positive attitudes and sufficient competencies towards using technology. In addition, there were positive relationships between school administrators' technology leadership self-efficacies, their attitudes towards the use of technology and their competencies in using technology in education. Similarly, there was a positive relationship between the attitudes and the competencies of school administrators towards using technology. Conducted with a group of school administrators, accepted as the technology leaders of the school, this study sheds light on the relationship between the necessary school administrator characteristics in technology integration processes. The present study is indeed valuable in exploring the relationship among these three critical factors influencing the school principals’ effectiveness in the technology integration process. Examining these important school administrator characteristics, this study will cast light on the ways through which creating a digital school culture by improving their leadership qualifications may become possible.
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Dissertations / Theses on the topic "Administrators"

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Taylor, Demetria M. "A study of administrator cognitive style and administrator teaching style preference as perceievd by administrators and teachers." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/912.

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The purpose of this study, a correlational design using the Pearson Product- Moment Linear Correlation Coefficient, was to determine the existence of significant relationships between the following pairs of variables: (a) administrator cognitive style as related to administrator preference for teaching style, (b) administrator cognitive style and teacher perceptions of administrator cognitive style, (c) administrator preference for teaching style and teacher perception of administrator preferred teaching style. The study also investigated eight key descriptive variables to determine significant correlations to the administrator cognitive style and to administrator teaching style preference: (1) principal gender, (2) principal race, (3) teacher gender, (4) teacher race, (5) school level, (6) socioeconomic status of student population, (7) racial composition of the student population, and (8) achievement level of students. The study incorporated the generally accepted characteristics attributed to hemisphericity theory (right and left modal) and to the brain quadrants/cognitive styles (upper right, lower right, upper left, lower left) in the development of the twoformed Cognitive Type-Teaching Style Preference Delineator (CS-TSP). Based on the responses from thirty (30) principals' self-assessments and 258 teachers' perceptions of administrators, the study obtained the following results: (a) Five of nineteen null hypotheses were rejected. (b) There was no significant relationship between administrator cognitive style and administrator preference for teaching style. (c) There was a significant relationship in administrator teaching style preference and teacher perception of administrator preferred teaching style. (d) Administrator cognitive style and teaching style preferences were consistently lower right modal tendencies. (e) Teacher perception concurred with administrator perception of dominant right modal cognitive styles and teaching styles. (f) Administrator teaching style preference had a significant relationship to teacher perception of the administrator teaching style preference. (g) Administrator Cognitive Dominance was significantly related (inversed) to principal ethnicity. (h) Administrator cognitive style was significantly related (inversed) to teacher race. (i) Administrator teaching style preference was significantly related to the school level (elementary or secondary). (j) Administrator teaching style preference was significantly related (inversed) to the socioeconomic level of the student population.
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Gonzalez-Cauley, Wendy L. "Data Use| Administrators' Perspectives." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689772.

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Administrators are under the intense pressures of accountability to meet expectations in both student achievement and school improvement. To survive the intensity, administrators must exercise data informed leadership of which the epicenter is effective data use. This descriptive study was designed to examine the perceptions of administrators’ data use through the framework of the theory of planned behavior (Ajzen, 1991). Specifically, the study examined their beliefs regarding the importance of data use, the data tasks and skills they perform in their current positons, and the extent of their preparation to use data from their administrative preparation program, as well as elicit their perceptions as to what data skills should be taught in preparation programs.

Prior literature indicated that administrative programs were not adequately preparing administrators to effectively use data and it lacked the specificity as which data skills were most effective in the exercise of data informed leadership. Only a few studies offered a restricted examination of data use incorporated in an overall study but no study exclusively examined administrators’ data use through the three aspects of this framework. A slightly modified version of Sheboy’s (2006) administrators’ data use survey (ADUS) with a 5-point Likert scale was used in this study.

The data indicate administrators’ have positive attitudes towards data use and regularly perform particular data tasks in their role as administrators. The data did not indicate agreement one way or the other regarding their preparation to use data though further analyses indicated a significant difference between the groups of administrators’ based on time periods since completing an administrative leadership program. The data indicate a strong agreement regarding the mandatory inclusion of certain data skills into preparation programs; the participants also provided very specific suggestions as to what other skills should be included in the preparation. Overall, though the findings indicate some improvement in the preparation of administrators in data use skills, there is still disconnect between what skills they perform, what they suggest should be required in preparation programs, and their actual preparation to use data.

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Jeffords, Charles W. "Personal and Institutional Factors Affecting School Administrators' Career Advancement Decisions." Connect to resource online, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1220625880.

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Swift, Candice E. Lugg Elizabeth T. "Impact of the Illinois Principals Association Administrator Mentoring Program on the professional practice of new administrators." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196675.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 23, 2006. Dissertation Committee: Elizabeth Lugg (chair), Al Azinger, Paul Vogt, Fred Singleton. Includes bibliographical references (leaves 83-87) and abstract. Also available in print.
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Rosen, Jane Ehrenberg. "The ways women lead school districts in New York, New Jersey, and Connecticut /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11353910.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Francis A. J. Ianni. Includes tables. Includes bibliographical references (leaves 171-189).
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Moffitt, Jill. "Programmatic considerations for camp administrators." Virtual Press, 2003. http://www.oregonpdf.org.

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Cohn, Arthur M. "Effectiveness of nursing home administrators /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487596307358779.

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Kirves, Joanne Mary. "Administrators as artists : the affect of an artistic background on the roles of arts administrators." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1209737931.

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Howard, Baldwin Tonia Toinette Kraska Marie F. "Administrator job satisfaction in higher education." Auburn, Ala., 2009. http://hdl.handle.net/10415/1992.

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Kelly, Joseph Pierre. "Route to administrative licensure perceptions of preparation regarding traditional and examination route assistant principals /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1971755291&sid=11&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Books on the topic "Administrators"

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Wilson, Donald R. School administrators' mailbox. Olathe, Kan: School Administrators' Pub. Co., 1993.

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Whitmore, D. A. Management for administrators. London: Heinemann, 1985.

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Management for administrators. London: Heinemann, 1985.

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Christine, Weiser, ed. Copyright for administrators. Columbus, Ohio: Linworth Pub., 2008.

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Administrative time management: Tips for administrators and aspiring administrators. Lanham, MD: University Press of America, 1987.

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Ingpen, Arthur Robert. The law relating to executors and administrators. London: Stevens, 1994.

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Stier, William F. Competencies of athletic administrators. Washington, D.C: Office of Educational Research and Improvement (OERI), 1987.

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Varghese, Mariamma A. Women administrators in education. New Delhi: Har-Anand in association with Vikas, 1990.

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Varghese, Mariamma A. Women administrators in education. New Delhi: Har-Anand Publications in association with Vikas Pub. House, 1990.

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Wortman, Robert. Administrators: Supporting school change. York, Me: Stenhouse Publishers, 1995.

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Book chapters on the topic "Administrators"

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Chatterjee, Amal. "Administrators." In Representations of India, 1740–1840, 67–83. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1057/9780230378162_5.

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Lagotte, Brian W. "School Administrators." In Military Recruiting in High Schools, 61–77. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-518-0_5.

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Molanphy, Helen Clarke. "Texas Prison Administrators." In The American Penal System, 18–23. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003280279-5.

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Kuznekoff, Jeffrey H., Stevie M. Munz, and Scott Titsworth. "Considerations for Administrators." In Mobile Devices and Technology in Higher Education, 77–82. New York, NY: Routledge, 2020: Routledge, 2019. http://dx.doi.org/10.4324/9780429355097-9.

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de Castañeda, María Albertina Guerra, and Belinda J. Hardin. "Administrators, Teachers, and Niñeras." In Common Characteristics and Unique Qualities in Preschool Programs, 117–25. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4972-6_11.

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Callaway, Helen. "Women as Colonial Administrators." In Gender, Culture and Empire, 139–62. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18307-4_6.

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Larson, James A., and Jennifer B. Wallick. "Tools for Forms Administrators." In Languages for Automation, 95–105. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4757-1388-6_4.

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Bartholomaeus, Clare, and Damien W. Riggs. "Cisgender Administrators and Educators." In Transgender People and Education, 127–48. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-349-95309-7_6.

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"Administrators." In The International Encyclopedia of Higher Education Systems and Institutions, 94. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_300031.

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Simmons, Scott W. "Administrators." In Handbook of Communication in Anaesthesia & Critical Care. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199577286.003.0028.

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In our modern healthcare systems, clinicians find themselves dealing face-to-face with administrators at many different levels. Unfortunately, there often appears to be a major disconnect between the two parties, and priorities may appear to be vastly different. For the busy clinical anaesthetist who encounters this in passing, there may be transient frustration and confusion before simply getting on with the job. For the anaesthetist with a designated management role, the problem doesn’t go away that easily. Both, however, will benefit from some deeper insight into the nature of these interactions to help everyone to better achieve their goals. The ‘LAURS’ concept as presented in Chapter 2 emphasizes the generic attributes of the approach to a meaningful interaction. Of particular interest in attempting to apply this framework to our dealings with administrators is the recognition that the management ‘world’ is exactly that — a seemingly different place that abounds with its own distinctive language, practical tools, and approaches to problem solving with which most clinicians have little familiarity. There may indeed be a sense of entering a different domain, much like the person entering the healthcare system as a patient. Hence in this chapter there is a deliberate intent to present some of these practical tools and perspectives to help better understand this other world and the people who abide there and relate it to these general principles. The results may be surprising. Dr Celia Roberts has recently been appointed Director of the Anaesthesia Service of a large public teaching hospital. Being an expert in her field she had conducted research, written several papers and been responsible for the teaching of specialist trainees. There is little in her chosen area of expertise that she doesn’t know how to deal with. In her day-to-day work she needs to think on her feet, work independently and be accountable for her individual actions. Where appropriate, she assumes a leadership role, giving clear and concise instructions to the team around her. Celia approaches her work with a high commitment to one-to-one interaction between herself as a skilled exponent of a specialised craft—clinical anaesthesia—and the patients who are seeking her help.
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Conference papers on the topic "Administrators"

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Poduska, Frank. "Networking with workgroup administrators." In the 23rd annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/219894.223042.

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Murillo, Sandra R., and J. Alfredo Sánchez. "Empowering Interfaces for System Administrators." In the XV International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2662253.2662300.

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Velasquez, Nicole F., and Suzanne P. Weisband. "Work practices of system administrators." In the 2nd ACM Symposium. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1477973.1477975.

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Velasquez, Nicole F., and Suzanne P. Weisband. "System administrators as broker technicians." In the Symposium. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1641587.1641588.

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Barrett, Rob, Yen-Yang Michael Chen, and Paul P. Maglio. "System administrators are users, too." In CHI '03 extended abstracts. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/765891.766152.

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Sonsaard, Sura. "Administrative Skills of Modern School Administrators." In ICBSI 2018 - International Conference on Business Sustainability and Innovation. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.52.

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Ikeda, Junichi, Sayaka Akioka, and Yoichi Muraoka. "An Alarm Annunciatior for Domain Administrators." In 2009 First International Workshop on Software Technologies for Future Dependable Distributed Systems (STFSSD). IEEE, 2009. http://dx.doi.org/10.1109/stfssd.2009.31.

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Tian, H. T., L. S. Huang, Z. Zhou, and Y. L. Luo. "Arm up administrators: automated vulnerability management." In 7th International Symposium on Parallel Architectures, Algorithms and Networks, 2004. Proceedings. IEEE, 2004. http://dx.doi.org/10.1109/ispan.2004.1300542.

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Pendaliday, Dr Datumanot O. "Administrators-Faculty Compatibility in Decision Making." In International Conference on Responsive Education and Socio-Economic Transformation. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icreset.2018.ju11ef010o.

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Barrett, Rob, Eser Kandogan, Paul P. Maglio, Eben M. Haber, Leila A. Takayama, and Madhu Prabaker. "Field studies of computer system administrators." In the 2004 ACM conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1031607.1031672.

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Reports on the topic "Administrators"

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Stahl, M. K. Domain administrators guide. RFC Editor, November 1987. http://dx.doi.org/10.17487/rfc1032.

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Lottor, M. Domain Administrators Operations Guide. RFC Editor, November 1987. http://dx.doi.org/10.17487/rfc1033.

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Rinke, Helen Mae. UTrain Manual for Training Administrators. Office of Scientific and Technical Information (OSTI), January 2020. http://dx.doi.org/10.2172/1597313.

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Skinner, Makala. A*CENSUS II: Archives Administrators Survey. Ithaka S+R, January 2023. http://dx.doi.org/10.18665/sr.318227.

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Derrick, Douglas C. Salsa: Security Application Launcher for System Administrators. Fort Belvoir, VA: Defense Technical Information Center, November 1999. http://dx.doi.org/10.21236/ada370515.

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Author, Not Given. Energy Efficiency Program Administrators and Building Energy Codes. Office of Scientific and Technical Information (OSTI), September 2009. http://dx.doi.org/10.2172/1219672.

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7

Lavadenz, Magaly, and Gisela O’Brien. District Administrators' Perspectives on the Impact of The Local Control Funding Formula on English Learners. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.6.

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Abstract:
Two years into implementation, this policy brief examines how California’s Local Control Funding Formula (LCFF) and its accompanying Local Control Accountability Plan (LCAP) meet the needs of English Learners (ELs). Researchers seek to understand district administrator perspectives on the impact of LCFF for ELs through interviews and focus groups with administrators that represent districts from Northern, Central, and Southern California. Findings reveal that although the LCAP serves as a mechanism to increase personnel and PD efforts to address EL needs, it is still largely viewed as a compliance document that requires alignment with other strategic documents and is sensitive to changes in leadership. The following policy recommendations are made as a result of these findings: 1) re-design the LCAP to support districts in specifying EL learning goals, services, assessments and expected outcomes; 2) differentiate support for district administrators; and 3) invest (long-term) in district-level and site-level professional development with a focus on EL success.
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Waggoner, Jacqueline. Metropolitan school administrators: work values, role perceptions and burnout. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.826.

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Witherspoon, M. J., R. Marabate, M. Weinhaus, and J. F. Eisenberg. A weatherization manual for LIHEAP policy makers and program administrators. Office of Scientific and Technical Information (OSTI), September 1993. http://dx.doi.org/10.2172/10104968.

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Buder, Joseph E., Amanda W. Gladney, and James B. Nazar. Retention of Computer Network System Administrators in the Air Force. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada389170.

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