Log in

Relevant bibliographies by topics / Administrators / Journal articles

To see the other types of publications on this topic, follow the link: Administrators.

Journal articles on the topic 'Administrators'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Administrators.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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 administratorsâ€™ 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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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%.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Perlini, Arthur H., and Andrew D. Silvaggio. "Eyewitness Misidentification: Single vs Double-Blind Comparison of Photospread Administration." Psychological Reports 100, no. 1 (February 2007): 247–56. http://dx.doi.org/10.2466/pr0.100.1.247-256.

Full text

Abstract:

Interactive effects of photospread procedures (blind administration or has knowledge of suspect identity) and presentation techniques (sequential or simultaneous photospreads) on false eyewitness identification rates were examined. Of 117 subjects (57 men and 60 women), 87 served as a witness sample and 30 as a photospread administrator sample. Witnesses viewed a 20-sec. mock robbery video prior to viewing a photospread of six photographs either simultaneously or sequentially. Half of the administrators, prior to displaying the photospreads, were made aware of the photograph of the designated suspect (single-blind condition). Consistent with previous findings, sequential presentation was associated with both lower overall false identification rates as well as lower suspect designated-misidentification rates. In each case, there was evidence that administrators' knowledge increased false identification rates more in simultaneous than in sequential presentation conditions. Implications for administrations by police investigators are discussed.

APA, Harvard, Vancouver, ISO, and other styles

12

Sairam, Boonchauy, Chaiyuth Sirisuthi, and Kanjana Wisetrinthong. "Development of Program to Enhance Team Building Leadership Skills of Primary School Administrators." International Education Studies 10, no. 7 (June 27, 2017): 143. http://dx.doi.org/10.5539/ies.v10n7p143.

Full text

Abstract:

Team building leadership skills are important to understandings of how the primary school administrators might work towards creating more effective teamwork in the school. This research aimed 1) to study the components of team building leadership skills needed for primary school administrators, 2) to examine the current states and desirable conditions and needs for team building leadership skills of primary school administrators, 3) to develop team building leadership skills for primary school administrator enhancement program, and 4) to explore the efficiency level of team building leadership skills of primary school administrator enhancement program by using the developmental research process. Sampling and data collection were as follows: step one, collect data from the relevant literature, publications, online research and academic databases regarding leadership and team building skills. Moreover, the components of team building leadership skills were verified by 9 experts. Step 2, 379 primary school administrators of the planning programs were consulted for studying current states and desirable characteristics of team building leadership skills and needs in development of primary school administrator enhancement program. Step 3 required 9 experts to evaluate and comment on the program. Step 4 required a group of 20 primary school administrators under the Office of Ubonratchathani Education Service Area Zone 2 for efficiency assessment. Research instruments were a questionnaire and an evaluation form. Statistics used in data analysis and verification were percent, means, standard deviation, Modified Priority Needs Index (PNImodified) and Independent t-test. The research results showed that team building leadership skills of primary school administrators’ enhancement program consisted of 5 toolkits. The application of the program showed that the participants receiving the development of team building leadership skills of primary school administrators’ enhancement program had higher team building leadership skills after the development than before. The primary school administrators manage teamwork more efficiently and the overall progress of team building successfully.

APA, Harvard, Vancouver, ISO, and other styles

13

Agroia, Harit K., and Anna Nelson. "Campus administrator perceptions of the effectiveness of tobacco-free policies in California universities." International Journal Of Community Medicine And Public Health 9, no. 3 (February 28, 2022): 1270. http://dx.doi.org/10.18203/2394-6040.ijcmph20220685.

Full text

Abstract:

Background: In response to high levels of tobacco use among university students, the University of California (UC) and California State University (CSU) systems adopted tobacco-free policies in recent years. While few existing studies capture student response to these policies, there is no research that captures campus administrator perceptions on the effectiveness of these policies. This study was conducted to understand campus administrator perceptions of student compliance to tobacco-free policies in California universities.Methods: This was a qualitative study to understand campus administrator perceptions of student compliance to the tobacco-free policies on select California universities. Data collection took place between March-May 2018 and included key informant (KI) interviews and a focus group (FG) with campus administrators from selected universities. Content analysis using Atlas.ti software was conducted to interpret results.Results: Nine campus administrators participated in KI interviews and four further participated in a FG. Overall analysis of the results indicated that all administrators believe tobacco-free policies on their respective campuses are effective in reducing student tobacco use. Additionally, some administrators believed punitive methods were needed, while others felt creation of a cultural norm would be most effective, and all administrators believed smoking cessation programs were helpful resources to ensure policy compliance. Participants further agreed stronger implementation strategies relating to communicating policy provisions are needed to ensure student understanding of policy.Conclusions: Administrators perceive that tobacco-free policies are effective in reducing tobacco use among university students. It is recommended that additional strategies are utilized to increase student awareness of the policy.

APA, Harvard, Vancouver, ISO, and other styles

14

Moore, Randy. "Administrators." American Biology Teacher 57, no. 8 (November 1, 1995): 502. http://dx.doi.org/10.2307/4450042.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Durgun, Serpil. "Organization communication problems and the ways of solving these problems of school administrators working at secondary schools." Pegem Eğitim ve Öğretim Dergisi 1, no. 2 (June 1, 2011): 57–68. http://dx.doi.org/10.14527/c1s2m6.

Full text

Abstract:

The purpose of this qualitative study is to determine organizational communication problems and the ways of solving these problems from the views of school administrators working at secondary schools. The sample of this study consists of 14 school administrators in 7 secondary schools in Mersin. The data were gathered by utilizing interview technique through a semi-structured interview including 16 questions which were developed by the researcher. The data collected through interviews were content-analysed including the process of identifying, coding, and categorising the primary patterns of data. Regarding administratoradministrator communication, results indicated that there is no problem. On the other hand, the results of this study provide evidence that school administrators have a number of significant organizational communication problems regarding administrator-teacher, administratorstudent, and administrator-parent communication. In addition, analysis of data revealed that there are some differences among female and male school administrators in defining organizational communication problems and proposing solutions to these organizational communication-related problems.

APA, Harvard, Vancouver, ISO, and other styles

16

Albez, Canan, and Şükrü Ada. "School Administrators Skills in Organizing the Parent Participation Studies." Journal of Education and Training Studies 5, no. 4 (March 20, 2017): 165. http://dx.doi.org/10.11114/jets.v5i4.2184.

Full text

Abstract:

The objective of this study is to ascertain administrator, teacher and parent opinions on the level of school administrators’ skills of organising parent participation efforts. The study group of the study conducted according to the descriptive survey model using the quantitative method consists of 273 school administrators, 916 teachers and 395 parents from primary schools, secondary schools and high schools, determined according to the stratified sampling method. The quantitative data of the research were obtained through the ‘scale for school administrators’ skills of organising parent participation efforts' applied to school administrators, teachers and parents after the validity - reliability studies were conducted. The study reached the conclusion that school administrators’ skills in organising parent participation efforts and the parent participation efforts conducted were inadequate.

APA, Harvard, Vancouver, ISO, and other styles

17

Islam, Md Sariful, Sonia Afrin, Debasish Kumar Das, and Md Nasif Ahsan. "The strategic interplay in academia: administrators versus students." Journal of Modelling in Management 15, no. 3 (March 5, 2020): 1205–25. http://dx.doi.org/10.1108/jm2-05-2019-0113.

Full text

Abstract:

Purpose This paper aims to study students' strategic behaviors for increasing their job prospect in response to university administrators' moves for lifting up institutional reputation in the academia. Design/methodology/approach A Stackelberg differential game is used to study this strategic interplay between administrators and students. In this game, an administrator maximizes institutional quality to build university reputation while student maximizes grades to increase their job prospects. Therefore, administrators being the leader move first while students set strategies for maximizing their objective function by following administrators' move. Findings The study produces several distinctive results by analyzing administrator–students’ strategic interactions. First, university administrators need to be sufficiently more impatient for building reputation by improving institutional quality than students’ impatience for increasing their job prospects to have feasible solutions. Second, students attempt to increase academic grades for making them more marketable in response to administrators’ additional efforts for increasing their students’ job prospects. Third, exogenous increase in university reputation improves institutional quality and students’ job prospects without affecting their academic grades. However, increase in job prospects motivates students to increase their grades. Fourth, administrators’ too much impatience for increasing university reputation could inflate students’ grade, reduce job prospect and degrade institutional quality. Fifth, an exogenous rise in students’ impatience improves institutional quality and students’ job prospects but reduces students’ grades. Finally, the exogenous increase in opportunity cost of securing good grade degrades institutional quality, thus reducing further job prospects. Therefore, administrators’ positive but moderate impatience for reputation will improve students’ academic performances, institutional quality and job prospects. Originality/value To the best of the authors’ knowledge, this is the first study to analyze students’ strategic responses for improving their job prospects in response to administrators’ actions for enhancing university reputation. It helps administrators to design an effective framework for building university reputation in the academic market through improving institutional quality and expanding job markets for their students.

APA, Harvard, Vancouver, ISO, and other styles

18

Poole, Wendy. "Reconstructing the Teacher-Administrator Relationship to Achieve Systemic Change." Journal of School Leadership 5, no. 6 (November 1995): 565–96. http://dx.doi.org/10.1177/105268469500500603.

Full text

Abstract:

The transition from hierarchical to collegial relationships between teachers and administrators is examined within the context of a school district that implemented a new model of teacher supervision and evaluation. This new model called for teachers to assume responsibility and accountability for their individual professional growth, and it called for administrators to facilitate and coach teachers to become self-directed and self-evaluating. This transition required teachers and administrators to reconstruct meanings about the teacher-administrator relationship. Meanings constructed by teachers and administrators are examined, along with the interpretive process through which individual and shared meanings developed. Several implications for research and practice are provided.

APA, Harvard, Vancouver, ISO, and other styles

19

Dodson, Tammy. "Advocacy and Impact: A Comparison of Administrators’ Perceptions of the High School Counselor Role." Professional School Counseling 12, no. 6 (August 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200606.

Full text

Abstract:

This article compares administrators’ perceptions of the high school counselor role in a Recognized ASCA Model Program (RAMP) versus the perceptions that administrators had of the high school counselor role in counseling departments that had not received the RAMP designation. An analysis of the data revealed that administrators from both RAMP and non-RAMP designated counseling programs had both positive and negative perceptions of the appropriate and inappropriate roles of the school counselor role. The most significant finding in the administrator perceptions was that RAMP administrators viewed their school counselors as having a significant role in collaborating with teachers to present guidance curriculum lessons.

APA, Harvard, Vancouver, ISO, and other styles

20

Tunalilar, Ozcan, Jaclyn Winfree, Jason Kyler-Yano, Serena Hasworth, and Paula Carder. "Assisted Living Administrators’ Mental and Emotional Health During the COVID-19 Pandemic." Innovation in Aging 5, Supplement_1 (December 1, 2021): 1024–25. http://dx.doi.org/10.1093/geroni/igab046.3667.

Full text

Abstract:

Abstract Little is known about assisted living (AL) administrators’ mental and emotional health, particularly during a global pandemic in which most of their residents are highly vulnerable to infection, hospitalization, and death. Considering that administrator turnover and burnout have been associated with negative outcomes such as decreased quality of resident care, low staff morale, and reduced financial solvency, this study examined how AL administrators described their mental and emotional state throughout the first year of the COVID-19 pandemic. Using thematic analysis, our team coded 18 qualitative interviews conducted from May-August 2021. The themes included declining physical health due to stress, feelings of inadequacy and self-doubt, and increased burnout. Many administrators described increased staffing challenges as directly impacting their daily stress levels. Some administrators described feeling guilty and doubting their interpretation or implementation of regulations, particularly in incidents that further distanced residents from peers and loved ones. A few administrators described their disposition or personality changing due to what they experienced during the pandemic. One administrator stated, “I'm not an anxiety person, but I feel anxiety about a lot of things. In fact, my doctor has talked to me about starting some medications to help with that.” Multiple administrators made comments such as, “I don't know that there could be a more stressful position than executive director of assisted living…the COVID pandemic reinforced that. This is rough.” Understanding AL administrators’ mental and emotional health during a public health crisis allows for understanding, supporting, and retaining critical leaders in long-term care communities.

APA, Harvard, Vancouver, ISO, and other styles

21

Mulondo, Mutshidzi A., Joyce M. Tsoka-Gwegweni, Puleng LenkaBula, and Perpetual Chikobvu. "A Survey to Determine the Capacity Development Needs of Research Ethics Committee Administrators in South Africa." Journal of Empirical Research on Human Research Ethics 17, no. 1-2 (November 22, 2021): 84–93. http://dx.doi.org/10.1177/15562646211056762.

Full text

Abstract:

Most capacity development efforts for research ethics committees focus on committee members and little on ethics administrators. Increasing studies mandate the focus on administrators’ capacity development needs to enable adequate and effective committee support. This study investigated current responsibilities, training requirements, and administrator role needs. An online cross-sectional survey was conducted among administrators from 62 National Health Research Ethics Council-registered research ethics committees in South Africa. In total, 36 administrators completed the questionnaire. Results show that, in addition to administration, they perform managerial, review process and guidance-advisory tasks. Nearly 49% indicated only having received informal research ethics-related training, not targeted formal training, with 81% of the informal training being through workshops. Research ethics administrators’ responsibilities have evolved to complex tasks requiring targeted capacity development efforts.

APA, Harvard, Vancouver, ISO, and other styles

22

Abbott, Marilyn, Marian Rossiter, and Sarvenaz Hatami. "Promoting Engagement with Peer-Reviewed Journal Articles in Adult ESL Programs." TESL Canada Journal 33, no. 1 (May 22, 2016): 80. http://dx.doi.org/10.18806/tesl.v33i1.1228.

Full text

Abstract:

Engagement with current research is essential for the implementation of evidence-informed instructional practices in adult English as a second language classrooms. We explored Canadian administrators’ and instructors’ engagement with peer-reviewed research articles, perceptions of their impact, and ways in which stakeholders could enhance engagement. Online surveys were conducted with 41 administrators and 268 instructors, and 4 administrators participated in a focus group interview. Results revealed that administrators were not actively fostering instructors’ engagement with peer-reviewed research and that neither administrators nor instructors were engaging extensively with research. Those who were reading research, however, reported a positive impact on their work, and 86% of instructors indicated interest in enhancing their engagement. We provide recommendations for professional organizations, program funders, program administrators, and instructors to promote TESL practitioner engagement with research. La participation à la recherche actuelle est essentielle pour la mise en œuvre, dans les cours d’anglais langue seconde pour adultes, de pratiques pédagogiques éclairées par des données probantes. Nous avons examiné l’implication d’administrateurs et d’enseignements canadiens face aux articles de recherche revus par les pairs, les perceptions de l’impact de ceux-ci et des façons dont les parties prenantes pourraient augmenter l’engagement. Des sondages en ligne ont été complétés par 41 administrateurs et 268 enseignants, et un entretien/groupe de discussion a eu lieu avec 4 administrateurs. Les résultats indiquent que les administrateurs n’encourageaient pas activement la participation des enseignants relative à la recherche examinée par les pairs et que ni les administrateurs ni les enseignants ne prenaient part activement à la recherche. Par contre, ceux qui lisaient la recherche ont noté qu’elle avait un impact positif sur leur travail et 86% des enseignants ont indiqué qu’ils voulaient augmenter leur implication. Nous offrons, aux organisations professionnelles, bailleurs de fonds, administrateurs de programmes et enseignants, des recommandations qui visent la promotion de l’implication des enseignants en ALS dans la recherche.

APA, Harvard, Vancouver, ISO, and other styles

23

Ismail, Azman, Ng Kueh Hua, Yusof Ismail, Ainon Jauhariah Abu Samah, Rixal Abu Bakar, and Nurshahira Ibrahim. "ADMINISTRATORS’ ROLES IN TRAINING PROGRAMS AND TRAINING TRANSFER." Jurnal Dinamika Manajemen 6, no. 1 (March 1, 2015). http://dx.doi.org/10.15294/jdm.v6i1.4294.

Full text

Abstract:

<p>An administrator plays a vital role in the growth and development of his/her subordinates. Despite this notion, the role of an administrator in the context of training programs and transfer of training is not well studied. Therefore, this study is set to examine the relationship between administrator’s role in training programs and training transfer. A survey method was utilized to gather 706 survey questionnaires from employees of local authorities of three cities in the state of Sarawak, Malaysia. The results of SmartPLS path model analysis confirmed that the ability of administrators to properly implement support, communication and assignment in planning and implementing training programs has been an important predictor of training transfer in the studied organization. Further, this study provides discussion, implications and conclusion.</p>

APA, Harvard, Vancouver, ISO, and other styles

24

"Administrators." Higher Education Abstracts 56, no. 1 (January 2021): 6–7. http://dx.doi.org/10.1111/hea.1_12162.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

"Administrators." Higher Education Abstracts 56, no. 2 (April 2021): 110–11. http://dx.doi.org/10.1111/hea.1_12166.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

"Administrators." Higher Education Abstracts 56, no. 3 (July 2021): 213–14. http://dx.doi.org/10.1111/hea.12174.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

"Administrators." Higher Education Abstracts 56, no. 4 (October 2021): 319. http://dx.doi.org/10.1111/hea.12178.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

"ADMINISTRATORS." Higher Education Abstracts 37, no. 1 (October 2001): 1–5. http://dx.doi.org/10.1111/j.2150-1092.2001.tb00271.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

"ADMINISTRATORS." Higher Education Abstracts 37, no. 2 (January 2002): 102. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00314.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

"ADMINISTRATORS." Higher Education Abstracts 37, no. 3 (April 2002): 204–9. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00362.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

"ADMINISTRATORS." Higher Education Abstracts 37, no. 4 (July 2002): 302–3. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00404.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

"ADMINISTRATORS." Higher Education Abstracts 38, no. 1 (October 2002): 1–4. http://dx.doi.org/10.1111/j.2150-1092.2002.tb00444.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

"ADMINISTRATORS." Higher Education Abstracts 38, no. 2 (January 2003): 99–102. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00488.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

"ADMINISTRATORS." Higher Education Abstracts 38, no. 3 (April 2003): 199–206. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00531.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

"ADMINISTRATORS." Higher Education Abstracts 38, no. 4 (July 2003): 303–5. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00576.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

"ADMINISTRATORS." Higher Education Abstracts 39, no. 1 (October 2003): 2–4. http://dx.doi.org/10.1111/j.2150-1092.2003.tb00622.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

"ADMINISTRATORS." Higher Education Abstracts 39, no. 2 (January 2004): 102–5. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00667.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

"ADMINISTRATORS." Higher Education Abstracts 39, no. 3 (April 2004): 202–4. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00711.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

"ADMINISTRATORS." Higher Education Abstracts 39, no. 4 (July 2004): 300–302. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00753.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

"ADMINISTRATORS." Higher Education Abstracts 40, no. 1 (October 2004): 3–7. http://dx.doi.org/10.1111/j.2150-1092.2004.tb00795.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

"ADMINISTRATORS." Higher Education Abstracts 40, no. 2 (January 2005): 105–9. http://dx.doi.org/10.1111/j.2150-1092.2005.tb00842.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

"ADMINISTRATORS." Higher Education Abstracts 40, no. 3 (April 2005): 211–13. http://dx.doi.org/10.1111/j.2150-1092.2005.tb00888.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

"ADMINISTRATORS." Higher Education Abstracts 40, no. 4 (July 2005): 308. http://dx.doi.org/10.1111/j.2150-1092.2005.tb00933.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

"ADMINISTRATORS." Higher Education Abstracts 41, no. 1 (October 2005): 1–2. http://dx.doi.org/10.1111/j.2150-1092.2005.tb00976.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

"ADMINISTRATORS." Higher Education Abstracts 41, no. 2 (January 2006): 93–95. http://dx.doi.org/10.1111/j.2150-1092.2006.tb01023.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

"ADMINISTRATORS." Higher Education Abstracts 41, no. 3-4 (April 7, 2006): 197–201. http://dx.doi.org/10.1111/j.2150-1092.2006.tb01071.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

"ADMINISTRATORS." Higher Education Abstracts 42, no. 1 (October 2006): 1–3. http://dx.doi.org/10.1111/j.2150-1092.2006.tb01115.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

"ADMINISTRATORS." Higher Education Abstracts 42, no. 2 (January 2007): 103–4. http://dx.doi.org/10.1111/j.2150-1092.2007.tb01161.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

"ADMINISTRATORS." Higher Education Abstracts 42, no. 3 (April 2007): 201–2. http://dx.doi.org/10.1111/j.2150-1092.2007.tb01203.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

"ADMINISTRATORS." Higher Education Abstracts 43, no. 2 (January 2008): 95–97. http://dx.doi.org/10.1111/j.2150-1092.2008.tb01334.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!