Academic literature on the topic 'Deputy Principal'
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Journal articles on the topic "Deputy Principal"
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Jayne, Edith. "Whither the Deputy Principal?" Management in Education 9, no. 2 (April 1995): 7–9. http://dx.doi.org/10.1177/089202069500900204.
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Maino, Nancy, and Stephen Tomno Cheboi. "Professional Growth Opportunities and Its Influence on Job Performance of Deputy Principals of Public Secondary Schools in Lugari Sub-County, Kenya." East African Journal of Education Studies 4, no. 1 (December 20, 2021): 119–28. http://dx.doi.org/10.37284/eajes.4.1.515.
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This study sought to explore the influence of professional growth opportunities on the job performance of deputy principals of public secondary schools in Lugari Sub-County, Kenya. Adopting the descriptive research design, the study utilised mixed methods approach engaging both questionnaires and interview guide. The focus population for the study included 28 principals, 28 deputy principals and 420 teachers of public secondary schools within Lugari Sub- County. All the 28 principals and 28 deputy principals were purposively sampled for study whereas, 200 teachers were identified for study by simple random sampling technique. A pilot test-retest study was conducted in three public secondary schools from nearby Uasin Gishu County and a reliable Cronbach’s Alpha coefficient of 0.79 and 0.81 was obtained for the deputy principal response questionnaire and teacher response questionnaire, respectively. Supervisors and researchers from Mount Kenya University School of education were engaged to ascertain the validity of the research instruments and necessary adjustments effected on the tools before use. The questionnaires gathered quantitative data from teachers and deputy principals whilst the interview guide assembled qualitative data from the principals. The statistical Package for Social Sciences version 23.0 was used for the analysis of quantitative data yielding frequencies, percentages, means, and standard deviation. Qualitative data were analysed thematically based on the objectives and presented along with the quantitative data. The findings established that schools in Lugari Sub County hardly support deputy principals for in-service training, the majority of deputy principals perceived unfairness in promotion procedures and that the position of deputy principal did not adequately prepare deputy principals for principal-ship. The study recommends that deputy principals need to be supported by the school management to collaborate and improve their requisite skills to discharge their duties effectively.
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Harvey, Michael. "Empowering the Primary School Deputy Principal." Educational Management & Administration 22, no. 1 (January 1994): 26–38. http://dx.doi.org/10.1177/0263211x9402200104.
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ERTÜRK, Ramazan, and Nuri AKGÜN. "Teacher Perceptions on the Concepts of Principal and Deputy Principal." International Journal of Psychology and Educational Studies 8, no. 4 (October 31, 2021): 39–54. http://dx.doi.org/10.52380/ijpes.2021.8.4.515.
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When the literature is examined, in some studies where the school administrator is considered a variable, only the school principal is considered the school administrator. In some studies, the views of the manager and assistant managers are evaluated together under the manager variable. This study aimed to reveal the metaphorical perceptions of teachers towards the principal and deputy principal to determine whether there is a difference between them and shed light on the scientific studies to be conducted. The research is qualitative, designed as a case study. The study group was formed by 289 teachers working in 9 public primary schools, 9 secondary schools and 7 high schools. The data of the study was collected by interview method and analysed by content analysis. According to the research results, there is a high level and significant difference between the concepts of principal and deputy principal according to the teachers' opinions. For this reason, these two concepts should be evaluated as two separate variables in scientific studies where the school administrator is taken as a variable.
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Leaf, Ann, and George Odhiambo. "The deputy principal instructional leadership role and professional learning." Journal of Educational Administration 55, no. 1 (February 6, 2017): 33–48. http://dx.doi.org/10.1108/jea-02-2016-0029.
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Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.
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Prof. John, N. Ochola; Prof. Frederick B. J. A Ngala, Dorcas K. Okindo;. "Relationship between Principals’ Transactional Leadership Style and Students’ Conformity to Rules in Public Secondary Schools in Nakuru County, Kenya." Editon Consortium Journal of Educational Management and Leadership 1, no. 1 (September 30, 2020): 29–36. http://dx.doi.org/10.51317/ecjeml.v1i1.171.
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This study sought to determine the relationship between principals’ transactional leadership style and students' conformity to rules in Public Secondary Schools in Nakuru County, Kenya. The study was underpinned on the Social Control Theory by Hirschi (1969). The study adopted a correlational research design. The target population of this study was 338 principals, 338 deputy principals, 3426 teachers and 116,374 students in 338 public secondary schools in Nakuru County. Stratified random sampling was used to select 100 schools. Purposive sampling was used to select 100 principals while Proportionate, and simple random sampling was used to select 346 teachers and 383 students. Ten per cent of the deputy principals were selected. Questionnaires were used to collect data from principals, teachers and students, while interviews were used to collect data from Deputy Principals. Test-retest reliability had a coefficient of 0.70, indicating that the instruments were reliable. The finding revealed a statistically significant positive relationship between transactional leadership style and students’ conformity to school rules r (=0.410; p=0.000). It was concluded that principals' transactional leadership style significantly relates to students' conformity to school rules. Provision of rewards and recognition constantly to students who conform to school rules and reprimand to those students who do not conform to school rules by the principal is necessary. The study recommends that the principal should be willing to use suspension and even repeated suspension where necessary as a tool for dealing with students demonstrating chronic behaviour problems that disrupt the school climate.
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Fetrimen. "PERAN PERILAKU KEPEMIMPINAN WAKIL KEPALA SEKOLAH BIDANG KESISWAAN DALAM PENGORGANISASIAN SISWA BERBASIS MEDIA SOSIAL DI SMK KOTA BEKASI." Paedagogia: Jurnal Pendidikan 7, no. 2 (November 30, 2019): 103–20. http://dx.doi.org/10.24239/pdg.vol7.iss2.22.
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Principal leadership activities in utilizing social media can affect the effectiveness of organizing, coaching, and communication. This study discusses effective communication with students through utilizing social media. Communication through social media is done by forming groups in various social media. This research was conducted with a survey method that uses data analysis with path analysis methods where calculations are performed with the program used are Data Analysis packages found in Microsoft Excel and SPSS. The subjects of this study were the deputy principals of the Vocational High School students' field of 100 people in the city of Bekasi. The determination of the sample was taken using Slovin formula and random sampling technique, as many as 80 deputy principals in the student field were the sample of the study while 20 deputy principals in the student field were used to test the validation of the research instruments. This research is expected to contribute to society.
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Meirawan, Danny, Heni Mulyani, and Kholifatul Husna Asri. "Beactive as educational leadership model to create partnerships with business and industry." Jurnal Cakrawala Pendidikan 41, no. 2 (May 29, 2022): 295–307. http://dx.doi.org/10.21831/cp.v41i2.45913.
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This study aims to analyze how the partnership of vocational schools with business and industry through the education leadership model. The research used a quantitative approach with an explanatory survey method. Proportionated stratified random sampling technique was used in this research. A total of 1.630 respondents consists of principals, the head of the expertise program, the deputy principal for curriculum, the deputy principal for public relations, and teachers who participated in this research. The instrument used is a questionnaire. The data analysis used was multiple regression. The results showed that the BEACCTIVE model could be a determining factor for the success of establishing a partnership. The reason is that the partnerships were developed through the formulation of plans, human resource management, decision making, and the ability of school principals to attract business and industry. The school's partnership with business and industry has a good fit and improves through programs centred on students' skills and expertise aligned with standards of business and industry, the business and industry that actively support the educational practices at schools and the absorption of graduates in various industrial sectors.
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Kin, Tai Mei, and Omar Abdull Kareem. "The Relationship between Emotional Intelligence of School Principals in Managing Change and Deputy Principal Change Beliefs." International Journal of Learning and Change 1, no. 1 (2019): 1. http://dx.doi.org/10.1504/ijlc.2019.10016999.
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Kin, Tai Mei, and Omar Abdull Kareem. "The relationship between emotional intelligence of school principals in managing change and deputy principal change beliefs." International Journal of Learning and Change 12, no. 2 (2020): 124. http://dx.doi.org/10.1504/ijlc.2020.106718.
Full textDissertations / Theses on the topic "Deputy Principal"
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Grant, Derrick. "Becoming a primary school principal in Ireland : deputy-principalship as preparation." Thesis, University of Lincoln, 2013. http://eprints.lincoln.ac.uk/12703/.
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This thesis investigated influences on primary school deputy-principals’ motivations to apply for principalship in the early twenty-first century in the Irish Republic. This required the exploration of both principals’ and deputy-principals’ roles in management and leadership to discover how better to prepare deputies to continue to the principalship. The research approach sat firmly within the qualitative paradigm, using semi-structured interviews with twelve primary deputy-principals exploring their construction of deputyship and principalship from their professional socialisation experiences. Findings revealed the complex relationship which exists between both roles and the extent to which the pervading school culture determines how much meaningful leadership opportunity is distributed beyond the principal. A major outcome of the study is a constructed knowledge of the nature and culture of Irish primary deputyship. Three new typologies of deputy-principalship provide a new perspective on the deputyship role, concluding that the gap in experiences and knowledge between deputyship and principalship is so great that energy should flow into the formation of formal, planned and structured preparation for a deputyship transition into principalship.
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Byrne, Arthur Edward. "Developing leadership capacity in schools : an emergent role for the deputy-principal?" Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501238.
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Ruwoldt, Merryn Jane, and res cand@acu edu au. "To Lead, or Not to Lead: that is the question: An exploration of understandings of leadership in the context of the deputy principal in the Lutheran secondary school." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp143.17052007.
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Twenty first century Lutheran secondary schools operate in a complex and demanding social, historical and theological environment. Leadership needs to be conceptualized in a manner which is appropriate for a fluid, dynamic learning community. Contemporary thinking about school leadership explores concepts such as teacher leadership, shared and distributed leadership. Successful school leadership is also perceived to impact positively on student educational outcomes. The leadership of the deputy principal in many school sectors has traditionally been structured on the basis of a bureaucratic, hierarchical model. Such models are increasingly perceived as unhelpful in the school context, yet in response, little has changed for deputy principals. The purpose of the current study was to consider the situation in Lutheran secondary schools. It explored the understandings about leadership embedded in the current role of the deputy principals. This was achieved by comparison of the participants’ perceptions with historical leadership narratives. The key finding of this research is that in Lutheran schools, the leadership role of the deputy is often not as fully developed as would be appropriate in the existing climate, where schools and principals are expected to provide ever expanding services and fulfil multiple purposes. In many schools, the leadership role of the deputy does not provide sufficient training for succession to the principalship. Deputy principals are seen to focus on activity which supports educational leadership, but leaves them on the fringe of it. Deputies are often not involved in major teaching and learning strategic planning, vision and change management. This hinders their preparation for a future role as principal, but also deprives the school of a potentially significant source of leadership activity. Deputy principals are seen to model the Christian ethos of the school through the way they interact with staff and students and their involvement in the devotional life of the school. However, in-depth involvement in ongoing dialogue about Lutheran identity and the church in the school is usually dependent on the interest and passion of the individual deputies, not inherently demanded by the role. There is also a limited understanding of servant leadership influencing the practice of deputy principals in the schools. In order to maximise the effectiveness of the leadership role of the deputy principals in Lutheran secondary schools, it would be timely to draw together key doctrinal statements, leadership theory and Luther’s reflections on vocation, into a cohesive and practical understanding of leadership. This could form the basis for further development of distributed leadership in Lutheran secondary schools and help to ensure that they continue to successfully meet the needs of their communities.
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Mphatsoe, Mantwa Florence. "THE ROLE OF DEPUTY PRINCIPALS IN MANAGING CONFLICT AMONG SECONDARY SCHOOL TEACHERS IN THE LEJWELEPUTSWA DISTRICT, IN THE FREE STATE PROVINCE." Thesis, Welkom: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/229.
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Thesis (Phd. (Psychology of education )) - Central University of Technology, Free State, 2013This purpose of this study was to investigate the role of the deputy principals in managing conflict among secondary school teachers in the Lejweleputswa Education District, in the Free State Province. Two questionnaires, one for the deputy principals and one for teachers, were developed. The questionnaires were administered on six deputy principals and twelve teachers from six secondary schools in Monyakeng, Nyakallong and Kutloanong townships. The qualitative approach was mainly used for the collection and analysis of data. The study revealed that conflict was common in the surveyed township secondary schools. The study found thatthe causes of conflict for the township secondary school teachers included poor communication, shortage of resources and facilities, work overload, gossiping, high rates of absenteeism and poor performance of teachers. The study further revealed that the role of the deputy principals was crucial in the handling of conflict in schools. The conflict resolution strategies commonly applied by the deputy principals included negotiations, accommodating, collaborating and compromise. However, avoiding, arbitration and competing strategies were avoided by the deputy principals. The role of the deputy principals in resolving conflict was found to focus more on building relationships and collegiality among teachers in the township secondary schools. It was recommended that schools are provided with adequate resources and facilities, as well as adequate teachers; that counseling sessions to be introduced for teachers, and that training in stress and conflict management is also introduced for township secondary school teachers. A conflict resolution model appropriate for the township secondary schools was also developed.
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Ruwoldt, Merryn Jane. "To lead, or not to lead: That is the question. An exploration of understandings of leadership in the context of the deputy principal in the Lutheran secondary school." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/d72dc86b665064245d5cdb07f0982e99b0d5f04a8b39d8c2dc0a4a193a0f8653/698006/65073_downloaded_stream_298.pdf.
Full textAbstract:
Twenty first century Lutheran secondary schools operate in a complex and demanding social, historical and theological environment. Leadership needs to be conceptualized in a manner which is appropriate for a fluid, dynamic learning community. Contemporary thinking about school leadership explores concepts such as teacher leadership, shared and distributed leadership. Successful school leadership is also perceived to impact positively on student educational outcomes. The leadership of the deputy principal in many school sectors has traditionally been structured on the basis of a bureaucratic, hierarchical model. Such models are increasingly perceived as unhelpful in the school context, yet in response, little has changed for deputy principals. The purpose of the current study was to consider the situation in Lutheran secondary schools. It explored the understandings about leadership embedded in the current role of the deputy principals. This was achieved by comparison of the participants' perceptions with historical leadership narratives. The key finding of this research is that in Lutheran schools, the leadership role of the deputy is often not as fully developed as would be appropriate in the existing climate, where schools and principals are expected to provide ever expanding services and fulfil multiple purposes. In many schools, the leadership role of the deputy does not provide sufficient training for succession to the principalship. Deputy principals are seen to focus on activity which supports educational leadership, but leaves them on the fringe of it. Deputies are often not involved in major teaching and learning strategic planning, vision and change management. This hinders their preparation for a future role as principal, but also deprives the school of a potentially significant source of leadership activity.;Deputy principals are seen to model the Christian ethos of the school through the way they interact with staff and students and their involvement in the devotional life of the school. However, in-depth involvement in ongoing dialogue about Lutheran identity and the church in the school is usually dependent on the interest and passion of the individual deputies, not inherently demanded by the role. There is also a limited understanding of servant leadership influencing the practice of deputy principals in the schools. In order to maximise the effectiveness of the leadership role of the deputy principals in Lutheran secondary schools, it would be timely to draw together key doctrinal statements, leadership theory and Luther's reflections on vocation, into a cohesive and practical understanding of leadership. This could form the basis for further development of distributed leadership in Lutheran secondary schools and help to ensure that they continue to successfully meet the needs of their communities.
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Chalmers, Ronald F. "An evaluation of the deputy principals' leadership development program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1992. https://ro.ecu.edu.au/theses/1133.
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The Deputy Principals' Leadership Development Program (DPLDP) was researched and developed by the Calgary Board of Education from 1983 to 1987. It was conducted for the first time in Western Australia when deputy principals from schools in the Narrogin Education District participated in the program during the period 1989-91. This study is an evaluation of the DPLDP. It was designed to determine whether there is justification for the continued use of the program as a means of enhancing the instructional leadership capacities of deputy principals in the Narrogin Education District. This research is located within the naturalistic paradigm. It can best be described as a qualitative case study based mainly upon ethnographic methods of data collection. The organisation and analysis of the data, however, was structured largely by utilising Stufflebeam's CIPP (context, input, process, product) framework of program evaluation and a typology of instructional leadership developed from a review of the literature. This typology presents instructional leadership as a process based on three components: vision, information and action. The data for this evaluation was collected during a twenty two month period between April 1989 and November 1990. A variety of data gathering techniques was used. In depth, semi-structured interviews and participant observations generated most of the data. Document analysis and unstructured, informal interactions provided supplementary material. Data validation formed an integral component of the research design. A thorough and wide-ranging validation process involving the participants was utilized to check the accuracy and relevance of the research findings. The major conclusions of the study, that emerged within the CIPP framework of program evaluation and the typology of instructional leadership, were: 1. Participation in the DPLDP leads deputy principals to examine their role in schools, and builds a commitment to their role as instructional leaders. 2. The DPLDP has the potential, more than other available programs examined, to meet the professional development needs of deputy principals in key areas associated with instructional leadership. 3. Collegial support is the single most important element of the DPLDP for the development of deputy principals as instructional leaders. 4. The DPLDP can be implemented successfully in the Narrogin Education without significant modifications. Based on these results, and other subsidiary findings of the study, it was concluded that, on balance, there is justification for the continuation of the DPLDP in the Narrogin Education District.
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Bezzina, Christopher George. "The Maltese primary school principalship : perceptions, roles and responsibilities." Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/5149.
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The main aim of this research was to investigate the conditions that influence and shape the occupational perceptions of principals; systematically observe primary school principals in the islands of Malta, and to contrast these findings with the perceptions of a group of deputy principals. To achieve this aim three studies were conducted. The first study employed a self-administered questionnaire survey method employed with all principals in primary schools (i. e. state, church and private). 'Discussions with parents', 'discussions with staff' and 'desk work' have been highlighted as the major job functions taking up most of the principals' time. Half of the respondents rated 'desk work' as their majorjob function. The Maltese principal tended to perceive his/her role as falling within the chief executive model. The principal's duties related largely to the division and allocation of work, the co-ordination and control of organisational activities, communication with parents and staff, maintaining discipline and order, and maintaining the level of resources and plant upkeep. This survey, however, shows that principals wanted to take on functions within the leading professional model. In the second study, an observational study was conducted with the aim of checking out some of the perceptions principals held towards their role and to add another dimension to the overall picture by identifying what principals actually did in their daily life at work. The study explored the work patterns of eight primary school principals in the state sector. The observational study attested to the multi-varied nature of the principal's role. The principal's day was generally hectic in pace, varied in its composition, discontinuous and superficial in any pursuit of tasks, with the unexpected always as one of the few certainties of thejob. The principal's energy was observed as being devoted to keeping the school ticking over in the short run with hardly any time being devoted to discuss matters of direct relevance to the teaching-learning process, such as classroom practice, curriculum review and update. The dominant model was that of the transactional leader who is fixing things, managing and coping in order to maintain the smooth operation of the organisation. As highlighted in the questionnaire survey principals devoted their time to administration, pastoral care and communication with parents. Little to no time was stated as being devoted to high value tasks such as strategic planning and curriculum review. The portrayal of Maltese primary school principals is that they are not so much reflective or transformational leaders, rather they are chronically busy, reactive as against proactive, and caught up in, and tied down by the unceasing demands of others for their attention. The present research seems to have identified the transactional nature of leadership as the main medium of interaction that the primary school principals opted for. Bearing in mind the present period of changes and development of school management practices in Malta, it was felt appropriate to seek feedback from deputy principals whose own role was undergoing change. A small group of twenty newly-appointed deputy principals were approached to view how they perceived the role of the principal. At the same time it sought to identify their perceptions of their own role, and get an indication of how they viewed tomorrow's principalship. This, it was felt, would provide data as to how Maltese administrators in general viewed their role. Deputy principals presented similar feedback to that presented by principals. The major difference being in the way deputy principals perceived tomorrow's principalship – one which went beyond the transactional model of principal as administrator to the transformational model of principal as leading professional. However, nothing conclusive can be drawn out. There is a strong indication that principals and deputy principals desire this move but some responses express a certain degree of inconsistency which shows that the implications behind the transformational model are not well and truly understood by the participants of this survey. The implications of the findings for today's and tomorrow's principalship were discussed.
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Mailula, Mokgalaka John. "A management programme to assist deputy principals in dealing with change / Mokgalaka John Mailula." Thesis, North-West University, 2006. http://hdl.handle.net/10394/2468.
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Tso, Shirley, and 曹秀玲. "On becoming teacher leaders: understanding the needs of novice deputy heads of primary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369019.
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A new group of primary school deputy heads has emerged as the new rank, SPSM, has been created for deputy heads of primary schools in Hong Kong with effect from 1 September 2008. On becoming teacher leaders, these deputy heads are serving significant roles in primary schools. The literature reviews that there are few local studies in this area. This study has recognized the research need to understand the needs of novice deputy heads. 489 invitation letters were sent to all SPSMs in ordinary aided and government primary schools in Hong Kong in March 2011 and five SPSMs participated in this study. A qualitative approach was adopted, including focus group interviews, individual interviews, shadowing, and analyses of relevant documents. Results of the study indicate that underlying the needs that they have voiced out (such as the need for more time and ‘space’, collegial support, appropriate professional development and training) are two fundamental issues, namely, their readiness for leadership responsibilities and their capacity for the multiple roles of a deputy head. This study also indicates that their needs are varied and personal. Their needs are affected by their major roles and responsibilities, different situations in schools, the decision and attitude of their principals, relationship with fellow staff, personal background, experience, mindset, and values, and situations in the local context. Implications on the ways in which their needs could be met indicate that besides issues related to other parties and provisions from external sources, more fundamental is the transformation from within, that is, a switch of mindset from being a teacher, a manager, to a leader.published_or_final_version
Education
Master
Master of Education
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Beltran, Luis. "NONPARAMETRIC MULTIVARIATE STATISTICAL PROCESS CONTROL USING PRINCIPAL COMPONENT ANALYSIS AND SIMPLICIAL DEPTH." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4080.
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Although there has been progress in the area of Multivariate Statistical Process Control (MSPC), there are numerous limitations as well as unanswered questions with the current techniques. MSPC charts plotting Hotelling's T2 require the normality assumption for the joint distribution among the process variables, which is not feasible in many industrial settings, hence the motivation to investigate nonparametric techniques for multivariate data in quality control. In this research, the goal will be to create a systematic distribution-free approach by extending current developments and focusing on the dimensionality reduction using Principal Component Analysis. The proposed technique is different from current approaches given that it creates a nonparametric control chart using robust simplicial depth ranks of the first and last set of principal components to improve signal detection in multivariate quality control with no distributional assumptions. The proposed technique has the advantages of ease of use and robustness in MSPC for monitoring variability and correlation shifts. By making the approach simple to use in an industrial setting, the probability of adoption is enhanced. Improved MSPC can result in a cost savings and improved quality.Ph.D.
Department of Industrial Engineering and Management Systems
Engineering and Computer Science
Industrial Engineering and Management Systems
Books on the topic "Deputy Principal"
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Keltz, Robert. Logistics oral history interview with Robert Keltz: Principal Deputy for Logistics, U.S. Army Materiel Command, July 1992 - March 1997. Alexandria, Va. (5001 Eisenhower Ave., Alexandria 22333-0001): Historical Office, U.S. Army Materiel Command, 1997.
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Nomination of Dr. Donald M. Kerr to be Principal Deputy Director of National Intelligence: Hearing before the Select Committee on Intelligence, United States Senate, One Hundred Tenth Congress, first session, August 1, 2007. Washington: U.S. G.P.O., 2008.
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Nomination of Stephanie O'Sullivan to be Principal Deputy Director of National Intelligence: Hearing before the Select Committee on Intelligence of the United States Senate, One Hundred Twelfth Congress, first session, Thursday, February 3, 2011. Washington: U.S. G.P.O., 2011.
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Nomination of Lieutenant General Michael V. Hayden, USAF, to be Principal Deputy Director of National Intelligence: Hearing before the Select Committee on Intelligence, United States Senate, One Hundred Ninth Congress, first session, April 14, 2005. Washington: U.S. G.P.O., 2006.
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Nomination of David C. Gompert to be Principal Deputy Director of National Intelligence: Hearing before the Select Committee on Intelligence of the United States Senate, One Hundred Eleventh Congress, first session, Tuesday, October 13, 2009. Washington: U.S. G.P.O., 2010.
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Works), United States Office of the Assistant Secretary of the Army (Civil. Upper Jordan River flood control project: Communication from the Acting Principal Deputy Assistant Secretary for Civil Works, the Department of the Army, transmitting a report from the Chief of Engineers, with accompanying papers and illustrations ... Salt Lake City, UT, pursuant to Public Law 101-640. Washington: U.S. G.P.O., 1991.
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Iudex vice Caesaris: Deputy emperors and the administration of justice during the Principate. Stuttgart: F. Steiner, 1996.
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Leading learners and learning leaders: Perspectives on the roles of deputy and assistant headship. Leicester: SHA Publications, 2004.
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Office, Australian Audit. Department of Defence: Principal Item Stock Control and Entitlement System. Canberra: Australian Govt. Pub. Service, 1986.
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Histoire des sciences et des savants depuis deux siècles, d'après l'opinion des principales académies ou sociétés scientifiques. [Paris]: Fayard, 1987.
Find full textBook chapters on the topic "Deputy Principal"
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Busacchi, Vinicio. "The Unconscious as a Principally Affective Matter." In Habermas and Ricoeur’s Depth Hermeneutics, 59–71. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39010-9_5.
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Jiang, Jianfeng, and Shumei An. "Research on the Deployment Strategy of Enterprise-Level JCOS Cloud Platform." In Proceeding of 2021 International Conference on Wireless Communications, Networking and Applications, 1158–66. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2456-9_116.
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AbstractRuijie JCOS cloud management platform is the first cloud management platform based on OpenStack principle in China. It has the advantages of stable operation, fast deployment, wide compatibility and high performance. Taking the basic technology of cloud platform management as the core, this paper gives a general description of the deploy of the whole cloud platform, from which we can understand and analyze the shortcomings of building traditional data center, and then illustrate the general process of integrating resources and reducing costs by virtualization technology in combination with real application practice.
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Pratt, Stephen, and Wantanee Suntikul. "Planning for sustainable tourism development in Bhutan." In Tourism planning and development in South Asia, 84–98. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246698.0005.
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Abstract This chapter investigates the ways in which tourism planning and policies in Bhutan promote, reinforce and constrain sustainability. The scope of this work covers food and beverage purchasing decisions, human resources, transportation and souvenir sales in the tourism and hospitality industry in Bhutan. To achieve these research objectives, 19 in-depth interviews were conducted with hotel general managers in the main tourism areas of Thimphu and Paro. The findings reveal that, while the controlled nature of tourism in Bhutan certainly protects its residents from the negative excesses of global tourism, numerous policies also impede tourism and hospitality from spreading their benefits more widely. Policy makers in Bhutan would rather adhere to the precautionary principle than allow detrimental practices or risk irreversible impact on Bhutanese culture.
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Alrabbaa, Christian, Franz Baader, Stefan Borgwardt, Patrick Koopmann, and Alisa Kovtunova. "Finding Good Proofs for Description Logic Entailments using Recursive Quality Measures." In Automated Deduction – CADE 28, 291–308. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79876-5_17.
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AbstractLogic-based approaches to AI have the advantage that their behavior can in principle be explained to a user. If, for instance, a Description Logic reasoner derives a consequence that triggers some action of the overall system, then one can explain such an entailment by presenting a proof of the consequence in an appropriate calculus. How comprehensible such a proof is depends not only on the employed calculus, but also on the properties of the particular proof, such as its overall size, its depth, the complexity of the employed sentences and proof steps, etc. For this reason, we want to determine the complexity of generating proofs that are below a certain threshold w.r.t. a given measure of proof quality. Rather than investigating this problem for a fixed proof calculus and a fixed measure, we aim for general results that hold for wide classes of calculi and measures. In previous work, we first restricted the attention to a setting where proof size is used to measure the quality of a proof. We then extended the approach to a more general setting, but important measures such as proof depth were not covered. In the present paper, we provide results for a class of measures called recursive, which yields lower complexities and also encompasses proof depth. In addition, we close some gaps left open in our previous work, thus providing a comprehensive picture of the complexity landscape.
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Mueller-Gritschneder, Daniel, Eric Cheng, Uzair Sharif, Veit Kleeberger, Pradip Bose, Subhasish Mitra, and Ulf Schlichtmann. "Cross-Layer Resilience Against Soft Errors: Key Insights." In Dependable Embedded Systems, 249–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52017-5_11.
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AbstractDriven by technology scaling, integrated systems become more susceptible to various causes of random hardware faults such as radiation-induced soft errors. Such soft errors may cause malfunction of the system due to corruption of data or control flow, which may lead to unacceptable risks for life or property in safety-critical applications. Hence, safety-critical systems deploy protection techniques such as hardening and redundancy at different layers of the system stack (circuit, logic, architecture, OS/schedule, compiler, software, algorithm) to improve resiliency against soft errors. Here, cross-layer resilience techniques aim at finding lower cost solutions by providing accurate estimation of soft error resilience combined with a systematic exploration of protection techniques that work collaboratively across the system stack. This chapter demonstrates how to apply the cross-layer resilience principle on custom processors, fixed-hardware processors, accelerators, and SRAM memories (with a focus on soft errors) and presents key insights obtained.
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Popescu, Andrei. "Rensets and Renaming-Based Recursion for Syntax with Bindings." In Automated Reasoning, 618–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10769-6_36.
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AbstractI introduce renaming-enriched sets (rensets for short), which are algebraic structures axiomatizing fundamental properties of renaming (also known as variable-for-variable substitution) on syntax with bindings. Rensets compare favorably in some respects with the well-known foundation based on nominal sets. In particular, renaming is a more fundamental operator than the nominal swapping operator and enjoys a simpler, equationally expressed relationship with the variable-freshness predicate. Together with some natural axioms matching properties of the syntactic constructors, rensets yield a truly minimalistic characterization of $$\lambda $$ λ -calculus terms as an abstract datatype – one involving an infinite set of unconditional equations, referring only to the most fundamental term operators: the constructors and renaming. This characterization yields a recursion principle, which (similarly to the case of nominal sets) can be improved by incorporating Barendregt’s variable convention. When interpreting syntax in semantic domains, my renaming-based recursor is easier to deploy than the nominal recursor. My results have been validated with the proof assistant Isabelle/HOL.
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"A Surprise Appointment to the Office of Deputy College Principal." In Trails in Academic and Administrative Leadership in Kenya, 139–44. CODESRIA, 2016. http://dx.doi.org/10.2307/j.ctvh8r3xx.16.
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Potts, Gwynne Tuell. "End of Glory." In George Rogers Clark and William Croghan, 120–35. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813178677.003.0010.
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George Rogers Clark’s job as Virginia’s commander came to a close in July 1783, but he and William Croghan were appointed principal and deputy Virginia State Line surveyors at the conclusion of the Revolution. Their future brother-in-law, Richard Clough Anderson, became the state’s continental line surveyor. The position required their presence at the Falls of the Ohio, near where the bulk of Virginia’s unclaimed lands would be patented as payment for the state’s soldiers. Clark’s work was interrupted by his assignment as a federal Indian Commissioner, sending him to the capital in New York and on to the Ohio River, where he announced a meeting with territorial native leaders. Throughout it all, local merchants made demands for payments associated with Clark’s western campaigns, and Virginia’s governors refused reimbursement, initiating the general’s long downward spiral.
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Moloi, Julie. "Long-Term Preservation for Access of Audio-Visual Archives at Botswana National Archives (BNARS)." In Advances in Library and Information Science, 92–109. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6618-3.ch006.
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This chapter discusses the long-term preservation and access to audio-visual (AV) archives at the Botswana National Archives and Records Services (BNARS). The principal guidance to the study was attributed to international preservation guidelines, standards, and best practices. The study adopted a qualitative approach, along with the employment of these data collection methods: interviews, observation, and document review. Purposive sampling technique was used to select the target population, which included the deputy director, senior archivist, and the archives officer. Data was subjected to thematic analysis in line with the set objectives. The key research findings of the study indicated that there were no long-term preservation strategy for AV archives at BNARS, there was absence of archival access and no acquisition policies in place, various types of AV materials were all stored under the same roof and under the same climatic conditions. Furthermore, some AV archives were not processed thus making it hard to identify, retrieve, and make them accessible for use. Additionally, the research reflected that there was lack of requisite special technical skills needed for long-term preservation of AV archives. Finally, the study revealed that there was no specific budget for the long-term preservation of AV archives at BNARS. In conclusion, therefore, the study recommends that, BNARS develop a holistic AV preservation strategy to ensure the long-term availability and accessibility of AV archives for future use.
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Khumalo, Shuti Steph. "The Role of Principals as Mentors in Mentoring Deputy Principals." In Advances in Educational Marketing, Administration, and Leadership, 256–74. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4050-2.ch015.
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The theory of mentoring is pertinent to the education system and school leadership. School leadership has been a contested space in research. Empirical evidence indicates that there is a correlation between great school leadership and performance. However, little has been written about transferring good school leadership practice by principals to their deputy principals. This chapter explores and makes a contribution on the role of principals as mentors in mentoring deputy principals. Drawing from the plethora of literature and its extensive and critical evaluation, in this chapter, the researcher argues that mentoring deputy principals contributes towards building the second layer of school leadership and thus enhancing succession planning within the education context.
Conference papers on the topic "Deputy Principal"
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Ngwane, Knowledge Siyabonga Vusamandla, and C. N. Ngwane. "Effective administration of university leadership in a selected institution in Durban." In International Conference of Education, Research and Innovation. IATED Digital Library, 2015. http://dx.doi.org/10.51415/10321/2521.
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University leadership and administration is a critical aspect as it is about the functioning of the entire institution. Effective and efficient administration of the university relies on the principal. Leading proponents encourage transformational leadership, moral stewardship, principal as an instructional leader, and principal as a communicator or community builder. Discovering effective leadership and administration mechanisms can help teach university decision and policy makers to implement leadership development which will lead to improved student achievement. The purpose of this article is to investigate the university senior leadership and its administration in order to improve efficiency and effectiveness holistically. The problem resulting to conducting of this study is the high level of both students and staff demonstrations annually in the selected university, these strikes end up affecting teaching, learning and research within the institution. The underlying question the study intends to address is: “Which factors hinder effective and efficient university administration?” Educational leadership changes from a managerial orientation to promote the significance of concentrating on the learning and teaching process and student success. Educational institution leaders’ competencies are always associated with continuous training and development they receive to make them better leaders. Hence, training and development in university leadership requires a systematic planning which will result to excellent institution education. In order to explain the phenomenon under study better, the Burns transformational theory founded by James MacGregor Burns will be utilised. The positivism paradigm is the philosophy adopted for this study. The survey will be conducted at the Durban University of Technology with the intention to address the question and the objective of the study. The questionnaires will be administered to 30 senior management members within the institution, including the Vice Chancellor and his Deputy, Deans, Directors and HODs.
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Elmetti, Rosa R., Ana M. Han, and Jay A. Roach. "The US DOE EM International Program." In ASME 2013 15th International Conference on Environmental Remediation and Radioactive Waste Management. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icem2013-96076.
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The U.S. Department of Energy (DOE) Office of Environmental Management (EM) conducts international collaboration activities in support of U.S. policies and objectives regarding the accelerated risk reduction and remediation of environmental legacy of the nations’ nuclear weapons program and government sponsored nuclear energy research. The EM International Program supported out of the EM Office of the Associate Principal Deputy Assistant Secretary pursues collaborations with foreign government organizations, educational institutions and private industry to assist in identifying technologies and promote international collaborations that leverage resources and link international experience and expertise. In fiscal year (FY) 2012, the International Program awarded eight international collaborative projects for work scope spanning waste processing, groundwater and soil remediation, deactivation and decommissioning (D&D) and nuclear materials disposition initiatives to seven foreign organizations. Additionally, the International Program’s scope and collaboration opportunities were expanded to include technical as well as non-technical areas. This paper will present an overview of the on-going tasks awarded in FY 2012 and an update of upcoming international activities and opportunities for expansion into the remainder of FY 2013 and beyond.
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Kusumawati, Yeny, and Fresty Africia. "Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.01.
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ABSTRACT Background: In school environments, the No Smoking Area Policy is based on protecting young people who are currently studying at school from exposure to harmful cigarette smoke. It is expected to indirectly reduce student smoking rates. This study aimed to describe the implementation of the No Smoking Area policy at High School 2 Nganjuk, East Java and to identify the factors influencing the policy implementation. Subjects and Methods: This was a qualitative study carried out at High School 2 Nganjuk, East Java. The study subjects were included the principal, student deputy principals, counseling guidance teachers, homeroom teachers, employees, and students of High School 2 Nganjuk. Data were collected using observation, interviews, and documentation. The source triangulation technique used the technique of checking the validity of the data. This study used an interactive model of data analysis technique, which is based on the theory of George C. Edward III, consisted of communication, resources, dispositions, and bureaucratic structures. Results: In High School 2 Nganjuk, the No Smoking Area Policy has not been implemented optimally, particularly on the resource factor. For example, some teachers and staff still smoking in schools. This was not in accordance with the provisions in the No Smoking Area Policy. As the budget for funds from School Operational Assistance (BOS) was integrated with the School Environment Introduction Period (MPLS/MOS as well as the Adiwiyata program, there was no special budget for the implementation of the No Smoking Area policy. There was still not enough amount of billboards about no smoking area. The communication factor was the supporting factor. The policy for the No Smoking Area is always communicated to school residents. The disposition factors was the policy implementers’ engagement. The bureaucratic factor were structure and the presence of SOP in policy implementation. Conclusion: The enforcement of the policy of the No Smoking Area in High School 2 Nganjuk has not been maximized, so all factors, both contact factors, resource factors, disposal factors, and bureaucratic factors, need to be assisted. Keywords: smoking area, high school, policy Correspondence: Yeny Kusumawati. School of Health Sciences, Satria Bhakti Nganjuk, East Java, Indonesia. Email: yenykusumawati.sbn.ngk@gmail.com. Mobile: 082244297997 DOI: https://doi.org/10.26911/the7thicph.04.01
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H. Bickel, S. "The Maximum Depth Principle as a Dual to Fermat's Minimum Time Principle." In 60th EAGE Conference and Exhibition. European Association of Geoscientists & Engineers, 1998. http://dx.doi.org/10.3997/2214-4609.201408274.
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Taheri, M., B. Ahmadi, R. Amrifattahi, M. R. Dadkhah, A. R. Sharifian, and M. Mansouri. "A Principal Component Analysis Based Method for Estimating Depth of Anesthesia." In 2008 2nd International Conference on Bioinformatics and Biomedical Engineering (ICBBE '08). IEEE, 2008. http://dx.doi.org/10.1109/icbbe.2008.133.
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Lim, Jaeseung, Jinho Park, Hasil Park, Heegwang Kim, and Joonki Paik. "Principal depth estimation using cost-volume filtering for fast stereo matching." In 2018 International Conference on Electronics, Information, and Communication (ICEIC). IEEE, 2018. http://dx.doi.org/10.23919/elinfocom.2018.8330635.
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Tian, Dong, Hassan Mansour, and Anthony Vetro. "Depth-weighted group-wise principal component analysis for video foreground/background separation." In 2015 IEEE International Conference on Image Processing (ICIP). IEEE, 2015. http://dx.doi.org/10.1109/icip.2015.7351400.
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Harris, C., M. Marcoux, and S. Bickel. "Aperture Selection to Improve Kirchoff Depth Imaging Using the Maximum Depth Principle." In 60th EAGE Conference and Exhibition. European Association of Geoscientists & Engineers, 1998. http://dx.doi.org/10.3997/2214-4609.201408275.
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Sanada, Hiroyuki, Takahiro Nakamura, and Yutaka Sugita. "In Situ Stress Measurements in Siliceous Mudstones at Horonobe Underground Research Laboratory, Japan." In ASME 2010 13th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2010. http://dx.doi.org/10.1115/icem2010-40019.
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The stress measurement methods implemented during the surface-based investigations and during construction of the underground facilities in the Horonobe mudstones, as well as information on the initial stress state around the Horonobe URL, are described in this paper. During the surface-based investigations, determination of deep in situ stress was conducted using HF, BB information in deep boreholes and core-based methods such as AE and DSCA. During construction of the underground facilities, subsurface investigations utilizing CCBO, HTPF and the monitoring of spalling around the shafts were conducted in order to verify results from initial stress measurements in the surface-based investigations. HF results indicate that magnitude of the horizontal maximum and minimum principal stresses increases linearly with depth. The maximum principal stress estimated from the HF and borehole breakout data is almost E-W. This is similar to the tectonic movement direction in the vicinity of the Horonobe URL. Due to tectonic movement, horizontal maximum stress is almost 1.5 times larger than the horizontal minimum stress. The minimum horizontal principle stress is almost equivalent to overburden pressure. Stress condition determined from HTPF in the investigations during construction of the underground facilities is almost equal to the results during surface-based investigations.
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Bui, Manh-Quan, Viet-Hang Duong, Tzu-Chiang Tai, and Jia-Ching Wang. "Depth Human Action Recognition Based on Convolution Neural Networks and Principal Component Analysis." In 2018 25th IEEE International Conference on Image Processing (ICIP). IEEE, 2018. http://dx.doi.org/10.1109/icip.2018.8451232.
Full textReports on the topic "Deputy Principal"
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Arif, Sirojuddin, Risa Wardatun Nihayah, Niken Rarasati, Shintia Revina, and Syaikhu Usman. Of Power and Learning: DistrictHeads, Bureaucracy, and EducationPolicies in Indonesia’s Decentralised Political System. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/111.
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This paper examines the politics of education policies in a decentralised political system. Under what conditions does decentralisation promote learning-enhancing policies? Despite the numerous works that have been written on decentralisation and education, little is known about how politics influenced local education policies. To address this problem, this paper looks at the linkages between local politics, bureaucratic capacity, and the development of learning-enhancing policies in Indonesia’s decentralised political system. More specifically, it assesses how regional variation in the discretionary power of district heads over employment decisions in the state bureaucracy explains the variation in local education policies in four districts in Indonesia. The primary data were collected through in-depth interviews with political leaders, bureaucrats, district education councils, school principals, teachers, teacher organisations, parents, non-government and community-based organisations, journalists, academicians, and other relevant informants. Using Mill’s method of difference, the comparative analysis presented in this paper demonstrates that institutional constraints on the discretionary power of the district head over employment decisions in the state bureaucracy do matter for the development of learning-enhancing policies. Such constraints can pave the way for the development of the bureaucratic capacity required for governments to pursue learning-enhancing policies. Absent constraints on the discretionary power of district heads over employment decisions in the state bureaucracy, the extent to which districts implement learning-enhancing policies will depend on district heads’ commitment to student learning.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.
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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.
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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Gruson-Daniel, Célya, and Maya Anderson-González. Étude exploratoire sur la « recherche sur la recherche » : acteurs et approches. Ministère de l'enseignement supérieur et de la recherche, November 2021. http://dx.doi.org/10.52949/24.
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• Introduction Dans le cadre du deuxième Plan National de la Science Ouverte, le Comité pour la science ouverte a souhaité mener une étude pour la préfiguration d’un Lab de la science ouverte (LabSO) afin de mieux comprendre le périmètre de la recherche sur la recherche (research on research) dans un contexte international. • Objectifs de l’étude : L’étude répond ainsi à trois objectifs : 1. repérer des grands courants de recherche sur la recherche (RoR) dans le paysage plus général de la recherche universitaire en Europe et outre-atlantique, en reconnaître les principaux acteurs institutionnels et différencier les approches mobilisées par les uns et les autres ; 2. proposer une méthodologie d’analyse dans une démarche de science ouverte (méthodes mixtes et cartographie numérique) pour faciliter l’appropriation de son contenu ; 3. émettre des recommandations pour faciliter le positionnement du LabSO et s’inspirer d’initiatives existantes. • Méthodologie Une série de treize entretiens et une collecte de données d’une sélection thématique de sites web ont permis de dresser un paysage d’acteurs et d’approches impliqués dans des recherches sur la recherche. Ce dernier s’est nourri d’une démarche de cartographie numérique pour repérer et visualiser les liens existants entre différentes communautés, mouvements, réseaux et initiatives (financeurs, projets, centres de recherche, fournisseurs de données, éditeurs, etc.). • Résultats Le rapport présente différents courants de « recherche sur la recherche » issus des traditions théoriques et méthodologiques de la sociologie, de l’économie, des sciences politiques, de la philosophie, des sciences de l’information et des mesures (biblio/scientométrie). Des courants plus récents sont aussi décrits. Ils s’inscrivent dans un contexte de politiques publiques favorables à la science ouverte et ont émergé dans le champ des sciences sociales computationnelles, des Big Data ou encore des domaines biomédicaux. Si certaines de ces approches s’appuient sur des courants académiques (STS, sciences des mesures) établis depuis de nombreuses décennies, d’autres comme ceux de la « métascience » ou de la « science de la science », se sont structurées plus récemment avec une visée prescriptive et de changement fondé sur des preuves (evidence-based) se basant sur un engagement normatif pour une science plus ouverte, inclusive et diverse. Bien loin d’un paysage statique, l’étude fait ressortir des recherches en mouvement, des débats tout autant que des mises en garde afin que certains courants « ne réinventent pas la roue » en faisant fit d’une longue tradition académique de l’étude des sciences et de la production scientifiques. De nouvelles alliances entre centres de recherche et laboratoires, institutions subventionnaires, décideurs politiques et fournisseurs de données ont été repérées. Elles participent à une dynamique actuelle d’équipement des politiques publiques par des outils d’évaluation et des protocoles de recherche pour guider les actions menées, on parle d’évidence-based policies. Un des exemples les plus récents étant laa seconde feuille de route du RoRI1 poussant notamment à la formation d’un réseau international d’instituts de recherche sur la recherche, fondé sur le partage et la mutualisation de données, de méthodes et d’outils. Outre la présentation de ces différents acteurs et courants, le rapport pointe le rôle joué par les infrastructures et les fournisseurs de données scientifiques (publications, données, métadonnées, citations, etc.) dans la structuration de ce paysage et les équilibres à trouver. • Recommandations 1. Accompagner la construction d’indicateurs et de métriques par le biais d’un regard critique et de discussions collectives pour mesurer leurs impacts sur les comportements des professionnels de la recherche (mésusages, gaming). 2. Porter attention aux étapes de diffusion des résultats scientifiques issus des « recherches sur la recherche » pour les adapter aux différents publics ciblés (chercheurs, responsables des politiques publiques de recherche, journalistes, etc.). 3. Articuler les travaux de « recherche sur la recherche » avec une démarche de science ouverte en questionnant notamment les choix faits concernant les fournisseurs de données, les infrastructures et outils d’évaluation, de découvrabilité et d’analyse de la production scientifique (gouvernance, utilisation des données, etc.). 4. Soutenir les approches thématiques et transversales plutôt que disciplinaire de manière collaborative entre les différents membres du Lab de la science ouverte et aider le dialogue entre les différentes approches et mouvements (STS, research on research, science of science, scientométrie, etc.)
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QUANTITATIVE EVALUATION OF EFFECT OF VARIOUS SPAN-TO-DEPTH RATIOS ON THE COLLAPSE PERFORMANCE OF PLANAR STEEL FRAMES. The Hong Kong Institute of Steel Construction, December 2022. http://dx.doi.org/10.18057/ijasc.2022.18.4.5.
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After the removal of a column caused by the unexpected extreme loading of the building structure, the remaining structure mainly relies on the double-span beams connected with the failed column to mitigate the progressive collapse, therefore, the span-to-depth ratios of the double-span beams has significant effects on the internal force redistribution among each story and the development of the anti-collapse mechanisms of the multi-story planar frames. To investigate the effect of span-to-depth ratios on the progressive collapse performance of steel frames, the collapse analysis of three-story steel frame models with various beam depths and beam spans was numerically studied. Firstly, the correctness of the numerical modeling method was verified by the collapse test results of a two-story sub-frame. Then, the refined modeling methods were applied to the analysis of progressive collapse performance of steel frames with various span-to-depth ratios. The load response, load distribution, deformation characteristic and load-resisting mechanisms of models are investigated in detail. The results showed that the resistances provided by flexural mechanism and catenary mechanism are mainly determined by span-to depth ratios and beam span, respectively. Through the principle of energy conservation, the different resistant contribution coefficients of each story are quantitatively obtained, and corresponding empirical formulas were proposed, which can be used as a reference for resistance evaluation before the design of structural anti-collapse.
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Lignes directrices internationales d'éthique pour la recherche en matière de santé impliquant des participants humains. Council for International Organizations of Medical Sciences (CIOMS), 2016. http://dx.doi.org/10.56759/fyee7010.
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À la fin des années 1970, le CIOMS a entamé en association avec l’Organisation mondiale de la Santé des travaux sur l’éthique dans le domaine de la recherche médicale. Dès lors, le CIOMS a entrepris, en coopération avec l’OMS, d’élaborer des lignes directrices pour indiquer comment les principes éthiques, tels que définis dans la Déclaration d’Helsinki de l’Association médicale mondiale, pouvaient efficacement être appliqués, notamment dans des environnements à faibles ressources, compte tenu de leurs situations socio-économiques, des législations nationales et des modalités d’administration et de gestion. Les lignes directrices d’éthique du CIOMS ont été remaniées depuis et les éditions révisées publiées en 1993 et 2002. Les dernières avancées en matière de recherche ont conduit le CIOMS à les réviser de nouveau. Cette nouvelle publication vous présente les résultats de ce travail. -- Dans cette nouvelle version 2016, le CIOMS apporte des réponses à plusieurs questions urgentes en matière d’éthique dans le domaine de la recherche. Pour ce faire, le Conseil souligne la nécessité pour la recherche d’avoir des valeurs scientifique et sociale, fournit des lignes directrices spécifiques pour la recherche médicale dans des environnements à faibles ressources, détaille les dispositions relatives à l’implication de groupes vulnérables et décrit sous quelles conditions les prélèvements biologiques et données relatives à la santé peuvent être utilisés.