Relevant bibliographies by topics / Elementary school principals Victoria

Academic literature on the topic 'Elementary school principals Victoria'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Elementary school principals Victoria.'

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.

Journal articles on the topic "Elementary school principals Victoria"

1

Porter, Ann W., Donald K. Lemon, and Richard G. Landry. "School Climate and Administrative Power Strategies of Elementary School Principals." Psychological Reports 65, no. 3_suppl2 (December 1989): 1267–71. http://dx.doi.org/10.2466/pr0.1989.65.3f.1267.

Full text
Abstract:
This study examined teachers' perceptions of the use of power tactics by elementary principals. Elementary teachers ( N = 297) in 50 schools in North Dakota and Minnesota reported on the use of power tactics by their principals, using an instrument developed to measure the use of the power strategies of assertiveness, sanctions, ingratiation, rationality, and exchange by school principals. Teachers perceived their principals to use rationality and ingratiation most often and sanctions least often to influence the teachers' behavior.
APA, Harvard, Vancouver, ISO, and other styles
2

Abril, Carlos R., and Brent M. Gault. "The State of Music in the Elementary School." Journal of Research in Music Education 54, no. 1 (April 2006): 6–20. http://dx.doi.org/10.1177/002242940605400102.

Full text
Abstract:
This study is an examination of school principals' perceptions of the elementary school music curriculum. A survey, mailed to 350 elementary school principals (61% response rate), was designed to answer the following questions: What are principals' perceptions of music learning outcomes and broad educational goals that result from school music instruction at their respective schools? How do they believe these should exist in ideal conditions? Is there a difference between principals' ratings for current and ideal conditions? To what degree do certain variables affect the music program? Results revealed that principals were generally satisfied with their music programs' ability to meet music education standards and broad educational goals. However, significant differences between the current and ideal conditions imply that they believe improvement is possible. Principals reported that the No Child Left Behind Act, budgets, standardized tests, and scheduling had the most negative effects on their music programs. September 15, 2005 November 30, 2005
APA, Harvard, Vancouver, ISO, and other styles
3

Kovač, Vesna, and Monika Pažur. "Activities and characteristics of instructional school leadership from the perspective of elementary school principals." Školski vjesnik 70, no. 2 (2021): 31–56. http://dx.doi.org/10.38003/sv.70.2.2.

Full text
Abstract:
This paper shows results of an empirical study on characteristics of instructional school leadership conducted on the sample of 30 Croatian elementary school principals. Two research questions were asked: 1. How elementary school principals describe and comment instructional school leadership activities that they conduct in their schools, observing them from their own role’s perspective and instructional goals that they want to achieve and 2. How elementary school principals describe and experience circumstances that have an impact on initiation and implementation of previously described instructional school leadership activities. In regards to set questions, elementary qualitative interpretative research approach was used. Data was gathered using written interview, whereas the results of thematic content analysis revealed two key thematic categories: the list of most conducted instructional school leadership activities and key interactions of principals during the implementation of instructional school leadership. Variabilities in the implementation of instructional school leadership in several aspects were observed, out of which key instructional school leadership’s contents and outcomes focused on the strengthening of students’ and teachers’ capacities are singled out as well as roles and principals’ relationship in interaction with various subjects.
APA, Harvard, Vancouver, ISO, and other styles
4

Apodaca-Tucker, Mary T., and John R. Slate. "School-Based Management: Views from Public and Private Elementary School Principals." education policy analysis archives 10 (April 28, 2002): 23. http://dx.doi.org/10.14507/epaa.v10n23.2002.

Full text
Abstract:
In this study, we analyzed the principal questionnaire contained in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database regarding the extent to which school-based management was reported as having been implemented differently by public and by private elementary school principals. Statistical analyses indicated many differences in the degree of influence reported to be present on the part of principals, parents, and other groups on important decisions made at schools. Differences in school-based management between our public and private elementary school principals were linked to the extant literature. Moreover, recommendations for further research were discussed.
APA, Harvard, Vancouver, ISO, and other styles
5

Lock, Robyn S., Susan K. Telljohann, and James H. Price. "Characteristics of Elementary School Principals and Their Support for the Physical Education Program." Perceptual and Motor Skills 81, no. 1 (August 1995): 307–15. http://dx.doi.org/10.2466/pms.1995.81.1.307.

Full text
Abstract:
The purpose was to describe the characteristics of elementary school principals who support elementary physical education programs. A statewide random sample of 500 elementary school principals and their respective elementary physical education teachers ( n = 500) were mailed questionnaires. A total of 321 principals responded (64%) to a 20-item questionnaire which assessed their physical fitness and their perceptions of elementary physical education. A total of 340 physical education teachers (68%) responded to a 23-item survey assessing their perceptions of their elementary principals' support for the physical education program. The majority of teachers perceived their principals to be supportive of them and the physical education program. A series of l tests showed no significant differences in principals' age, gender, years of experience as a principal, or how important they thought health and physical education was compared to other subjects taught in the elementary school and how supportive of physical education the principals were perceived to be. Finally, a stepwise backward multiple regression analysis indicated that seven variables, including fitness of the principal and body mass index, did not explain more than 13% of the variance in teachers' perceived support by principals.
APA, Harvard, Vancouver, ISO, and other styles
6

Taylor, Jennifer P., Debbie MacLellan, Jane Mary Caiger, Kimberley Hernandez, Mary McKenna, Bob Gray, and Paul Veugelers. "Implementing Elementary School Nutrition Policy: Principals’ Perspectives." Canadian Journal of Dietetic Practice and Research 72, no. 4 (December 2011): e205-e211. http://dx.doi.org/10.3148/72.4.2011.e205.

Full text
Abstract:
Purpose: We assessed principals’ perceptions about the level of school nutrition policy (SNP) implementation in Prince Edward Island elementary schools, objectively evaluated how closely elementary schools are following SNP regulations for types and frequency of foods offered at school, and explored principals’ beliefs about the key enablers and barriers to SNP implementation. Methods: Phase I involved a cross-sectional survey of principals’ assessment of perceived and actual adherence to SNP components. Phase II included in-depth interviews to explore principals’ perceptions about factors influencing policy adherence. Descriptive statistics were generated. Thematic content analysis was used to identify themes. Results: Forty-one (93%) principals participated in Phase I, and nine of these participated in Phase II. The level of implementation of SNP components varied. Seventy-four percent of all foods sold were categorized as allowed by the SNP; 68% of schools sold at least one “not allowed” food. Key barriers included lost revenue, a higher cost of healthy foods, and limited availability of policy-allowed foods. Enablers were a high level of community support, ready access to food suppliers, and active parent volunteers. Conclusions: While schools are making progress in implementing the SNP, challenges remain. Identifying and communicating strategies for healthy fundraising activities and finding ways to involve parents in SNP implementation are recommended.
APA, Harvard, Vancouver, ISO, and other styles
7

Ferrandino, Vincent L. "Challenges for 21st-Century Elementary School Principals." Phi Delta Kappan 82, no. 6 (February 2001): 440–42. http://dx.doi.org/10.1177/003172170108200606.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Price, James H., Sharon M. Desmond, and Cathleen M. Stelzer. "Elementary School Principals' Perceptions of Childhood Obesity." Journal of School Health 57, no. 9 (November 1987): 367–70. http://dx.doi.org/10.1111/j.1746-1561.1987.tb03225.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mitchell, Coral, and Joyce B. Castle. "The Instructional Role of Elementary School Principals." Canadian Journal of Education / Revue canadienne de l'éducation 28, no. 3 (2005): 409. http://dx.doi.org/10.2307/4126477.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Jacobson, John, D. Ray Reutzel, and Paul M. Hollingsworth. "Reading Instruction: Perceptions of Elementary School Principals." Journal of Educational Research 85, no. 6 (July 1992): 370–80. http://dx.doi.org/10.1080/00220671.1992.9941140.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Elementary school principals Victoria"

1

Lysne, Daniel W. "Elementary principals' development of instructional leadership /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/7606.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ceccacci, Margaret. "Power strategies used by elementary school principals as perceived by elementary school teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0012/MQ52450.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Jennings, Gilbert P. (Gilbert Paul). "Perceptions of the Public School Elementary Principal's Role as Perceived by Elementary Public School Principals, Public School Board Members and Business Representatives." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330782/.

Full text
Abstract:
This study was conducted to gauge the perceptions of various groups regarding the elementary principal1s role in the public schools. The hypotheses for the study were the following. 1. There will be no significant difference between the role perception ratings given by the elementary school principal and the business representative regarding their perception of the role of the elementary principal. 2. There will be no significant difference between the role perception ratings given by elementary principals and public school board members regarding their perception of the role of the elementary principal. 3. There will be no significant difference between the role perception ratings given by business representatives and public school board members regarding their perception of the role of the elementary principal. 4. There will be no significant difference between the role perception ratings of elementary principals, business representatives, and public school board members regarding their perception of the role of the elementary principal relative to the age of the respondent, the sex of the respondent, number of years in present position, number of years residing in district, and educational level of the respondent. 5. There will be no significant difference among the role perception ratings of elementary principals regarding their perception of their role relative to sex of the respondent, number of years in the present school district, and number of years as an elementary principal.
APA, Harvard, Vancouver, ISO, and other styles
4

Yeung, Kin-chung Clifton. "Understanding primary school principals the biographies approach /." Click to view the Table of Contents. Click to view the abstract. Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B31962087.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rose, Graeme Charles. "Investigating the role of state school principals' feelings of empowerment affecting transformational leadership in effective school governance : empirical testing of a structural model." Monash University, Dept. of Accounting and Finance, 2004. http://arrow.monash.edu.au/hdl/1959.1/5306.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Dung, Kwong-ping. "In-service training programme for primary school principals in Dongshan region of Guangzhou." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810676.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Vance, Florestee Newby Marilyn Provart. "Attitude toward and knowledge about art a survey of public elementary school principals /." Normal, Ill. : Illinois State University, 1989. http://www.mlb.ilstu.edu/articles/dissertations/8918629.PDF.

Full text
Abstract:
Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed Oct. 13, 2004. Dissertation Committee: Marilyn P. Newby (chair), Mary Ann Lynn, Max R. Rennels, E. Robert Stefl. Includes bibliographical references (leaves 78-80) and abstract. Also available in print.
APA, Harvard, Vancouver, ISO, and other styles
8

Friedman, Paul Travis. "Elementary school principals' perceptions of teacher evaluation practices." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/675.

Full text
Abstract:
The purpose of this study was to examine the perceptions,)[ elementary school principals of teacher evaluation practices in the Los Angeles Unified School District. Specifically, the current study was guided by the following research questions: 1) What are the perceptions of elementary public school principals regarding the effectiveness of teacher evaluation in public elementary schools? and 2) To what extent do elementary school principals' perceptions of the effectiveness of teacher evaluation vary by selected demographic variables (e.g. socio-economic status (SES), Academic Performance Index (API) score, student ethnicity makeup, and size of school)? The collective bargaining agreement for the school district was reviewed and the perceptions of the different principals regarding teacher evaluation practices as well as their specific evaluation procedures at the site level were compared. Results revealed that the collective bargaining agreement did not place serious limitations on evaluation practices. Results of this study also demonstrated that elementary school principals indicated overwhelmingly that teacher evaluation needed to be improved to be more comprehensive, including more informal observations and feedback to be taken into account during the evaluation!on process. In addition, concerns were present regarding the consistency of how the teacher evaluations were conducted and the meaningfulness of the teacher evaluation process. In addition, concerns were present regarding the consistency of how the teacher evaluations were conducted and the meaningfulness of the teacher evaluation process. Results further indicated that time constraints and other factors limited the ability of principals to provide meaningful feedback to teachers. The results of this survey reflect a desire on the part of elementary school principals to see the teacher evaluation process changed to become more effective. This change in the teacher evaluation process will help principals make a difference for everyone- principals, teachers, and students alike.
APA, Harvard, Vancouver, ISO, and other styles
9

Clark, Alison J. "Sustainable School Improvement| Suburban Elementary Principals' Capacity Building." Thesis, Concordia University Chicago, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10106124.

Full text
Abstract:

The increase of intense pressures to ensure long-term education reforms have created a challenge to school leaders as they direct and nurture the abilities of others. Although there is no single model of successful leadership, there is a common repertoire of values and actions used for sustainable school improvement. Raising capacity is a key task for principals. The purpose of this qualitative case study was to understand and describe suburban elementary principals’ practices and perceptions as change leaders related to capacity building. The study further explored the reciprocal effects model on how principals responded to the changing environment. Three principals, their superintendents and one teacher for each case provided data collected through interviews, documents, and a researcher journal. Inductive and deductive analysis were used, first within-case and then through a concluding cross-case. Findings confirmed that building capacity is all encompassing. As principals seek to build capacity, there are many interconnected actions. Results demonstrated varied practices, skills, and responsibilities used among principals, including: setting goals; professional development; collaboration; teacher leadership; and shared responsibility. This study can provide guidance to universities, Boards of Education, and other administrators. Recommendations for further research include expanding the sample to include secondary principals and to explore capacity building in rural and urban settings. Additionally, there should be continued research on the reciprocal effects model using mixed methods.

APA, Harvard, Vancouver, ISO, and other styles
10

Felton, Faye S. "The Use of Computers by Elementary School Principals." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27213.

Full text
Abstract:
This was an investigation of the use of computers by elementary school principals. The independent variables were socio-demographic characteristics, attitude toward computers, and beliefs about the outcomes of computer applications. The dependent variables were hardware and software proficiency, administrative proficiency, instructional proficiency, and overall proficiency. A random sample of 400 elementary school principals in the United States and the District of Columbia was drawn from a national database developed by Quality Education Data. The sample had 228 females and 172 males. Data were collected with a questionnaire that was mailed to the sample. Two hundred fifty-three questionnaires were returned. One survey was blank and unusable. Data were analyzed with correlation coefficients, t-tests, and one-way analyses of variance followed by Schefféâ s post-hoc comparisons. Exploratory analyses with chi-square tests were used to determine if a profile of â high techâ elementary principals could be identified. Elementary principals used the computer on a daily basis for a variety of administrative and instructional tasks. The more proficient users had more favorable attitudes toward the use of computers, used the Internet more frequently and for more tasks, and believed that computers made a difference in the time spent on and the quality of their work. Formal training was related to all four types of proficiency. Socio-demographic variables not associated with proficiency in using computers were gender, ownership of a home computer, ethnicity, age, years of administrative experience, and highest degree held. Males and females, minorities and whites, and older and younger principals were equally proficient. Years of experience and degree did not distinguish more proficient from less proficient users. A socio-demographic profile of â high techâ principals was not found; however, â high techâ principals (personal digital assistant users) reported higher levels of Internet use, higher levels of all four types of proficiency at alpha = .10, and a more favorable attitude toward computers. The use of the latest technologies by principals appears to be a good predictor of the proficiency of principals in using technology generally.
Ed. D.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Elementary school principals Victoria"

1

1941-, McEwan Elaine K., ed. Counseling tips for elementary school principals. Thousand Oaks, Calif: Corwin Press, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Developing successful K-8 schools: A principal's guide. Thousand Oaks, CA: Corwin Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Coulson, Alan A. The managerial work of primary school head-teachers. Sheffield: Department of Education Management, Sheffield City Polytechnic, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Southworth, Geoff. Talking heads: Voices of experience : an investigation into primary headship in the 1990s. Cambridge: University of Cambridge Institute of Education, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Robinson, Susan. School and system leadership: Changing roles for primary headteachers. New York, NY: Continuum International Pub. Group, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Doud, James L. The K-8 principal in 1988: A ten-year study. Alexandria, Va: National Association of Elementary School Principals, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

The K-8 principal in 1988: A ten-year study. Alexandria, Va. (1615 Duke St., Alexandria 22314-3483): National Association of Elementary School Principals, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hoffman, Carol M. Elementary school principals who care: Responding to social change. New York: Garland Pub., 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

J, Campbell William. Selecting a Catholic elementary school principal. Washington, D.C: National Catholic Educational Association, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Primary school deputies handbook. London: Pitman, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Elementary school principals Victoria"

1

Zavala, Jennifer, and Venus Valenta. "Elementary School Principals Supporting the Professional Capacity of Teachers." In Quandaries of School Leadership, 143–56. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59120-9_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Herring, Trent. "Data Dissemination Practices of Elementary School Principals." In Advances in Early Childhood and K-12 Education, 19–38. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3188-3.ch002.

Full text
Abstract:
A review of literature about data dissemination by elementary school principals and data-driven decision-making (DDDM) revealed some principals used accountability data for student achievement, but many did not. Many principals relied more upon their own intuitive experiences instead of systematic data use. This qualitative study focused upon five high-performing elementary school principals from a southern Louisiana school district that had neither prescribed DDDM practices nor data dissemination protocols designed to support principals. Goals of this study were to examine principals' data dissemination processes, what influenced practices, and if principals did have ideal dissemination processes. The study revealed that each of the principals did utilize a data dissemination process, although not formal processes. Certain factors influenced DDDM and subsequent dissemination by principals.
APA, Harvard, Vancouver, ISO, and other styles
3

Augoustatos, MaryAnn, and Catherine Makropoulos. "Principals' Corner." In Advances in Early Childhood and K-12 Education, 181–89. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0267-8.ch012.

Full text
Abstract:
This chapter presents and discusses the fundamentals of the i2Flex teaching methodology from the perspective of the elementary and middle school principals. First, the Elementary School Principal (Ms. Makropoulos) will present how she has set the groundwork for students and faculty to embrace this new paradigm shift in the teaching and learning at American Community Schools (ACS) Athens. Then, the Middle School Principal (Ms. Augoustatos) presents and discusses the two-year implementation process of the i2Flex methodology of instruction.
APA, Harvard, Vancouver, ISO, and other styles
4

Davis McGaw, Martha Ann. "Promoting Partnership Themes Among Elementary School Stakeholders." In Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms, 423–41. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8405-7.ch025.

Full text
Abstract:
This chapter makes the case that by knowing what the desired result is required of a K-16 education for learners to participate in gainful employment, we can deliver appropriate instruction and learning in the elementary grades, which will also foster growth towards the goal of economic independence and citizenship participation. Discussion includes building district and stakeholder partnerships on multiple levels which support residencies and digital learning skills among principals, teachers, and learners. The chapter asks questions, such as: What are the similarities and differences between the digital instruction experience and the classroom instruction experience? What needs to change and what needs to remain the same across all forms of instruction? How do educators and stakeholders ensure that 'human resilience' skills are still supported alongside 'digital resilience' skills? What is student agency?
APA, Harvard, Vancouver, ISO, and other styles
5

Segredo, Mirta R., Peter J. Cistone, and Thomas G. Reio. "Relationships Between Emotional Intelligence, Leadership Style, and School Culture." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 854–74. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch039.

Full text
Abstract:
Research regarding the association between emotional intelligence, leadership style and organizational culture has been inconclusive. The purpose of this study was to explore these relationships in elementary school settings. A non-experimental ex post facto research design was utilized to investigate four research hypotheses. Fifty-seven principals and 850 teachers within a large urban school district in southeast Florida were surveyed. Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership, and negative associations between school culture and passive-avoidant leadership. Significant positive associations were found also between school culture and the principals' emotional intelligence after controlling for leadership style. The hierarchical linear regressions revealed significant associations between leadership style and school culture after controlling for school grade as well. The results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, contingent reward and school culture found in this study validate the role of the principal as the leader of school reform.
APA, Harvard, Vancouver, ISO, and other styles
6

Medico Letwinsky, Karim, and Michael Berry. "Transforming Elementary Mathematics Classroom Practice: Ideas and Innovation from a Leader’s Perspective." In Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.101735.

Full text
Abstract:
The purpose of this chapter is to highlight common challenges that school leaders encounter when seeking to implement change in the teaching and learning of mathematics at their schools. Specifically, the chapter will offer innovative ways that international elementary principals successfully have influenced systemic change in K-5 mathematics classroom practice. The challenges highlighted are not unique to international educators, but the context from which we speak is situated in the international educational environment. We offer practical, but theoretically based guidance for school leaders looking to implement, support, and sustain authentic change in the culture and practice surrounding the math development of students. The first half of the chapter will provide context and a situational perspective relative to the complex relationship between principals, as instructional leaders, and their ability to influence classroom change. Key events that have made conversations about the teaching and learning of mathematics prominent in schools around the world also are highlighted. The second half of the chapter details actionable ideas grounded in research that elementary principals or curriculum leaders can implement to help shift classroom teaching and learning at the elementary level. Ultimately, these shifts are designed to enable higher levels of mathematics achievement for all K-5 students.
APA, Harvard, Vancouver, ISO, and other styles
7

Brzozowski, Maciej, and Eyal Jacob Keydar. "Approaches towards Measuring Success in Public Elementary Schools." In Advances in Public Policy and Administration, 362–77. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0731-4.ch017.

Full text
Abstract:
This chapter examines new directions in theory and practice of measuring schools' success. Relevant literature is synthesized to provide a holistic picture of current knowledge of the topic, highlighting meanings, principles and consequences. The chapter discusses the nature of success in schools. The major aim of the research is to analyze the most popular approaches towards measuring the success of schools, including effectiveness, efficiency, performance, and accountability. This chapter suggests measuring the success in public elementary school, based on extended set of measures and indicators. The expanded set of measurements could increase the validity of inferences about schools' effectiveness as well as efficiency and offer relevant information to principals and teachers about how to improve the school's performance.
APA, Harvard, Vancouver, ISO, and other styles
8

Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "Welcoming Younger Students." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0011.

Full text
Abstract:
There has been a growing movement over the past decade or more to make a child’s entrance into kindergarten less of an abrupt experience. Transition programs and prekindergarten-to-3rd grade efforts across the country focus on bridging the gaps between what children experience before kindergarten and the routines and expectations of elementary school. These initiatives range from bringing greater alignment between preschool curriculum, teaching practices, and assessment to giving young children ample opportunities to visit kindergarten classrooms and experience the learn­ing environment before school starts. Even if a child has attended preschool, moving into an elementary school can feel intimidating for a 5-year-old. The hallways are bigger, the other children in the school are bigger, and there are many more adults involved in the whole process (Figure 6.1). Relationships among schools and the child care centers, preschools, and other community organizations that interact with parents who have young children can lead to more opportunities for young children to feel less anxiety about starting school. Several organizations, including the National Association of Elementary School Principals and the Massachusetts-based Community Advocates for Young Children, provide training and guidance to principals on adapting their schools to serve younger children. The W. K. Kellogg Foundation has also made large investments across the country aimed at creating stronger links between schools and the early-childhood community. Many of these efforts also target families whose children have not been in any formal early learning program because these children often lack the early academic and social-emotional skills needed to do well in today’s more academically focused kinder­garten classrooms. Schools of education can better prepare future teachers and administrators by including training on young children’s development and on strategies for supporting their transition into school. Children with disabilities and their parents may experience additional stress in transitioning into school. Rules and regulations regarding eligibility requirements, services provided, and community resources can be confusing and are not always readily available to parents.
APA, Harvard, Vancouver, ISO, and other styles
9

"Rethinking Education Delivery for the 21st Century." In Participatory Pedagogy, 95–119. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-5225-8964-8.ch005.

Full text
Abstract:
Designing schools as learning centers is more than just about restructuring the physical space of schools. There are many variables that need to be considered when rethinking education delivery for the 21st century. Schools seem to just keep constructing buildings that merely reinforce an obsolete paradigm that will not prepare students for real-world challenges. The focus of this chapter asks the question: What does re-thinking education mean at the school leadership level? Numerous stakeholders, from policymakers to providers to end users affect the structure, content, and delivery of K-12education systems. A case study exploring the effect of district and school leadership styles on teaching and learning prompted by the question, Were the principals in High Scoring Schools (HSS) engaged in different instructional leadership practices than those in the Low Scoring Schools (LSS)? A significant feature of this study is the sizeable database that incorporated nine states, 43 school districts, and 180 elementary, middle, and secondary schools.
APA, Harvard, Vancouver, ISO, and other styles
10

Ramsey, Sonya Y. "Introduction." In Bertha Maxwell-Roddey, 1–14. University Press of Florida, 2022. http://dx.doi.org/10.5744/florida/9780813069326.003.0001.

Full text
Abstract:
Born in 1930, Charlotte educational activist Bertha Maxwell-Roddey personified the work of untold African American women leaders who utilized their positions as “firsts” to strategically forge new pathways to ensure that Black children, women, and families thrived after the collective presence of the civil rights marchers or the fiery rhetoric from Black Power activists faded from view after the 1970s. As a charismatic advocate, she embodied the concept of the modern-day race woman as a desegregation leader and one of the first Black women principals of a Charlotte white elementary school, as a forerunner of the Black Studies Movement as the founding director of UNC Charlotte’s Black Studies Program and as the founder of the National Council for Black Studies, as a Charlotte African American cultural institution builder, or as a servant-leader as the 20th National President of Delta Sigma Theta Sorority, Incorporated.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Elementary school principals Victoria"

1

Gistituati, Nurhizrah, and Hijriyantomi Suyuthie. "Management and Supervision Competences of State Elementary School Principals." In 1st International Conference on Education Innovation (ICEI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.68.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fikriyah, Mariyatul, and Yatim Riyanto. "The Principals’ Leadership As Academic Supervisor In Elementary School." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Haimah, Haimah. "Academic Supervision by School Principals at State Elementary Schools in Indonesia." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Rusdyaningtyas, Eva, and Farida Hanum. "The Role of Principals in Children’s Literacy Culture for Elementary School." In Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2286843.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Haiyan, Wu, and Wang Youmei. "Investigation on principals leadership of educational technology in elementary and secondary school." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056966.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hastuti, Endang Rahayu Mudi, Sutama Sutama, Harsono Harsono, and Ahmad Muhibbin. "Mentoring Program of Elementary School Principals in The Era of Learning Freedom." In International Conference of Learning on Advance Education (ICOLAE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220503.129.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mutiah and Cepi Triatna. "The Principals Spiritual Leadership in Students Strengthening Character at the Vocational Elementary School." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.067.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sutarman, Sutarno J. A., Nunuk Suryani, and Asrowi. "The Impact of Covid-19 Pandemic on The Innovations of Elementary School Prospective Principals in Karanganyar District." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3452144.3453776.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Yanti, Irma, Happy Fitria, and Achmad Wahidy. "The Influence of Supervision of Principals and Teacher Competencies on Teacher Performance of at Elementary School Palembang." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.204.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Pentri, Silvia, Nurhizrah Gistituati, and Nelitawati Nelitawati. "Contribution Principals Leadership and Teacher’s Responsibility Toward Teacher’s Job Satisfaction in Gugus IV Public Elementary School, Kuranji District." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.192.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Elementary school principals Victoria"

1

Weston, Allan. Vision, Interpersonal Orientation and Personal Values in Elementary School Principals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1176.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Patrick, Rikki. A Diagnostic Analysis of Elementary Principals' Practices which Serve Youth At-Risk of School Failure. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1198.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Spooner, Kevin. Leadership and Decision-Making Skills of High Poverty Elementary School Principals in an Era of Reduced Resources. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2454.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

Full text
Abstract:
Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Elementary school principals Victoria' for particular source types:
Journal articles Dissertations / Theses Books
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!

To the bibliography