Books: 'Principal perceptions'

1

Williams, Leonard. Principals' perceptions of their instructional leadership role. [St. John's, Nfld.]: Committee on Publications, Faculty of Education, Memorial University of Newfoundland, 1986.

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2

Williams, Leonard E. Principals' perceptions of their instructional leadership role. St. John's: Committee on Publications, Faculty of Education, Memorial University of Newfoundland, 1986.

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3

White, Robert James. The perceptions of some principals on aspects of the Education Reform (NI) Order (1989). [S.l: The author], 1994.

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4

Magagula, Cisco M. Swaziland high school head teachers' perceptions of their own power bases which they have effectively utilized to influence subordinates in their schools. Kwaluseni, Swaziland: Institute of Distance Education, University of Swaziland, 1994.

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5

Lindsay, Mary Elizabeth. Managing change: A newly appointed teaching principal's perception of how to manage change. [s.l: The Author], 1996.

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6

Dekker, Barbara. A comparison of the attitudes and perceptions of elementary school principals and teacher-librarians regarding the role of the school library in Ontario: Research project. [s.l: s.n.], 1989.

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7

Menna, Rosanne. Principals and parents perceptions of the Ty-Drum Behaviour Intervention Centre at J.B. Tyrrell Sr. P.S.; data analysis report. Scarborough, Ont: Program Dept., Research Centre, Scarborough Board of Education, 1990.

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8

Perception et réalité: Essai sur la nature du visible. Paris: CNRS, 2004.

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9

Burcham, Cynthia A. The perceptions and beliefs of principals, teachers, and media specialists regarding the roles of media specialists in the public schools of Georgia. Ann Arbor, Mich: University Microfilms International, 1989.

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10

Larmour, James. An analysis of perceptions of the principal's role held by chief administrators, principals and teachers in two middleschools of the Asheville City school system, N Carolina, USA and two junior high schools of the Dickson plan in N Ireland. [S.l: The Author], 1987.

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11

Wiedemann, Peter M. Vorsorgeprinzip und Risikoängste: Zur Risikowahrnehmung des Mobilfunks. Wiesbaden: VS Verlag für Sozialwissenschaften, 2010.

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12

Schmithüsen, Franz. Perceptions and attitudes of the population towards forests and their social benefits: Social origins and research topics of studies conducted in Germany, Austria, and Switzerland between 1960 and 1995 = Perceptions et attitudes de la population envers la forêt et ses prestations sociales : analyse des enquêtes sélectionnées et des articles dans les principales revues forestières de l'Allemagne, l'Autriche et la Suisse entre 1960 et 1995. Wien, Austria: International Union of Forestry Research Organizations, 1997.

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13

Schmithusen, Franz. Perceptions and attitudes of the population towards forests and their social benefits: Social origins and research topics of studies conducted in Germany, Austria and Switzerland between 1960 and 1995 = Perceptions et attitudes de la population envers la foret et ses prestations sociales : analyse des enquetes selectionnees et des articles dans les principales revues forestieres de l'Allemagne, L'Autriche et la Suisse entre 1960 et 1995. [Vienna, Austria]: International Union of Forestry Research Organizations, 1997.

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14

Schmithüsen, Franz. Perceptions and attitudes of the population towards forests and their social benefits: Social origins and research topics of studies conducted in Germany, Austria and Switzerland between 1960 and 1995 = Perceptions et attitudes de la population envers la forêt et ses prestations sociales : analyse des enquêtes selectionnées et des articles dans les principales revues forestières de l'Allemagne, L'Autriche et la Suisse entre 1960 et 1995. [Vienna, Austria]: International Union of Forestry Research Organizations, 1997.

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15

Pécaud, Dominique. Risques et précautions: L'interminable rationalisation du social. Paris: Dispute, 2005.

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16

Demopoulos-Roberts, Nancy. Teachers' and principals' perceptions of principal influence on teacher learning. 2000.

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17

Tosh, Katie, and Christopher Doss. Perceptions of School Leadership: Implications for Principal Effectiveness. RAND Corporation, 2019. http://dx.doi.org/10.7249/rr2575.5.

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18

Tosh, Katie, and Christopher Doss. Perceptions of School Leadership: Implications for Principal Effectiveness. RAND Corporation, 2020. http://dx.doi.org/10.7249/rr2575.5-1.

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19

Teachers' perceptions of actual and desired elementary principal involvement in instructural leadership. 1989.

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20

Proposal review at NSF: Perceptions of principal investigators : report of a survey. Washington, D.C: National Science Foundation, 1988.

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21

Casey, Anabel Padilla. Pastors' and principals' perceptions and expectations of the role of the principal in parochial schools in Puerto Rico. 1989.

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22

1934, Muniruddin Ahmed. Relationships among teachers' perceptions of the principal's style, teachers' loyalty to the principal, and teachers' zone of acceptance. 1985.

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23

Becker, Carol Anne. A study of librarian and principal perceptions of leader behavior in relation to the effectiveness of librarians. 1990.

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24

Jones, Bruce W. Teacher and principal perceptions of instructional climate and the instructional leadership of superintendents in selected Ohio school districts. 1988.

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25

Principals' communication skills: A comparative study of teachers' and principals' perceptions. 1987.

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26

Public high school principals' perceptions of academic reform. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1988.

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27

Voisin, Stella. Secondary school principals and school councils: Practices and perceptions. 2003.

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28

Erickson, William Gustaf. Desired attributes for middle school teachers: Perceptions of principals. 1991.

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29

Perceptions of principals of French immersion schools in Alberta. 1989.

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30

Yu, Kai, Xiangyun Du, and Xiaoju Duan. School Culture Development in China: Perceptions of Teachers and Principals. River Publishers, 2014.

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31

Yu, Kai, Xiangyun Du, and Xiaoju Duan. School Culture Development in China - Perceptions of Teachers and Principals. River Publishers, 2022.

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32

Yu, Kai, Xiangyun Du, and Xiaoju Duan. School Culture Development in China - Perceptions of Teachers and Principals. River Publishers, 2022.

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33

Yu, Kai, Xiangyun Du, and Xiaoju Duan. School Culture Development in China - Perceptions of Teachers and Principals. River Publishers, 2022.

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34

Park, Earl Leslie. Criteria for the selection of secondary school principals in Ontario: Perceptions of principals and superintendents. 1989.

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35

Brown, Derek H. Infusing Perception with Imagination. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198717881.003.0007.

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This chapter explores the broad thesis that most if not all perceptual experiences are infused or soaked with imaginings. To begin, the author articulates a sense of imagination useful for this discussion, avoids some pitfalls, and incorporates the result into a schematic guidance principle. The thought behind the principle is that imaginative contributions to perceptual experiences are self-generated ingredients to perception that have a reasonably direct, ampliative impact on the relevant perceptual experiences. This framework is then applied to three sets of case studies: object-kind and object-sameness experiences (Strawson 1970); colour (Macpherson 2012); and amodal completion (Nanay 2010) and perceptual constancy. Although the case studies have interesting differences, they all conform to the guidance principle. Since each has the potential to independently justify the thesis that perceptual experiences are infused with imaginings, they collectively provide sound motive to provisionally endorse it.

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36

Daiber, R. Principal's Perceptions of Technology Education/Catalog No.90-043. Intl Technology Education Assn, 1992.

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37

Sawada, Tadamasa, Yunfeng Li, and Zygmunt Pizlo. Shape Perception. Edited by Jerome R. Busemeyer, Zheng Wang, James T. Townsend, and Ami Eidels. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199957996.013.12.

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This chapter provides a review of topics and concepts that are necessary to study and understand 3D shape perception. This includes group theory and their invariants; model-based invariants; Euclidean, affine, and projective geometry; symmetry; inverse problems; simplicity principle; Fechnerian psychophysics; regularization theory; Bayesian inference; shape constancy and shape veridicality; shape recovery; perspective and orthographic projections; camera models; as well as definitions of shape. All concepts are defined and illustrated, and the reader is provided with references providing mathematical and computational details. Material presented here will be a good starting point for students and researchers who plan to study shape, as well as for those who simply want to get prepared for reading the contemporary literature on the subject.

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38

Vandeventer, Larry Don. Perceptions of teachers and principals toward teacher evaluation by principals in small northeast Indiana secondary schools. 1985.

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39

Ashton, Joseph Eric. Management of change in further education: Some perceptions of college principals. 1995.

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40

Ashton, Joseph Eric. Management of change in further education: Some perceptions of college principals. 1995.

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41

Perceptions of Iowa public school teachers and principals toward a teaching career ladder model. 1987.

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42

Tse, Vincent Kin-shing. Changing professional perspectives: Co-constructing stories about an elementary school principal and a teacher educator's personal experience across decades. $c2002, 2002.

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43

Newfoundland principals' perceptions of French second language programs within the school curriculum. 1989.

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44

Igl, Natalia. Poetics of Perception. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190457747.003.0009.

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This chapter examines the interrelation of cognitive linguistic principles, specific textual and narrative strategies, and—as a third domain—contemporary poetological positions by means of an analysis of two novels of the German movement “Neue Sachlichkeit.” It sheds light on the strategies of perspectival embedding and points out its relevance for the characterization of modern literary aesthetics. After a first historical outline regarding the key status of perception and perspective in modernist aesthetics, the chapter discusses the cognitive linguistic principle of perspectivization and the inherent potential of multiperspectivity in narrative that results from the constitutive double-layered structure of narrative discourse. This provides the basis to analyze the specific strategies of foregrounding multiperspectivity by means of viewpoint splitting and deictic shift, polyphony and multimodality in two modernist novels by Alfred Döblin and Irmgard Keun that can be understood as strategies of perspectival embedding and addressed as “aesthetics of observation.”

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45

Hunter, Elizabeth. Instructional decision making: Perceptions of unionized and nonunionized Ohio elementary and secondary school principals. 1990.

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46

Schöck, Cornelia. Jahm b. Ṣafwān (d. 128/745–6) and the ‘Jahmiyya’ and Ḍirār b. ʿAmr (d. 200/815). Edited by Sabine Schmidtke. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199696703.013.28.

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The chapter is a first step on the way to classify the earliest Muslim theologians according to their position and role in the history of natural theology and philosophy. It argues that Jahm b. Ṣafwān and Ḍirār b. ʿAmr represent an empiristic theory according to which the sensible reality outside the mind corresponds one-to-one to the perception inside the human mind. God’s creation is by composition of bundles of properties; man’s knowledge is by decomposition of the property bundles into their parts by means of perception. The perceptions of substantial and qualitative change supply the empirical data by which the intuition of God as the cause of all generation, corruption, and change in corporeal things happens. They refuse a principle of form and essence in things as well as natural causes and powers of generation and alteration in the created cosmos.

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47

McDoom, Omar. War and Genocide in Africa's Great Lakes since Independence. Edited by Donald Bloxham and A. Dirk Moses. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199232116.013.0028.

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Every generation born since independence in Uganda, the Democratic Republic of Congo (DRC), Rwanda, and Burundi has lived through either a war or genocide. A low-end estimate of deaths that resutled would stand at 1.4 million while 2.6 million would be at the high end. They would increase considerably if the indirect effects of war and genocide, notably disease and hunger, were also counted. These numbers have reinforced perceptions of the region as Africa's heart of darkness. This article aims to summarize the postcolonial record. It describes all the principal episodes of violence against civilians in each country since independence. It also provides a critical overview of the violence. It identifies the characteristics that define the regional context in which these numerous episodes of violence occurred.

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48

Perceptions of Iowa public school teachers and principals toward a teaching career ladder model. 1986.

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49

Cohn, Jr., Samuel K. Epilogue: HIV/AIDS. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198819660.003.0026.

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Unlike previous chapters, which are driven by the primary sources, this one relies on works by scholars and activists. From studies of the US, Australia, and Africa, this chapter finds a sharp break during the early 1990s in perceptions of HIV/AIDS’s social and political consequences. From emphasizing hate, violence, discrimination, and stigmatization, AIDS scholars and activists began focusing on the outpouring of volunteerism, charity, compassion, and successes from political activism: organizational developments (CBIs), volunteerism across communities—gay and straight, creativity in the arts, reshaping doctor–patient relations, the enhanced importance of nursing, achievements within the power structures of cities, and advances in gay and lesbian rights. This chapter brings together the book’s three principal categories for exploring the social side effects of epidemics in history—hate, compassion, and politics.

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50

Hopp, Walter. Ideal Verificationism and Perceptual Faith. Edited by Dan Zahavi. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198755340.013.35.

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Husserl maintains that there is an essential relationship between consciousness and being. Understanding the details of that relationship is one of the principal tasks of Husserl’s phenomenology. A. D. Smith characterizes Husserl’s position as “ideal verificationism,” according to which “There is nothing, no possible entity, that is not in principle experienceable”—and, therefore, knowable on the basis of experience. This chapter presents Husserl’s principal argument for ideal verificationism. More specifically, it discusses Husserl’s views on the relationships among truth and being, truth and evidence, and evidence and consciousness. The chapter then discusses Husserl’s view that it is at least ideally possible that any object could be intuited adequately or completely. It then turns to Merleau-Ponty’s argument against that view. Finally, the chapter examines Merleau-Ponty’s account of perception and perceptual faith, and argues that a version of Husserl’s ideal verificationism is compatible with Merleau-Ponty’s position.

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Books on the topic 'Principal perceptions'

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