Books: 'Principal performance'

1

Stronge, James H. Principal evaluation: Standards, rubrics, and tools for effective performance. Alexandria, Virginia: ASCD, 2013.

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2

Whynes, David K. Can performance monitoring solve the public services' principal-agent problem? Nottingham: University of Nottingham, Dept. of Economics, 1992.

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3

Banker, Rajiv D. Performance evaluation metrics for information systems development: A principal-agent model. Cambridge, Mass: Center for Information Systems Research, Sloan School of Management, Massachusetts Institute of Technology, 1992., 1992.

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4

Banker, Rajiv D. Performance evaluation metrics for information systems development: A principal-agent model. Cambridge, Mass: Sloan School of Management, Massachusetts Institute of Technology, 1991.

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5

Cook, Michael C. F. A study of the economic performance of the principal systems of mushroom production in Northern Ireland. Belfast: Economics and Statistics Division, Department of Agriculture for Northern Ireland, 1992.

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6

Society for Local Integrated Development Nepal, ed. Health workforce performance and accountability: Principal investigator, Khem Bahadur Karki ; availability, competency, responsiveness and productivity : a report of operational research, May 2012. Kathmandu: Society for Local Integrated Development Nepal, 2012.

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7

General, New York (State) Metropolitan Transportation Authority Office of the Inspector. An investigation into the background of C&S Transit Corporation, its principal owners and its performance in Transit Authority and Metro-North Commuter Railroad contracts. [New York]: Office of the Inspector General, Metropolitan Transportation Authority, 1985.

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8

Dilaghi, Francesco. Gli abbellimenti nella musica per pianoforte: Una sintesi delle fonti principali. Firenze: Centro di ricerca e di sperimentazione per la didattica musicale, 1990.

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9

Jacob, Brian Aaron. Principals as agents: Subjective performance measurement in education. Cambridge, MA: National Bureau of Economic Research, 2005.

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10

Jacob, Brian Aaron. Principals as agents: Subjective performance measurement in education. Cambridge, Mass: National Bureau of Economic Research, 2005.

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11

10 traits of highly effective principals: From good to great performance. Thousand Oaks, Calif: Corwin Press, 2003.

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12

Johnson, Eric W. Evaluating the performance of trustees and school heads. Boston, Mass: National Association of Independent Schools, 1986.

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13

J, Searchwell Claudette, ed. Writing meaningful teacher evaluations--right now!!: The principal's quick-start reference guide. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2004.

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14

J, Searchwell Claudette, ed. Writing meaningful teacher evaluations--right now!: The principal's quick-start reference guide. Thousand Oaks, Calif: Corwin Press, 1998.

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15

Barker, Cornelius L. Writing meaningful teacher evaluations--right now!!: The principal's quick-start reference guide. 3rd ed. Thousand Oaks, Calif: Corwin Press, 2010.

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16

IEEE Industry Applications Society. Meeting. Introduction to field orientation and high performance AC drives. Edited by Novotny D. W, Lorenz R. D, and IEEE Industrial Drives Committee. 2nd ed. New York, NY, USA (345 E. 47th St., New York 10017-2394): The Society, 1986.

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17

IEEE Industry Applications Society. Meeting. Introduction to field orientation and high performance AC drives. Edited by Novotny D. W, Lorenz R. D, and IEEE Industrial Drives Committee. 2nd ed. New York, NY, USA (345 E. 47th St., New York 10017-2394): The Society, 1986.

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18

Meeting, IEEE Industry Applications Society. Introduction to field orientation and high performance AC drives. New York, USA (345 E. 47th St., New York 10017-2394): Institute of Electrical and Electronics Engineers, 1985.

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19

Assessing educational leaders: Evaluating performance for improved individual and organizational results. Thousand Oaks, Calif: Corwin Press, 2004.

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20

Assessing educational leaders: Evaluating performance for improved individual and organizational results. 2nd ed. Thousand Oaks: Corwin Press, 2008.

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21

Improving the selection and performance of school principals: Using theatre as a professional development tool. Lewiston, NY: Edwin Mellen Press, 2009.

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22

Barker, Cornelius L. Writing meaningful teacher evaluations--right now!!: The principal's quick-start reference guide. 3rd ed. Thousand Oaks, Calif: Corwin Press, 2010.

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23

J, Searchwell Claudette, ed. Writing meaningful teacher evaluations--right now!!: The principal's quick-start reference guide. 3rd ed. Thousand Oaks, Calif: Corwin Press, 2010.

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24

Wilmore, Elaine L. Superintendent leadership: Applying the educational leadership constituent council (ELCC) standards for improved district performance. Thousand Oaks, CA: Corwin Press, 2008.

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25

Wilmore, Elaine L. Superintendent leadership: Applying the educational leadership constituent council (ELCC) standards for improved district performance. Thousand Oaks, CA: Corwin Press, 2008.

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26

S, Roulston William, ed. Breaking the poverty barrier: Changing student lives with passion, perseverance, and performance. Bloomington, IN: Solution Tree Press, 2012.

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27

Bagnoli, Luca, ed. La lettura dei bilanci delle Organizzazioni di Volontariato toscane nel biennio 2004-2005. Florence: Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-8453-640-2.

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This study, emerging from workshop activity carried out as part of the course on ECONOMY AND ADMINISTRATION OF CO-OPERATION AND NON-PROFIT, represents an examination of the economic-financial dimension of the work of the Tuscan voluntary organisations. It is inserted within an articulated research process devoted to an analysis of the accountability of these third sector agents, in the awareness that voluntary work has always been an important factor in civil progress. More specifically, the economic and financial information made available to the provinces as a result of the obligation on the voluntary organisations to deposit the annual financial statement has been fully exploited. This compliance has thus been transformed from a mere bureaucratic procedure into an opportunity for a collective cognitive enrichment through collection at regional level, reclassification and the aggregate analysis of the economic and financial data relating to the management reports (profit and loss accounts) of the voluntary organisations for 2004-2005. This has made it possible to underscore the nature and provenance of the economic and financial resources that accrue annually to such bodies, as well as the principal productive factors "consumed" in the performance of their activities.

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28

Criss, Martha Hines. Elementary school principal competency acquisition in Florida. 1987.

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29

Drake, Norman Merrill. The association between principal influence on teachers and student achievement. 1992.

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30

Barker, Cornelius L., and Claudette J. Searchwell. Writing Meaningful Teacher Evaluations - Right Now!!: The Principal's Quick-Start Reference Guide. Corwin Press, 1999.

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31

A Principal Resource: Using the School Library Media Center to Improve Administrative Performance. Libraries Unlimited Inc, 2007.

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32

Norton, M. Scott. Competency-Based Leadership: A Guide for High Performance in the Role of the School Principal. Rowman & Littlefield Publishers, Incorporated, 2013.

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33

Norton, M. Scott. Competency-Based Leadership: A Guide for High Performance in the Role of the School Principal. Rowman & Littlefield Publishers, Incorporated, 2013.

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34

Roderick, Munday. 9 Legal Relations Between Principal and Agent: Rights of the Agent against the Principal. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198784685.003.0009.

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This chapter examines the three principal rights enjoyed by the agent specific to the principal–agent relationship. The first is the agent’s entitlement to remuneration: if it is a term of the contract, the agent will be entitled to remuneration in accordance with what the parties have expressly or impliedly agreed in their contract. Alternatively, the agent may be entitled to recover from the principal on the basis of a quantum meruit. Next is the right to indemnity: regardless of whether or not there is a contract, an agent is entitled to be indemnified for expenses incurred and losses occasioned in the performance of the agency. Finally, the chapter looks at how the agent may enjoy a possessory lien over the principal’s property.

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35

Impact of the Maryland School Performance Assessment Program (MSPAP): Evidence from the principal, teacher and student questionnaires (reading, writing, and science). [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1999.

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36

Nye, Richard Joseph. Situational leadership: Its relationship to the innovative performance of selected secondary school principals. 1986, 1986.

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37

Eisenberg, Melvin A. The Principle of Substantial Performance. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199731404.003.0051.

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Chapter 51 concerns the principle of substantial performance. Suppose a promisor has committed a breach but has substantially performed the contract. Under the principle of substantial performance the promisor can recover expectation damages, subject to an offset for damages resulting from the breach. There are good reasons for this rule. If the parties had addressed the issue when the contract was made, it is unlikely they would have agreed that any imperfection in performance, no matter how immaterial, would bar a suit for expectation damages. Indeed, in the case of complex performances it is often virtually impossible to render a performance that is completely defect-free, and minor defects can ordinarily be cured either by the promisor or by a third party at the promisor’s expense. The principle of substantial performance is the law, apart from a limited exception concerning contracts for the sale of goods.

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38

Rahier, Jean Muteba. The Festival of the Kings in Santo Domingo de Ónzole. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037511.003.0004.

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This chapter provides ethnographic interpretations of the performances of the three-day-long (January 6–8) Festival in Santo Domingo de Ónzole. The principal activity on January 6 is the act of the president, which involves two groups of disguised actors. The first is the group of cucuruchos. They number about twenty and include the women of the committee who prepared the Play. The second protagonist of the act is the group composed of a dozen adolescents and young men who are disguised as soldiers and called “the troop” (la tropa). The principal activity of January 7 is the begging performance by cucuruchos going from house to house, which evokes the descriptions of European medieval carnival. January 8 is dedicated to the negritos and the cayapas, although some reyeras disguised as whites are still participating in the activities. January 8 is also called el día de todos, “the day of everybody.”

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39

Performance-based preparation of principals: A framework for improvement : a special report of the NASSP Consortium for the Performance-Based Preparation of Principals. Reston, Va. (1904 Association Dr., Reston 22091): National Association of Secondary School Principals, 1985.

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40

S, Hickcox Edward, and Ontario Institute for Studies in Education, eds. Making a difference through performance appraisal. Toronto: OISE Press, 1988.

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41

S, Hickcox Edward, and Ontario Institute for Studies in Education., eds. Making a difference through performance appraisal. Toronto, Ont: Ontario Institute for Studies in Education, 1988.

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42

Performance-Based Preparation of Principals: A Framework for Improvement. Natl Assn of Secondary School, 1985.

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43

National Association of Secondary School Principals (U.S.), ed. Performance-based preparation of principals: A framework for improvement. Reston, Va: National Association of Secondary School Principals, 1985.

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44

A performance assessment and development model for school principals. 1989.

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45

Eisenberg, Melvin A. The Specific-Performance Principle. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199731404.003.0024.

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Chapter 24 considers the most prominent alternative to expectation damages—specific performance. Specific performance is a judicial decree that orders a promisor to render the performance she agreed to render, on pain of a penalty for contempt of court if she does not. The principle that should govern specific-performance—the Specific-Performance Principle—is as follows: actual specific performance should be awarded unless a special moral, policy, or experiential reason suggests otherwise in a given class of cases or the promisee can achieve virtual specific performance by acquiring goods or services in the market that are equivalent to the contracted-for goods or services. Under this principle specific performance should be liberally but not routinely granted.

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46

Lúcio, Paulo Jorge. A PERFORMANCE MERCANTILISTA DAS PRINCIPAIS IGREJAS NEOPENTECOSTAIS BRASILEIRAS. Bookerfield Editora, 2021. http://dx.doi.org/10.53268/bkf21060301.

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Este capítulo analisa a questão do comércio da fé supostamente praticado pelo Neopentecostalismo. A base do discurso mercantilista neopentecostal é a Teologia da Prosperidade, uma ideologia que dá ao fiel o direito de obter de Deus a felicidade plena ainda aqui na Terra, como saúde, enriquecimento e harmonia familiar. A condição para o recebimento dessas bênçãos é a fidelidade no pagamento dos dízimos e das ofertas especiais. Quanto mais se dá, mais se é abençoado. Ao que parece, a mercantilização da fé contraria a proposta de Jesus que, ao expulsar os vendilhões e cambistas do templo, teria deixado claro que o Templo não deveria submeter-se ao Mercado. Entretanto, com sua mensagem de prosperidade, o Neopentecostalismo se alinhou com a ideologia neoliberal transformando a fé num produto e os crentes em consumidores desse produto.

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47

Butler, Gregory. The Choir Loft as Chamber. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040191.003.0005.

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This chapter examines concerted movements written by Johann Sebastian Bach from the mid- to late 1720s and how he adopted a “choir loft as chamber” approach to organ performance—performing different versions of the same concerted instrumental movements for the chamber and for the church. Bach worked as composer and performer not only for the Collegium Musicum in Leipzig, but also for its principal churches. In addition to parodying secular vocal compositions, transforming them into church cantatas, however, Bach was also adapting for church performances preexisting instrumental concerted movements, using obbligato organ as solo melody instrument in various sinfonias, arias, and choruses. Using the Concerto in E Major for harpsichord and strings, BWV 1053, as reference, this chapter demonstrates the connection between two spheres of activity that occurred after late May 1725, when the steady flow of new cantata compositions by Bach ceased: the secular arena of the ordinaire and extraordinaire performances of the Collegium, especially during the Leipzig fairs, and the weekly performances of concerted vocal music at the Haupgottesdienst in Leipzig’s St. Nicholas and St. Thomas Churches.

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48

Cousins, J. Bradley. Factors influencing knowledge utilization: Principals' use of appraisal data concerning their own performance. 1988.

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49

Maler, Anabel. Musical Expression among Deaf and Hearing Song Signers. Edited by Blake Howe, Stephanie Jensen-Moulton, Neil Lerner, and Joseph Straus. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199331444.013.4.

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Deaf people are often portrayed as living in a world of silence, cut off both from experiencing musical works and from musical expression. There are, however, many different forms of musical expression in Deaf culture, including “song signing.” This essay explores the idea that deafness, rather than being a disadvantage for musical expression, actually enables distinctive musical performances within the context of song signing. The first section surveys the different varieties of signed song performance, the second contains analyses of videos, and the third compares the Deaf and hearing song-signing communities. Analysis of multiple song-signing videos reveals that deaf and hearing song signers exploit different techniques in expressing themselves musically. The analyses explore the signers’ principal differences in terms of communication, use of space, and rhythmic techniques. The videos analyzed throughout the article reveal how both deafness and hearing can be musical resources in the context of song-signing performance.

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50

Performance-based preparation of principals: A framework for improvement : a special report of the NASSP Consortium for the Performance-Based Preparation of Principals. Reston, Va. (1904 Association Dr., Reston 22091): National Association of Secondary School Principals, 1985.

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Books on the topic 'Principal performance'

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