Relevant bibliographies by topics / School administrators

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School administrators'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "School administrators"

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

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The objective of this study is to ascertain administrator, teacher and parent opinions on the level of school administrators’ skills of organising parent participation efforts. The study group of the study conducted according to the descriptive survey model using the quantitative method consists of 273 school administrators, 916 teachers and 395 parents from primary schools, secondary schools and high schools, determined according to the stratified sampling method. The quantitative data of the research were obtained through the ‘scale for school administrators’ skills of organising parent participation efforts' applied to school administrators, teachers and parents after the validity - reliability studies were conducted. The study reached the conclusion that school administrators’ skills in organising parent participation efforts and the parent participation efforts conducted were inadequate.
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AKTAŞ, Niyazi, and Feride KARACA. "The relationship between Turkish high school administrators' technology leadership self-efficacies and their attitudes and competencies towards technology use in education." Participatory Educational Research 9, no. 5 (September 1, 2022): 430–48. http://dx.doi.org/10.17275/per.22.122.9.5.

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A correlational study was conducted to examine the relationship between high school administrators’ technology leadership self-efficacies and their attitudes and competencies towards technology use in education. The participants were 338 school administrators (67 administrators and 271 vice administrators) working in 112 high schools located in the Anatolian side of Istanbul and the data were collected through a questionnaire. According to the findings, the school administrators' technology leadership self-efficacies were all sufficient and they had positive attitudes and sufficient competencies towards using technology. In addition, there were positive relationships between school administrators' technology leadership self-efficacies, their attitudes towards the use of technology and their competencies in using technology in education. Similarly, there was a positive relationship between the attitudes and the competencies of school administrators towards using technology. Conducted with a group of school administrators, accepted as the technology leaders of the school, this study sheds light on the relationship between the necessary school administrator characteristics in technology integration processes. The present study is indeed valuable in exploring the relationship among these three critical factors influencing the school principals’ effectiveness in the technology integration process. Examining these important school administrator characteristics, this study will cast light on the ways through which creating a digital school culture by improving their leadership qualifications may become possible.
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INCE, Zuhal, and Mustafa Fedai ÇAVUŞ. "The Effect of Management Skills of School Administrators on Organizational Citizenship Behavior of Teachers." Journal of Studies in Education 6, no. 3 (August 22, 2016): 124. http://dx.doi.org/10.5296/jse.v6i3.9791.

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Educational institutions are establishments that concern the majority of the society. The administrator of teachers and students in a school should motivate them to work together in the direction of the purposes of the school. The place of learning in education system is important. It should be known in which situations learning is adapted to teaching process. The school administrator should include the teachers to the decisions and should recognize the influencing factors of school management. Defining the skill levels about the management process of the school administrators who are the responsible ones for managing schools, the effect of this skills of the school administrators on organizational citizenship behaviors of the teachers constitute the purpose of the research. “Management Skills Scale” that was developed by Quast and Hazucha (1992) was used in the research. Level of the effect of management skills of the school administrators on organizational citizenship behaviors of the teachers is determined in the research. It has importance because the effectiveness in management skills of the school administrators who will lead the schools to success is going to be defined.
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Akan, Durdağı. "Effective School Evaluation in Primary Schools from the dimension of Parents." Journal of Education and Training Studies 5, no. 1 (December 21, 2016): 134. http://dx.doi.org/10.11114/jets.v5i1.2094.

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The aim of this study is to analyze the effectiveness of the primary schools depending on “parents” dimension according to the perceptions of administrator and teacher in terms of different variables. It employed descriptive survey model. Data was collected through effective school questionnaire with the aim of determining the perceptions of school administrators and teachers working in primary schools in Erzurum. 155 school administrators and 616 teachers were selected through simple random sampling method and the obtained data was analyzed through arithmetic mean t-test, one -way analysis of variance (ANOVA). The data revealed that the school administrators and teachers expressed parents had a medium-level contribution to the effectiveness of primary schools. It is likely to state that school administrators and teachers in different duty stations and professional seniorities had different opinions about the attitudes of parents related to the effectiveness of schools while school administrators and teachers had similar opinions.
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Hone-Warren, Martha. "Exploration of School Administrator Attitudes Regarding Do Not Resuscitate Policies in the School Setting." Journal of School Nursing 23, no. 2 (April 2007): 98–103. http://dx.doi.org/10.1177/10598405070230020701.

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Few school districts in the United States have policies relating to do not resuscitate (DNR) orders in the school setting. School administrators are the gatekeepers of policy development. Little is known about administrator attitudes related to DNR orders in the school setting. School nurses need to understand administrator attitudes in order to facilitate DNR policy development. This study explored the attitudes of 15 administrators about DNR orders in the school setting through structured interviews. Administrators were asked their attitudes about DNR orders in the school setting and about DNR policy implementation. The majority of administrators believed that DNR policies should not be developed for the school setting because of the emotions involved and lack of administrator knowledge related to DNR orders. The majority of administrators did agree that having a DNR policy would clarify how staff should respond to DNR orders at school.
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Khan, Asif. "A Case Study of Instructional Contributions of Community and Government Secondary School Administrators in Pakistan." Journal of Education and Vocational Research 4, no. 2 (February 28, 2013): 47–59. http://dx.doi.org/10.22610/jevr.v4i2.100.

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The study examined the instructional contribution of a community and government school administrator in Pakistan. While using qualitative tools to generate data, the research exclusively examined the administrators’ engagements in such instructional processes as conducting class visits, arranging inschool professional development programs, and contributing to curriculum enrichment. The study noted that as compared to government administrator, the community administrator seemed more active in the instructional processes of his school. The detachment of the government administrator from classroom practices had many implications that also influenced the quality of education in the government school. On the basis of the findings of this study, I maintain that the efficiency of school administrators is contingent upon multiple elements, such as provisions of job related training, introduction of an effective accountability tool, support of instruction oriented educational officials, and contribution of community/parents The study suggested Pakistan should address the above-mentioned elements when defining the instruction-oriented role of school administrators in the country.
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Durgun, Serpil. "Organization communication problems and the ways of solving these problems of school administrators working at secondary schools." Pegem Eğitim ve Öğretim Dergisi 1, no. 2 (June 1, 2011): 57–68. http://dx.doi.org/10.14527/c1s2m6.

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The purpose of this qualitative study is to determine organizational communication problems and the ways of solving these problems from the views of school administrators working at secondary schools. The sample of this study consists of 14 school administrators in 7 secondary schools in Mersin. The data were gathered by utilizing interview technique through a semi-structured interview including 16 questions which were developed by the researcher. The data collected through interviews were content-analysed including the process of identifying, coding, and categorising the primary patterns of data. Regarding administratoradministrator communication, results indicated that there is no problem. On the other hand, the results of this study provide evidence that school administrators have a number of significant organizational communication problems regarding administrator-teacher, administratorstudent, and administrator-parent communication. In addition, analysis of data revealed that there are some differences among female and male school administrators in defining organizational communication problems and proposing solutions to these organizational communication-related problems.
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Keeler, Carolyn M. "Exploring the Validity of Standards for School Administrator Preparation." Journal of School Leadership 12, no. 5 (September 2002): 579–602. http://dx.doi.org/10.1177/105268460201200506.

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The purpose of this study was to investigate the validity of the Idaho Foundation Standards for School Administrators, an adaptation of the ISLLC standards, as the basis of Idaho administrator preparation. If the objective of creating standards is to prepare administrators to lead successful schools, then a preparation program based on the standards should result in principals who get higher achievement results, create responsible citizens, or otherwise produce successful students. Data from three sources, building administrators, superintendents, and administrative interns, were compared to the standards. Identified areas of need not addressed by the standards included counseling skills, training in change strategies, and the laws governing programs for special populations. This exploratory research into the validity of the Idaho Foundation Standards for School Administrators has resulted in the identification of some discrepancies between administrator preparation, the standards, and administrator practice. Results will be used in revising program curriculum to meet both administrators’ needs in the field and the new National Council for Accrediation of Teacher Education (NCATE) program accreditation guidelines.
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Mukazhanova, A. М., and K. M. Nagymzhanova. "Causes of conflicts between teachers and school administrators in schools according to the teachers’ pеrspective." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 146, no. 1 (2024): 242–53. http://dx.doi.org/10.32523/2616-6895-2024-146-1-242-256.

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Conflict is a condition that defines a social life. Conflicts and disagreements can arise as a result of differences in values, beliefs, personalities, goals and perceptions of individuals. In an educational organization it is common to have conflicts between teachers and administrators for various reasons. However, it is essential for both parties to cooperate, interact and work together in order to prevent or resolve conflict situations that have arisen. The purpose of the study is to try to determine the causes of conflicts between teachers and school administrators according to the teachers' perceptions. The participants of the research consisted of 30 schools from the city of Ust-Kamenogorsk, Kazakhstan, including Kazakh, Russian and Kazakh-Russian mixed schools all over the city, and 432 teachers who worked in these schools during the academic year 2019-2020. The data were collected using “Personal Information Form” and the “Reasons of Conflict Questionnaire”. The arithmetic means and standard deviation of the organizational conflict questionnaire determined the results of the study. The results of the study revealed, according to the teachers’ perspective the items that “mostly” causes conflicts in schools are the following: “Too much paperwork”, “The administrator keeps teachers under constant and tight control”, “The administrator interferences in teacher's private life”, “The administrator punishes failure rather than rewarding success”, “Differences in perception”, “The administrator is too distant from teachers”, “The administrator pretends to consult teachers when he/she makes the decision”, “The administrator looks down on teachers”, “The administrator neglects his/her responsibilities due to professional incompetence”, “The administrator’s favoritism policy”, “The parties have different views on the management methods”, “The administrator trusts only close people to him/her at school”, “The administrator always uses only written communication type”. As a result, it was concluded that Ust-Kamenogorsk has an unsatisfactory school environment which must be eliminated.
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Aramburo, Corrine, and Janelle Rodl. "Boosting School Administrator Confidence When Evaluating Special Educators Through District Support and Training." Journal of School Administration Research and Development 5, no. 2 (December 4, 2020): 86–95. http://dx.doi.org/10.32674/jsard.v5i2.3147.

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This current study is an exploratory, secondary data analysis of a survey assessing training, district support, and confidence of school administrators when it comes to special education teacher evaluation. The present study specifically examines (a) if the influence of district training regarding special education teachers influences the confidence of school administrators to evaluate and observe special education teachers, (b) if administrators with a general education credential differ from administrators with a special education credential regarding the type of district support needed to better evaluate special education teachers; and (c) if possessing a special education credential influences an administrator’s confidence when evaluating both general and special education teachers at their school site. Results indicated that district training regarding special education teacher evaluation increased administrator confidence and that administrators with general education credentials desired more district support overall than did their counterparts with a special education credential. The data also showed that administrators with a special education credential felt significantly more confident evaluating special education and general education teachers than did their counterparts from general education backgrounds. Implications for the field of special education evaluation and future directions are discussed.
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Dissertations / Theses on the topic "School administrators"

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Hart, Jacquelyn D. "Differences in attitudes and educational philosophy of selected and nonselected applicants for public school administrative positions." Gainesville, FL, 1985. http://www.archive.org/details/differencesinatt00hart.

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Rosen, Jane Ehrenberg. "The ways women lead school districts in New York, New Jersey, and Connecticut /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11353910.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Francis A. J. Ianni. Includes tables. Includes bibliographical references (leaves 171-189).
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Jeffords, Charles W. "Personal and Institutional Factors Affecting School Administrators' Career Advancement Decisions." Connect to resource online, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1220625880.

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Kelly, Joseph Pierre. "Route to administrative licensure perceptions of preparation regarding traditional and examination route assistant principals /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1971755291&sid=11&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Ullian, John Andrew. "Legal issues of public school administrators in Massachusetts." Thesis, Boston University, 2006. https://hdl.handle.net/2144/32005.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
Schools and school officials are not immune from the substantial increase in litigation that has occurred over the past few decades in the United States. Public school administrators need to understand the laws that affect their daily decisions and actions. However, most of the available resources on the law are designed for attorneys and other legal experts. The objective of this project is to create a single text for Massachusetts public school administrators that addresses the major legal issues, las and court rulings that apply to their daily decisions and actions. This publication is not designed for attorneys. It is intended to be reader-friendly, and therefore the legal jargon is kept to a minimum. Please note that this text is for informational purposes only and is not intended as legal advice. If you are in need of legal advice, you should contact an attorney. The process for determining the appropriate content for this publication involved initial research on the primary legal issues facing public school administrators, and also interviewing several Massachusetts public school administrators for their input. (A description of the study and the findings is in Appendix A.) Once the subject matters were determined, extensive legal research and analysis were conducted to find appropriate court decisions, statutes, administrative regulations, arbitration rulings and articles relevant to the selected subject areas. When this was done, the dissertation was written covering the following topics: public school administrators' need to understand tre law; an overview of the legal system; issues related to teachers, such as hiring, firing and suspensions; issues related to students, such as student discipline, suspensions and expulsions, and special education; students' constitutional rights; other important matters for school administrators, such as the requirements for reporting abuse, student records and individual liability; and worthwhile resources including contact information. This publication is intended to be a valuable resource for Massachusetts public school administrators. They will obtain an understanding of the relevant laws, and this knowledge will enable them to be more effective administrators and more comfortable in addressing the numerous issues they face on a daily basis.
2031-01-02
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Smith, Barbara S. "The role of women in Christian school administration." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Levitov, Deborah Detenbeck Budd John. "Perspectives of school administrators related to school library media programs after participating in an online course, "School library advocacy for administrators"." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6173.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. John M. Budd. Vita. Includes bibliographical references.
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Porter, Katherine L. "The role of the special education administrator as perceived by principals, superintendents, and special education administrators in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=436.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains x, 166 p. Includes abstract. Includes bibliographical references (p. 139-147).
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McQuestion, Rebecca J. "How School Administrators Respond to Teacher Affect." Thesis, University of California, San Diego, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133828.

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The teacher-student relationship is a vital component to the social, emotional, and academic growth of students. Nationwide the one constant in teachers’ classrooms are the observations by administrators. Administrators play a supporting role for students and teachers in our modern educational system.

The present case study examined four middle schools in a school district in Southern California. Four principals, four assistant principals, six teachers, and one superintendent of human resources were interviewed. Classroom observations with administrators were also conducted. Previous terms used to describe negative teacher affect have been teacher bullying, student maltreatment, and student victimization. Teacher affect was chosen to delineate the behaviors rather than the intentionality.

The findings suggest administrators look to the students and their interaction with the teacher to help recognize positive or negative affect. Although no formal training takes place, much informal collaboration among administrators happens behind the scenes to decide on how best to support a teacher demonstrating negative affect. All participants agreed the best way for administration to encourage positive affect was by modeling it themselves with staff and students. Creating a positive school environment for staff and students was important and most participants noted the belief of positivity coming from the top, at a district level, and flowing down into the classrooms. The suggestions for the educational community are concepts that can be implemented simply and economically to support a positive learning environment.

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Semel, Ellen. "Storytelling, Blogging, and Empathy in School Administrators." Thesis, Hofstra University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256300.

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This study examines whether or not empathy can be increased in school administrators through blogging. Five school administrators blogged for three months, shared posts with each other, and used narrative writing techniques. A mixed methods analysis was completed. The Davis Interpersonal Reactivity Index was administered as a pre and posttest. Results were calculated using a dependent t test. No statistical significance was found. The quantitative analysis was completed using a computer assisted qualitative data analysis program called MAXQDA. The analysis revealed that the majority of posts included reflection, an essential element of empathy. Currently, school administrators have been tasked with the dual roles of leadership and management. Their interpersonal skills, especially empathy, must be honed to ensure their efficacy. The study was modeled on research completed in the medical field using physicians in training. Results from the medical field showed that blogging did increase the physicians’ capacity to change perspectives and to reflect. The difference between blogging for physicians and school administrators, though, is that blogging also served as an easy way for administrators to establish a communication and professional network. Perhaps, through blogging, it is possible to increase the administrator’s capacity for reflection, perspective taking, and ultimately, for empathy for all of their stakeholders.

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Books on the topic "School administrators"

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Wilson, Donald R. School administrators' mailbox. Olathe, Kan: School Administrators' Pub. Co., 1993.

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Wortman, Robert. Administrators: Supporting school change. York, Me: Stenhouse Publishers, 1995.

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Wortman, Robert. Administrators: Supporting school change. Los Angeles, Calif: Galef Institute, 1995.

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Rosen, Louis. School discipline best practices for administrators School discipline: Best practices for administrators. Thousand Oaks, Calif: Corwin Press, 1997.

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Howley, Aimee. Recruiting and retaining rural school administrators. [Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, AEL, 2002.

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Wilson, Christine Canning. Perfect Phrases for School Administrators. New York: McGraw-Hill, 2009.

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Chambers, B. Keith. Computer applications for school administrators. Lancaster, Pa., U.S.A: Technomic Pub. Co., 1994.

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First, Patricia F. Educational policy for school administrators. Boston: Allyn and Bacon, 1992.

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Varghese, Mariamma A. Women administrators in education. London: Sangam Books, 1991.

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Varghese, Mariamma A. Women administrators in education. New Delhi: Har-Anand in association with Vikas, 1990.

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Book chapters on the topic "School administrators"

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Lagotte, Brian W. "School Administrators." In Military Recruiting in High Schools, 61–77. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-518-0_5.

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Rieg, Sue A. "Young Children’s Perceptions of School Administrators." In Enduring Bonds, 193–209. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-74525-1_12.

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Achilles, Charles M., and Madelaine C. Ramey. "Evaluating Preparation Programs for School Administrators." In Evaluating Preparation Programs for School Leaders and Teachers in Specialty Areas, 13–31. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-2199-3_2.

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Eckert, Jonathan. "The “Ideal” School." In Leading Together: Teachers and Administrators Improving Student Outcomes, 27–60. 2455 Teller Road, Thousand Oaks California 91320: Corwin, 2018. http://dx.doi.org/10.4135/9781506380179.n6.

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Abernathy, Dixie Friend. "Examining School Administrators’ Perceptions of School-Based Violence Prevention Strategies." In School Violence in International Contexts, 199–218. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17482-8_13.

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Yalçın, Mücella Savaş. "Assessment of School Administrators’ Views Toward Social Media." In Chaos, Complexity and Leadership 2017, 357–69. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89875-9_30.

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Dimmock, Clive. "Dilemmas for School Leaders and Administrators in Restructuring." In International Handbook of Educational Leadership and Administration, 135–70. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1573-2_5.

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Pane, Debra M., and Tonette S. Rocco. "Advice / Insights / Tips—for Teacher Education Programs and Administrators." In Transforming the School-to-Prison Pipeline, 287–300. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-449-9_17.

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Rakow, Susan. "Special Notes for Gifted Intervention Specialists, Counselors, and Administrators." In Educating Gifted Students in Middle School, 91–121. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234807-4.

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Humada-LudekeCarlos, Amalia. "Developing the Model for the Administrators’ PLC." In The Creation of a Professional Learning Community for School Leaders, 43–79. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-320-1_4.

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Conference papers on the topic "School administrators"

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Filer, Janice. "INTENTIONAL SCHOOL LEADERSHIP IN UNCERTAIN TIMES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end103.

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"In this study of elementary and secondary school administrators, interviews were conducted to determine effective strategies before, during, and after online learning during the pandemic. California public schools began whole school online learning during March 2020 and most schools returned to in person learning one year later in 2021. Challenges during online learning included providing sufficient technology to all students, the online learning platform, and academic rigor. When students returned to school one year later many students suffered academically and socially. School leaders were required to refocus and plan accordingly. Administrators shared their strategies and philosophy for success in times of continued uncertainty."
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Akcil, Umut, Zehra Altinay, Gokmen Dagli, and Fahriye Altinay. "THE ROLE OF TECHNOLOGY LEADERSHIP: INNOVATION FOR SCHOOL LEADERSHIP IN DIGITAL AGE." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-115.

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Recent developments in information and communication technologies have moved schools into digital platforms. For this reason, in our digital-age, technology-based leadership has an important place increasing the quality of expected education in the environment of the new generation students, who we call digital natives. The Technology Leadership that emerged at this point is an important type of leadership that should be adopted for the school administrators in the digital age. In this context, the aim of this study is to evaluate the role of technology leadership self-efficacy on educational processes in the digital age in the context of Technology Acceptance Model (TAM). In the study, a semi-structured interview form was employed as the data collection tool. The study was conducted in the academic year of 2018 and a total of 20 school administrators engaged in the secondary education level under the ministry of national education were included in the study. The views obtained from the administrators were analyzed with content analysis. The results were evaluated utilizing TAM model. In light of the views of administrators which are analyzed according to "perceived ease of use" and "perceived usefulness" defined by TAM model, it is concluded that the technology leadership self-efficacy has an impact on technology integration to the education process, promoting effective use of technology for learning, communicating effectively with all the stakeholders and creating social interaction based on trust.technology leadership, technology acceptance, digital age, school administrators, digital natives technology leadership, technology acceptance, digital age, school administrators, digital nativestechnology leadership, technology acceptance, digital age, school administrators, digital natives
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Sonsaard, Sura. "Administrative Skills of Modern School Administrators." In ICBSI 2018 - International Conference on Business Sustainability and Innovation. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.52.

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Karabatak, Songul, and Murat Karabatak. "Information Security Awareness of School Administrators." In 2019 7th International Symposium on Digital Forensics and Security (ISDFS). IEEE, 2019. http://dx.doi.org/10.1109/isdfs.2019.8757525.

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Romero, Lisa. "Unpacking School Climate: Latino Perceptions of Schools and Implications for Administrators." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1680098.

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Aryanti, Rika, and Dadang Suhardan. "Principal Leadership and School Committee Administrators Against School-Based Management Effectiveness." 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.200130.159.

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Watson, Sandy. "School Administrators' Perceptions of STEM Awareness and Resources." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583410.

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R. Richards, K. Andrew. "Adapted Physical Educators Navigating Relationships With School Administrators." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2004860.

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Koçak, Seval. "The Gains From the Pandemic for School Administrators." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2001832.

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Taylor, Emma. "ESL/Bilingual Teachers as de Facto School Administrators in Low-Incidence Schools." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2113436.

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Reports on the topic "School administrators"

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Waggoner, Jacqueline. Metropolitan school administrators: work values, role perceptions and burnout. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.826.

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Borquist, Linda. Job Satisfaction of Administrators in a Public Suburban School District. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.488.

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Iwatani, Emi, Barbara Means, Maria R. Romero, and Mai Chou Vang. Deepening Science Engagement With Challenge Based Learning: Research Report. Digital Promise, February 2020. http://dx.doi.org/10.51388/20.500.12265/93.

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Learn about the Challenge Based Science Learning Project and its larger implications for the fields of Next Generation Science Learning and Open Educational Resources. The project involved 18 middle school teachers and five administrators from three U.S. school districts partnering with instructional coaches and learning sciences researchers from Digital Promise to address an ambitious educational challenge: How might we deepen engagement and learning of middle school science in our schools and beyond?
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Crumbly, I. J., and J. Hodges. Multicultural and multilingual approach: Mathematics, science, and engineering education for junior high school minority students and high school administrators. Final report. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/10183043.

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Miller, Curtis. An Analysis of a Washington State Policy on the Appraisal of School Administrators by Certificated Subordinates. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1350.

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Maier, William. A descriptive study of demographic financial factors and the perceived financial life satisfaction of retired Oregon public school administrators. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.783.

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Hayes, Anne M., Eileen Dombrowski, Allison H. Shefcyk, and Jennae Bult. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. RTI Press, April 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0052.1804.

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Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools.
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Groom-Thomas, Leiah, Chung Leung, Susanna Loeb, Cynthia Pollard, Nancy Waymack, and Sarah White. Challenges and Solutions: Scaling Tutoring Programs. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005070.

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The authors partnered with school districts, tutoring providers, and quarterback organizations that support implementation of high-impact tutoring across districts in the United States to learn from their efforts in implementing tutoring. This cross-district implementation study shares a snapshot of lessons learned about common barriers to implementing highly-effective programs and the ways that districts have overcome these barriers with success. Interviewees included administrators, teachers, tutors, and other program staff from nine school districts and one charter management organization, seven tutoring providers, and six quarterback organizations that support implementation across districts. One finding is that funding and belief in the potential of tutoring are two key facilitators for the implementation of high-impact tutoring. Moreover, some of the challenges identified are related to tutor recruitment and training, data use, the scheduling of tutoring during the school day, student attendance and school-level buy-in.
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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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AlSheikhTheeb, Thaer, AynurGul Sahin, Salma Abdelrahman, Rachel Chuang, Friedrich Affolter, Bayan Al Mekdad, Rani Sabboura, and Yazeed Shequem. Online Examinations in Emergency Contexts: Can Proctoring and Other Technologies Be Feasible Alternatives for Facilitating Inclusive School Exams for All in Emergency Contexts? EdTech Hub, August 2022. http://dx.doi.org/10.53832/edtechhub.0123.

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The purpose of this document is to serve as a guide that education practitioners working in emergency contexts can use to assess the feasibility of implementing online examinations and using proctoring technologies. The implementation of online high-stakes examinations in Syria and other emergency contexts will require significant investments in achieving the prerequisites needed for feasibility and credibility. Prerequisites include electricity, internet, and devices, as well as the development of the digital skills necessary for students to participate in online exams and for teachers and administrators to facilitate online exams. Further efforts are needed to prevent leakage of information on exam questions and content, and promote cultural change around online examinations. Key words: online examinations; proctoring technologies; emergency contexts; Syria An output of the EdTech Hub, https://edtechhub.org
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