Dissertations / Theses on the topic 'School directories'

La present tesi doctoral va tenir com a objectiu avaluar l’impacte del pla de formació de directors i directores en la millora institucional dels centres escolars de Xile. L’estudi va sorgir de la necessitat de generar investigacions en el context xilè sobre l’impacte dels programes de formació per al lideratge escolar i la influència de l’equip directiu en els resultats educatius i en les millores en els centres escolars. El disseny de la investigació és no experimental, transaccional y correlacional. El mètode d’investigació és mixt en el qual es complementen els dissenys quantitatius i qualitatius. Les tècniques, instruments i estratègies per recollir informació es configuren de quatre enquestes, sis entrevistes i dades secundàries. La mostra de l’estudi s’articula des de sis dimensions consideres en la investigació: les persones formades en el pla (n=290), els programes formatius del pla (n=29). Per aprofundir en els impactes es van analitzar 6 centres escolars des de la perspectiva de la persona formada en exercici del càrrec (n=6), des de l’avaluació 90º de les persones col·laboradores (n=40) i des de les dades secundàries. Finalitzat el procés anterior, es va requerir a 105 persones externes a les formacions per al desenvolupament d’un perfil professional. Totes les dades són articulades i integrades a la triangulació metodològica i de persones agents. Els resultats s’identifiquen en quatre nivells. En el primer nivell, s’aprecien tres impactes claus en les persones participants respecte a l’actualització professional, tant en coneixements com en les competències directives; una millora en temes d’accés i ascens professional, especialment, en les professores d’aula, les quals durant o posterior a la formació van accedir a càrrecs de coordinació acadèmica o direcció escolar i, finalment, la generació de xarxes de contacte i d’intercanvi professional. En el segon nivell, el disseny de les accions formatives, es visualitzen patrons comuns, relacionats amb la coherència interna, idoneïtat docent del personal professional i l’ús de metodologies actives (treball participatiu i col·laboratiu) per al desenvolupament teòric/pràctic dels aprenentatges i de les competències directives. En el tercer nivell, fa referència a la importància de comptar amb el suport del professorat, equip directiu i del personal directiu superior per poder aplicar la formació a l’organització escolar. En el quart nivell, s’identifica un alt impacte de la formació en l’àmbit professional, especialment, en la millora del desenvolupament professional i en les competències directives. El major impacte en l’organització s’aprecia en la motivació al personal col·laborador per aconseguir una cultura de treball en equip. Els menors impactes es determinen en els resultats acadèmics i en la millora de la qualitat dels aprenentatges de l’alumnat. Entre les conclusions, es determina el canvi de model de direcció escolar, des d’una administració burocràtica cap a un model de doble perspectiva, situat en el lideratge en i per la justícia social/educativa i en el lideratge pedagògic centrat en l’aprenentatge per a la millora organitzacional. El 94% de les persones formades convergeixen en el canvi de focus del lideratge escolar. Per dur a terme la transformació del model, s’identifiquen tres pràctiques directives claus: visió estratègica compartida, desenvolupament de les capacitats professionals i lideratge dels processos d’ensenyament-aprenentatge. Finalment es conclou, que el desenvolupament professional i competencial en les persones participants es produeix de forma paral·lela, interrelacionada entre la formació i la seva aplicació en l’organització escolar, generant una relació entre totes dues. A més, s’aprecia que el major impacte dels programes formatius es produeix en el propi aprenentatge de les persones formades i en el seu desenvolupament professional.
La presente tesis doctoral tuvo como objetivo evaluar el impacto del plan de formación de directores y directoras en la mejora institucional de los centros escolares de Chile. El estudio surgió de la necesidad de generar investigaciones en el contexto chileno sobre el impacto de los programas de formación para el liderazgo escolar y la influencia del personal de dirección en los resultados educativos y en las mejoras en los centros escolares. El diseño de la investigación es no experimental, transeccional y correlacional. El método de investigación es mixto en el cual se complementan los diseños cuantitativos y cualitativos. Las técnicas, instrumentos y estrategias para recoger información se configuran de cuatro encuestas, seis entrevistas y datos secundarios. La muestra del estudio se articula desde seis dimensiones consideras en la investigación: las personas formadas en el plan (n=290) y los programas formativos del plan (n=29). Para profundizar en los impactos se analizaron 6 centros escolares desde la perspectiva de la persona formada en ejercicio del cargo (n=6), desde la evaluación 90º de las personas colaboradoras (n=40) y desde los datos secundarios. Finalizado el proceso anterior, se acudió a 105 personas externas a las formaciones para desarrollo un perfil profesional. Todos los datos son articulados e integrados en la triangulación metodológica y de personas agentes. Los resultados se identifican en cuatro niveles. En el primer nivel, se aprecian tres impactos claves en las personas participantes respecto a la actualización profesional, tanto en conocimientos como en las competencias directivas; una mejora en temas de acceso y ascenso profesional, en especial, en las profesoras de aula, las cuales durante o posterior a la formación accedieron a cargos de coordinación académica o dirección escolar y, finalmente, la generación de redes de contacto y de intercambio profesional. En el segundo nivel, el diseño de las acciones formativas, se visualizan patrones comunes, atingentes a la coherencia interna, idoneidad docente del personal profesional y el uso de metodologías activas (trabajo participativo y colaborativo) para el desarrollo teórico/práctico de los aprendizajes y de las competencias directivas. En el tercer nivel, referido a la importancia de contar con el apoyo del profesorado, equipo directivo y del personal directivo superior para poder aplicar la formación en la organización escolar. En el cuarto nivel, se identifica un alto impacto de la formación en el ámbito profesional, en especial, en la mejora del desarrollo profesional y en las competencias directivas. El mayor impacto en la organización se aprecia en la motivación al personal colaborador para lograr una cultura de trabajo en equipo. Los menores impactos se determinan en los resultados académicos y en la mejora de la calidad de los aprendizajes del estudiantado. Entre las conclusiones, se determina el cambio de modelo de dirección escolar, desde una administración burocrática hacia un modelo de doble perspectiva, situado en el liderazgo en y para la justicia social/educativa y en el liderazgo pedagógico centrado en el aprendizaje para la mejora organizacional. El 94% de las personas formadas convergen en el cambio de foco del liderazgo escolar. Para llevar a cabo la transformación del modelo, se identifican tres prácticas directivas claves: visión estratégica compartida, desarrollo de las capacidades profesionales y liderazgo de los procesos de enseñanza-aprendizaje. Finalmente, se concluye que el desarrollo profesional y competencial en las personas participantes se produce de forma paralela, interrelacionada entre la formación y su aplicación en la organización escolar, generando una relación entre ambas. Además, se aprecia que el mayor impacto de los programas formativos se produce en el propio aprendizaje de las personas formadas y en su desarrollo profesional.
The objective of this doctoral thesis was to evaluate the impact of the directors’ training plan on the institutional improvement of Chilean schools. The study arose from the need to generate research in the Chilean context on the impact of training programs for school leadership and the influence of school personnel on educational results and improvements in schools. The research design is non-experimental, transectional and correlational. The research method is mixed in which the quantitative and qualitative designs are complemented. The techniques, instruments and strategies to collect information are made up of four surveys, six interviews and secondary data. The study sample is articulated from six dimensions considered in the research: the people trained in the plan (n=290) and the training programs in the plan (n=29). To deepen the impacts, 6 schools were analyzed from the perspective of the person trained in office (n=6), from the 90º evaluation of the collaborators (n=40) and from the secondary data. At the end of the previous process, 105 people from outside the training were approached to develop a professional profile. All the data is articulated and integrated in the methodological and agent triangulation. The results are identified at four levels. At the first level, there are three key impacts on the participants regarding professional updating, both in knowledge and in managerial skills; an improvement in issues of access and professional promotion, especially in the classroom teachers, who during or after the training agreed to positions of academic coordination or school management and, finally, the generation of contact networks and professional exchange . At the second level, the design of training actions, common patterns are visualized, related to internal coherence, teaching suitability of professional staff and the use of active methodologies (participatory and collaborative work) for the theoretical/practical development of learning and of managerial powers. At the third level, referring to the importance of having the support of the teaching staff, management team and senior management personnel in order to apply the training in the school organization. At the fourth level, a high impact of training in the professional field is identified, especially in the improvement of professional development and managerial skills. The greatest impact on the organization is seen in the motivation of collaborating personnel to achieve a culture of teamwork. The least impacts are determined in the academic results and in the improvement of the quality of the student learning. Among the conclusions, the change in the school management model is determined, from a bureaucratic administration to a double perspective model, located in leadership in and for social/educational justice and in pedagogical leadership focused on learning for organizational improvement. 94% of the people trained converge in the change of focus of school leadership. To carry out the transformation of the model, three key management practices are identified: shared strategic vision, development of professional capacities and leadership of the teaching-learning processes. Finally, it is concluded that the professional and competence development in the participating people occurs in a parallel way, interrelated between the training and its application in the school organization, generating a relationship between both. Furthermore, it is appreciated that the greatest impact of training programs occurs in the learning of the people trained and in their professional development.

A review of the literature indicates that there has been no previous studies on Virginia Athletic Directors (ADs) and their knowledge of school law. Several researchers have studied other educators' knowledge of school law. In general, previous studies on educators' knowledge of school law demonstrates that educators do not have a comprehensive working knowledge of school law. ADs differ from those studied previously due to the lack of unified certification requirements for ADs in the Commonwealth of Virginia. This study was designed to measure Virginia interscholastic ADs' knowledge of job related school law. In addition, the study analyzed the data for any significant relationships between ADs' knowledge of school law and other variables. Such variables include age, experience, size of school district, level of education, administration and supervision endorsement, type of legal training, methods for obtaining current school law information and/or updates, membership in professional organizations, national certification level. Of the 315 Virginia public high school Ads, 305 were surveyed and 140 responded, for a response rate of 45.9%. Results were analyzed using descriptive statistics, t-tests, and ANOVA analysis. Statistical analysis revealed that ADs in larger schools scored significantly higher than ADs in smaller schools. Also, ADs with that possessed the 'Certified Athletic Administrator' (CAA) credential scored significantly higher than ADs that have not attained the CAA certification. Lastly, ADs that are members of both the state and national ADs association (VIAAA and NIAAA, respectively) scored significantly higher than ADs who are not members of both associations.
Ed. D.

Teachers are considered professional voice users because they depend on the regular and uninterrupted use of the voice. The nature of teaching requires more extensive use of the voice than other professions. Therefore, teachers are faced with a greater risk of developing voice problems. In addition to using the voice to present content to students, teachers must also manage the classroom and student behavior. All of these activities have potential to compromise vocal integrity. The purpose of this study was to examine the vocal health of selected middle school and high school choral directors. Specifically, it explored relationships between vocal health condition as determined by the modified Voice Handicap Index (VHI) and self-report vocal health rating and (a) age, (b) gender, (c) years of teaching, (d) level of teaching, (e) vocal health education, and (f) fundamental frequency and intensity ranges of the voice as indicated by the voice range profile (VRP). This study also sought to determine the relationship between VRP, and age, gender, years of teaching, and level of teaching. Results indicate choral directors' vocal intensity range is significantly smaller than the trained and untrained populations, choral directors' minimum vocal intensity is significantly higher than the trained and untrained populations, and choral directors are able to produce significantly fewer semitones resulting in a smaller vocal frequency range than trained and untrained populations.

En la actualidad, hacerse cargo de la tarea de educar en la complejidad e incertidumbre de la sociedad del siglo XXI no puede ni debe ser solo una tarea exclusiva de las escuelas. A este delicado proceso formador deben incorporarse necesariamente, con un rol protagónico, colaborador y articulador, las familias y el entorno social inmediato. Por ello, las organizaciones educativas, particularmente las que imparten formación primaria, deben impulsar y promover permanentemente redes y acciones de colaboración con los mencionados agentes, con el fin de fortalecer su función educadora y propender a mejorar la calidad de los aprendizajes de sus estudiantes. En este sentido, la gestión directiva se torna fundamental para propiciar la mejora educativa, a través del fortalecimiento de la identificación cultural de sus integrantes, otorgando sentido y significación a los procesos de enseñanza que permitirán potenciar la cohesión institucional y el sano desarrollo social de las comunidades y sus familias. Con esta fundamentación por delante indagamos en las competencias profesionales de los directores y directoras de las escuelas básicas de la comuna de Panguipulli, concretadas a través de las prácticas y estrategias directivas que favorecen, o no, la promoción de la participación de las familias y la comunidad y las principales dificultades a las que se deben enfrentar, información que fue contrastada con las apreciaciones y significados de docentes, asistentes de la educación, padres y representantes de la comunidad. Considerando lo anterior, pudimos responder a preguntas tales como: ¿La práctica directiva fomenta o no la participación de las familias y la comunidad en el quehacer educativo de los estudiantes? ¿Cómo promueven, los directores, la participación y qué estrategias utilizan para ello? ¿Cuáles son las competencias necesarias que deben poseer los directores para promover la participación? ¿Cuáles son los principales obstáculos institucionales y del entono que condicionan la participación efectiva de las familias y la comunidad en la escuela? y ¿Cómo valoran las familias y las instituciones de la comunidad la labor de los directores para promover esta participación? Con esta idea, se pone como centro de interés de la investigación al papel que desempeñan los directores de las escuelas básicas de la comuna de Panguipulli en la promoción de la participación, desde donde planteamos los siguientes objetivos: A) General Describir, analizar y comprender el papel de los directores de escuelas básicas de la comuna de Panguipulli, XIV Región de los Ríos, en relación con la promoción de la participación de las familias y la comunidad en los procesos de mejora. B) Específicos a. Identificar las concepciones y valoraciones que los directivos atribuyen a la participación de las familias y la comunidad en la escuela. b. Identificar las competencias profesionales, prácticas y estrategias directivas necesarias para promover procesos de participación al interior de las escuelas y en la comunidad y las valoraciones que los directores, docentes, asistentes de la educación, familias (padres) y representantes de la comunidad hacen de ellas. c. Identificar y describir las diferentes actividades de participación promovidas por los directores, descubriendo sus objetivos y valores que promueven. d. Analizar y describir los principales elementos del contexto que favorecen y dificultan la promoción de la participación de las familias y la comunidad en las escuelas.
This Thesis is focused on exploring, through a Study of Cases, about professional and personal skills of elementary schools of Panguipulli County, mobilized through practical and managerial strategies that offer, or not, promoting the participation of families and the community in schools and the main difficulties of the context to which they have to face, such as the valuation that community agents make of them. This way, such information was contrasted with the findings and meaning of teachers, education assistants, parents and representatives of the community. Considering this, we can answer questions such as: Does the policy of practice encourage the participation of families and the community in the educational work of the students? How the principals promote the participation and what strategies are they using? What are the required skills the Principals must have to promote the participation in their schools? What are the main institutional and environmental barriers that determine the effective participation of families and the community in schools? And, How do the families value and the community institutions the Principals work to promote the participation? With this idea in mind, the executive management is set as a center of interest and the role that Principals play in elementary schools in promoting participation.

The purpose of this study is to explore and identify flow characteristics in experienced middle school and high school band directors in the context of their teaching. The research was conducted using a qualitative multi-case study through the use of non-participant observations, field notes, and interviews with observational video with stimulated recall to identify the characteristics of flow in a total of five experienced middle school or high school band directors. It was apparent from the findings that every experienced middle school and high school band director experienced flow characteristics at different times while instructing their bands; conditions that facilitated and inhibited characteristics of flow as well as qualities that sustained characteristics of flow also were observed. This research may contribute to improved professional development and preparation of band directors; it may help them to recognize and achieve flow and develop good teaching practices, thereby enabling their students to reach their learning potential.

Private schools have frequently provided innovative, experimental, and creative program unavailable to students in the public system. The most successful have survived and expanded by offering an educational experience widely perceived to be not just as good as that available in the public system, but better. In Canada, private schools are enjoying an unprecedented popularity and while most are day-only, over sixty sustain boarding programs, as do two off-shore Canadian schools. The Handbook of Canadian Boarding Schools presents information on the educational environment of each province,then offers comparative information on each boarding school. The information on each school includes: basic data, location, history, philosophy, the campus, boarding facilities, health and safety, administration and faculty, student body and student conduct, academic calendar and program, information technology, student activities and student conduct, admission and costs. The Handbook also supplies several appendices outlining important programs often available through boarding schools, such as Advanced Placement courses and the International Baccalaureate. For parents in Canada and abroad about to commit substantial sums to their children''s education, the Handbook of Canadian Boarding Schools is an essential tool to help them make the right decision. It is also an indispensable resource for supporters of the public system looking for ideas that have worked elsewhere.
Ashley Thomson, a faculty member in the J.N. Desmarais Library at Laurentian University of Sudbury, is the author/editor of the Directory of Canadian Private Residential Schools (1986), of which this is a major revision. Sylvie Lafortune is a faculty member in the J.N. Desmarais Library at Laurentian University of Sudbury.
Laurentian University subsidized the research for this project.

Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 12, 2005. Dissertation Committee: Larry Kennedy (chair), William Piland, Kenneth Strand, Joel Thirer, William Tolone. Includes bibliographical references (leaves 218-228) and abstract. Also available in print.

The National School Lunch Program (NSLP) was established to provide meals that would meet one-third of the daily nutritional needs of children. Administrators of NSLP understand the responsibility to address the rising increase of obesity in children today. The purpose of this study was to examine the educational attainment, food and nutrition knowledge, nutrition attitudes, nutrition behaviors and nutrition training of 411 Indiana School Food Service Directors, through the completion of a 50 itemized questionnaire. The hypothesis of this research was to show that the educational attainment of Indiana School Food Service Directors would not impact their food and nutrition knowledge, nutrition attitudes, nutrition behaviors or nutrition training.A statistical significance (p<0.036) was found when analyzing nutrition attitudes between the respondents in the 41-50 year age group and the 61-70 year age group. Results indicated the 41-50 year old group had a more positive nutrition attitude than the 61-50 year age group. Additional analysis of the questionnaire results revealed no statistical significant difference between Indiana School Food Service Directors' educational attainment and nutrition attitude, nutrition behaviors, or nutrition training.
Department of Family and Consumer Sciences

Master of Science
Department of Hospitality Management and Dietetics
Kevin R. Roberts
The purpose of this study was to explore United States school foodservice directors’ attitudes about food recalls and to determine recall practices in school foodservice operations. An online survey was used for data collection and consisted of three sections: attitudes, self-reported behaviors, and demographics. Content validity of the instrument was measured by three experts who examined the survey prior to pilot testing. The survey was pilot tested with 14 school foodservice directors and state agency personnel. Statistical analysis was completed using SPSS (v. 20.0). Internal consistency of the attitude scale was measured using Cronbach’s Alpha. All scales had a reliability coefficient greater than 0.70. The survey was randomly distributed to 4,049 school foodservice directors across the U.S. A total of 690 school foodservice directors (17%) completed the survey, with 567 being usable. Respondents rated attitudes on a 5-point scale, strongly disagree (1) to strongly agree (5). Principle components factor analysis was used to identify two factors: perceived importance and perceived likelihood of possessing a recalled product. Perceived importance was rated very high (M=4.8, SD=0.5), while perceived likelihood of possessing a recalled product was rated much lower (M=1.7, SD=0.8). Self-reported behaviors were evaluated on a 5-point scale, never (1) to very often (5). Overall, respondents reported positive behaviors related to responding to a recall. When dividing behaviors into three factors, behaviors regarding communication with state agency and vendors about food recalls (M=4.1, SD=0.6), use of recall systems (M=3.6, SD=1.0), and practices of responding to a recall (M=4.7, SD=0.4) were frequently reported. Multiple regression analysis was used to explore relationships between attitudes and behaviors of school foodservice directors towards food recalls, and their demographic characteristics. Predictors of attitudes were found to be certification, work experience, and prior experience with a food recall. Predictors of behaviors were found to be perceived likelihood of possessing a recalled product, educational level, prior experience with a food recall, and size of district. Federal and state agency personnel can use the results of this study in developing programs to improve food recall practices as well as school foodservice directors for improving recall practices in schools.

Secondary choral directors often demonstrate a wide variety of organizational, instructional, and musical skills to promote and nurture thriving programs. Among the many tasks executed, choosing repertoire might be viewed as one of the most important duties performed. Material chosen for study is often the vehicle through which curricular concepts are taught. Multiple factors might influence middle school choral directors’ beliefs about repertoire choices. Ironically, repertoire choices might or might not reflect educators’ actual teaching philosophies; nevertheless, these decisions could influence student learning. This study surveyed a stratified random sampling of Texas middle school choral directors who participated in the 2010 University Interscholastic League Concert and Sight-reading competition (n = 209). Seventy middle school choral directors participated in the study. Each director took an online survey and indicated the degree to which they agreed or disagreed with 14 statements concerning repertoire choice. Many of the belief statements showed teachers were overwhelmingly in concordance with their beliefs (92.9%). Results indicated that beliefs were similar, regardless of who chose the curriculum or the amount of discussion perceived in undergraduate training. The only belief statement that continually showed differences between teachers concerned students’ ability to vote on repertoire.

This study investigated the ways in which early middle to mid-career high school band directors (minimum of five years of experience in the field) operationalize their values for music education through the many musical experiences, artistic opportunities, and educational curricular goals for their students. This study sought to investigate deeper than the operationalization of high school band director values to investigate the values themselves and their inspiration as principally drawn by participating music educators. Participants described that their current set of values for their high school band programs are forged through a variety of influences, most notably music educator identity, and the influences, inspiration, and experience imprint made during their high school and collegiate music career. Other external factors that determine the values of a high school band director are influences of collegiate and high school music educators, and socialization within the undergraduate cohort.

Data analysis found that music educator values undergo an evolution throughout the career in the classroom, especially as the music educator becomes more certain of his own system of values and music educator personhood; and distances oneself from previous exemplar teachers whose influences cast a long shadow early in one’s career. This study found that the values of high school band directors are established and conflict against the realities and expectations of school administration, community influences, and the norms and expectations of expected common curricular practices for high school bands in a particular region. This study found that high school band director values are under strain from internalized pressures by the band directors themselves, as well as pressures that stem from the need to have one’s work accepted by colleagues.

This study employed qualitative methodology centered by interviews of 13 research participants. The interview methodology employed was informed by the research methods of Kvale (2007), who espouses that the participant’s everyday world should be the focus of the researcher. Elements of case study methodology were also employed to determine emergent themes, as well as compare participant responses and high school band programs across the cohort of participants.

Thesis (D.M.A.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 128-132). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

The purpose of this study was to develop a comprehensive data base of the status, role, and functions of athletic directors in South Dakota. Because the position had never been formally studied in this state, school administrators and school board members had no reliable data base to use when making policy and personnel decisions.The population surveyed consisted of all 191 athletic directors in South Dakota. One hundred and seventy eight athletic directors responded for a return rate of 93.2%. Differences among Class AA (16 largest schools), Class A (next 64 largest schools), and Class B (111 smallest schools) athletic directors were calculated using a chi-square test of independence with significance at p-value <.05.The surveys and subsequential statistical tests revealed that the larger the school in South Dakota, the more likely athletic directors were assigned full-time status, administrative status, secretarial assistance, a greater weekly time commitment to their jobs, more sports to supervise, more staff members to supervise and evaluate, an administrator to supervise and evaluate them, and a higher part-time stipend. The larger the school, the less likely athletic directors were assigned coaching duties. Larger schools were also more likely to employ athletic directors with more years of experience in teaching and coaching than were smaller schools. Physical education was the primary undergraduate major of athletic directors.These findings suggest that school enrollment is an important variable determining the role, status, and job scope of South Dakota athletic directors. In addition, many athletic directors in the smallest schools were principals or superintendents who performed the duties of athletic director as a part of their overall administrative duties.Recommendations are made for improving role definition and further research.
Department of Educational Leadership

The purpose of this study is to reveal what technological skills are inquired about by superintendents/directors of schools in the state of Tennessee when hiring high school principals. The study further reveals perceptions that superintendents/directors of schools have for the desirability of high school principals to possess technological skills and their perceptions of how capable current high school principals are for possessing those skills. The study was based on a total population of 139 school superintendents in the state of Tennessee. Surveys were mailed in early Nov, 1995. One hundred-two surveys were completed and returned. Findings were divided into two categories, the results of the testing conducted for the research questions and the results of the hypothesis testing. The findings revealed that more than half of the superintendents/directors of schools in the state of Tennessee had hiring procedures that inquired about technological skills. The ability to budget technology was not a skill that most superintendents/directors of schools inquired about. More than three-fourths of the superintendents/directors of schools desired high school principals to possess technological skills. Fewer than one-fourth of the superintendents/directors of schools perceived current high school principals to have much knowledge and experience with technology. Significant differences were found in hiring procedures and perceptions of the technological abilities of current high school principals. The significant differences were between appointed and elected superintendents/directors of schools, superintendents/directors of schools with different degrees of education, and superintendents/directors of schools employed at school systems with different levels of per pupil expenditure. Based on the findings, the following recommendations were suggested: (1) superintendents/directors of schools should evaluate hiring procedures to assure there is inquiry into the technological abilities of candidates seeking high school principalships, (2) training for technological skills should be provided for students studying school administration, current high school principals, and superintendents/directors of schools, and (3) better communication channels should be established between administrators concerning technology, rules and regulations concerning technology, and incentives to encourage the development of technology.

The purpose of this study was to investigate the relationship between special education directors' self-perceived leadership practices, self-perceived stress types, and self-reported demographics. The study included three parts: a demographic profile consisting of six variables; the self-report form of the Leadership Practices Inventory; and the self-report of the Administrative Stress Index. The forms were sent to all 115 special education directors in the state of Indiana and a response rate of 60% was utilized. The first null hypothesis that mean scale scores would not differ across the five leadership practices was not supported. Enable Others to Act and Model the Way scores were significant. The second null hypothesis that participants' scores would not differ across task-oriented and relationship oriented stress types was supported. There were no statistically significant relationships reported between leadership practice and self-reported task or relationship-oriented stress to support the third null hypothesis. The fourth null hypothesis that stress types will not differ when comparing the demographic variables was not supported. Directors with 16 or more years of experience in education and employed by a single planning district indicated more task-oriented stress compared to directors from both joint services and interlocal districts and those with less than 16 years experience in education. The fifth hypothesis that leadership practices would not differ when compared to demographic variables was not supported. Years of experience in education indicated significant results in three leadership practices, Model the Way, Challenge the Process, and Enable Others to Act. This may indicate a shift in leadership practices as experience increases.
Department of Special Education

The purpose of this descriptive study was to discover Texas middle school choir directors’ perceptions and applications of multicultural education in their classrooms. Three research questions guided this investigation: (1) What were middle school choir director’s perceptions about multicultural music education?; (2) How did middle school choir directors apply multicultural music pedagogy in their classrooms?; and (3) How did middle school choir directors perceive professional development opportunities in multicultural music education? Texas middle school choir directors perceived that the purpose of multicultural music was to expose students to different cultures and diverse worldviews through music. Teachers listed several social and musical benefits of studying multicultural music including broadening musical horizons, cultural appreciation, and expansion of student worldviews. Teachers consciously programmed multicultural music for most of their concerts, and some chose literature based on their students’ cultural backgrounds. Although most teachers tried to make multicultural music experiences genuine for students, authenticity was the foremost pedagogical concern regarding multicultural music pedagogy. Teachers tended to utilize a combination of music concept and sociocultural approaches when teaching multicultural music by comparing multicultural music to Western music and using classroom discussions to discuss social issues that lend context to the music. Professional development opportunities in multicultural music education were available through the state music organization (TMEA), but rarely at the district or the campus level. Teachers also reported opportunities at the national level for professional development.

This is a descriptive quantitative study of public-school-owned and operated planetarium facilities across the United States. A random sample of 210 planetarium directors was selected, and 131 were used in the data analysis to benchmark current practices involving public school planetaria in five domains: (1) the job of planetarium director, (2) the curriculum used in public school planetaria, (3) the organization of the planetarium, (4) the facility, and (5) the directors. Data were collected over a 10-week period in the spring of 1999 with a mail survey containing 72 questions. Frequency counts, percentages, means, and standard deviations were used to report the descriptive data. Results and conclusions are organized around each of the five domains. The major conclusion is that planetaria in the nation's public school systems are not in the educational mainstream as much as they were 20 years ago. Although some facilities appear to be well maintained and have added automation and new video equipment, a majority of the facilities are not properly maintained or supported by school administrators.
Ed. D.

While social media is becoming an innovative tool in education for teacher and student use, little is known about how social media is being used in the high school band room to communicate with students, increase student-connectedness, or improve classroom community. Using Vygotsky's theory of social constructivism, Siemens's theory of connectivism, and Wenger's community of practice theory as a framework, this study explored the phenomenon of social media as used in the high school band room for communication, student-connectedness, and classroom community. Participants included 10 high school band directors located throughout the United States who shared their experiences through 1-on-1 semistructured interviews and focus group interviews. Data analysis included coding and categorizing responses from interviews and focus groups to identify themes. Results indicated social media use contributed to improved communication, increased student-connectedness, and improved classroom community in the high school band classroom, though challenges of access, cyber-bulling, and a lack of training in social media use for the classroom were also revealed as concerns by participants. These findings could impact social change by providing evidence to support appropriate use of social media in high school band programs and change teacher mindset to embrace the power of social media for communication, for student connectedness, and to improve classroom community as well as in teacher preparation programs to encourage incorporating social media as a plausible teaching tool.

Texas 5A high school and junior college athletic directors' perceptions concerning graduate courses and competencies relating to athletic director performance were investigated. Graduate courses needing emphasis for prospective directors, most and least beneficial graduate courses, perceptions of values of graduate courses, and selected skills necessary for performance of duties were ranked. Significant differences of perceptions of values of graduate courses between 5A high school and junior college athletic directors were found using chi square. Significant differences between graduate course areas and competency areas in Communications, Technical, Business and Public Relations were found utilizing a t-test. 5A athletic directors receive adequate preparation in Communications. Junior college athletic directors receive adequate preparation in Business and Public Relations.

This study examines the extent of agreement or disagreement among and between Texas superintendents, principals and athletic directors toward fifty specifically defined role expectations for the full-time athletic administrator. By defining the athletic director's role expectations, the superintendents, principals and athletic directors may function more effectively in discharging their duties and implementing quality interscholastic athletic programs. Parents and educational leaders are very interested in athletic programs which contribute to the emotional, social, physical, and mental growth of youth. Given the increasing number of athletic programs and participants, it is important to analyze and report data related to athletic administration. The perceptions of the superintendents, principals, and athletic directors to the specifically defined role expectations for the athletic director provided data for analysis to determine the extent of role conflict and the role of the athletic director. The main findings are the following. (1) There is a minimal role conflict for the athletic director based upon the perceptions of the superintendents, principals, and athletic directors. (2) The majority of the respondents agreed or strongly agreed with forty-four of the specifically defined role expectations for the athletic director. (3) The majority of the respondents disagreed or strongly disagreed with the athletic director being responsible for establishing an athletic program that has a primary objective of producing a financial profit, being responsible for securing advertising to support the game program, directing and supervising the kindergarten through grade twelve physical education and health education programs, reporting directly to the local principal(s), and being responsible for the concession operations at athletic contests. The recommendations, based upon the data from this study, are: (1) Texas school district personnel should review and update their job description for the athletic director in accordance with the specific role functions identified through this study, and (2) the model job description developed for the director of athletics could reduce possible role conflict.

Thesis (Ed. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 12, 2005. Dissertation Committee: Susan F. Amster (chair), Jack A. Hobbs, Thomas C. Fitch, Angela G. Paterakis. Includes bibliographical references (leaves 61-63) and abstract. Also available in print.

This investigation sought to identify sound levels potentially harmful to directors' hearing, and examine the effects of band size, instrumentation, bandroom and playing ability on sound levels. The subjects were 2 elementary, 2 middle, and 4 high school bands, in 7 rooms, 10 to 66 members, and 26 students, beginning and advanced. A sound level meter was used. Sounds were measured in flat and A-weighted decibels. Sounds measured were steady state (>.5 sec.) and impulse (<.5 sec.). Results were compared with safety limits of OSHA, EPA and Baughn's study of safety limits (1966). Results show exceedences of limits used for comparison. Small rehearsal areas and younger players seemed to cause high levels in the tests. Further testing may prove potential hazards.

The current literature on school counselor job satisfaction does not address the experiences of school counseling directors. This is a unique set of counselors due to their role as leaders and supervisors in the building. Therefore, this study sought to better understand the experiences of school counseling directors in relation to job satisfaction and leadership. The researcher collected data through 10 interviews with participants having met the criteria of serving as a school counseling director of a middle or high school, supervising a department of at least two counselors, and working in the role for at least two years. Data analysis showcased the different expectations in the role of the school counseling director in addition to four major themes: Intentionality, Leadership Training and Knowledge, Overload of Responsibilities Assigned to Role, and Sacrifice. The subthemes for Leadership Training and Knowledge include limited counselor-specific preparation, limited recognition of leadership style, collaboration, and influence of administrators. The subthemes of Sacrifice include time to complete duties and gender-related influence on role acquisition. These themes are discussed in relation to current research as well as in regards to implications about the expectations of the school counseling director’s role, gender influence, leadership training standards and programs, and wellness. Recommendations for further research about school counseling directors, district-level supervisors, and leadership training are also given.

Orientador: James Patrick Maher
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-07T05:20:16Z (GMT). No. of bitstreams: 1 Silva_NilsonRobsonGuedes_D.pdf: 976721 bytes, checksum: 69e7b3ac3a54399954a90a1600b0425f (MD5) Previous issue date: 2006
Resumo: Este trabalho teve como principal objetivo analisar a participação da comunidade escolar na gestão de unidades de ensino cujos dirigentes buscavam ser reeleitos, e a influência dessa participação no resultado final da eleição. Para tanto, trabalhou-se com cinco Escolas Técnicas do Centro Estadual de Educação Tecnológica Paula Souza, sendo que em três delas os diretores foram reeleitos e nas demais venceu as eleições outro candidato. Percorrendo a história da humanidade, partiu-se dos primeiros agrupamentos humanos, nos quais já se percebe a participação do homem nas decisões fundamentais tomadas pelo grupo, e chegou-se às características específicas desse tema na sociedade contemporânea. Discutiu-se, ainda, a democratização da educação e da gestão escolar, segundo as normas legais, os estudos promovidos por nossos educadores e a participação da comunidade nasem nossas instituições de educação básica brasileiras. Finalizando, apresentam-se dados que possibilitam avaliar a participação de tal comunidade escolar durante a gestão dos diretores cujos mandatos ocorreram no período de 2000 a 2004 e analisar critérios e justificativas utilizados pelos eleitores para a reeleição ou não do diretor-candidato, levando a uma reflexão sobre a questão inicialmente proposta
Abstract: This work had as main objective to analyze the participation of the pertaining to school community in the management of units of education whose directors searched to be re-elected, and the influence of this participation in the final result of the election. For in such a way, one worked with five Schools Techniques of the State Center of Technological Education Paula Souza, being that in the three of them directors they had been re-elected and in excessively another candidate won the elections. Covering the history of the humanity, it was broken of the first human groupings, where already if it perceives the participation of the man in the basic decisions taking for the group, and arrived it the specific characteristics of this subject in the society contemporary. It was argued, still, the democratization of the education and the pertaining to school management, according to rules of law and the studies promoted for our educators, and the participation of the community in our institutions of basic education. Finishing, they are presented given that they make possible to evaluate the participation of this pertaining to school community during the management of the directors whose mandates had occurred in the period of 2000 the 2004 and to analyze criteria and justifications used for the voters for the re-election or not re-election of the director-candidate, leading to the one reflection on the question initially proposal
Doutorado
Politicas de Educação e Sistemas Educativos
Doutor em Educação

Thesis (Ph.D.)--Kent State University, 2007.
Title from PDF t.p. (viewed Mar. 31, 2008). Advisor: Linda B. Walker. Keywords: music, hearing, band directors, teachers, audiology, spl, musicians. Includes survery instrument. Includes bibliographical references (p. 171-182).

O plano de investigação relativo ao desenvolvimento do projecto de dissertação do curso de mestrado em Educação - Variante de Administração Escolar, da Universidade de Évora que aqui apresento tem como tema central e como base os conceitos de liderança e que tipo de líder existem em torno da realidade da gestão escolar. O presente trabalho pretenderá analisar que tipo de líder e de liderança o Director quer para a sua Escola. A escolha deste trabalho é fundamental, visto que, o seu significado se identifica com o papel do Director de uma escola, enquanto personalidade mais influente no embrião dessa organização. Como afirma Sergiovanni (2004: p.4) “a liderança engloba muitos e variados aspectos; no topo da lista está protecção do mundo-da-vida das nossas escolas; a maioria dos cidadãos deseja que as escolas reflictam os valores e as crenças que são verdadeiramente importantes nas suas vidas”. Constitui um breve olhar sobre os Directores, com o intuito de aferir a imagem que eles têm da liderança e do tipo de líder que querem implementar. Nos últimos anos, a organização escolar passou por mudanças dramáticas, agravadas por uma pressão e exigências externas, com a liderança a assumir-se como elemento crítico e fundamental à iniciação e implementação do impacto das transformações (adaptações) nas várias organizações. Se a liderança causa impacto positivo no ser humano, equipas e organizações, os vários investigadores argumentam que os antigos paradigmas da liderança: directivos, autocráticos e exclusivamente orientados para as tarefas, devem ser abandonados. No enquadramento teórico o trabalho inicia-se, numa primeira parte, com uma perspectiva organizacional e seu conceito. Nesta primeira parte da investigação apresento uma breve sistematização das principais teorias organizacionais, à classificação da escola como uma organização especial, com as suas características próprias que a distinguem de qualquer outra organização. Será referenciado o papel da escola numa sociedade em mudança (capítulo I). Nesta primeira parte irei abordar alguns contributos para a compreensão do conceito de liderança, ou seja, o desenvolvimento conceptual sobre a temática da liderança. Vai prevalecer uma revisão sobre o conceito de liderança e dos vários estilos de liderança, introduzindo depois a liderança escolar como liderança especial, assim como, o líder versus gestor. Iremos abordar, também, o perfil do líder na organização escolar, perspectivando uma liderança para a mudança (capitulo II). Numa segunda parte, apresenta-se o estudo empírico recolhendo informações dos vários Directores. Serão apresentados os objectivos deste trabalho através de um estudo de campo, Directores, abrangendo as seguintes Escolas com Ensino Secundário da cidade de Coimbra: Quinta da Flores; Avelar Brotero; D. Dinis; D. Duarte; Jaime Cortesão; José Falcão e Infanta D. Maria. Apesar das suas limitações, o estudo poderá contribuir para que a comunidade escolar em geral e os professores em particular possam ter um olhar diferente sobre a questão da liderança e do tipo de líder, favorecendo a reflexão sobre a prática da mesma; ### ABSTRACT: The investigation project concerning the development of a Master’s degree essay on Education- in the specific case on School Administration, from Évora’s University, which is here presented, has as a central theme and foundations the concepts of leadership and the kinds of leaders that exist in today’s reality of scholar management. This work intends to analyze the kind of leader and leadership that a head teacher wants for her school. The choice is crucial, once its meaning identifies itself with the specific role that the head teacher plays at her school, since he/she is the most influent character in the core of that organization. As Sergiovanni states (2004: p.4) “a leadership includes many and different aspects. At the top of the list, we have the protection of a world full of life in our schools. Most citizens wish their schools to mirror the values and beliefs that are really important in their lives.” This work takes a brief look on the kinds of Head teachers, with the purpose of checking the image that have of the concept of leadership and of the kind of leader they want to establish for themselves. In the last few years, school organization has undergone dramatic changes, that became even worse given to external pressure and exigencies. This way, the leadership of a school has become the fundamental and crucial element for implementing and managing the impact of all those changes in the different scholar organizations. As a leadership should cause a positive impact on the human being, teams and organizations, several researchers argue that old-fashioned paradigms of leadership, like the directive one, the autocratic one or an exclusively task-based one should be abandoned. In the theoretical framing, this work starts with an organizational perspective and its concept. In this first part of the research, we present a brief systematization of the main organizational theories, as well as the classification of the school as a special organization, with its own features, that make it distinct from any other organization. Besides, the role that the school plays in a changing society will also be mentioned (chapter I). In this first part, we will deal with some contributions to the understanding of the leadership concept, that is to say the conceptual development on the leadership topic. A revision on the concept of leadership and on the different styles of leadership will prevail. Afterwards, scholar leadership as a special one will be introduced, as well as the concept of leader versus manager. We will also deal with the profile of leader in the scholar organization, being in the outlook for a leadership for the change (chapter II). In a second part of our work, we present the empiric study, based on information gathered from the different Headmasters. The main goals of this work will be presented through a field work with Headmasters that comprise the following schools with Secondary studies in the city of Coimbra: Quinta das Flores; Avelar Brotero; D. Dinis; D. Duarte; Jaime Cortesão; José Falcão and Infanta D. Maria. In spite of the limitations of this study, it may help on a different approach on the concept of leadership and the kind of leader, above all by the school community and more specifically by teachers. This way, this work may foster a deeper reflection and thought on these concepts and their feasibility.

The purpose of this study was to identify the specific advanced clarinet techniques in which further knowledge is required and to provide a resource for band directors to aid in the instruction of these techniques. In order to determine results, a survey was administered to high school band directors who are members of the Florida Bandmasters Association (N = 131). Sixteen band compositions were selected based on survey responses for analysis of technical challenges ranging from grade levels 4-6 on the Florida Bandmasters Association Concert Music List. The results of the band composition analysis and the survey responses were analyzed using descriptive statistics and topics to be included in the guide were chosen based on these results. The first part of this essay details the need for the study, a review of literature, the method of the study, the results of the study and a summary/conclusions section which includes implications for further research. The second part of this essay is the resource guide for band directors. The topics that were selected to be included in the guide are: Embouchure, Tone, Intonation and Tuning, Hand Position and Finger Technique, The Break, Altissimo, Articulation, Auxiliary Clarinets and Reeds, Equipment and Care. An appendix is also included which provides further resources for solo repertoire, method and etude books and a discography.

A growing body of research suggests that any serious effort to eliminate the achievement gap in U.S. schools must address the school-readiness gap upon school entry (Sadowski, 2006). As a result, preschool programs remain the focus of public policy interests as a possible solution to address achievement shortfalls (Cannon & Karoly, 2007). The question of whether a child is “ready” for school is a dynamic one and depends on complex interaction between early experiences and child, family, and community characteristics. The purpose of this study was to examine the circumstances and conditions of school readiness and what it looks like in practice through the lens of the Head Start preschool director. Based on the results of program observation, interview, focus group, and child-outcome assessment data, a case for an ecological approach to school readiness was made. Furthermore, the results identified strengths, weaknesses, and challenges experienced by one Head Start preschool director striving to create a high- quality program for the purpose of getting young learners ready for school. Based on the findings, recommendations are made to make California’s early learning system more coherent and effective.

xv, 166 p. : col. ill.
The purpose of this study was to investigate the frequency and the time that middle and high school orchestra directors engaged in seven specific teaching behaviors in a rehearsal setting. Of particular interest was the amount of time orchestra directors engaged in conceptual teaching behaviors operationally defined as verbal behaviors of orchestra directors in which they attempt to make students aware of, have an understanding of, and/or be able to transfer any musical concept. Participants ( N = 12) were full-time middle and high school orchestra directors teaching in Washington, Oregon, or California. Each participant submitted a video recording of two regular orchestra rehearsals. Video recordings of participants were divided into 20-minute segments and randomly selected for observation of seven specific and operationally defined teaching behaviors: (a) nonmusical behavior, (b) nonverbal instruction (direction), (c) verbal instruction (direction), (d) noninteractive listening, (e) nonverbal feedback, (f) verbal feedback, and (g) conceptual teaching. These seven teaching behaviors were analyzed using the Simple Computer Recording Interface for Behavioral Evaluation (SCRIBE) of Duke and Stammen (2007). The data were reported in the form of the frequency with which each behavior occurred, the average time for each behavior expressed in minutes and seconds, and the percentage of time used on each behavior. Findings on conceptual teaching were reported. The results indicated that, on average, orchestra directors spent slightly more than 5% of the observed rehearsal time on conceptual teaching. Most of the instructional time was used on nonverbal instruction (28.15%) and verbal instruction (27.76%). Orchestra directors observed in this study used the least amount of time (2.42%) on nonverbal feedback. The most concerning finding of the study was the time orchestra directors used on nonmusical behaviors (14.70%), and the most interesting finding of the study was that middle school orchestra directors used twice as much time (7.40%) as high school orchestra directors (3.21%) on conceptual teaching. The findings of this study provided suggestions for future research and implications for music educators.
Committee in charge: Dr. Frank Diaz, Chair; Dr. Phyllis Paul, Member; Dr. Eric Wiltshire, Member; Dr. Leslie Straka, Member; Dr. Julie Hessler, Outside Member

The purpose of this qualitative research study was to determine the best methods for achieving key leadership roles in education. The problem was to define the qualities that are important in leadership positions and to determine how those qualities relate to the top-level positions in school systems across Tennessee. Nineteen female directors of schools were interviewed. Directors also completed the Multifactor Leadership Questionnaire (5X-Short). Characteristics of transformational and transactional leadership styles were included in the study. Most of the directors scored high on using the transformational factors (idealized influence, inspirational motivation, intellectual stimulation, individualized consideration) of leadership and on using the contingent reward style of transactional leadership. The female directors of this study perceived communication skills, a caring attitude, honesty, being a visionary, and having people skills as important leadership characteristics. Other emergent themes included the qualities of males and females in the workplace, barriers to success, and the best practices that leaders are currently using in the workplace. The retention of top leaders in education is important. The perceptions of the 19 directors of Tennessee's public schools in this study are vital in understanding how women in leadership positions work. Mentoring, peer coaching, and providing time for directors to network, collaborate, and receive quality professional development are essential practices that should be promoted and continued to retain these leaders. The implication from this study is that higher education institutions should also consider best practices for preparing future administrators to be successful. Attention should be paid to the differences in which males and females work and to the difference of personality traits and characteristics of leaders that may affect success in top-level positions in education.

The problem with which this study was concerned was that of measuring and examining the level of job satisfaction among Texas high school band directors. The specific methodology included a quantitative comparison through confirmatory factor analysis of the factor structures of the sample of 109 Texas high school band directors and the norming population of 1460 industrial workers. There were two purposes for conducting the study. First, the relationships between an assortment of demographic variables and measured job satisfaction were examined. The second purpose was to measure the degree of fit of the Frederick Herzberg Dual-Factor Theory to the factor structure of the sample. Correlation, t ratio, and one-way analysis of variance were used to compare the demographic variables with measured job satisfaction. Confirmatory factor analysis through LISREL was used to examine and compare factor structures. Job satisfaction was measured with the Minnesota Satisfaction Questionnaire which was developed and tested through the Work Adjustment Project, Industrial Relations Center at the University of Minnesota. The twenty-item short-form retained the general reliability and validity measures of the 100-item long form. The Demographic Data Sheet is a researcher-constructed document used to gather data for use in classifying respondents by educational background, school classification, and out-of-Texas teaching experience. Respondents were also asked to indicate chronological age and number of years creditable teaching experience. Only when classified by educational background and school classification were respondents found to have significant differences in satisfaction scores. Those band directors who hold degrees in fields other than music have significantly lower satisfaction scores than those who have only music degrees. Directors from larger UIL classification schools have higher measured levels of job satisfaction than do those in smaller Texas schools. While there are strong similarities between the factor structures of the sample group and the norming population, the sample contained three distinct factors. The third factor, not identified in the norming population structure, was defined by the constructs of Social Status, Social Service, Authority, Ability Utilization, and Achievement. It was concluded that the Herzberg Dual-Factor Theory does not completely explain vocational adjustment among Texas high school band directors.