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Academic literature on the topic 'School supervision – united states'

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Published: 25 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "School supervision – united states"

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McNeilly, Lemmietta. "Speech-Language Pathology Assistants Current State of Affairs." Perspectives on School-Based Issues 10, no. 1 (March 2009): 12–18. http://dx.doi.org/10.1044/sbi10.1.12.

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Abstract The utilization of speech-language pathology assistants (SLPAs) is increasing in the United States particularly in the public schools. The American Speech-Language-Hearing Association provides specific guidelines regarding the training, use, and supervision of (SLPAs; ASHA, 2004). The current state of affairs of SLPAs involves variable requirements across the states to qualify for SLPA credentials. The programs that educate SLPAs have variable technical and curricular requirements, and the educational requirements for regulating SLPAs also vary across the states. School-based SLPs continue to raise questions about the supervision requirements, funding, and reimbursement issues for working with SLPA in schools across the country.
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Cunniff, Daniel T. "Due Process And Teacher/Administrator Responsibilities In The United States." College Teaching Methods & Styles Journal (CTMS) 3, no. 4 (August 4, 2011): 55. http://dx.doi.org/10.19030/ctms.v3i4.5587.

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This paper addressed the need for continued awareness on the part of Educational Administrators as to their legal responsibilities as instructional leaders and custodians of the students under their supervision. Research revealed that school administrators unknowingly are violating the law everyday. Courts are keeping a close eye on school districts, which ignore the fact that they are acting in place of students parents and cannot overstep their bounds. The author stressed the fact that it is up to school officials to educate themselves as to their legal responsibilities. The study covered key issues including due process, suspension and expulsion, student searches, and sexual harassment. Case studies were cited and suggestions for litigation avoidance offered.
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Asempapa, Bridget. "Mentoring and Supervising International Students in School Counseling Programs." Journal of International Students 9, no. 3 (August 15, 2019): 912–28. http://dx.doi.org/10.32674/jis.v9i3.746.

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Graduate counseling programs in the United States have increased their population of international students. However, limited studies have addressed the challenges of international students, specifically in school counseling programs. Considering the cultural disparities that exist for international school counseling students and the challenges associated with being an international student in general, this article identifies and delineates a culturally appropriate mentoring and supervision model that has the potential to shape the experiences of international students in school counseling training programs. The model presented through a case study argues that intentional mentoring and supervision for international school counseling students enhance productivity during students’ field experiences in U.S. school systems.
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Meghani, Ankita, Smisha Agarwal, Alexander John Zapf, Jeffrey G. Edwards, Alain Labrique, and Dustin Gibson. "Schooling amidst a pandemic in the United States: Parents’ perceptions about reopening schools and anticipated challenges during COVID-19." PLOS ONE 17, no. 8 (August 10, 2022): e0268427. http://dx.doi.org/10.1371/journal.pone.0268427.

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Introduction During the COVID-19 pandemic, numerous states in the United States instituted measures to close schools or shift them to virtual platforms. Understanding parents’ preferences for sending their children back to school, and their experiences with distance learning is critical for informing school reopening guidelines. This study characterizes parents’ plans to return their children to school, and examines the challenges associated with school closures during the 2020–2021 academic year. Methods A national-level cross-sectional online survey was conducted in September 2020. Focusing on a subset of 510 respondents, who were parents of school-aged children, we examined variations in parents’ plans for their children to return to school by their demographic and family characteristics, and challenges they anticipated during the school-year using multivariable logistic regressions. Results Fifty percent of respondents (n = 249) said that they would send their children back to school, 18% (n = 92) stated it would depend on what the district plans for school reopening, and 32% (n = 160) would not send their children back to school. No demographic characteristics were significantly associated with parents plans to not return their children to school. Overall, parents reported high-level of access to digital technology to support their child’s learning needs (84%). However, those who reported challenges with distance learning due to a lack of childcare were less likely to not return their children to school (aOR = 0.33, 95% CI: 0.17, 0.64). Parents who reported requiring supervision after school had higher odds of having plans to not return their children to school (aOR = 1.97, 95% CI: 1.03, 3.79). Parents viewed COVID-19 vaccines and face-masks important for resuming in-person classes. Discussion About one-third of parents objected to their children returning to school despite facing challenges with distance learning. Besides access to vaccines and face-masks, our findings highlight the need to better equip parents to support remote learning, and childcare.
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Steffes, Tracy L. "Solving the “Rural School Problem”: New State Aid, Standards, and Supervision of Local Schools, 1900–1933." History of Education Quarterly 48, no. 2 (May 2008): 181–220. http://dx.doi.org/10.1111/j.1748-5959.2008.00140.x.

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“The greatest educational problem now facing the American people is the Rural School Problem,” argued Minnesota county superintendent Julius Arp in 1918. “There is no defect more glaring today than the inequality that exists between the educational facilities of the urban and rural communities. Rural education in the United States has been so far outstripped by the education of our urban centers, that from an educational standpoint, the country child is left far behind in the struggles of life.” This conceptualization of the Rural School Problem, framed within a larger national discussion about the growing disparity between urban and rural life wrought by industrialization, galvanized a broad based coalition of educators, ministers, farmers, agro-businessmen, sociologists, and social reformers into a robust campaign for rural school reform in the early twentieth century. Often lost in recent education histories which have paid much greater attention to urban school reform, this rural school movement had far-reaching consequences, not only for local school governance in the countryside, but for emerging state administration of education. The Rural School Problem, this article argues, helped to stimulate and legitimate significant new state interventions into local schools and define the forms of state aid, regulation, and bureaucracy in a formative period of state development.
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Jones, Nathaniel S., Kyle Wieschhaus, Brendan Martin, and Pietro M. Tonino. "Medical Supervision of High School Athletics in Chicago: A Follow-up Study." Orthopaedic Journal of Sports Medicine 7, no. 8 (August 2019): 232596711986250. http://dx.doi.org/10.1177/2325967119862503.

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Background: High school sports participation in the United States has increased dramatically over the past 25 years. A corresponding increase in the number of injuries has been noted, particularly in contact sports such as football. This has led medical and sports organizations nationwide to advocate for proper medical supervision of athletes at games and practices. Purpose: To gather information from Chicago public high schools to gauge how medical supervision for high school sports has changed in 2017 compared with 2003. Study Design: Cross-sectional study. Methods: Survey questionnaires were sent to the athletic directors of all 99 Chicago public high schools to complete via email. The questionnaire survey contained the same questions as in a survey conducted in 2003 by Tonino and Bollier, with the addition of 4 novel questions relating to emergency action plans (EAPs), automated external defibrillators, concussion management policy, and tackling progression drills. Results: The response rate was 66.67% (66/99 schools). Of the 66 responding schools, all with football programs, no school had a physician on the sideline at home games (decrease from 10.6% in 2003), 37.9% had an athletic trainer present (increase from 8.5% in 2003), and 63.6% had a paramedic available (decrease from 89.4% in 2003). In 2017, 65.6% of responding schools had a coach certified in cardiopulmonary resuscitation (CPR) available at practice to handle medical problems, compared with 89.4% in 2003 ( P < .001). Regarding the 4 novel questions, 93.9% of the responding schools had proper tackling progression drills in place, followed by 89.1% who had appropriate EAPs and 93.9% with concussion management protocols, including return-to-play and return-to-learn protocols. Conclusion: Although significant improvement was found in athletic trainer coverage, especially at games, physician coverage was lacking and fewer coaches were certified in CPR in 2017 compared with 2003. EAPs and concussion management protocols were present in most Chicago public high schools. Overall, greater medical supervision is needed, which we believe should come in the form of increased athletic training and physician involvement and coverage, given that expert, expedited medical care saves lives.
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Benyovszky, Andrea. "The Replication of the System of Conductive Education in the United States." Acta Technologica Dubnicae 3, no. 2 (December 1, 2013): 66–72. http://dx.doi.org/10.1515/atd-2015-0020.

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Abstract During the 1980s, the methodology of Hungarian-created conductive education began its innovation in becoming an international model for working with individuals with physical disabilities. Its prevalence has increased around the world ever since. These international interests stimulated efforts to develop ways in which the discipline of conductive education (CE) could occur abroad and as a result, develop a worldwide network of practice. In the United States the first establishment of this international model of conductive education occurred in Grand Rapids, Michigan. Under the professional supervision of the András Pető Institute of Conductive Education and College for Conductor Training, (MPANNI in Hungarian), the Conductive Learning Center (CLC) was established in 1999, enrolling students to participate in the conductive education model and also serving as the laboratory school for the Aquinas College (AQ) teacher preparation program for earning the endorsement to teach the Physically and Otherwise Health Impaired (POHI). Currently, this collaborative program at AQ provided with MPANNI is unique in North America.
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Goodman-Scott, Emily C., Natalie A. Edirmanasinghe, Jeffry Moe, and Rawn Boulden. "Assessing the Influence of Multitiered Systems of Support Training on School Counselors’ Perceptions of School Counseling Activities: Results of a National Study." Professional School Counseling 26, no. 1 (January 2022): 2156759X2211382. http://dx.doi.org/10.1177/2156759x221138232.

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School counselors are often integral in implementing multitiered systems of support (MTSS), and training in MTSS is crucial for building school counselors’ MTSS capabilities (Sink, 2016). However, scholarship investigating school counselors’ MTSS training is limited, particularly regarding their school counseling practices. In this study, we assessed school counselors’ training in MTSS in relation to their beliefs about appropriate roles and activities. School counselors indicated whether they completed coursework, continuing education, or supervision focused on MTSS, and whether they had experiences with MTSS. Participants shared their beliefs about appropriate activities for school counselors via the International Survey of School Counselor Activities, United States version (Fan et al., 2019). We found that MTSS training was related to perceptions of career counseling, individual work, group work, leadership, and prevention, highlighting the aspects of MTSS training that corresponded with school counseling roles. We provide implications for practice and future research.
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Higgins, Doloris N., Jeanette Tierney, Meredith Lins, and Lawrence Hanrahan. "School Nurses: A Resource for Young Worker Safety." Journal of School Nursing 20, no. 6 (December 2004): 317–23. http://dx.doi.org/10.1177/10598405040200060501.

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On average, 67 youths under age 18 die at work in the United States each year, and many more suffer work-related injuries. In 1998, an estimated 77,000 young workers suffered work injuries that required treatment in hospital emergency rooms. It is estimated that only one third of work-related injuries are seen in emergency departments; therefore, the National Institute for Occupational Safety and Health (NIOSH) estimates that nearly 230,000 youths suffer work-related injuries each year. Through NIOSH’s Fatality Assessment and Control Evaluation (FACE) program, NIOSH investigators identified poor knowledge of child labor laws, lack of safety training and supervision, inappropriate job assignment, and lack of employer compliance with labor laws as factors contributing to young worker deaths. School nurses serve as a resource to other professionals, parents, employers, and students and can help foster safer working conditions for youth by providing these groups with young worker safety information.
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Damore, Sharon, and Barbara Rieckhoff. "Leading Reflective Practices in Montessori Schools." Journal of Montessori Research 7, no. 1 (May 19, 2021): 51–65. http://dx.doi.org/10.17161/jomr.v7i1.14832.

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In this paper, we report the results of a qualitative study examining the development of leadership competencies as Montessori school leaders gain experience using a coaching protocol with their teachers. Extending previous work, the emphasis is on the school leaders’ specific roles as instructional supervisors leading reflective practices. National standards, both traditional and Montessori, are a foundation to investigate a group of Montessori school leaders’ development in reference to articulated competencies, specifically for the school leader to tend to their own learning and effectiveness through reflection, study, and improvement, and to empower teachers to the highest levels of professional practice and to continuous learning and improvement. After the use of a prescribed coaching protocol, 12 Montessori school leaders from 6 schools across the United States were interviewed using a set of semistructured questions. The study results support that reflective practices lead to both improvement of practice with this group of Montessori school leaders and their respective teachers. We conclude that self-reflection is critical to a Montessori leader’s success, empowering them to model and influence reflective practices, with direct impacts on teacher reflection and school improvement. This conclusion becomes relevant as we observe our Montessori school leaders assuming numerous and complicated administrative roles, from management and teacher evaluation to instructional supervision, mentoring, and coaching teachers.
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Dissertations / Theses on the topic "School supervision – united states"

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Abegglen, William P. "Knowledge of United States Supreme Court Decisions Affecting Education Held by Selected Tennessee Public School Personnel (Law)." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2621.

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The purpose of this study was to determine the knowledge of United States Supreme Court decisions affecting education possessed by public school teachers, principals, superintendents, and board members; to determine if significant differences existed among these groups in their knowledge of Supreme Court decisions affecting education; and to determine if significant differences existed within each group depending on years of experience in education and level of education. Five hundred randomly selected subjects from the public school systems in Tennessee were asked to indicate their knowledge of Supreme Court decisions affecting education by completing the survey instrument, Supreme Court Decisions Impacting on Education. This instrument measured respondents' knowledge of Supreme Court decisions in five areas: (1) student rights; (2) employee rights; (3) church-state relationships; (4) race, language, and sex discrimination; and (5) school finance and organization. A total of 241 (48.2%) usable responses were returned. The data revealed that there was a general lack of knowledge of Supreme Court decisions affecting education. Significant differences were found to exist among the four groups in all areas except that of race, language, and sex discrimination. Superintendents scored significantly higher than teachers and board members in knowledge of Supreme Court decisions in the area of student rights. Superintendents and principals scored significantly higher than teachers in the area of employee rights. Superintendents scored significantly higher than all other groups in the area of church-state relationships. In the area of school finance and organization, superintendents and principals scored significantly higher than teachers. On overall knowledge of Supreme Court decisions affecting education, superintendents and principals scored significantly higher than teachers and board members. Years of experience in education was not found to be a significant factor within any of the four groups. Level of education was found to be a significant factor among superintendents. Superintendents with either a doctoral degree or a Master's degree plus additional coursework scored significantly higher than those with a Master's degree or an Education Specialist degree. Level of education was not found to be a significant factor within any other group.
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Laguardia, Armando Reinaldo. "A Study of the Success of School College Partnerships Created to Improve Minority and Disadvantaged Student Enrollment and Success in Postsecondary Education." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/1309.

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This study focused on "comprehensive" partnerships between K-12 schools and postsecondary institutions created to improve the pre-college academic preparation, college enrollment and postsecondary success of minority and disadvantaged students. The study identified such partnerships in existence in the United States for more than five years, surveyed the partnerships to describe their characteristics, and selected two of the most successful to analyze their success characteristics. Sixteen such partnerships were identified and surveyed with a 12-item questionnaire designed to inquire about their: (a) structural characteristics, (b) funding, (c) success in achieving their goals and objectives, and (d) collection of data to measure success. Three key informants from each partnership were surveyed. Forty of 48 surveys were returned, for a return rate of 82%. Responses were tabulated to ascertain the degree to which these partnerships had been successful in achieving their goals and identify the areas in which they experienced success. Two of the most successful partnerships were selected for case studies and visited to collect information about the factors that affected their success and to interview five key participants who represented schools and postsecondary institutions in each of the partnerships. An interview protocol was used to probe the degree to which the characteristics of partnerships success identified in the literature (Van de Water, 1989) were present and effected the case study partnerships. Analysis of the surveys, partnership materials, and the interviews provided a comprehensive portrait of each of the study partnerships. Results of the surveys indicate that a majority of these partnerships; consider themselves at least somewhat successful in achieving their goals, and have improved high school preparation and college enrollments. They are, however, less informed about their success in increasing college retention and graduation. The case studies and interviews revealed that the partnerships valued the success characteristics identified in the literature. The most salient characteristics required for success were the existence of leadership capable of negotiating change within several institutions with different organizational cultures, and the need to recognize that partnerships are unique organizations with some of the same peculiarities, structures and needs as other organizations.
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Ramey, R. Chace. "The school official's ability to limit student first amendment freedom exploring the boundaries of student speech and expression in school as defined by the United States federal courts /." Diss., University of Iowa, 2009. http://ir.uiowa.edu/etd/262/.

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McGhee, Lisa Dean. "Novice Teachers' Perception of Factors that Influence Teacher Retention in a Large Suburban/Urban School District in the Southeast Region of the United States." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/190.

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The purpose of this sequential explanatory mixed method study was to determine novice teachers’ perception of factor(s) that influenced their intent to remain in the teaching profession in a large suburban/urban school district located in the Southeast Region of the United States. The research examined the relationship between the independent variables—(a) perceived effectiveness of induction program, (b) quality of mentor-ship, (c) perceived effectiveness of professional development, (d) teacher Preparation, (e) job satisfaction, (f) administrative support, and (g) teacher self-efficacy—and the dependent variable: teacher retention. The novice teacher surveys included 31 items based on a 7-point response Likert scale, followed by individual interviews with nine open-ended questions. The researcher analyzed a total of 48 surveys and seven interviews from 16 identified schools located in the school district. Both data sources collected from the mixed method study revealed that the novice teachers viewed administrative support, job satisfaction, and teacher self-efficacy as the variables with the most significant influence on their intent to remain in the teaching profession. These factors proved beneficial to the school district and schools as a tool to guide the efforts of increasing teacher retention and developing new teachers. Additionally, the novice teachers’ perception also highlighted the need for more structured support for the district and school’s induction program, mentoring program, professional development and teacher preparation for increasing teacher retention. The implications of this study were to identify what influenced novice teachers to remain in the teaching profession in the identified school district. As a result, the district could decrease teacher retention rate and thus curtail the cost of continually hiring and training new teachers.
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Florence, Linda L. "School District Bond Campaigns: Strategies That Ensure Successful Outcomes." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1847.

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When the polls close and the ballots are counted, the best sound is the roar of ecstatic cheering from delighted but exhausted campaign committee members. A bond campaign takes an inordinate amount of work, but the results are worth the effort when the campaign is managed in a systematic way. Districts can be successful bond recipients when they effectively market their schools to gain the support of their constituents. Public schools across the U.S. are in dire need of major repairs, remodeling, and rebuilding to meet the educational needs of students. Unfortunately, passing a school bond election is entrusted to school superintendents and other district leaders, who are often inexperienced and ill-prepared and have neither the time nor inclination to focus on tasks that take them far from their primary purpose of teaching and learning. Attaining voter support in a school bond election requires a thorough understanding of school and community issues. The literature review focuses on communication theory and research to garner support of school district's internal and external stakeholders. Communication is instrumental in passage of a construction bond election. This dissertation is theoretically grounded in problem-based learning and the research and development process. The tested product is a handbook for superintendents or other district-level administrators on strategies and practices that assist in passing a construction bond election. In the Preliminary and Main field tests, superintendents and other district leaders used the handbook in a workshop. Survey results provided summative data to assess the efficacy of the handbook and the workshop. Formative results also provided rich information to improve and revise the handbook and workshop.
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Juhan, Gary W. "An Assessment of Role Ambiguity, Role Conflict, Role Frustration, and Job Satisfaction of Presidents at Selected Private Four-year Colleges in the Southeastern United States." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2746.

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Current literature has suggested that the role of the college president has perhaps become too ambiguous, complex and demanding for an individual to perform for an extended period of time. The purpose of the study was to assess the relationship between perceived role ambiguity, role conflict, role frustration and job satisfaction of selected private college presidents in the Southeastern United States. The method of the study was correlational in design. Using a thirty-seven item questionnaire developed by the author, data were collected from 141 college presidents of institutions within the Southern Association of Colleges and Schools. The institutions were private in governmental structure, with an enrollment not exceeding 2500 students. Limited demographic data pertaining to each college president were also collected. Multiple regression was used to determine if relationships existed between role ambiguity, role conflict, role frustration, job satisfaction and the demographic variables of age, race, number of years served as a college president, years of administrative experience, years president at their current institution, and if their current presidency was their first presidency. Results of the study suggest there are significant relationships between role ambiguity and role conflict (r =.22), role ambiguity and role frustration (r =.23), role ambiguity and job satisfaction (r = $-$.46), role conflict and role frustration (r =.67), role conflict and job satisfaction (r = $-$.43), role frustration and job satisfaction (r = $-$.43). However, role ambiguity was not perceived by the respondents in this study to be detrimental to the performance of their job. Role conflict and role frustration were perceived to be a concern to the respondents. Even with the diverse demands of the president's office, respondents in this study seem to be satisfied with the position of president, based on the composite analysis of individual questions on the instrument designed to measure job satisfaction.
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Kelley, Rhonda Denise. "Ability Grouping and Student Achievement in Four Rural Elementary Schools in the Southern United States." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5016.

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School personnel are concerned that reading gaps of grade 3 and grade 4 students have persisted in 4 rural elementary schools in the southern United States despite the use of ability grouping to improve student reading proficiency scores. Between the 2014-2016 school years, less than 50% of students in grades 3 and grade 4 scored at the proficient level in reading at the 4 target rural schools. The purpose of this qualitative case study was to examine the teachers' and administrators' perceptions regarding the influence of grouping on the reading performance of students in grades 3 and 4. Using Vygotsky's framework, the research investigated teachers' and administrators' perceptions of grouping and nongrouping in relation to students' reading progress, socioeconomic status, and achievement gaps between minority and non-minority students. Using purposeful sampling, interview data were collected from 4 administrators who met the criteria of working in a target site that used ability and nonability grouping. Teacher data came from focus groups, and surveys from 15 teacher participants who met the criteria of being certified in English Language Arts, and assigned to Grades 3 and/or 4 in ability or nonability grouping environments. Using emergent coding, themes supported the findings that assessment strategies are positively and negatively perceived, nonability grouping is preferred, reading achievement is perceived as higher in nonability grouping, and gaps in learning are influenced by socioeconomic status. Based on this research the use of nonability grouping may promote greater positive social change that will enhance student success in reading.
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Hernandez, Julian Jr. "Nonprofit Organizations: A New Method to Increase the Quality of Education in the United States." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2045.

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The United States has attempted to improve access to quality education for students. While the United States has seen access to higher quality of education as a solution to improving schools, this has not worked. The purpose of this paper is to analyze the methods created to improve access to quality education and their effectiveness. Methods that will be analyzed are acts passed by the United States and the charter school movement. In this paper I will look at the methods used in Germany and Colombia to help develop a new method of improving the quality of education in the United States through the use of nonprofit organizations. Nonprofit organizations have played a role in improving the education of Germany and Colombia. Nonprofit organizations could be a solution in improving the quality of education students receive through hands on experience, a standardized test, providing resources for students, and improving the quality of teaching in each school. The use of nonprofit organizations can help under-resourced districts improve, help create a test to accurately measure student success, and help districts understand how they can improve.
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Harr, Jon P. "The Relationship Between Cosmopolitan-local Orientation and Job Satisfaction Among Admissions Personnel at Christian Colleges in the United States and Canada." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2919.

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In recent years, the challenges facing college admissions professionals have increased, and turnover in the field has become an area of concern. A review of the literature indicated that surprisingly little research had been done in the area of job satisfaction for college admissions professionals and, in particular, Christian college admissions professionals. No direct application of professional (cosmopolitan-local) orientation to the admissions profession could be found in the literature. As a result, the primary purpose of this study was to examine both the level of job satisfaction and the cosmopolitan-local orientation of Christian college admissions professionals, and to determine if any relationship existed between the level of job satisfaction and the cosmopolitan-local orientation of Christian college admissions professionals. All members of the National Association of Christian College Admissions Personnel (NACCAP), the major professional organization for Christian college admissions professionals, were surveyed to gather data for the study. The survey consisted of the 72-item Job Descriptive Index (JDI), the 18-item Job in General scale (JIG), a 19-item cosmopolitan-local instrument, and six demographic items. Of the 723 surveys mailed out, 490 were completed and returned for a 68% return rate. Two research questions and 36 hypotheses were created. Descriptive statistics, multiple regression, and Pearsons correlation were used in analyzing data. All hypothesis testing was conducted at the .05 level of significance. Twenty-five null hypotheses were rejected, and 11 null hypotheses were not rejected. The mean age of survey respondents was 30.2 years, and the mean years of admissions experience for the group was 4.7. At the admissions counselor (entry) level, the mean age was 26.1 years and the mean years of experience was 2.3. Median job satisfaction scores for admissions professionals fell into the "satisfied" range in all areas but two: "satisfaction with pay," with a median score in the "neutral or ambivalent" range, and "satisfaction with opportunities for promotion," with a median score in the "dissatisfied" range. On the cosmopolitan-local items, the group scored particularly high on the "concern with organizational goals" and "organizational immobility" variables. Significant relationships were found to exist between each of the six job satisfaction variables and the set of cosmopolitan-local variables. Additionally, significant relationships were found to exist in 19 of the 30 possible pairings of the job satisfaction and cosmopolitan-local variables.
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Dodge, Terri. "Impact of Standardized Testing Emphasis on Teaching and Learning in Kindergarten through 12th Grade in United States Schools: East Tennessee Principals' Perspectives." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2103.

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The pressure to perform on standardized tests in the United States has become intense. Increased accountability has caused principals to think about their perceptions of standardized testing with regard to accountability measures, test validity, use of test data, impact of testing on the curriculum, and stress related to testing. The purpose of this study was to investigate kindergarten- through 12th-grade principals' perceptions of standardized testing. The study included 91 principals of Title I and nonTitle I schools located in 8 rural East Tennessee school districts. Data were gathered using a survey instrument to determine principals' opinions of standardized testing. There were 4 predictor (independent) variables in this study: Title I status of the school measured by status (Title I school and nonTitle I school), gender predictor variable, predictor variable of highest degree earned by principals (master's, specialist, and doctorate), and predictor variable of experience in current position (1-6 years, 7-14 years, and 15-39 years). The data analysis focused on 5 dimensions of standardized testing. The 5 (dependent) variables were: (a) general impact-accountability, (b) validity of standardized tests, (c) use of standardized tests in individualizing instruction, (d) impact on curriculum, and (e) stress related to standardized testing. The findings reflected that in general, principals had a positive view of standardized testing; however, the study showed that there was agreement among principals that standardized testing has limitations, particularly in the area of fairness to ethnic groups. The research indicated that principals use test data in many ways to improve their schools. Regardless of Title I status, gender, highest degree earned, and years of experience in current position, there were no significant differences in principals' opinions of standardized testing regarding the 5 dimensions of standardized testing.
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Books on the topic "School supervision – united states"

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1951-, Wepner Shelley B., Feeley Joan T. 1932-, Strickland Dorothy S, and Internatioanl Reading Association, eds. The administration and supervision of reading programmes. 2nd ed. Newark, Del: International Reading Association, 1995.

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Glanz, Jeffrey. Bureaucracy and professionalism: The evolution of public school supervision. Rutherford [N.J.]: Fairleigh Dickinson University Press, 1991.

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1928-, Fawcett M. Temple, ed. Supervision in early childhood education: A developmental perspective. New York: Teachers College Press, 1986.

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1928-, Fawcett M. Temple, ed. Supervision in early childhood education: A developmental perspective. 3rd ed. New York: Teachers College, Columbia University, 2007.

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Sergiovanni, Thomas J. The principalship: A reflective practice perspective. Boston: Allyn and Bacon, 1987.

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Sergiovanni, Thomas J. The principalship: A reflective practice perspective. 4th ed. Boston: Allyn & Bacon, 2001.

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Sergiovanni, Thomas J. The principalship: A reflective practice perspective. 5th ed. Boston: Pearson/Allyn and Bacon, 2006.

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García-Vázquez, Enedina. Handbook of education, training, and supervision of school psychologists in school and community. New York: Brunner-Routledge, 2009.

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Joseph, Blase, and Phillips Dana Yon, eds. Handbook of school improvement: How high-performing principals create high-performing schools. Thousand Oaks, Calif: Corwin Press, 2010.

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Graham, Fitzgerald Amber, ed. Developing school programs and policies: The critical tasks of the school principal. 2nd ed. New York: Aspen Publishers, 2002.

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Book chapters on the topic "School supervision – united states"

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Holley, Karri A. "United States." In Global Perspectives on Enhancing Doctoral Co-Supervision, 149–57. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-0460-6_14.

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Wodahl, Eric J., and Brett Garland. "Community Supervision Officers." In Routledge Handbook of Corrections in the United States, 179–92. New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315645179-17.

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Hotori, Eiji, Mikael Wendschlag, and Thibaud Giddey. "The United States: The First Formalization of Banking Supervision." In Formalization of Banking Supervision, 23–41. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-6783-1_2.

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AbstractThis chapter examines the formalization of banking supervision in the United States (US), focusing on the federal level. During the “free banking era” from the late 1830s to 1864, several state governments created banking supervisory systems at the state level. Triggered by the fiscal needs of the Civil War, as well as the demand for a national currency, the US became the first country to introduce uniform nationwide banking supervision with the creation of the Office of the Comptroller of the Currency (OCC) and the national banking system. The main purpose of the OCC was to ensure that the national banks did not violate the regulations related to the new currency, the US dollar. From a historical perspective, the rapid social and economic development of the US from the 1850s provided the background for this institutional change. Although the US case demonstrates that financial crises have not always driven the formalization of banking supervision, the crises of 1907 and the Great Depression served to further strengthen the formalization of banking supervision by prompting the introduction of multi-agency banking supervision in the US.
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Sako, Toshihiko. "“Big School, Small School” Revisited." In Handbook of Japan-United States Environment-Behavior Research, 273–82. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0286-3_19.

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Herbst, Jurgen. "School Choice in the United States after World War II." In School Choice and School Governance, 95–120. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376222_5.

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Rumberger, Russell W. "High School Dropouts in the United States." In School Dropout and Completion, 275–94. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9763-7_16.

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Lessambo, Felix I. "FinTech Regulations and Supervision in the United States." In Palgrave Macmillan Studies in Banking and Financial Institutions, 43–71. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-25428-4_3.

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Upegui, David, and David E. Fastovsky. "Oppression in the United States." In Integrating Racial Justice Into Your High-School Biology Classroom, 137–58. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003409144-13.

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Owings, William A., and Leslie S. Kaplan. "History of School Finance in the United States." In American Public School Finance, 32–51. Third Edition. | New York : Routledge, 2019. | “First edition published by Wadsworth Publishing 2005”—T.p. verso. | “Second edition published by Cengage Learning 2013”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781351013796-2.

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Fraser, James W. "The Common School Movement, 1820–1860." In The School in the United States, 34–59. 4th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429196898-3.

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Conference papers on the topic "School supervision – united states"

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Szczesiul, Stacy. "Exploring School Innovation Policies Across the United States." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2016475.

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Wu, An, Harrison Hao Yang, Yinghui Shi, and Sha Zhu. "Development of School Technology Leadership: Cases in the United Kingdom and United States." In 2015 International Symposium on Educational Technology (ISET). IEEE, 2015. http://dx.doi.org/10.1109/iset.2015.14.

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Wood, De'Ja. "Disciplining Differently? Exploring States Beating the School Discipline Odds in the United States." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2112105.

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Peck, Roxy, Gary Kader, and Christine Franklin. "Shaping K-12 statistics education in the United States." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08510.

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In recent years, three key documents have been influential in focusing attention on statistics and data analysis in the Pre-K-12 mathematics curriculum in the United States. We examine how these three documents come together with a collective potential to shape the future direction of Pre-K-12 statistics education, and we describe the specific contributions made by the document Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report: A Pre-K-12 Curriculum Framework.
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Marlowe, Joseph, John Smith, Dravin Thomas, and Subha Kumpaty. "A Minimalistic and Historically-Based STEM Learning Approach." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-10465.

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Abstract As part of Milwaukee School of Engineering’s (MSOE) 2019 Senior Design program, a design team has worked with Old World Wisconsin (OWW) — a museum in Waukesha County — to incorporate STEM education into their historical platform. This involved introducing methods to teach STEM concepts to visitors, most of which are school children in the K-12 system. Background research on current Science, Technology, Engineering and Mathematics (STEM) methods for K-12 audiences show that there is an overall lack of STEM introduction for students in the United States, and as such, students in the U.S. fail to meet averages for international testing standards for STEM concepts. Research shows that young students require hands on programs in which they can form hypotheses, test hypotheses, and question how these concepts can be applied to real life scenarios. The physical designs in this project consist of stations which relate to OWW’s current exhibits, and introduce statics and dynamics concepts, such as the concepts of mechanical advantage. These concepts are introduced through physical mechanisms that visitors to OWW can interact with in a safe manner, without the need of close supervision. With the guidance of facilitators, school children on field trips will learn mechanics concepts in a tactile and visual manner while being taught key points by the facilitator. The physical designs in this project exist in OWW’s Bicycle Shop, Peterson Wagon Shop, and Loomer Barn. The bicycle shop station consists of a sprocket and chain setup in which visitors can drive a sprocket using a handle, to discover how gear ratios can affect output speeds and torque for a given input speed and torque. The station in the wagon shop has a table with multiple tracks on which a scale wheel can be rolled, to show the relationships between translational and rotational dynamics. In the Loomer Barn, there is a lever station which shows the concepts of moments and moment arms, as well as mechanical advantage, which visitors can solve problems with to understand the relationship between moment arms, and the applied forces required to balance a lever. Also in the barn, a pulley station explores the use of multiple pulleys to make lifting require less force, while increasing the required pulling distances. Each station is accompanied by worksheets that can be distributed to teachers and other visitors via e-mail, which will serve as further supplementary learning tools to enhance visitors’ understanding of the subject material. Design specifications are defined for the size, weight, and types of components to be allowed in the wagon and sprocket modules. These design specifications are met by the finalized designs. The separate stations have undergone some revision over time through different design prototype phases. In the prototype phases, 3D printing was the main means of design, but since these devices are meant to be large and sturdy to offer permanent visual cues to young students, these prototypes were not only temporary solutions, but impossible to 3D print or manufacture within a reasonable cost and time frame. Because of this, the use of externally sourced parts from McMaster-Carr and Menards was decided upon to fulfill the goals of this project. This project was feasible in that it was accomplished by meeting standards related to the background research on STEM education, as well as falling within the realm of historical relevance to OWW’s exhibits. The project was assembled and distributed to OWW within the desired time-frame of both MSOE, and OWW.
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Sedlack, Renee, and Georgina Rivera-Singletary. "SCHOOL SAFETY IN THE UNITED STATES: ROLE OF SCHOOL CULTURE AND STUDENT ENGAGEMENT." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2465.

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Cirulis, Astrida, and Ineta Helmane. "Primary School Mathematics Education Curricula in the United States and Latvia." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.41.

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Mathematics and its related competencies are used consciously and unconsciously in many of life’s everyday activities regardless of the country or geographical location, policies, social, economic or political situations. The abstract language of mathematics is understood throughout the world but is learned in a variety of different types and levels of institutions of learning. An everchanging globalized world prioritizes the need for mathematics. Therefore, the mathematics taught in school should give an understanding of mathematics and the tools to use mathematics effectively in new situations. It is common today that many countries are re-evaluating and revising their education system’s standards for mathematics teaching, recognizing the changing needs of the work force and society. Within the framework of a project implemented at the Faculty of Pedagogy, Psychology and Art at the University of Latvia, one of the main priorities of which is to promote the exchange of academic staff and cooperation in training future teachers, it was possible to evaluate and compare mathematics curricula in both countries. The aim of this paper is to do a preliminary analysis of the content of the basic education curricula in Latvia and U.S., focusing specifically on geometry and measurement, and seek data about the impact of the Standards on learning. The study, using document analysis, reviews the competency-based approach taken in Latvia’s Skola2030 (School2030), and compares it to the Common Core State Standards, implemented in the U.S. A review of the similarities and differences in the content and sequencing is explored. Reviewing the mathematics content in both countries showed more similarities than differences in geometry and measurement. The study looked at not only the mathematical content of the standards but also the approach both countries’ standards take in developing students’ conceptual understanding of primary mathematics to promote mathematical literacy for all students.
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Brown, Bobbie Lyn. "Women Secondary School Educational Leaders by Region in the United States." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690704.

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Le, Nhat, Brennan Borlaug, Matthew Bruchon, Tim Jonas, and Hieu T. Nguyen. "Electrifying Education: Insights into Charging Electric School Buses in the United States." In 2024 IEEE Power & Energy Society Innovative Smart Grid Technologies Conference (ISGT). IEEE, 2024. http://dx.doi.org/10.1109/isgt59692.2024.10454200.

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Iles, Megan Ashley, Jose S. Hernandez, and Patrick R. Villarin. "How Racial Disparities Impact HPV Vaccination Uptake Among African American Females in the United States." In 2024 Research Methods Poster Session School of Health Professions. The University of Texas MD Anderson Cancer Center, 2024. http://dx.doi.org/10.52519/00125.

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Reports on the topic "School supervision – united states"

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DEPARTMENT OF THE ARMY WASHINGTON DC. Schools: United States Army Officer Candidate School. Fort Belvoir, VA: Defense Technical Information Center, June 2001. http://dx.doi.org/10.21236/ada402499.

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Black, Lindsey I., and Nazik Elgaddal. Chronic School Absenteeism Among Children Ages 5-17 Years: United States, 2022. Hyattsville, MD: National Center for Health Statistics (U.S.), March 2024. http://dx.doi.org/10.15620/cdc/147885.

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Barnard, J. J., and S. M. Lund. Course Notes: United States Particle Accelerator School Beam Physics with Intense Space-Charge. Office of Scientific and Technical Information (OSTI), May 2008. http://dx.doi.org/10.2172/941431.

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Schmick, Ethan, and Allison Shertzer. The Impact of Early Investments in Urban School Systems in the United States. Cambridge, MA: National Bureau of Economic Research, March 2019. http://dx.doi.org/10.3386/w25663.

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Goldin, Claudia, and Lawrence Katz. Why the United States Led in Education: Lessons from Secondary School Expansion, 1910 to 1940. Cambridge, MA: National Bureau of Economic Research, August 1997. http://dx.doi.org/10.3386/w6144.

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Ng, Amanda, Dzifa Adjaye-Gbewonyo, and Lindsey Black. Regular Bedtimes Among Children Aged 5–17 Years: United States, 2020. National Center for Health Statistics (U.S.), June 2022. http://dx.doi.org/10.15620/cdc:117490.

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This report uses data from the 2020 National Health Interview Survey (NHIS) to describe regular bedtimes, defined as going to sleep at the same time most days or every day in a typical school week, among children aged 5–17 years. Estimates are presented by sociodemographic characteristics, family type, social vulnerability index (SVI), family income, and urbanicity of residence.
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Card, David, and Alan Krueger. Does School Quality Matter? Returns to Education and the Characteristics of Public Schools in the United States. Cambridge, MA: National Bureau of Economic Research, May 1990. http://dx.doi.org/10.3386/w3358.

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Moore, Gary. United States Air Force Summer Research Program 1991. High School Apprenticeship Program (HSAP) Reports. Volume 10. Armstrong Laboratory. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada248773.

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Moore, Gary. United States Air Force Summer Research Program - 1998 High School Apprenticeship Program Final Reports. Volume 12, Armstrong Laboratory. Fort Belvoir, VA: Defense Technical Information Center, December 1998. http://dx.doi.org/10.21236/ada387230.

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Moore, Gary. United States Air Force Summer Research Program -- 1995. High School Apprenticeship Program Final Reports. Volume 12A. Armstrong Laboratory. Fort Belvoir, VA: Defense Technical Information Center, December 1995. http://dx.doi.org/10.21236/ada382258.

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