Tesi sul tema "School supervision – united states"
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1
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.
Testo completoAbstract (sommario):
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.
2
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.
Testo completoAbstract (sommario):
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.
3
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/.
Testo completo
4
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.
Testo completoAbstract (sommario):
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.
5
Florence, Linda L. "School District Bond Campaigns: Strategies That Ensure Successful Outcomes". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1847.
Testo completoAbstract (sommario):
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.
6
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.
Testo completoAbstract (sommario):
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.
7
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.
Testo completoAbstract (sommario):
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.
8
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.
Testo completoAbstract (sommario):
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.
9
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.
Testo completoAbstract (sommario):
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.
10
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.
Testo completoAbstract (sommario):
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.
11
Okonkwo, Beatrice Ihegharauche, e Marissa Louise Sitz. "Influences of alcohol, marijuana, peer pressure, parental or adult supervision, knowledge of STD's/HIV and pregnancy on the initiation of sexual activity". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2509.
Testo completoAbstract (sommario):
The purpose of the study was to show the variables that influence adolescents' sexual activities that have not been well defined. What leads adolescents to be more sexually active than previous generations? A Survey was conducted at the Fontana Unified School District.
12
King, James Phillip. "Teampreaching training Army chaplains in collaborative supervision of preaching /". Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.
Testo completo
13
Vaas, Michael R. "An analysis of junior officer performance at the Surface Warfare Officer School division officer course". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FVaas.pdf.
Testo completoAbstract (sommario):
Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2004.Thesis advisor(s): Janice Laurence. Includes bibliographical references (p. 75-76). Also available online.
14
Pate, Shana. "Elementary school children thinking about history : use of sources and empathy /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Testo completo
15
Elichabe, Benoît. "United States stem cells research boundaries". Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39529.
Testo completoAbstract (sommario):
Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2007.Includes bibliographical references (leaves [88]-90).
Recent empirical work has demonstrated the importance of a number of elements of scientific infrastructure that seem to be crucial particularly in fields such as molecular and cellular biology in which the materiality of research renders the process of replication and validation more complex. Scientific infrastructure has many interconnecting elements such as the ability to exchange material used in experiments, the ability to share ideas and information and the ability to share, exchange and promote the mobility of researchers. We focus our investigation on stem cell research in the United States (US). Research in human developmental biology has led to the discovery of human stem cells. The science of stem cell therapies is about to enter a phase of research and development that could lead to unprecedented cures and palliative treatments. However, it is a highly regulated field of research and it raises an important amount of moral, religious and ethical concerns. We seek to examine the boundaries that have emerged in the US in this particular field and we try to understand their impact on the US market of fertilized eggs, embryos and human embryonic stem cells.
by Benoît Elichabe.
M.B.A.
16
Simboli, David M. "Subspecialty utilization in the Navy : a longitudinal analysis of unrestricted line officers who graduated from the Naval Postgraduate School /". access online version, 1996. http://handle.dtic.mil/100.2/ADA265273.
Testo completo
17
McNeill, Donald B. "An analysis of factors predicting graduation at United States Marine Corps Officer Candidates School". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02sep%5FMcNeill.pdf.
Testo completoAbstract (sommario):
Thesis (M.S. in Operations Research)--Naval Postgraduate School, September 2002.Thesis advisor(s): Samuel E. Buttrey, Lyn R. Whitaker. Includes bibliographical references (p. 69-72). Also available online.
18
Bryant, Michael E. "Arme Blanche and revolver the French-Austrian school of war, the frontier and the United States cavalry /". Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1249908591.
Testo completoAbstract (sommario):
Thesis (M.A.)--Cleveland State University, 1987.Abstract. Title from PDF t.p. (viewed on Aug. 28, 2009). Includes bibliographical references (p. 313-412). Available online via the OhioLINK ETD Center and also available in print.
19
Meyer, Kathleen A. "Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools". Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/558.
Testo completoAbstract (sommario):
Catholic schools are important institutions in the United States educational system. They demand discipline, high academic standards, and religious moral values rooted in Catholic beliefs which are designed to have an impact throughout life (Ciriello, 1998). A critical component in determining school quality lies with the principals' leadership (Sergiovanni, 1997). Principals are critical to successful K-12 schools and must exercise considerable responsibility for establishing collegial learning cultures among the instructional team and stakeholders, including parents, community members, and students. The principal can no longer accomplish such a momentous task alone. Success of today's Catholic relies on the competent and committed performance of many people acting together with common goals.
Catholic schools do not mirror those of twenty years ago (Cummings, 2003). Within the past five years, principals in Catholic schools have increasing job responsibilities and expectations. With the implementation of the Los Angeles Archdiocesan Strategic Plan in 2003, Catholic school principals in the Archdiocese must fulfill their primary function as instructional leader, and the additional roles outlined by the plan. Declining enrollment, lack of funds, and a perceived lack of quality, has forced principals to market their school to increase enrollment and solicit substantial funds for the school to remain viable. New roles create a problem for principals lacking training or knowledge in specialized areas.
Based on a review of available literature, including (a) distributive leadership, (b) collaborative leadership, (c) shared leadership, and (d) school boards, this study investigated principal perceptions of collaboration and implementation of consultative school boards.
This study employed a mixed method research design including a survey, interviews, and a document review of the Los Angeles Archdiocesan Strategic Plan to answer research questions.
This study found a leader who needs collaborative leadership skills to lead a quality school involving all stakeholders to assist the school in remaining viable. Principals confirmed a need for greater participation by all stakeholders and assistance in forming consultative school boards. Information gathered contributes to the limited literature on Catholic school leadership, specifically a principals' role in implementing collaborative leadership in Catholic elementary schools through consultative school boards.
20
Grunig, Stephen Douglas. "A model of donor behavior for law school alumni". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186529.
Testo completoAbstract (sommario):
Past higher education fund-raising studies examining alumni giving across several institutions have had two main limitations. First, the multitude of independent variables used in these studies has made it difficult to determine whether past studies have discovered many different factors that influence levels of alumni gift revenue, or whether they have discovered a few common factors that have been represented by different sets of variables in each study. Second, past studies have failed to adequately describe causal mechanisms through which variables significantly related to gift revenue influence levels of gift revenue. The current study addresses the aforementioned limitations in creating an aggregate model of donor behavior for law school alumni. The study examines alumni giving at 41 ABA-approved law schools. The results indicate that four basic factors account for most (87 percent) of the variance in amounts of alumni annual fund revenue among different law schools. The four factors, listed in order of importance and shown with the variables that load highly on each factor, are the following: Factor l--"Institutional Quality" (variables are average LSAT scores of accepted law students; reputation of law school among professors at other law schools; reputation of law school's graduates among judges and practicing lawyers; average starting salaries of new graduates of the law school; total number of volumes in law library; number of volumes in law library divided by FTE enrollment;). Factor 2--"Institutional Size" (variables are: FTE law school enrollment; number of living law school alumni; number of FTE law faculty; total number of law school advancement staff people). Factor 3--"Relative Advancement Effort" (variables are: number of law school advancement staff people divided by number of living law school alumni; number of law school reunion classes solicited for special gifts each year). Factor 4--"Institutional Age" (variables are: age of law school; age of law school's parent institution). Differences between the factor structures for public and private law schools are examined. The study suggests possible causal mechanisms through which these four factors influence the amount of alumni gift revenue raised by each law school.
21
Goldschmidt, Willie R. Boersma Daniel J. "An optimization of The Basic School military occupational skill assignment process /". Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FGoldschmidt.pdf.
Testo completoAbstract (sommario):
Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, June 2003.Thesis advisor(s): Samuel E. Buttrey, Dale Courtney. Includes bibliographical references (p. 189). Also available online.
22
Robertson, Peggie Johnson. "Time-Management Practices of School Principals in the United States". Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27106.
Testo completoAbstract (sommario):
Do school principals use basic time-management practices as recommended in the literature, that are designed to help them focus on important tasks? Or do they allow the unrelenting pace of the job to dictate how they use their time? A systematic random sample of 400 United States principals representing the 27,000 members of the National Association of Elementary School Principals (NAESP) participated in this research project. Relationships between the frequency of use of the six categories of time- management practices (TMP)(contact practices, delegation practices, practices for managing meetings, interruptions, and establishing priorities) and eight (8) independent variables were examined. The independent variables were the principals' work- management styles, their degree of flexibility in using these five work-management styles, the complexity of their schools, their school types (public vs. private), their school levels (elementary vs. middle), their years of experience, gender, and the amount of training in time management they received.
The principals with schools that housed some combination of grades PreK - 12, and who were members of NAESP were sent a 61-item survey. The overall analysis was a series of multiple regression equations with the dependent variables being the frequency of use of six categories of time-management practices and their total time-management practice (TMP) score. Training accounted for 4% of the variance in the total TMP scores and was the only independent variable that predicted the frequency of use of the six categories of time management.
In the descriptive data, it was found that principals were more likely to use the Hopper Style (61.5%) of managing work than the other four work-management styles [Allergic to Details (20%), Perfectionist Plus (12.5%), Cliff Hangers (3%), and Fence Sitters (2.3%)] due to the nature of the job of being a principal. Flexibility was required in using all five work-management styles.
Previous studies (Campbell & Williamson, 1991; Huffstutter & Smith, 1989; Hughes, 1989; Kmetz & Willower, 1991; Weldy, 1974), and this study support the need for principals to use those time-management practices that would reduce time wasters and help them have time to spend on important tasks. Principals used basic time-management practices for managing meetings (M=3.94, SD= .54), establishing priorities (M=3.92, SD= .81), and delegating (M=3.71, SD= .68). However, they continue to need training in some aspects of handling interruptions (M=3.19, SD= .63), scheduling contacts (M=3.08, SD=.61), and managing paperwork (M=3.05, SD=.57).Ed. D.
23
Patrick, Diane Porter. "The Response of a Public School District to Charter School Competition: An Examination of Free-Market Effects". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2434/.
Testo completoAbstract (sommario):
The purpose of this study was to examine a school district's responses to charter schools operating within its boundaries. The selected district was the only one in the state with two large academically competitive charter schools for at least two years. Four questions guided the research: In terms of instruction, finance, communication, and leadership, how has the traditional district been impacted due to charter school existence? The exploratory research was timely since charter schools are proliferating as tax-supported public choice schools. While many have speculated about free-market effects of charter school competition on systemic educational reform, the debate has been chiefly along ideological lines; therefore, little empirical research addresses this issue. Quantitative and qualitative methodologies were used to present a comprehensive case study. Twenty-six school officials and teachers were interviewed; 159 teachers and 1576 parents were surveyed. District, community, and state education department documents were analyzed. Since charter schools have existed in the district, numerous activities have taken place. Instructional initiatives included a high school academy, expanded technology, gifted and talented, tutoring, and dropout prevention. All elementary and middle schools required uniforms. The district's state accountability rating improved from acceptable to recognized. A leadership void was perceived due to students leaving to attend charter schools initially. The district was perceived as making efforts to improve communication with the community. The financial impact of charter schools was neutralized due to the district's student population increase, property wealth, and state charter funding structure. The data supported all of the hypotheses in terms of the impact of charter schools in the district on these activities: free-market effects of charter school competition were not established as the primary reason for internal organizational changes that occurred in the district. Anecdotal evidence suggested that charter schools may have played some role, but primarily they seemed to reinforce trends already occurring in the district.
24
Schmielau, Robert E. "Equality and liberty in state policy for the funding of school capital expenditures". Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1167799.
Testo completoAbstract (sommario):
The primary purpose of this study was to determine provisions for equality and liberty for the funding of school capital expenditures in each of the 50 states. More specifically, the following issues were analyzed: (a) the extent to which state policies provide equality in funding school facility construction, (b) the extent to which state policies provide local boards liberty in decisions on funding school facility construction, and (c) categorization of the 50 states with respect to provision of liberty and equality for capital outlay funding. A descriptive database of the capital outlay funding systems for each of the 50 states was developed.A descriptive survey research procedure was used. Data were collected from August through November 1999 using a survey instrument developed by the author. Usable data were received from all states.States were categorized as high, moderate, or low with regard to their potential to achieve funding equality and liberty for local districts. Only one state, Hawaii, ranked low in liberty; however, 18 states ranked low in equality. Six states ranked high in both liberty and equality.The following conclusion were formulated: (a) states that continue to rank low in equality are likely to face future litigation; (b) the courts have tolerated some degree of inequality to preserve liberty; (c) politics and not economics often determined how state legislatures responded to equality concerns; (d) differences among the states are far greater with respect to equality than they are with respect to liberty; (e) many states will continue to experience considerable conflict over funding school construction because of the inevitable tensions between liberty and equality.Further study was recommended in both the 18 low equality states and the six states that ranked high in both equality and liberty. The purpose should be to identify legal, political, and economic variables that affected school construction finance policies in those states.Department of Educational Leadership
25
Riesbeck, Randi Reigel. "The impact of leadership and other factors on successful International Baccalaureate Diploma Programs in the United States". W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1550154154.
Testo completo
26
Brown, Michael Benjamin. "School psychologists' job satisfaction: ten years later". Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/37424.
Testo completoAbstract (sommario):
Ten years have elapsed since the last comprehensive national study of school psychologists' job satisfaction. During this time, a number of forces have affected the field. Practice issues, program changes, and personnel concerns have had the potential to change the working environment and activities of the practicing school psychologist. This study was designed to survey the level of job satisfaction of a national sample of school psychologists, and compare the current level of job satisfaction with that of school psychologists in 1982.
Data were collected through mailed surveys consisting of a demographic data form and a modified form of the Minnesota Satisfaction Questionnaire. Four hundred and forty psychologists were mailed survey materials, and 81.5% responded. Of those that responded, 228 full-time practitioners employed in the schools were included in the data analysis.
The survey results indicate that 86% of the practicing school psychologists are either satisfied or very satisfied with their jobs, with only 14% indicating that they were dissatisfied with their jobs. School psychologists are satisfied with most aspects of their jobs as measured by the 20 scales of the Minnesota satisfaction Questionnaire. School system policies and practices and opportunities for advancement were the only two scales with which the group was dissatisfied. Four demographic variables combined to predict increased job satisfaction: female gender, national certification, private practice and intention to remain in the current job for the next five years.
The level of overall satisfaction for the 1992 and 1982 groups is almost identical. While the order varied somewhat, both groups are most satisfied with the same six factors, and least satisfied with the same seven factors. The present group of school psychologists is more satisfied with it’s opportunities for advancement, opportunities to direct others on the job, the technical quality of the supervision received, and job security than was the group in 1982.
Several implications and recommendations were drawn from the study. These included further attention to preparing school psychologists for supervisory roles and private practice; investigation of non-administrative opportunities for advancement and job enrichment for practicing school psychologists; and further study of gender differences in job satisfaction and the job satisfaction of school psychologists employed in non-school settings.Ph. D.
27
Gordon, Johnnie M. "Readiness for change among urban school principals : leadership style and other potential influences". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036820.
Testo completoAbstract (sommario):
This study examined the leadership style and readiness for change exhibited by elementary school principals in two urban school districts. More specifically, the study examined leadership style and four demographic variables; gender, age, highest academic degree earned, and years of principal experience. One hundred and twenty elementary school principals employed in two urban school districts were invited to participate in the study, 108 completed the required instruments: Leader Behavior Description Questionnaire, Survey of Readiness for Change (an instrument created by the researcher), and a demographic information sheet. The t-test statistical technique was used to determine whether leadership style, gender, age, years of administrative experience, and highest earned academic degrees had an effect on personal readiness for change.Results revealed that a significant relationship (alpha level of .05) existed between personal readiness for change and leadership style (p=.009), and also between personal readiness for change and highest earned academic degrees (p=.019). Principals with a considerate leadership behavior and those holding a doctorate appeared more ready for change. The remaining independent variables gender (p=.394), age (p=.350), and years of administrative experience (p=.801) were not found to be significant with respect to a personal readiness for change.Results from the research produced the following recommendations: (a) school district administrators may encourage their principals to determine how their leader behavior effect change, (b) staff development on the change process needs to become a priority, (c) findings from this study should be considered by school officials who employ principals and especially for districts promoting a change agenda.Department of Educational Leadership
28
Peterson, Carla A. "Effects of the National School Lunch Program and the School Breakfast Program on cholesterol levels of children ages 11-15". Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1125148.
Testo completoAbstract (sommario):
This study looked at how cholesterol levels of students, ages 11-15, who participated in the NSLP and the SBP would be affected compared with those students who only participated in the NSLP. Fasting blood samples (lOmL) were analyzed from 15 students who ate lunch only (L) and 15 students who ate both breakfast and lunch (BL) from the Driver Middle School food service at least 3 times a week. Blood was analyzed for changes in total cholesterol, HDL, LDL, and Triglycerides from baseline to 4 months. Results showed a significant decrease in total cholesterol and LDL, and a significant increase in triglycerides from baseline to 4 months in both the L group and the BL group. This may be attributable to hormone levels during sexual maturation in prepubescent and pubescent students.Department of Family and Consumer Sciences
29
Kent, Betty Atchinson. "The superintendent as instructional leader: A case study of mechanisms of control in an urban school district". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184618.
Testo completoAbstract (sommario):
This study examined the effects of a superintendent's use of mechanisms of control over principals in an urban school district. The study used the framework of Peterson's (1983) six mechanisms of control as a template to analyze the effects of a superintendent's use of these controls during an eight year period of time in one school district. A review of the literature discussed models of educational organizations, the evolution of the role of the superintendent, change theory, the superintendent as instructional leader and mechanisms of control. The research questions were: (a) Did this superintendent's mechanisms of control correspond with the theoretical framework proposed by Peterson; (b) how did the superintendent's use of controls mechanism impact the implementation of changes in the district; (c) how did the superintendent's use of mechanisms of control crystallize coalitions within the organization; (d) what were the perceived effects of the superintendent's mechanisms of control; and, (e) what changes have remained a part of the formal and informal structure of the organization during the year following the superintendent's departure? Verification of conclusions was reached through the process of triangulation. Based upon the findings of interview data, document analysis and participant observation, conclusions emerged which confirmed the correspondence between Peterson's (1983) mechanisms of control and this superintendent's use, with the superintendent in this study using tighter controls in three specific areas. The use of mechanisms of control provided the structure for successful organizational change to occur. The process used resulted in organizational and personal stress and led to coalitions which suspended one major change effort. The majority of the curriculum and instructional changes which this superintendent instituted have remained in place after his departure. Recommendations are suggested for continued study in the process and effects of the use of mechanisms of control; to conduct further study into the effects of controls on the use of principals' time and student achievement as Peterson has proposed; and the applicability of applying research findings to training of present and future superintendents.
30
Patrick, Rikki Kenneth. "A Diagnostic Analysis of Elementary Principals' Practices which Serve Youth At-Risk of School Failure". PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1199.
Testo completoAbstract (sommario):
This study provides a description of the practices elementary school principals employ to reduce the likelihood that at-risk youth will actually experience school failure. The problem investigated in this study is reflected in this broad question: What is the relationship of principals' practices to the provision of service for at-risk youth? Differences in the importance and frequency of use of practices by principals were compared. Variables such as school size, percentage of students who are eligible for free lunch, percentage of students who are at-risk, student mobility, and principal's rating of how successfully their school is serving at-risk youth were also investigated. Thirty percent of the elementary principals employed in the metropolitan area of Portland, Oregon were randomly selected to participate in this study. The research design was descriptive. Data were collected from the critical Principal Practices Profile, a questionnaire developed by the researcher and five practitioners after an extensive review of related literature. Using a 4-point scale, principals indicated the importance and frequency of use of principals' practices for the provision of service for at-risk youth. Eighty-three percent of the selected principals completed and returned the survey. Of the responding principals' schools: 25.9% had a student population greater than 600 students, 27.8% had more than 50% of the student body eligible for free lunch, and 43.5% had more than 32% of the student body at-risk of school failure. A number of statistical treatments were performed in analyzing the data. According to the respondents, "Selection of Service Delivery Patterns" emerged as the most important practice (M = 3.65) and the most frequently used practice (M = 3.21) for serving at-risk youth. The practice "Selection of Service Delivery Patterns" was described by five explanatory items: identifying at-risk youth, requiring the modification of curricula, identifying suspension and expulsion alternatives, monitoring student performance, and implementing retention alternatives. The principals' practices and the school demographics were compared using an ANOVA. Associations reaching a significant level were found between the independent and dependent variables; however, the importance and frequency of use patterns reported by the principals could not be consistently explained simply by school demographics
31
Zhou, Huiping S. M. Massachusetts Institute of Technology. "China's mergers & acquisitions : a comparison with the United States". Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59150.
Testo completoAbstract (sommario):
Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2010.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 79-81).
Mergers and acquisitions are widely researched in the United States. The M&A in China, however, is not so clear. There are plenty of successful companies in the United States growing by M&A to global powerhouse, which is seldom to see in China. This thesis presents the current status of China's M&A from a holistic perspective through comparison with global M&A. By a detailed case study of Cisco and the Bank of America, I settled a benchmark for China's peer companies through analysis covering from corporate strategy selection to M&A deal making process to operational integration. To make these findings relevant to China's context, I researched two Chinese firms, Ping An of China and Shanghai Fosun, both of which are growing fast by serial M&A. A comparison is employed throughout both companies in the United States and China. The finding implies significant lessons for Chinese firms in these industries as well as others in a broad base regarding M&A in China.
by Huiping Zhou.
S.M.
32
Lopes, Hildaci Maria Oliveira de Melo. "Secondary teaching as a profession in Brazil and the United States". Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184718.
Testo completoAbstract (sommario):
The secondary teaching profession in Brazil is compared with the secondary teaching profession in the United States. The role of the secondary teaching profession is influenced by cultural values and beliefs, as well as by social and economic conditions. Similarities and differences in the role and preparation of secondary teachers in Brazil and the United States are identified and related to the historical and cultural contexts in which they have developed. The role of the secondary teaching professions in these two cultures is examined through the analysis of two types of data. Historical trends and cultural processes which have influenced the development of the secondary teaching professions are identified through a comparison of information obtained from the education literature. A second body of data consisted of information about professional status and job satisfaction collected through questionnaires distributed to secondary teachers in Petropolis, Rio de Janeiro and Tucson, Arizona. Qualitative as well as quantitative techniques were used to analyze these data, so that cultural values and beliefs could be identified along with statistically significant differences in the teachers' responses. When historical and cultural factors affecting secondary education were examined, five major patterns were identified. These patterns were related to the role of the Catholic church in education, the social function of education, centralization of the educational system, the social and political organizations shaping secondary education, and funding for education. Questionnaire responses indicated that low pay was the most important factor affecting job satisfaction for both Brazilian and American secondary teachers. There were significant differences, however, in the social rankings of education related professions in the two countries. Brazilian teachers ranked the professions of University professor and elementary teachers significantly lower than did the American teachers. American teachers ranked the profession of school principal significantly lower than did the Brazilian teachers. The two groups of teachers shared similar feelings about the effects of factors such as national politics and parental cooperation on their professions.
33
Flannery, Robert E. "Applying Department of Defense financial statement guidelines to the Naval Postgraduate School". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Dec%5FFlannery.pdf.
Testo completoAbstract (sommario):
Thesis (M.S. in Financial Management)--Naval Postgraduate School, December 2002.Thesis advisor(s): O. Douglas Moses, Don Summers. Includes bibliographical references (p. 51-52). Also available online.
34
Astramovich, Randall L. "Attitudes of American School Counselor Association Members toward Utilizing Paraprofessionals in School Counseling". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2659/.
Testo completoAbstract (sommario):
The principal investigator (PI) for this study surveyed 207 American School Counselor Association (ASCA) members on their attitudes toward utilizing trained counseling paraprofessionals in school counseling. The PI also examined the relationship between participants attitudes and their subjective reports of the counselor-student ratios in their schools, the amount of work time they spent providing direct counseling services to students, and the extent to which their districts experienced a school counselor shortage. The participants mean reported counselor-student ratio (1:464.63) significantly exceeded ASCA recommendations of 1:250. Elementary counselors reported the highest counselor-student ratios while high school counselors reported the lowest. Furthermore the PI found a significant linear trend for counselor-student ratios to decrease as school level increased. The participants reported mean percentage of time involved in direct counseling services (61.48%) fell significantly below the ASCA recommended 70%. Elementary counselors reported the highest amount of time involved in direct counseling services while high school counselors reported the lowest. The PI also found a significant linear trend for percentages of time involved in direct services to decrease as school level increased. Over one-fourth of the participants indicated school counselor shortages existed in their districts. A majority of participants supported utilizing counseling paraprofessionals in their schools. The PI found a significant negative correlation between support for counseling paraprofessionals and percentage of time involved in direct services. Participants reporting the lowest percentage of time providing direct services to students thus expressed the strongest endorsement for utilizing counseling paraprofessionals. Participants most strongly endorsed assigning clerical duties to counseling paraprofessionals. They likewise endorsed assigning some indirect helping duties to counseling paraprofessionals. However, participants strongly opposed assigning direct counseling duties to counseling paraprofessionals. Based on the results of the study the PI developed recommendations for school counselors, school administrators, state education agencies, and institutions of higher learning regarding the training, education, and job duties of counseling paraprofessionals.
35
Calo, Kristine Miller. "An exploration of middle school literacy coaching across the United States". Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3086.
Testo completoAbstract (sommario):
Thesis (Ph.D.)--George Mason University, 2008.Vita: p. 218. Thesis director: Elizabeth Sturtevant. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed June 30, 2008). Includes bibliographical references (p. 207-217). Also issued in print.
36
Gonzalez, Cornelio. "Incorporation of Mexican immigrant high school students in the United States". Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3032402.
Testo completo
37
Gregor, Martha E. "Storytelling in the Home, School, and Library, 1890-1920". Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10639.
Testo completoAbstract (sommario):
vi, 126 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.This thesis explores the intersection of artistry, professionalism, and maternalism in the storytelling revival that occurred in the United States from 1890-1920, influencing a variety of child-centered reform movements. Though storytelling was practiced by men and women alike, it was portrayed as a maternal skill. However, storytelling's perceived multiplicity of uses led it to be interpreted in diverse ways. Such interpretations--particularly potent in the home, school, and library-displayed tensions inherent in the public role of these institutions, particularly in their approach to "child-centeredness." In the school, teachers embraced the nurturing potential of storytelling, arguing that it allowed them to teach more effectively. In the library, however, such an approach was rejected as antithetical to the efficient nature of the institution. The way these institutions conceived of storytelling shows that nurturing imperatives, though pervasive in childcentered reform in the late nineteenth and early twentieth century, was not the only way to conceive of child-centeredness.
Committee in Charge: Dr. Jack Maddex, Chair; Dr. James Mohr; Dr. Ellen Herman
38
Michener, Olivia H. "A national survey of school board members views on retrenchment in public school budgets". Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38532.
Testo completo
39
Medd, Gordon Thomas. "From traditional to year-round education: Making the transition at the K-5 level: Dry Creek Joint Elementary School District's approach (Heritage Oak Elementary School)". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/634.
Testo completo
40
Knauer, Larry D. (Larry Douglas). "Taking advantage of technology transfer from the United States national laboratories". Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/45689.
Testo completo
41
Clifton, Scott B. Ferares Frederick G. "Designing a relational database for The Basic School : Schools command web enabled officer and enlisted database (SWORD) /". Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FFerares%5FClifton.pdf.
Testo completo
42
Birke, Chris. "Attitudes of public school superintendents toward student press freedom in states with and states without student press freedom laws". Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137669.
Testo completoAbstract (sommario):
This study gauged how superintendents of six states view student press freedom. This study focused on two sets of superintendents. In one set, the superintendents were in states that had passed student freedom laws. The second set of superintendents were in states that had no freedom laws, meaning school administrators had the right to censor school publications. The data strongly suggests that superintendents in states with freedom laws were less likely to favor censorship. However, both sets of superintendents appeared to favor administrative control.Department of Journalism
43
Bertie-Holthe, Michelle, e University of Lethbridge Faculty of Education. "A school shooting : bullying, violence and an institution's response". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/153.
Testo completoAbstract (sommario):
This thesis is an inquiry that examines how those who are marked different in school are also marked "wrong" and marginalized and how that marking often leads to bullying. It examines the significance that those markings have on those who are marked, on those who mark and on those who are witnesses. This is an analysis of bullying and a critique of an institution's response to bullying and its deleterious effects. The writing offers a connection between the particular and the universal. It tells of my personal experience while I was a teacher at a small town high school before, during and immediately after a violent incident that resulted in a death, against a backdrop feminist, critical, poststructural and postmodern theory, and academic dialogue that has helped me come to some understanding of the dominant discourses at play within this story. The writing is not merely the mode of telling the writing is the way to understanding, which must always precede the telling. Finally this thesis is a search for a healing home in which home-ness means a place open to being, rather than a place that defines the "right" way of being.xii, 134 leaves : ill. ; 28 cm.
44
Ruffin, Santee C. "A national study of the urban high school principalship". Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54408.
Testo completoAbstract (sommario):
This study was conducted to obtain the views and recommendations of urban high school principals regarding the principals themselves, their schools, students and communities, and the professional growth needs of the principals. The study will also serve as a resource for the National Association of Secondary School Principals' Urban Schools Committee as it develops programs and activities to assist urban high school principals.
Eight hundred fifteen of 1,259 urban high school principals responded to a survey. Descriptive research methodology was used in the study of the principals from the one hundred largest cities, according to population, in the nation.
The majority of the principals were white males who averaged 50 years in age. There are more black and female high school principals in the urban districts (26% and 22.1% respectively) than there are in rural and suburban districts (3.8% and 12% respectively). These principals view student absenteeism as the greatest hindrance to academic achievement. They believe they have moderate authority over what takes place in their buildings and tend to be satisfied with their positions. The urban principals believe their students' academic competencies are average to below average. They also believe 80% or more of the students are having their needs met by teachers who they consider to be above average.
The majority (74.5%) are members of NASSP. The results of the study indicate NASSP should initiate professional growth programs that bring recognition to urban high school principals and meet their unique needs.Ed. D.
45
Blumenthal, Shelley M. "Preparing the public secondary school student for highly selective college admission". Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/29357.
Testo completoAbstract (sommario):
Typical public secondary school students seem unable to compete with distinguished public and elite private secondary school students when seeking admission to highly selective colleges. This study has identified the characteristics that distinguish college guidance and school-wide programs at public secondary schools perceived to be the strongest (distinguished) from other public secondary schools. School boards, public secondary school counselors, school administrators, and the communities they serve now have college guidance programs they can emulate to better prepare students for admission to highly selective colleges.Ph. D.
46
Pollard, Dianne. "School Board Leadership: A Study of Training for School Board Members Across the United States". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/49571.
Testo completoAbstract (sommario):
Local school board members play a significant role as leaders of public education in the United States. As leaders, local school board members are charged with the responsibility to create an environment within their school districts that enable students to meet rigorous content knowledge and performance standards. The public's expectations of the local school boards have changed considerably in recent years, primarily due to the standards and accountability reform movement. In most states, local school board members are now being held accountable for student achievement based on annual standardized assessments. The increased expectations and scrutiny of local school boards have been accompanied with greater emphasis on preparation and training programs for local school board members.
The purpose of this study was to investigate and report states' mandates and requirements for local school board training and to document the characteristics of training activities provided for local school board members across the United States. The design of this quantitative study included two surveys disseminated to two target populations. The first target population was comprised of the executive directors of each state's school boards association. The second target population included local school members who held leadership positions in their school boards association for their respective states.
The study was designed to identify which states in the United States: (1) mandate training for local school board members with an enforcement provision; (2) mandate training for local school board members with no enforcement provision; and (3) do not mandate training for local school board members. The study explored whether or not there were differences in the perceptions held by local school board members regarding training pursuant the following variables: (1) length of service on the local school board; (2) education level; (3) gender (4) district size (5) whether the board member was elected or appointed; and (6) whether training in their respective states was mandated, mandated with an enforcement provision, or not mandated. Information was also requested relative to the characteristics of training activities provided for the local school board members.
The findings from this study showed that the legal requirements for training of local school board members across the United States have remained relatively unchanged from those reported in previous research studies. There were minimal differences found in local school board members' perceptions about training in states that mandate training (with and without an enforcement provision) and states that do not mandate training. An analysis of data collected through a survey administered to a delimited population of local school board members indicated a preference for training through use of for small-group concurrent sessions. The respondents perceived that small group concurrent sessions was the most effective presentation format for training. Further analysis of data also found that the respondents perceived that regional meetings and school board retreats were effective formats for training.
Findings from the study appear to suggest that local school board members participated in training whether it was mandated in their states or not. The findings also seem to imply that more emphasis and attention could be placed on the quality of the training provided for local school board members.Ed. D.
47
Helmandollar, C. Ben. "How can parents affect high school student performance by what they do at home?" Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/39882.
Testo completoAbstract (sommario):
The purpose of this study was to investigate the effects of parental involvement on grades and achievement test scores through the variables time on task, general self-esteem, and student attitude about school. The study controlled for the background characteristics of ethnicity, gender, family background, and ability. To do this, structural models were developed based on theory, logic, prior research, and time precedence and were analyzed using 18,141 subjects from the High School and Beyond data set. Although parental involvement in the home had no direct effect on grades or achievement test scores in high school, it did affect time on task, general self-esteem, and attitude about school in such a way as to indirectly improve grades, especially through student attitude about school. When individual components of parental involvement were analyzed, consistent indirect effects on high school grades were found from fathers and mothers. The study suggests that if parents monitor school work, help with school plans, and talk to their child about personal experiences, their child's time on task, general self-esteem, and attitude about school will improve in a way that improves grades in school at the high school level.Ph. D.
48
Hollenbach, Michael P. "Predictors of plebe summer attrition at the United States Naval Academy". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FHollenbach.pdf.
Testo completoAbstract (sommario):
Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2003.Thesis advisor(s): Alice Crawford, Linda Mallory. Includes bibliographical references (p. 67-69). Also available online.
49
Boyett, Cindy L. "School leadership : narratives of Title I distinguished middle school principals". Click here to access dissertation, 2009. http://www.georgiasouthern.edu/etd/archive/spring2009/cindy_l_boyett/boyett_cindy_l_200901_edd.pdf.
Testo completoAbstract (sommario):
Thesis (Ed.D.)--Georgia Southern University, 2009."A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Julie G. Maudlin. ETD. Includes bibliographical references (p. 104-112) and appendices.
50
Echols, Ann Elizabeth. "Self-employed youth and youth employed in governmental positions : an analysis of high school and beyond data /". Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10032007-171822/.
Testo completo