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Muench, Patricia M. "Principal induction: principals' perceptions". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/3692.
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This study served a dual purpose: (1) to assess thedegree to which principals received the practices that current literature describes as being advantageous in an induction program for newly appointed principals; and (2) to recommend a literature-based, principal influenced principal induction program for the DeKalb County School System. Current literature in the field provides sparse information on needs of newly hired principals during their infant years and strategies used in school districts to induct principals. Through this study's description of induction experiences stated as advantageous to an induction program, educators and school systems can gain insight into induction practices that could assist principals during their first three years of school leadership. The subjects of the study were 155 principals active during the 1996-97 school year in the metropolitan Atlanta RESA. In this quantitative investigation, data for the study were obtained through a 142-item questionnaire that focused on induction practices research indicated were important for newly hired principals. These induction practices were clustered into seven construct areas: Personal Aspects of Induction, Time Periods of Induction, Job-Specific Content, Profession-Specific Content, Induction Focus, Mentoring, and Sequencing Induction Activities. Mean scores indicated that principals rated all seven constructs at an inadequate to less than adequate level of received induction. The respondents stated each induction construct was important to include in an induction program for newly hired principals. The ANOVA test revealed significant differences in the principals' perception of the induction they received with respect to Personal Aspects of Induction, Job-Specific Content, Profession-Specific Content, and Induction Focus practices. A difference was also found in the category pertinent to years of current principalship experience. The findings indicated that the induction practices considered important by current literature and principals were not being received during the first three years of principalship. Recommendations for implementing or improving a formal school district induction program should follow the seven construct areas, with a special focus on formalization of an induction plan, planning thorough school and community orientation, and mentoring.
2
Lloyd, Elizabeth W. "Factors influencing promotion from assistant principal to principal and assistant principal experiences helpful to new principals". Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40056.
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This study analyzes the factors that influence promotion from assistant principal to principal and examines experiences that principals new to their position considered helpful to them from their assistant principalship. The participants in the study were new secondary principals in Virginia in 1992-93. A review of the literature revealed a need to examine promotion factors that are pivotal in selecting one principal candidate over another. The study method consisted of the development of a survey instrument based on the information found through the literature review, principal center criteria and results of an earlier independent study by the researcher questioning administrators regarding their work. The data collected by the survey was analyzed using descriptive statistical procedures.Ed. D.
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Lin, Yu-Hsin. "Principal hiring practices: stories the principals tell". Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4677.
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In an era in which school principals' jobs are much more complex and demanding than they were a few decades ago, the increasing challenges of the position have affected principal recruitment and selection efforts by school districts nationwide. Moreover, the rapidly increasing rate of principal retirements has exacerbated the problem of a shortage of qualified candidates for principal positions. As a result, it is important to explore current principals' perspectives on how best to attract and retain qualified prospective applicants during the hiring process.
In this case study, 16 principals and associate principals from both public and independent schools in three states described their experiences, their reasons for applying for a principalship, their perspectives on the application process. They also gave advice and recommendations for both administrators of hiring processes and for future applicants. One-on-one qualitative interviews with a pre-established interview protocol were conducted as the sole data collection method.
Three primary research questions were investigated: How do school principals perceive the existing principal recruitment processes? How do school principals perceive the processes used by the school districts to select them? To what extent do job descriptions, as currently written, systematically cover the realities of the duties of incumbent principals?
From analysis of the interviews, the researcher chose to focus on four main topics that emerged from principals' perspectives on the hiring process: (a) the decision to pursue a principalship and searching for openings, (b) going through the process, (c) personal reactions to the process, and (d) recommendations. These topics were compared and contrasted with relevant research reported in the literature to generate the following four major results of the present study.
First, standardized and structured interviews not only helped decision making but also won applicants' trust. Second, hiring processes were generally similar to what previous research suggested. Third, deficiencies in hiring processes that were first identified a number of years ago continue to persist. Finally, whether applicant pools are shrinking appeared to be an open question.
These findings contribute to the very limited research that has thus far examined principal hiring practices from the perspectives of school principals, and have allowed suggestions to be made for possible areas of improvement in principal hiring processes.
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Ganey, Raeesa. "Principal points, principal curves and principal surfaces". Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15515.
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The idea of approximating a distribution is a prominent problem in statistics. This dissertation explores the theory of principal points and principal curves as approximation methods to a distribution. Principal points of a distribution have been initially introduced by Flury (1990) who tackled the problem of optimal grouping in multivariate data. In essence, principal points are the theoretical counterparts of cluster means obtained by the k-means algorithm. Principal curves defined by Hastie (1984), are smooth one-dimensional curves that pass through the middle of a p-dimensional data set, providing a nonlinear summary of the data. In this dissertation, details on the usefulness of principal points and principal curves are reviewed. The application of principal points and principal curves are then extended beyond its original purpose to well-known computational methods like Support Vector Machines in machine learning.
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Trimble, Wesley. "Supervising Principals' Perceptions of Preparing New Principal Program Completers: Meeting the 2011 Florida Principal Leadership Standards". Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5878.
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This study sought to determine to what extend completers of School District A's Preparing New Principals Program (PNPP) are prepared to meet the 2011 Florida Principal Leadership Standards (FPLS). Major questions addressed (a) the perception of principals regarding how well prepared completers of School District A's principal preparation program were to meet the 2011 Florida Principal Leadership Standards, (b) if the perceived importance of the 2011 Florida Leadership Standards varied by leadership level, (c) if the perceived importance of the 2011 Florida Leadership Standards varied by a school's free/reduced lunch percentage, and (d) the 2011 Florida Principal Leadership Standards perceived as the most beneficial to increasing student achievement. This mixed method study employed an online survey. The participants in this study included 46 supervising principals of Preparing New Principals Program completers from an urban school district in central Florida. Findings indicated that principals believed that Preparing New Principals Program completers were prepared to meet the 2011 Florida Principal Leadership Standards. Principals also believed that the following experiences would enhance the program: (a) more meaningful experiences that require participants to solve identified deficiencies, (b) an 18 to 24 month principal internship as opposed to the current eight-week principal internship, and (c) differentiating principal preparation based on participants' experiences and school district needs.Ed.D.
Doctorate
Teaching, Learning, and Leadership
Education and Human Performance
Educational Leadership; Executive
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Zeng, Shuo. "Topics of Principal-Agent Contracts: Contract Analysis and Pooling Principals". Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/577498.
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Consider companies who rely on revenue generating equipment that fails from time to time. Assume that a company owns one unit of equipment, whose maintenance and repair services are outsourced to a qualified service provider. We assume that the company (the principal) outsources the maintenance and repair services using performance based contracts. Such contractual relationships fall into economics' principal-agent framework. The owners of the revenue generating units are referred to as principals, and the service provider as the agent. We address the following questions: What are the optimal contracting strategies for a principal and an agent? Can the agent benefit from pooling the service demands from multiple principals? This dissertation contains two main bodies of work contained in chapters 2-7 and chapters 8-13 respectively. In the first part of this dissertation (chapters 2-7) we examine the contractual options between a single principal and a single agent. The contractual options of a principal and an agent are modeled as a Markov process with an undetermined time horizon. For a risk neutral principal we identify the conditions under which a principal contracts with a risk-neutral, risk-averse, or risk-seeking agent and derive the principal's optimal offer and the agent's service capacity response. In essence, we provide an extensive formulating analysis of principal-agent contracts given any exogenous parameter values. That is, we derive mathematical formulas for the optimal contract offers and the agent's optimal service capacity. It turns out that a small number of formulas cover a large spectrum of principal-agent conditions. In the second part of this dissertation (chapters 8-13), in a counter distinction to the vast literature in economics on principal-agent contractual interplay and its predominant concern with the principal, here we focus on the agent. In the case of performance based service contracts it is known that the principal extracts all the economic surplus and the agent breaks even. But this is not the case for an agent of good standing contracting with multiple principals. We show that an agent who contracts a collection of principals with interdependent failure characteristics does better than break-even - such an agent realizes a profit rate that is convexly increasing in the number of principals. The corresponding cooperative game assessing each principal's contribution to the agent's profit is convex and its easily computable Louderback's value seems always to be in its core. In chapter 14 we present the outline of a future study that compares several different options of contract structure faced by the principal and the agent, because the optimal contracting strategies for the principal and the agent may not necessarily be the same under different contract structures. We discuss briefly the agent's and the principal's behavior under different forms of performance based contract, which serves as a starting point for future extensions of this dissertation. To summarize, this dissertation provides practical mathematical results and important managerial insights into the principal-agent contract in equipment repair services industry.
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Nunes, Madalena Baioa Paraíso. "Portfolio selection : a study using principal component analysis". Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14598.
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Mestrado em FinançasNesta tese aplicámos a análise de componentes principais ao mercado bolsista português usando os constituintes do índice PSI-20, de Julho de 2008 a Dezembro de 2016. Os sete primeiros componentes principais foram retidos, por se ter verificado que estes representavam as maiores fontes de risco deste mercado em específico. Assim, foram construídos sete portfólios principais e comparámo-los com outras estratégias de alocação. Foram construídos o portfólio 1/N (portfólio com investimento igual para cada um dos 26 ativos), o PPEqual (portfólio com igual investimento em cada um dos 7 principal portfólios) e o portfólio MV (portfólio que tem por base a teoria moderna de gestão de carteiras de Markowitz (1952)). Concluímos que estes dois últimos portfólios apresentavam os melhores resultados em termos de risco e retorno, sendo o portfólio PPEqual mais adequado a um investidor com maior grau de aversão ao risco e o portfólio MV mais adequado a um investidor que estaria disposto a arriscar mais em prol de maior retorno. No que diz respeito ao nível de risco, o PPEqual é o portfólio com melhores resultados e nenhum outro portfólio conseguiu apresentar valores semelhantes. Assim encontrámos um portfólio que é a ponderação de todos os portfólios principais por nós construídos e este era o portfólio mais eficiente em termos de risco.
In this thesis we apply principal component analysis to the Portuguese stock market using the constituents of the PSI-20 index from July 2008 to December 2016. The first seven principal components were retained, as we verified that these represented the major risk sources in this specific market. Seven principal portfolios were constructed and we compared them with other allocation strategies. The 1/N portfolio (with an equal investment in each of the 26 stocks), the PPEqual portfolio (with an equal investment in each of the 7 principal portfolios) and the MV portfolio (based on Markowitz's (1952) mean-variance strategy) were constructed. We concluded that these last two portfolios presented the best results in terms of return and risk, with PPEqual portfolio being more suitable for an investor with a greater degree of risk aversion and the MV portfolio more suitable for an investor willing to risk more in favour of higher returns. Regarding the level of risk, PPEqual is the portfolio with the best results and, so far, no other portfolio has presented similar values. Therefore, we found an equally-weighted portfolio among all the principal portfolios we built, which was the most risk efficient.
info:eu-repo/semantics/publishedVersion
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Kashubara, Pete Zachary II. "Too Big to Fail| Principal Professional Development?Perceptions of Secondary Principals". Thesis, The University of North Carolina at Greensboro, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10639801.
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The purpose of this study was to examine how high school principals in a large urban district in the Southeastern United States view their professional development by gathering data on the essentials of professional development that support principals in carrying out their expanding roles, promoting the professional growth and efficacy of principals, and fostering the overall success of the schools they lead. Principal perceptions of professional development directly affect the extent to which they engage in and garner knowledge and skills from professional development activities. This semi-structured qualitative interview study asked 16 high school principals about their professional development experiences. Three major themes emerged from the data including: (a) improved outcomes and efficacy for practicing high school principals, (b) development of the characteristics desired for professional development, and (c) Adult Learning Theory correlated to preferred delivery models. Within each theme, implications of the study are discussed and recommendations for high school principal and districts are presented.
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Brown, David Byron. "African-American principals in the midwest: voices of the sojourner principal". Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2829.
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In an era of accountability and high standards for public schools, some African American principals decided to work in predominantly white schools. Their experiences were challenging because they were racial newcomers in schools with students different from their own race. In this case study, 12 African-American principals and assistant principals in one Midwestern state described their experiences working in schools with fewer than 20 percent African-American students. In semi-structured interviews, participants discussed motivations, perceptions, and experiences serving as principals in predominantly white schools. Three primary research questions were investigated: How do African-American principals in predominantly white schools describe their daily work? Why do African-American principals continue to work in predominantly white schools? What opportunities and impediments have African-American principals in predominantly white schools encountered in their career advancement?
Although principals have similar motivations and experiences working in public schools, African-American principals tend to have distinct experiences and motivations while working in predominantly white schools. Some participants in this study relied on guidance from their faith. Other principals relied on their professional training and experience to overcome challenges when they relocated to work in predominantly white schools. All African-American principals in this study had made a choice to work in predominantly white schools and had continued to lead on their own terms. Three themes emerged from the analysis of the interviews. First, African-American principals relied on their spirituality for guidance to buoy or buffer them psychologically in their daily work. Secondly, some believed that they were constantly scrutinized by colleagues and superiors. Race played an important part in their perception of feeling scrutinized, yet they felt scrutiny was sometimes self-imposed and affected their interactions with their white colleagues. Third, these African-American principals made a conscious effort to serve as role models for all students, but especially the few African-American students and faculty they led. In addition, these principals recognized that they served as racial bridge builders between the majority and minority cultures of the school. As school leaders and role models, the principals felt uniquely complicated tensions that were embedded in race and self-imposed perceptions about their daily work. All findings have contributed to the limited research on African-American principals in predominantly white schools and the reasons they continue to lead their schools.
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Roach, Jeffrey A. "Principal involvement in teacher selection : practices and attitudes among elementary school principals". Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063421.
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The purpose of this study was to examine the extent to which elementary principals are involved in teacher selection and to determine the opinions of principals on : (a) procedures used in the selection process, (b) current status of their involvement, (c) who establishes teacher selection processes, (d) involvement of teachers in teacher selection, (e) their current level of preparation to effectively select teachers, and (f) the role of decentralized governance in teacher selection.The study sought to determine if principal involvement in teacher selection was governed by policy or superintendent regulations. Also, the study sought to determine if there was variance in teacher selection practices within a school district and possible reasons for such variance. Finally, the study sought to determine if any of three demographic variables (school district regional classification, school district enrolment, and governance structure) influenced principal involvement in teacher selection.Data were collected from 188 randomnly selected elementary principals in Indiana via a survey containing 28 items divided into 4 categories. Data were analyzed using an analysis of variance, and research decisions were based on the .05 level of significance.In general, the level of involvement of Indiana elementary principals in teacher selection is relatively high. Demographic variables incorporated in this study appeared to have little effect on principal's involvement. There were three exceptions. Where variance of practice occurred within a district, significance was found in paper screening of candidates, interviewing of candidates, and making recommendations for employment. Principals' involvement in teacher selection was not affected by regional classification, enrollment of the school district, engagement in decentralized governance, existence of regulations, or established board policy on teacher selection.Findings in this study suggested that principals were highly involved in many aspects of teacher selection with one exception, writing of the job vacancy announcement. It was also found that there was a majority of schools that did not have existing school councils. Principals believed that their involvement in teacher selection was important, yet their training in this area appeared to be limited.Based on the outcomes, recommendations for further study included assessing teacher selection practices at sites where school councils exist, examining discrepancies between perceived selfconfidence and formal training, and evaluating the role of the principal in writing job vacancy announcements.Department of Educational Leadership
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Smith, James David. "Urban school principal leadership preparation [electronic resources] perspective of urban school principals /". Diss., Connect to online resource - MSU authorized users, 2008.
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Sandidge, Constance O. "The role of the instructional assistant principal as perceived by principals, teachers, and instructional assistant principals". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/2205.
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The purpose of this study was to examine the role of the instructional assistant principal in a large metropolitan Atlanta school system, with an ultimate purpose of devising a uniform job description for the system. The sample consisted of twenty-three principals, twenty-two instructional assistant principals, and fifty-eight teachers. They were given a questionnaire consisting of twenty-six job tasks and asked to specify the degree of responsibility which the instructional assistant principal in their school exercised and the degree of responsibility he should exercise in the performance of the task.
The findings indicated that principals, teachers, and instructional assistant principals have similar perceptions of what the instructional assistant principal does and should do. Of the twenty-six items on the questionnaire, twenty-five were included in the resultant job description, and these included tasks in budgeting, evaluation, supervision of students, orienting faculty and staff to the school, working with the master schedule, producing the school handbook, coordinating testing, disseminating information about test results, disseminating information about current trends in education, preparing documentations for inspections and reviews, and planning for parent meetings.
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Maziejka, Stanley W. "Future system leadership". Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009maziejka_s.pdf.
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Thesis (E.Ed.)--The Sage Colleges, 2009."A Doctoral Research Project presented to Associate Professor Daniel Alemu, Doctoral Research Committee Chair, School of Education, Sage Graduate School." Suggested keywords: superintendent shortage; job satisfaction; leadership capacity; pathways to leadership; knowledge of superintendency; mentoring. Includes bibliographical references: (p. 67-71).
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Bueche, Robert Allen. "Principal Perceptions on Transformational Leadership in Arizona's Principal Preparation Programs". Thesis, Grand Canyon University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10976122.
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The purpose of this qualitative descriptive single-case study was to explore how principals perceived transformational leadership theory’s influence on graduate-level principal preparation in Arizona. The conceptual framework for this study was Kouzes and Posner’s Five Exemplary Practices of Transformational Leadership. The research questions addressed transformational leadership theory in principal preparation, field experience, mentorship, and coursework. The study employed a purposive sampling strategy, given a total number of study participants of 40. Data collected included 10 semi-structured interviews with principals, 15 surveys collected from principal students, and 15 surveys collected from principal faculty. The study utilized deductive and inductive coding, which produced patterns and themes consistent with semi-structured principal interviews. Additionally, descriptive statistics from principal students and principal faculty provided supporting statistics for the analysis of the interview data. The findings from this study revealed stakeholders positively perceived transformational leadership theory’s influence on principal preparation, with slight discrepancies between principal students and principal faculty. Further, the themes supported the key areas of the Five Exemplary Practices of Transformational Leadership, Transformational Leadership and Student Achievement, University Role in Principal Preparation, and Stakeholder Support for Principal Transformation. Implications of this study include that leaders learn through all experiences, and that principals fostered their future grow as leaders based on lessons from principal preparation.
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Farnsworth, Shane Justin. "Principal Learning-Centered Leadership and Faculty Trust in the Principal". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5514.
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Principals are increasingly held accountable for student achievement outcomes. Existing research has found principal leadership indirectly affects student achievement (Leithwood, Louis, Anderson, & Wahlstrom, 2004). Principals face a problem when they are accountable for achievement outcomes and are dependent upon others and other variables to achieve those outcomes. Consequently, principals will benefit from a richer understanding of how their leadership indirectly affects student achievement. Using the Vanderbilt Assessment of Leadership in Education (VAL-ED) measurement of principal learning-centered leadership (Goldring, Porter, Murphy, Elliot, & Cravens, 2009) and the Omnibus T-Scale measurement of faculty trust in the principal (Hoy & Tschannen-Moran, 2003), researchers sought to better understand the relationship between the perceived learning-centered leadership of principals and faculty trust in those principals. Teachers from 59 schools in a suburban district in the Rocky Mountain region of the United States were surveyed to measure their perception of the learning-centered leadership of their principal and the faculty's trust in their principal. The data from these surveys were analyzed using bivariate and multiple linear regression analyses to determine relationships between these two variables and other significant control variables. Principal learning-centered leadership was significantly and positively related to faculty trust in the principal; principals in this study with higher learning-centered leadership scores had higher faculty trust in principal scores. The R2 was .609, indicating that approximately 60% of the variance in faculty trust in the principal was attributable to the principal's learning-centered leadership, school grade, and principal gender. Additionally, for the principals in this study every unit increase in perceived learning-centered leadership scores resulted in a 1.11 increase in faculty trust in the principal scores. The significance of the relationship was even stronger in schools with a C academic achievement grade. In C graded schools, every unit increase in principal learning-centered leadership scores resulted in a 2.31 increase in faculty trust in the principal scores. Principals with higher levels of learning-centered leadership were rewarded with higher levels of faculty trust. The influence of learning-centered leadership on faculty trust in the principal was even stronger in schools labels lower in academic achievement. Principals seeking to influence the trust their faculty places should engage in those leadership practices associated with learning-centered leadership.
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Howe, A. Tyler. "Principal Trust: Factors that Influence Faculty Trust in the Principal". BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6237.
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Principals are held accountable for student achievement even though they only have an indirect influence on that achievement. Accountability raises the question about what should be the priority for the principal's attention. The literature supports the existence of a positive correlation between faculty trust in the principal and increased student achievement. Our study considered the appropriateness of representing trust as a two-factor model broken down into components related to how teachers view the skill and the will of the principal. Additionally, our study examined which demographic factors of the school and of the principal affect faculty trust in the principal.This study examined historical data acquired from a large suburban school district in the western United States between 2013 and 2014. The archival data included over 1,700 completed surveys from elementary, junior-high, and high-school teachers of the Omnibus T-Scale survey created by Wayne K. Hoy and Megan Tschannen-Moran (2003).Almost all principals in the study were evaluated higher in terms of skill (competence, reliability, honesty) than in terms of will (benevolence, openness, empathy of vulnerability), and the data set fits a two-factor model of trust. Our findings show no significant association between the principal or school demographics and overall faculty trust in the principal, with the exception of a negative correlation between the principal's level of education and faculty trust in the principal. These findings suggest principals are not at a disadvantage to achieve faculty trust based on principal and school demographic factors.
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Dodson, Robert B. "The Effectiveness of Principal Training and Formal Principal Mentoring Programs". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2217.
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The purpose of this study was to determine principals' perceptions of how effective mentoring programs and university-based principal preparation programs are in developing the skills necessary to carry out the 13 critical success factors identified by the Southern Regional Education Board (SREB). A review of the literature addressed what it means to be an effective principal and what an effective mentoring program should look like.
The quantitative study was conducted using a survey developed from the SREB's 13 critical success factors that have been developed to determine what makes a successful, effective principal. Each factor was developed into a question about whether or not Northeast Tennessee principals perceive that they were adequately prepared to be successful principals in their principal preparation programs and if they received any training through a mentoring program on these same 13 factors once they received their principalship.
The overall results indicated that few principals participated in a formal mentoring program and those who did received a marginal amount of assistance on the critical factors identified by the SREB. The results also showed that, overall, the respondents indicated that they received more adequate leadership training during their principal preparation programs on the SREB's factors in their classroom experience than they did through their hands-on experience; although, respondents did not give particularly high marks to either experience. Furthermore, respondents who belong to a cohort scored their training higher than those who did not belong to a cohort, and those who received a degree higher than a master's degree reported a higher level of training than did their peers with only master's degrees on some of the SREB's critical success factors.
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Coomer, Traci L. "Mentors' Perceptions of Online-Educated Principal Interns". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849773/.
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This qualitative study centered on perceptions of the quality and effectiveness of online-educated principal interns from the viewpoint of principal mentors. Six current principals who have served as mentors to both online and traditionally educated principal interns were asked to name characteristics of successful interns, to discuss to what degree those characteristics have been observed in online-educated principal interns and to share their perceptions of the quality and effectiveness of online-educated interns. The individual interview responses were analyzed and interpreted using thematic analysis. Three overarching themes emerged through data analysis: (1) the importance of certain characteristics in predicting internship success; (2) the impact of program delivery method on principal intern effectiveness; and (3) the influence of perception and bias in hiring decisions. This study may provide a better understanding of the characteristics of successful interns to universities and colleges offering principal preparation programs, which may result in a better understanding of the elements of successful interns and productive internship experiences.
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Mei, Jonathan B. "Principal Network Analysis". Research Showcase @ CMU, 2018. http://repository.cmu.edu/dissertations/1175.
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Many applications collect a large number of time series, for example, temperature continuously monitored by weather stations across the US or neural activity recorded by an array of electrical probes. These data are often referred to as unstructured. A first task in their analytics is often to derive a low dimensional representation { a graph or discrete manifold { that describes the inter relations among the time series and their intrarelations across time. In general, the underlying graphs can be directed and weighted, possibly capturing the strengths of causal relations, not just the binary existence of reciprocal correlations. Furthermore, the processes generating the data may be non-linear and observed in the presence of unmodeled phenomena or unmeasured agents in a complex networked system. Finally, the networks describing the processes may themselves vary through time. In many scenarios, there may be good reasons to believe that the graphs are only able to vary as linear combinations of a set of \principal graphs" that are fundamental to the system. We would then be able to characterize each principal network individually to make sense of the ensemble and analyze the behaviors of the interacting entities. This thesis acts as a roadmap of computationally tractable approaches for learning graphs that provide structure to data. It culminates in a framework that addresses these challenges when estimating time-varying graphs from collections of time series. Analyses are carried out to justify the various models proposed along the way and to characterize their performance. Experiments are performed on synthetic and real datasets to highlight their effectiveness and to illustrate their limitations.
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Brusewitz, Collin Emanuel, i Andreas Svensson. "The principal agent". Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-12765.
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Problem: How can segments on Aktietorget explain how a lemon market can not only survive but grow? Purpose: The purpose is to try to explain how Aktietorget can grow under lemon market conditions by gauging investor groupings investment tendencies. Method: Quantitative archival study regarding returns and price per share depending on investor identity. Conclusion: Finance industry investor yields higher returns, which implicates the possibility of rational investing. This is attributed to either identity inherited capabilities or them being agents in the place of the principal. The private investor on the other hand is full principals and has a tendency towards low price per share. All other capital on Aktietorget conforms to the lottery characteristics of Aktietorget.
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Sun, Linjuan. "Simple principal components". Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429528.
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Pearch, William Jack Laymon Ronald L. "Elementary school principal responsibilities as perceived by school board presidents, superintendents, and principals". Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806864.
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Thesis (Ed. D.)--Illinois State University, 1987.Title from title page screen, viewed August 29, 2005. Dissertation Committee: Ronald L. Laymon (chair), Robert L. Arnold, Richard L. Berg, Ronald S. Halinski, Larry D. Kennedy. Includes bibliographical references (leaves 95-102) and abstract. Also available in print.
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Sobol, Mor. "Principals, agents and neighbours : the European Neighbourhood Policy through a Principal-Agent lens". Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/15861.
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The thesis tests the efficacy of Principal-Agent (PA) theory in explaining the creation and development of the European Neighbourhood Policy (ENP). As such, the thesis is subject as well as theory-driven. Empirically, the focal point is how the interaction between the EU member states and the European Commission affected the development of the ENP. It is a theme which is largely overlooked in the ENP literature. In terms of theory, the ENP represents a fascinating case study for PA analysis not only because it has rarely been applied to the field of EU foreign policy but also because PA has seldom been used for studying the evolution of a policy (both pre and post-delegation). Conceptualising EU member states as principals and the European Commission as agent, the thesis examines PA dynamics through the following three ENP policy stages: formulation (2002-2004), finalisation (2004-2006), and implementation (2007-2009). Three hypotheses are tested for each stage of the ENP. Two hypotheses are rooted in PA scholarship, and address the influence of the agent as an informal agenda-setter, while the third distinguishes the agent's influence between different stages of the policy development. Methodologically, the research design is based on within-case process-tracing while the empirical data is drawn from a triangulation of official documents, secondary sources and elite interviews. The thesis findings show that during the initial stages of the policy, the Commission took advantage of its favourable position (e.g. informational asymmetries and uncertainty among the member states) to establish itself as the key actor in the ENP. As the ENP evolved, the Commission’s influence has diminished while the member states, collectively and individually, became more engaged in determining the course of the policy. However, contrary to PA assumptions, member states' increased oversight over the Commission did not come as a response to disobedient behaviour. Based on the empirical data, the Commission, as an agent, was in fact trying to implement the ENP following the guidelines which were previously agreed by its principals. Thus, in the case of the ENP, my PA analysis shifts from the traditional inquiry of how principals control opportunistic agents, to examining how principals could hinder the work of the agent. This phenomenon, broadly defined by Thompson (2007) as the ‘principal problem’, is an anomaly in existing PA literature dominated by an agency-biased standpoint and has previously not been analysed in the context of the European Union. Finally, the wider implication of this thesis is that there is still room for broadening the scope of PA analysis while highlighting the necessity to keep a watchful eye on both the principals and the agent.
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Ruffa, James Lawrence. "Principal evaluation policies and procedures in the Commonwealth of Virginia: the principals' perspective". Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54407.
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The intent of this study was to determine the evaluation policies and procedures for principals of public schools in Virginia. Specifically, the purposes of the study were to: (1) Describe the policies in and procedures currently in place for the evaluation of principals in Virginia’s public schools, (2) Determine if Virginia's public school principals believe that the policies and procedures by which they are evaluated affect their job performance, (3) Examine and describe one school division's principal evaluation policies and procedures, and (4) Compare and discuss school system descriptions of policies and procedures related to evaluation of principals with responses of principals describing those same policies and procedures.
A descriptive survey method was used in this study. Data were collected from a random sampling of all public school principals in the state. A thirty-one item questionnaire was sent to each of the 337 participating principals. A response rate of 80.4% was attained. Descriptive statistics (frequencies and percentages) were employed to report the findings.
The results of this study revealed that:
1. Principal evaluation policies and procedures are firmly established in the school divisions across Virginia.
2. Public school principals in Virginia indicated that their school division‘s principal evaluation policies and procedures have a positive impact on their job performance.
3. The principals and superintendent of one school system agree on most questions about their policies and procedures for principal evaluation. Areas of disagreement included: a procedure for reviewing principal evaluation policies and procedures, current need to revise policies and procedures, and the purpose of (on-the-job) observation as a component of principal evaluation.
4. When system-level responses were compared to principals' responses measuring knowledge of principal evaluation policies and procedures there was considerable agreement between groups. However, ten areas of disagreement were discovered. These areas included: a procedure to regularly review and revise evaluation policies and procedures, the establishment of mutually-developed goals for principal evaluation, who has input into principal evaluation, if on-the-job observation is a component of the evaluation process, and whether a dissenting statement is permitted.Ed. D.
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Kiley, Wendi J. "The Impact of Principal Mentoring Programs on the Moral Judgment of School Principals". Thesis, Indiana University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10268470.
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This research addresses moral decision making and the experience of public school principals. It also explores the possible influence mentoring has on principals’ abilities to confront complex decisions when clear ethical choices do not exist. This study incorporates a survey methodology, exploring the relationship between principal mentoring programs and schemas of morality in principals’ decision making. I used the Defining Issues Test-2 (Bebeau & Thoma, 2003; Rest & Narvaez, 1998) as the quantitative measurement tool to assess moral reasoning in this study. The survey also included questions about mentoring experiences and principal demographics. The DIT-2 uses the following three moral schemas that Rest (1973) identified: Personal Interest Schema, Maintaining Norms Schema, and Postconventional Schema. Rest based the three schemas on Kohlberg’s (1958) moral development theory, which provides a framework for understanding various levels of moral judgment. The first part of my research involves determining the moral schemas principals use when making moral judgments. Principals in various studies have not only identified a need to improve moral judgment, but also areas of improvement that would most benefit them (Dempster and Berry, 2003; Drago-Severson, 2012; Henry, 2010). As a result, the second part of my research explores how principal mentoring programs with an ethics component impact moral judgment in principals.
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Zavala, Frank Alcorta. "Principals' Perceptions of the Most Important Components in an Effective Principal Preparation Program". ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/26.
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Researchers in educational leadership have identified a need to improve principal preparation programs to meet today's educational demands. According to school administrators in the local area, not all leadership preparation programs used the same pedagogies to prepare future leaders, and principals were critical of existing leadership practices. School districts, students, parents, and community stakeholders would benefit from well-prepared administrators who can apply the most effective habits of principalship. The conceptual framework of the study was derived from J. Davis and Jazzar's 7 habits of an effective principal preparation program. For this qualitative case study, 16 principals were interviewed to find out which components of a principal preparation program they thought were the most important or had best prepared them for their positions. Analysis involved open coding, and resulting themes revealed that principals perceived the most important components to be a multisituational internship and extensive experience with school budget/finance. A professional development session was created to share interview responses with policymakers. Principal preparation programs that involve an in-depth internship and practice with school budget and finance could be used to assist policy makers in developing leadership training programs for future principals to improve student and school performance for school districts. This project study could foster social change with greater school success for students, resulting from improvement in leadership preparation programs.
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Juusela, Deborah. "AN ANALYSIS OF THE ASPIRING PRINCIPAL PREPARATION PROGRAMS PROVIDED BY". Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2508.
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The purpose of the study was to identify the basis of the aspiring principal preparation program (appp) components florida school districts provide to their aspiring principals and their relationship, if any, to the state and isllc standards. A total of 50 school districts in florida participated in this study. The research was guided by the following questions: to what extent do the florida school districts provide a formal appp to their current assistant principals? (b) upon what are the formal appps for current assistant principals based: the florida principal competencies (fpcs), the interstate school leaders licensure consortium (isllc) standards, or another source? (c) to what extent do the school district appps in the 67 florida districts have component requirements that include professional development, mentoring, and a performance-based experience? and (d) are there differences among the appp components provided by florida school districts of various sizes? the findings of the study were found through an examination of quantitative and qualitative data that were collected from the florida aspiring principal program assessment (flappa) survey and the school districts' appp brochures located on their websites. This study supported the following conclusions: (a) 75% of the school districts in florida do provide an appp for their aspiring principals, (b) the fpcs and the isllc standards are a part of the bases of the components found in appps provided by florida school districts, (c) florida school districts do provide appps that include components of a mentor principal, a performance-based experience, and professional development, (d) very large-sized school districts with a population over 100 thousand students contained the largest percentage of standards-based components in the appp; small-sized school districts with a population of under 7 thousand students contained the least percentage of standards-based components in the appp, (e) school districts in florida recognized the need to modify and were in the process of modifying their appps according to the new florida leadership standards, especially the component of technology, and (f) a lack of funding, time, and assessment were identified as appp weaknesses and components in need of improvement. Recommendations of this study included: (a) further research on florida school districts redesign of their appp components to identify whether or not the components are based upon the new florida leadership standards, especially technology; and the isllc educational standards; and (b) further research on florida school districts providing a mentor principal and support team; professional development, and a performance-based experience to their current assistant principals who participate in an appp, thus ensuring best practices in the appp and improving the quality of their future principalsEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Kozloski, Kristen C. Haslam Elizabeth L. "Principal leadership for technology integration : a study of principal technology leadership /". Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860%20/886.
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Carlton, Alan Mark. "A Comparison of Principal and Teacher Perceptions of Principal Leadership Skills". PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/460.
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This study examined principals' and teachers' perceptions regarding both the importance of certain leadership skills and the ratings of principals' actual skills. There are strong theoretical bases for the use of principals' and teachers' perceptions in this study. The analysis of perceptions of leadership skills can lead to: (1) an increased awareness of principals' strengths and weaknesses; (2) greater communication between principals and teachers; and, (3) hopefully, increased productivity on the part of principals and teachers. The population for this study included a group of twenty-eight principals who participated in the Confederation of Oregon School Administrators Assessment Center, and teachers in those principals' schools. These principals represented the total number of Assessment Center participants who were promoted to their positions subsequent to their participation in the Center. Assessment Center predictions ratings of these principals' skills were compared to teachers' ratings of the same principals' skills. Research questions sought information in the following areas: (1) principals' perceptions of their own skills; (2) principals' perceptions of the importance of given skills; (3) principals' predictions of teachers' ratings of the importance of skills; (4) principals' predictions of teachers' ratings of principals' actual skills; (5) teachers' perceptions of principals' skills; (6) teachers' perceptions of the importance of given skills; and, (7) Assessment Center predictions ratings of principals' skills. The methodology for this study combined survey research with information provided by the COSA Assessment Center. Mailed surveys were used to collect data regarding principals' and teachers' perceptions of leadership skills. The results of this study suggested that there is a general agreement between principals and teachers regarding principals' leadership skills. Additionally, the predictions made regarding principals' skills by the Assessment Center accurately reflected teachers' perceptions of the same principals' skills in the field. The area of greatest difference in this study was in principals' perceptions of teachers' ratings. Principals generally predicted that teachers would rate the importance of skills lower than teachers actually rated them. Because teachers' perceptions of principals' skills are generally accurate, it can be concluded that teachers' ratings of their principals can play an important role in the total process of principals' evaluations.
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Richard, Holly Elizabeth Baker. "The principal's workday: A comparative analysis of performance standards and principal practice". W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1550154150.
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Lawler, Nancy L. "The examination of the Missouri Leadership Academy and principal leadership effectiveness /". free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091942.
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Fiori, Bobbie Kay. "School Principal as Instructional Leader: Connections Between Principal Evaluation and Student Achievement". University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531927929633818.
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Gordon, Robert L. "Relationships among secondary principal use of time, principal effectiveness, and student achievement /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9812950.
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Langston, Wanda Elaine. "An investigation of effective principal behaviors in relationship to principal evaluation practices /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Dubula, Nomvuyo Mildred. "The principal factor : examining the role of principals in the success of their schools". Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1010881.
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In this Treatise, a study is undertaken to analyse and examine the role of school principals in the success of their schools; with specific reference to township high schools in the Port Elizabeth district (P.E. district). The study assumes that P.E. district principals, as leaders and managers should deliver essential services effectively, efficiently, and with optimal use of resources to attain maximum results in school performance. The same is expected of their counterparts in any part of the country, it is not exclusively demanded from PE district principals. In terms of the current education legislation and policy framework, the principals have to account for the performance of their schools. To this end the National Department of Education introduced legislation in 2007 to ensure that principals account to the Head of The Department of Education of the relevant province. Section 16 A of the South African Schools Act (SASA) was introduced by the Education Law Amendment Act 31/2007. The provisions of this section deal with “the functions and responsibilities of principals of public schools.” Specifically section 16A (1) (b) states that “The principal must prepare and submit to the Head of the Department an annual report in respect of: (i.) The academic performance of that school (ii.) The effective use of available resources.” Since the enactment of section 16 A as referred to above, the Provincial Departments have begun to make principals account for the success or failure of learners, for human resource development, financial management, parent involvement in school matters and the active participation of school governing bodies. What should be clear is that the above encompasses all the critical and fundamental aspects that have an impact on the progress of any educational institution. The combination of the two requirements stated above reflects the extent to which the Department of Education is committed to making certain that principals in their respective schools create an environment where learners can achieve their full potential. It is such creation of conducive environments that will enable all learners in the country to achieve equal opportunities in society irrespective of their original backgrounds. This ideal is consistent with section 9 of the Constitution, 1996 which provides for the right to equality of all people. The research, also assumes that leadership is about direction and purpose, while management lays emphasis on effectiveness and efficiency. Leadership and management are fundamental aspects of those duties and responsibilities associated with the position of a school principal. It is further postulated that, a good principal understands that circumstances determine the proportion of each of these elements that is required by any given situation i.e. whether more of leadership or bigger dose management is appropriate in dealing with a certain set of circumstances or not. The study identifies variables that make a school principal a strong leader and good manager and lists the following as the critical focus areas: Balancing instructional and managerial leadership Strengthening the connection between school and home Developing effective leadership Effective teaching practices Staff development The study also assumes that township schools are no exception to those in different parts of the country. Despite some serious daily challenges peculiar to the township situations, these schools still have to perform satisfactorily like all other institutions of learning. The legislative and policy framework applies equally to all schools. The study argues primarily that all schools can perform well and develop the potential of their learners to the fullest. The difference lies in the leadership and management of the respective institutions by their principals. All stakeholders are presumed to posses the potential, the ability and the urge to do their utmost best to render quality services that would lead to the attainment of excellent results. It is worthwhile for the system that those who show themselves to lack these attributes should be identified, not to weed them out but to assist so that they acquire the necessary skills and expertise. After all it is by strengthening the weakest link that a chain becomes strong.
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Manders, Debra Ann. "Characteristics that make principals effective leaders a study of teacher perceptions of principal leadership /". Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Summer2008/d_manders_072908.pdf.
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Bartram, Timothy Lynn. "Perceptions of Small Rural District Principals on Their Superintendent's Effectiveness in Principal Leadership Development". Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505268/.
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Empirical research has shown a relationship between the school principal's leadership ability as an instructional leader and student learning outcomes. It would be reasonable to assume that the school principal benefits greatly from his or her superintendent sharing his or her knowledge and experience. The purpose of this study was to examine the perceptions of a sample of rural West Texas principals and the frequency and extent to which their superintendent provides them effective professional development and advice on a professional level or setting. Furthermore, the study focused on passive-avoidant, transactional, and transformational leadership styles. This was a mixed-method study utilizing 50 quantitative questions and 7 open-ended qualitative questions. Findings indicate that the principals'' perceptions of their superintendent's leadership style were on average, positive. Research supports that the behavior and actions superintendents used were both transformational and transactional forms of leadership and more often than not encouraged growth and positive outcomes among principals. The principals' perceptions regarding the impact of their superintendent's leadership style(s) on their own professional growth was positive, with results indicating that many superintendents would support and encourage professional and personal growth even where resources were limited.
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Kpamegan, Neil Racheed. "Robust Principal Component Analysis". Thesis, American University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784806.
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In multivariate analysis, principal component analysis is a widely popular method which is used in many different fields. Though it has been extensively shown to work well when data follows multivariate normality, classical PCA suffers when data is heavy-tailed. Using PCA with the assumption that the data follows a stable distribution, we will show through simulations that a new method is better. We show the modified PCA can be used for heavy-tailed data and that we can more accurately estimate the correct number of components compared to classical PCA and more accurately identify the subspace spanned by the important components.
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Raskin, Samuel David. "Chiral Principal Series Categories". Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11525.
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This thesis begins a study of principal series categories in geometric representation theory using the Beilinson-Drinfeld theory of chiral algebras. We study Whittaker objects in the unramified principal series category. This provides an alternative approach to the Arkhipov-Bezrukavnikov theory of Iwahori-Whittaker sheaves that exploits the geometry of the Feigin-Frenkel semi-infinite flag manifold.Mathematics
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Akinduko, Ayodeji Akinwumi. "Multiscale principal component analysis". Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/36616.
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The problem of approximating multidimensional data with objects of lower dimension is a classical problem in complexity reduction. It is important that data approximation capture the structure(s) and dynamics of the data, however distortion to data by many methods during approximation implies that some geometric structure(s) of the data may not be preserved during data approximation. For methods that model the manifold of the data, the quality of approximation depends crucially on the initialization of the method. The first part of this thesis investigates the effect of initialization on manifold modelling methods. Using Self Organising Maps (SOM) as a case study, we compared the quality of learning of manifold methods for two popular initialization methods; random initialization and principal component initialization. To further understand the dynamics of manifold learning, datasets were further classified into linear, quasilinear and nonlinear. The second part of this thesis focuses on revealing geometric structure(s) in high dimension data using an extension of Principal Component Analysis (PCA). Feature extraction using (PCA) favours direction with large variance which could obfuscate other interesting geometric structure(s) that could be present in the data. To reveal these intrinsic structures, we analysed the local PCA structures of the dataset. An equivalent definition of PCA is that it seeks subspaces that maximize the sum of pairwise distances of data projection; extending this definition we define localization in term of scale as maximizing the sum of weighted squared pairwise distances between data projections for various distributions of weights (scales). Since for complex data various regions of the dataspace could have different PCA structures, we also define localization with regards to dataspace. The resulting local PCA structures were represented by the projection matrix corresponding to the subspaces and analysed to reveal some structures in the data at various localizations.
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Der, Ralf, Ulrich Steinmetz, Gerd Balzuweit i Gerrit Schüürmann. "Nonlinear principal component analysis". Universität Leipzig, 1998. https://ul.qucosa.de/id/qucosa%3A34520.
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We study the extraction of nonlinear data models in high-dimensional spaces with modified self-organizing maps. We present a general algorithm
which maps low-dimensional lattices into high-dimensional data manifolds without violation of topology. The approach is based on a new principle
exploiting the specific dynamical properties of the first order phase transition induced by the noise of the data. Moreover we present a second
algorithm for the extraction of generalized principal curves comprising disconnected and branching manifolds. The performance of the algorithm is
demonstrated for both one- and two-dimensional principal manifolds and also for the case of sparse data sets. As an application we reveal cluster
structures in a set of real world data from the domain of ecotoxicology.
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Solat, Karo. "Generalized Principal Component Analysis". Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83469.
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The primary objective of this dissertation is to extend the classical Principal Components Analysis (PCA), aiming to reduce the dimensionality of a large number of Normal interrelated variables, in two directions. The first is to go beyond the static (contemporaneous or synchronous) covariance matrix among these interrelated variables to include certain forms of temporal (over time) dependence. The second direction takes the form of extending the PCA model beyond the Normal multivariate distribution to the Elliptically Symmetric family of distributions, which includes the Normal, the Student's t, the Laplace and the Pearson type II distributions as special cases. The result of these extensions is called the Generalized principal component analysis (GPCA).
The GPCA is illustrated using both Monte Carlo simulations as well as an empirical study, in an attempt to demonstrate the enhanced reliability of these more general factor models in the context of out-of-sample forecasting. The empirical study examines the predictive capacity of the GPCA method in the context of Exchange Rate Forecasting, showing how the GPCA method dominates forecasts based on existing standard methods, including the random walk models, with or without including macroeconomic fundamentals.Ph. D.
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Baker, Brenda. "Early Literacy: An Examination of the Principal Behaviors That Impact Reading Achievement". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4439/.
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Literacy is fundamental to formal education, learning, and training for future career related skills. It provides not only the means of acquisition of information and skills during schooling, but it is a vital predictor of a person's general level of education in school as well as successful completion of schooling. Literacy skills serve as the major foundational skill for all school-based learning and without it, chances for academic and occupational success are limited. Despite the efforts of teachers, a significant portion of students continue to fail to achieve success in early literacy in school, with severe consequences for their subsequent educational progress, career opportunities and life chances. The extent of this problem varies throughout school systems. All of our children are affected by their reading ability, and as educators it is critical to provide for all students the most effective literacy programs and strategies which are research based, data-driven and successfully replicated. Because of the psychological, social and economic consequences of reading failure, it is critical to review the research to determine the risk factors that may predispose youngsters to reading failure, and the instructional practices that can be applied to ameliorate reading deficits at the earliest possible time. The failure to achieve in literacy is a fact, which continues to carry dire social and economic consequences for the children, as well as for this society. Furthermore, there is a substantial body of research indicating that schools have a narrow window of opportunity to make a difference. Students who fail to make progress in literacy during the first two years of school rarely catch up with their peers and are at-risk of becoming low achievers who are alienated from school and who dropout of education at the earliest opportunity. On the other hand, impressive empirical evidence is now available to support the notion that failure to make progress in literacy is preventable for all except a very small portion of children. This study reviews the relationship between the principal's knowledge of early literacy and student achievement in reading by the third grade. It will also describe the causal factors that may predispose young children to reading difficulties, as well as the instructional programs and teacher strategies that can be implemented to ameliorate the difficulties. Quantitative and qualitative methodologies are used to analyze the data. Narratives, tables and figures are used to further enhance the research.
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Lope, Vicente Joe Moises. "Curvatura y fibrados principales sobre el círculo (Curvature and principal S 1 -bundles)". Master's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/12829.
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The aim of this thesis is to study in detail the work of S. Kobayashi on the
Riemannian geometry on principal S1-bundles. To be more precise, we explain
how to obtain metrics with constant scalar curvature on these bundles. The
method that we use is based in [18].
The basic idea behind Kobayashi’s construction is to slightly deform the
Hopf fibration S1 ‹→ S2n+1 −→ CPn in a such a way that the corresponding
sectional curvatures are not far from the produced by the standard metrics
on the sphere and the complex projective space on the Hopf fibration. This
deformations can be controlled applying the notions of Riemaniann and
Kahlerian pinching (see Chapter 3).
Furthermore, thanks to a technique developed by Hatakeyama in [14], it
is possible to obtain less generic metrics but with a larger set of symmetries
on the total space: Sasaki metrics. Actually, If one chooses as a base space a
K¨ahler-Einstein manifold with positive scalar curvature one can obtain a
Sasaki-Einstein metric.Tesis
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Lytle, Natalie Elizabeth. "The Relationship among Teacher Job Satisfaction, Trust in the Principal, and Principal Support". W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1463413079.
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Every year across the United States, teachers feel higher demands placed on them. Teacher turnover rates are increasing, and fewer teachers are entering the field of education. Job dissatisfaction due to administrators’ dispositions is one of the reasons teachers often cite when leaving the profession. The purpose of this research study is to identify the relationship among three variables: teacher job satisfaction, principal support, and trust teachers have in their principal. Quantitative data from the Principal Support Scale, Omnibus T-Scale, and Teacher Satisfaction Scale were analyzed to assess the relationship among the three variables. The data revealed that the relationship between administrative support and trust teachers have in their principal had the most significant relationship, α 0.86. Further analysis of the data confirmed that the level of trust teachers have in their principal, α 0.5, and principal support, α 0.57, are both related to teacher job satisfaction. The dimension of instrumental support was more strongly related to teacher job satisfaction, while expressive support was more strongly related to trust in the principal. This study revealed that if a principal creates a trusting climate within a school and provides teachers with instrumental and expressive support, an increase in teacher job satisfaction within a school will most likely occur.
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Oliveira, Fabrício Bomtempo de. "Análise da relação principal-principal em empresas de capital fechado e decisão compartilhada". reponame:Repositório Institucional do FGV, 2014. http://hdl.handle.net/10438/13652.
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The main objective of this study is evaluate how shareholders relationship evolves in a closed company, as their expectation and strategies modify. Regarding the corporate governance, this study reviews the principal-principal relation in a subsidiary created for a specific purpose joining multinational corporations.
O objetivo dessa dissertação é analisar como evolui a relação entre os sócios em uma sociedade anônima de capital fechado, à medida que suas expectativas e posicionamentos em termos de estratégia se modificam ao longo do tempo. Tendo como referência a governança corporativa, o estudo constrói uma revisão da relação principal-principal em uma empresa subsidiária criada para um propósito específico com a participação de grandes grupos multinacionais.
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Barnett, Alan M., University of Western Sydney, College of Arts i School of Education. "The Impact of transformational leadership style of the school principal on school learning environments and selected teacher outcomes". THESIS_CA_EDU_Barnett_A.xml, 2005. http://handle.uws.edu.au:8081/1959.7/476.
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Much of the recent literature on effective schools has intuitively connected the leadership role of the school principal , and school learning environment, to the achievement of organisational outcomes such as those related to teacher performance. Transformational leadership theory has cast these relations in a new perspective, where advocates have claimed that transformational leaders are more able to manipulate environmental contexts so as to achieve their organisational objectives compared to transactional and laissez-faire leadership styles. This study examines the effects of different types of secondary principals’ leadership behaviours on aspects of a school’s learning environment, and selected teacher outcomes. A synergy was achieved by undertaking two studies drawing upon a multi-method approach. Results are significant for those who exercise leadership authority in schools, and are contrary to the findings suggested by transformational leadership literature. Practitioners will welcome the opportunity to tailor leadership behaviours to achieve specific school learning environment and teacher outcome objectives, while those involved in principal training will recognise the potency of the behavioural aspects of the transformational and transactional paradigmsDoctor of Philosophy (PhD)
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Owens, Anita Michelle. "The Leadership Factor: Identifying Leadership Skills and Characteristics Essential For Student Achievement in High Poverty Elementary Schools in the Commonwealth of Virginia". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79656.
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The success of a school is primarily dependent upon leadership (Marzano, McNulty, and Waters, 2005). A principal's skills greatly impact teaching and learning; thus, the degree to which a school is successful depends on an effective leader with a vision for transforming a school. Research from the early 2000s until now suggests that a challenge exists for schools as they seek to decrease the achievement gap and attain success for all students, especially those in low-income areas (Brock and Groth 2003). In the Commonwealth of Virginia, Title I Schools are classified as 'highly distinguished,' 'distinguished,' 'focus,' or 'priority,' schools, based on standardized test performance. Highly distinguished and distinguished schools are identified as meeting or exceeding state and federal accountability measures, while focus and priority schools are schools with large gaps in student achievement between subgroups. The performance of the principal in schools identified as priority or focus is often at the center of school improvement. Principals are required to develop comprehensive school improvement plans and in some cases may be replaced or demoted if academic improvement is not achieved. The question at the center of this study is, what makes some high poverty schools more successful than others?
The purpose of this study was to identify the skills and characteristics critically essential for principals tasked with leading Title I schools to high levels of achievement. Through a three round Delphi method, a panel of experts, to include college instructors, supervisors of principals and Title I school principals, reached consensus at 80% or higher identifying 12 skills and 8 characteristics deemed critically essential for Title I school principals leading students to academic success. Establishing a culture of high expectations, demonstrating knowledge of curriculum, instruction and assessment best practices, establishing a safe, caring and positive climate, and leading by example were among the top skills and characteristics identified by the expert panel.
The skills and characteristics identified in this study support current research regarding effective school leaders. The findings and implementations could potentially serve as guidelines for human resources personnel, superintendents, supervisors, practitioners, and leadership preparation programs as they look to improve principal leadership in high poverty schools.Ed. D.
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Bagi, Stephen. "Journeys into Principalship: The Experiences of Beginning Principals of Independent Schools". Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367490.
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Although beginning principals of independent schools enter a role that is widely regarded as increasingly challenging and possibly deleterious to their well being, there has been very little research conducted to examine their transition into this role. This study examined the experiences of beginning principals in Australia to identify the most effective components of their preparation, the factors which helped them to transition into the role, the greatest challenges they faced and the rewarding aspects of the role. Through this understanding, it is hoped that beginning principals can be further assisted in their preparation and transition into the role. The main recommendations coming out of this study were: for future research to identify and find ways to reduce the specific drivers of work intensification for independent school principals; a greater emphasis on the school board’s support for the beginning principal; and, the development of specific training and coaching processes to help beginning principals develop greater resilience.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies.
Arts, Education and Law
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Thiers-Vidal, Léo. "De "L'Ennemi Principal" aux principaux ennemis : position vécue, subjectivité et conscience masculines de domination". Lyon, Ecole normale supérieure, 2007. http://harmatheque.pontil.rennes.iep.fr/ebook/de--l-ennemi-principal--aux-principaux-ennemis-position-vecue--subjectivite-et-conscience-masculines-de-domination-32256.
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A partir d'une analyse comparative de recherches féministes matérialistes et d'études masculines critiques des rapports de genre, cette thèse explore la "conscience masculine de domination". Considérée comme objet de recherche et comme outil heuristique, la question de "la conscience masculine de domination" renvoie à un impensé : l'agentivité politique individuelle des hommes. Le cheminement théorique effectué - à l'aide de l'interactionnisme et de la phénoménologie- revisite alors la socialisation masculine à la lumière d'une telle conscience et élabore l'hypothèse d'une expertise pragmatique politique. Le cheminement empirique effectué à travers trois types d'entretien - non-directif, semi-directif et groupes focaux- avec huit hommes, engagés ou non à partir du féminisme matérialiste, documente et inventorie les contours empiriques d'une telle conscience masculine de domination : une conscience politique positionnelle, interactionnelle et réflexive. Finalement, l'hypothèse d'une expertise masculiniste est illustrée à partir des diverses facettes et dufférents registres issus des entretiens. Cette thèse s'appuie sur et se veut une mise en oeuvre de l'épistémologie féministe matérialiste du standpoint : la position vécue dominante intéragit de façon particulière avec la scientificité car elle est pensée comme un handicap épistémologiqueThis PhD dissertation aims at expolring the "male conscience (or consciousness) of domination". It starts by comparing what materialist feminist on the one hand masculine authors on the other have to say about gender relationships. The question of the male cnosciousness of domination is largely ignored, it is a blind spot in theory and is therefore treated here both a research object and as a heuristic tool. Symbolic interactionnism and phenomenology are used for progressing in the theoretical study of male socialization. The hypothesis that men possess a pragmatic political expertise is put forward. The empirical side of the dissertation consists of three long semi-directive interviews with 8 men, half of whom are politically committed to materialist feminism, and concludes that three types of male consciousness can be distingished : a positional political consciousness, a interactive political consciousness and a reflexive political consciousness. What the male expertise posited consists of is illustrated by the interviews. This dissertation relies on and puts to work the materialist feminist epistemology- standpoint epistemology : the "lived position of the dominant" interacts in a particular way with the scientific approach. Here this dominant position within the gender system is seen as an epistemological handicap