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2008 - UCEA Annual Convention Pages: 3 pages || Words: 607 words || 
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1. Bathon, Justin. "Connecting Our Programs to School Characteristics: Differences in School Characteristics across Preparation Programs in Indiana" Paper presented at the annual meeting of the UCEA Annual Convention, Buena Vista Palace Hotel and Spa, Orlando, Florida, Oct 30, 2008 Online <PDF>. 2019-10-20 <http://citation.allacademic.com/meta/p274800_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study examines the characteristics of schools and districts lead by school leaders from different educational leadership preparation programs in Indiana. The characteristics examined include teacher characteristics, discipline characteristics, demographic characteristics, student achievement characteristics, and graduation and college enrollment characteristics. This study also provides data on the full population of school leaders in Indiana.

2009 - American Sociological Association Annual Meeting Pages: 23 pages || Words: 5820 words || 
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2. DaSilva, Blane. "Status Characteristics Theory: A Test of Diffuse Status Characteristic Strength" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Hilton San Francisco, San Francisco, CA, Aug 08, 2009 Online <PDF>. 2019-10-20 <http://citation.allacademic.com/meta/p308737_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper extends Status Characteristics Theory’s investigations on the development of power and prestige orderings in small groups. I propose an experimental examination of the degree of superiority at task that is needed to overcome the effects of three types of diffuse characteristics: gender, race and education level. The research will be done within the scope of Status Characteristics Theory which asserts that the status generalization process in small groups is a function of the status characteristics of its members and the performance expectations associated with them. Status Characteristics Theory has developed intervention strategies such as demonstrating superior ability at task to disrupt the development of observable power and prestige orders in small task-oriented groups. This research will address three basic questions regarding intervention strategies: Are diffuse statuses equal in their effect? What level of superiority at task is necessary to overcome performance expectations? And do the necessary levels of superiority at task vary over diffuse characteristics?

2018 - ACJS 55th Annual Meeting Words: 58 words || 
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3. Hawkins, Brittany., Payne, Brian. and Xin, ChunSheng. "An Examination of the Characteristics of Cybercriminals Punished by the Federal Government: Characteristics of Offenders and Sanctions" Paper presented at the annual meeting of the ACJS 55th Annual Meeting, Hilton New Orleans Riverside, New Orleans, LA, Feb 13, 2018 <Not Available>. 2019-10-20 <http://citation.allacademic.com/meta/p1323127_index.html>
Publication Type: Paper Presentation
Review Method: Peer Reviewed
Abstract: This article examines the characteristics of 137 cybercriminals sanctioned by the Department of Justice since 2013. Attention is given to the demographic characteristics of offenders and the sanctions given to the offenders. Preliminary results show that offenders from outside the United States are punished more severely. Results are discussed within the context of criminological theory.

2010 - UCEA Annual Convention Pages: unavailable || Words: 1835 words || 
Info
4. Evans, Andrea. "Contributions of principal characteristics and school characteristics to principal self-efficacy" Paper presented at the annual meeting of the UCEA Annual Convention, Sheraton New Orleans, New Orleans, Louisiana, Oct 28, 2010 Online <PDF>. 2019-10-20 <http://citation.allacademic.com/meta/p435869_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose of this study is to examine how principals’ personal characteristics and school-related characteristics relate to principal self-efficacy. This study found that school locale, school level, years as educators, and school free/reduced lunch all appear to have a significant relationship to principal self-efficacy and/or its subscales. Generally, principal race, gender, as well as student body race seemed to have no significant influence on principal self-efficacy.

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