Guest  

 
Search: 
Search By: SubjectAbstractAuthorTitleFull-Text

 

Showing 1 through 5 of 906 records.
Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 182 - Next  Jump:
2012 - UCEA Annual Convention Pages: unavailable || Words: 1561 words || 
Info
1. Evans, Andrea. "Principals’ interpretation of organizational context: Understanding principal self-efficacy and the nature of principal practice" Paper presented at the annual meeting of the UCEA Annual Convention, City Center Marriott, Denver, CO, Nov 15, 2012 Online <PDF>. 2018-04-20 <http://citation.allacademic.com/meta/p586259_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study explored principals’ interpretations of their organizational context and how those interpretations affected principal self-efficacy and the nature of principal practice. Interviews focused on principals’ interpretation of their school organizational context, self-efficacy, and leadership performance. This study found that while principals generally felt they had the knowledge and skills to perform effectively, they interpreted that the organizational context either provided opportunities or barriers for them, which shaped their leadership performance.

2012 - American Sociological Association Annual Meeting Pages: unavailable || Words: 14085 words || 
Info
2. Price, Heather. "Principals’ Interactions With Teachers: How Principals’ Social Characteristics Relate to School Community And Teacher Commitment" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Colorado Convention Center and Hyatt Regency, Denver, CO, Aug 16, 2012 Online <APPLICATION/PDF>. 2018-04-20 <http://citation.allacademic.com/meta/p563239_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Positive school communities are shown to increase teacher commitment to their school. This is important because teacher commitment is directly linked to better teacher efficacy, better instruction, and, subsequently, better student learning. In the education literature, principals are found to be key factors in generating school community but this focus is largely absent from sociology of education research. It is proposed that one of the main ways in which principals facilitate this positive school community is through their interactions and relationships with their teachers, an inherently sociological process. No studies to date, however, test this premise using relationship data. This study uses network data collected in 15 Indianapolis charter schools to test whether this relationship mechanism associates with more positive school community and whether that translates into higher teacher commitment. Indeed, the findings presented here do support these premises. Principals with principal styles which are more internally-focused, such as “teachers’ principals” and “students’ principals,” are positively associated with higher perceptions of overall school community, relational trust, shared values and norms, and teacher commitment. Principals who are peripheral in their school network, but still reachable are found to relate to higher levels of overall school community, relational trust, shared values and norms, and diffuse roles. The nodal positions of principals are not associated with differential teacher commitment levels.

2015 - UCEA Annual Convention Pages: unavailable || Words: unavailable || 
Info
3. DeMatthews, David. and Rincones, Rodolfo. "Principal Identity and Selection: An Exploration into the Principal Pipeline in Mexico" Paper presented at the annual meeting of the UCEA Annual Convention, Manchester Grand Hyatt, San Diego, CA, Nov 17, 2015 Online <PDF>. 2018-04-20 <http://citation.allacademic.com/meta/p1043655_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper presents an exploratory qualitative case study focused in the border state of Chihuahua, Mexico with a dual focus on the politics of principal selection and the identity of principals who are selected via a career ladder process versus through local union influence. The purpose of this study was to conduct a policy analysis of the principal selection process within public school in one Mexican state.

2009 - UCEA Annual Convention Pages: unavailable || Words: 2215 words || 
Info
4. Angel, Roma. "Life Events and Principal Understandings of Power and Purpose: Implications for Principal Preparation Programs" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 Online <PDF>. 2018-04-20 <http://citation.allacademic.com/meta/p378625_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Leadership journeys of seven principals are analyzed in relationship to understandings of power and purpose. An analysis of self-reported “natural” narrative images and events from school leadership practice are juxtaposed with the archetypal hero journey explicated by Campbell (1949). The viability of using the hero archetype as a heuristic framework with the capacity of addressing transformational leadership development in principal preparation programs is examined.

2009 - UCEA Annual Convention Pages: unavailable || Words: 9288 words || 
Info
5. Militello, Matthew., Fusarelli, Bonnie., Alsbury, Thomas. and Warren, Thomas. "How Are Principals Living their Professional Standards? A Study of Principals’ Practices" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 Online <APPLICATION/PDF>. 2018-04-20 <http://citation.allacademic.com/meta/p378344_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study examined school principals’ enactment of the state’s innovative school leadership standards. Results indicate that these principals fell into three categories: (a) Distributing/Empowering Leadership, (b) Challengers of the Status Quo, and (c) Visionaries. Results have implications regarding how leadership standards are lived out in daily practice. Standards have focused on revising “what” school principal standards do, but understanding “how” principals enact these standards is of equal importance.

Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 182 - Next  Jump:

©2018 All Academic, Inc.