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2010 - ATE Annual Meeting Pages: unavailable || Words: 989 words || 
1. Swain Packer, Colleen., Dana, Nancy. and Boynton, Sylvia. "Improving Schools and Enhancing Student Learning through Teacher Leadership: The University of Florida Teacher Leadership for School Improvement Graduate ProgramsImproving Schools through Teacher Leadership: The UF Teacher Leadership for School Improvemen" Paper presented at the annual meeting of the ATE Annual Meeting, Hilton, Chicago, IL, Feb 13, 2010 Online <PDF>. 2017-11-19 <>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: This session shares how a job-embedded, blended advanced graduate program enabled practicing educators to grow as master teachers, teacher leaders, and teacher researchers and make changes in classrooms and schools.

2010 - UCEA Annual Convention Pages: unavailable || Words: 11875 words || 
2. Vogel, Linda., Masewicz, Sophia. and Cray, Martha. "School Principals: Illuminating the behaviors and practices of effective school principals in challenging public school contexts." Paper presented at the annual meeting of the UCEA Annual Convention, Sheraton New Orleans, New Orleans, Louisiana, Oct 28, 2010 Online <PDF>. 2017-11-19 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The purpose of this study was to illuminate the behaviors and practices of effective school principals in challenging public school contexts. This mixed methods study revealed an alternative educational leadership model--Stewardship as a Sense-making Model of Leadership. The principal as a servant leader, the fundamental influence in the schools, created conditions for shared leadership and paradigmatic shifts in the instructional climate that positively impacted student academic achievement.

2011 - ASC Annual Meeting Words: 183 words || 
3. Rich-Shea, Aviva. "Police in Schools: Collaborations between School Resource Officers & School Administrators and the Impact on Discipline" Paper presented at the annual meeting of the ASC Annual Meeting, Washington Hilton, Washington, DC, Nov 15, 2011 <Not Available>. 2017-11-19 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: School safety has received increasing public concern, particularly following highly publicized school shootings exemplified by Columbine. In response, the federal Department of Justice initiated the “COPS in Schools” program that, between 1999 and 2005, placed 138 School Resource Officers (SROs) in Massachusetts public schools and thousands more nationwide. This study looks at the recent partnership between SROs and public high school administrators (ADMs) in Massachusetts as one strategy to control student behavior. Management issues that arise from two diverse institutional structures working together within the school context can impact student discipline. Fourteen school administrators and fifteen SROs, representing fourteen Massachusetts high schools, were interviewed. Relationships between ADMs and SROs fell into four categories: Conflict and Confusion, Cooperative with Conflict, Cooperative, and Collaborative. The typology of each relationship is based on the nature of the agreement, their level of interaction, the SRO placement decision, and the SRO’s role in routine discipline. In the most collaborative schools the SRO and ADM work together to mitigate legal consequences for students. Conversely, the Conflict and Confusion group is characterized by outright hostility from both partners.

2011 - SCRA Biennial Meeting Words: 153 words || 
4. Back, Lindsey., Polk, Liz., Keys, Christopher. and McMahon, Susan. "Classroom Management, School Staff Relations, School Climate, and Academic Achievement: Testing a Model with Urban High School Teachers" Paper presented at the annual meeting of the SCRA Biennial Meeting, Roosevelt University/Harold Washington Library, Chicago, IL, <Not Available>. 2017-11-19 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: One of the strengths of community psychology as a field is its emphasis on an ecological approach. In education settings, classroom- and school-level variables are crucial to student outcomes. The purpose of this study is to examine how classroom management, staff relations, and school climate contribute to academic achievement. We surveyed 236 teachers from 38 high schools in a large, underresourced, urban public school system. We proposed and tested a model in which classroom management and staff relations contribute positively to school climate, which in turn contributes to academic achievement. Structural equation modeling results confirmed our data were a good fit with the proposed model. This study illustrates the role of school and classroom factors as they relate to academic performance and underlines the importance of utilizing effective classroom management strategies and building positive school environments. Additionally, the results of this study provide new opportunities for intervention to ultimately increase academic achievement.

2012 - 56th Annual Conference of the Comparative and International Education Society Words: 499 words || 
5. Cardenas, Sergio. and Ramirez, Edgar. "Personal networks and school management: An analysis of school principals´ networks in public primary schools" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, Apr 22, 2012 <Not Available>. 2017-11-19 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: I. Title of the paper

“Personal networks and school management: An analysis of school principals´ networks in public primary schools”

Authors: Sergio Cárdenas and Edgar Ramírez

II. Objectives of the paper

a) To investigate whether two forces traditionally considered as factors affecting the performance of school principals in Mexico (professional connections and union networks) influence their performance.
b) To describe collected evidence about how principals interact with peers on issues related to school management.
c) To use different methods to analyze the performance of principals and how their characteristics may determine school results.

III. Perspective or theoretical framework

This paper uses network analysis to identify whether principals who are better trained and embedded in a network of professional public officials and educators are more likely to manage better their schools and bring additional resources to improve the performance of students. It is based both on research on principals role and leadership (e.g. Grissom and Loeb, 2011; Keneth, 2010; Drago-Severson, 2009; Elmore, 2002, among others), as well as research on networks (Coburn y Russell, 2008; Frank, 2005; Frank, Zhao y Borman, 2004; Penuel, Frank, Krause, 2007; Spillane, 2008, all from Daly, 2010).

IV. Methods

We test hypotheses using data from a survey administered to 75 school principals in public schools located in Mexico. The survey collected information on the personal networks of principals as well as information about their training, experience and whether they have been part of public organizations or union sections. Using network analysis to estimate measures of size, density and betweenness, we use linear regression analysis to identify relationships between personal network characteristics and three different outcomes measuring available resources in the schools, in order to identify how the construction of their networks may explain different decisions and activities related to the administration of school resources. We also conduct interviews in order to find explanations to the collected information. With this data, we incorporated other variables that may explain the characteristics of their networks and decisions about how to create, maintain or manage their connections, based on qualitative information. We also conducted interviews with school supervisors to detect public initiatives that would influence how principals create and manage their networks

IV. Results

We identify statistically significant relationships between principals characteristics like gender, participation in the student union and a highly centralized leadership and the resources available to schools. Unlike our expectations, size and density of the networks were not statistically significant, therefore, the number of connections and how related they are would not explain availability of resources, it is a “broker” type leadership that would be associated to the effectiveness to attract resources to the schools.

V. Significance of the study

Network analysis is a common method that has been used in other contexts to explain differences in characteristics of how schools are managed and obtain different results. By describing how principals´ networks in Mexico are associated to the availability of different resources at the school level, this paper contributes to provide information and data to conduct comparative studies regarding the effects of networks in the implementation of educational policies.

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