Relevant bibliographies by topics / Educational surveys School administrators

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational surveys School administrators'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Educational surveys School administrators"

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Townley, Arthur J., and Dwight P. Sweeney. "Who is Teaching California School Administrators? A Profile of California Professors of Educational Administration." Journal of School Leadership 3, no. 3 (1993): 329–43. http://dx.doi.org/10.1177/105268469300300310.

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This study reports findings of a survey of California Professors of Educational Administration. Surveys were mailed to 160 California Professors of Educational Administration. The survey was intended to establish a profile of current Professors of Educational Administration to assist in determining the number of new faculty positions needed over the next five years. The survey sought information concerning age, gender, ethnicity, education, employment status, rank, amount and type of prior public school administrative experience, number of new faculty positions anticipated over the next five y
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JABBOUR, Khayrazad Kari. "AN EXPLORATORY STUDY OF THE CRITICAL NEED FOR SCHOOL HEALTH PROGRAMS IN LEBANON." Periódico Tchê Química 12, no. 24 (2013): 54–64. http://dx.doi.org/10.52571/ptq.v11.n20-21.2013.54_periodico20e21_pgs_54_64.pdf.

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Schools play a vital role in establishing healthy behavior patterns among young people which carry these patterns into adulthood. This article explores and collects information about school health programs and health practices in Lebanese schools. The investigation goal is to provide baseline information to school policy makers, administrators, and educators as they plan and implement coordinated school health policies and educational programs that can promote healthy behaviors among the Lebanese youth. Data for the study was obtained from extensive literature reviews and questionnaire surveys
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López Meneses, Eloy, Juan J. Leiva Olivencia, and Esteban Vázquez-Cano. "The impact of personal interactions on the stress of school administrators: The validation and application of an assessment tool." Intangible Capital 13, no. 3 (2017): 499. http://dx.doi.org/10.3926/ic.993.

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Purpose: To analyze personal interactions as one of the possible factors that can generate greater stress in school administrators. For this purpose, we present the design, validation and application of a survey that intends to measure the type of managerial functions that are associated with higher rates of personal interaction and their possible measurement as stressors of those performing administrative functions.Design/methodology/approach: To develop, validate and apply an assessment tool to measure the stress of school administrators. To this end, a mixed analysis methodology has been ad
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Burbidge, Tamsin, and Rebecca Hamer. "Academic Honesty in the International Baccalaureate Diploma Programme." Journal of International Students 10, no. 2 (2020): 265–85. http://dx.doi.org/10.32674/jis.v10i2.667.

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Much of the existing research on academic integrity surveys students. This study compares survey responses of students, teachers, and school administrators from schools in 76 countries worldwide. The surveys addressed their knowledge, understanding, and attitudes toward academic honesty, how it is taught at their school, as well as school experiences. Results indicate that students mostly learn about academic integrity in the classroom. Most schools have a process to ensure students know about academic honesty, but half of schools indicate there is no similar process for teachers. State school
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Redding, Christopher, Laura Neergaard Booker, Thomas M. Smith, and Laura M. Desimone. "School administrators’ direct and indirect influences on middle school math teachers’ turnover." Journal of Educational Administration 57, no. 6 (2019): 708–30. http://dx.doi.org/10.1108/jea-10-2018-0190.

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Purpose Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. Design/methodology/approach This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over. Findings New teachers with more supportive admi
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Morrison, James L., Ganiyu T. Oladunjoye, and Dale Rose. "Online Search Strategies Of Educational Administrators For Determining The Credibility Of Information Gleaned From A Website." College Teaching Methods & Styles Journal (CTMS) 4, no. 2 (2011): 21. http://dx.doi.org/10.19030/ctms.v4i2.5522.

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Based on a survey of 158 educational leaders situated in public schools, the level of educational leadership, whether a school superintendent or a principal in a secondary, middle-school, or elementary school, was not a significant factor in operational online strategies utilized or benchmarks relied upon for determining the credibility of information obtained from a website.
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Basantia, Tapan Kumar. "Attitude of the Students, Teachers and Educational Administrators for Incorporating Human Rights Education in Secondary School Curriculum." Journal of Social Sciences Research, no. 66 (June 10, 2020): 623–32. http://dx.doi.org/10.32861/jssr.66.623.632.

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After the World War-II, human rights education has become an increasingly visible feature of the educational policies, debates and foundations at international level. Steps have been taken by various nations to incorporate human rights education in their school curriculum. In India, a few studies have been conducted in the context of incorporating human rights education in school curriculum in general and in secondary school curriculum in particular. In the present study, an attempt was made to study the attitude of the students, teachers and educational administrators for incorporating human
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O'Callaghan, Angela M. "Creating a School Gardens Program in the Challenging Environment of Las Vegas, Nevada." HortTechnology 15, no. 3 (2005): 429–33. http://dx.doi.org/10.21273/horttech.15.3.0429.

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An important element of the social horticulture program at the University of Nevada Cooperative Extension has been the creation of school gardens to enhance educational efforts for children in Las Vegas. Since 2002, a variety of methods has been employed to train teachers and administrators in using gardens, and this has resulted in establishment of successful gardening programs. Southern Nevada has experienced a 400% population increase in 25 years. Results of surveys of area stakeholders between 2000 and 2002, Clark County elementary school staff in 2001, and Clark County school principals i
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Masalee, Nitas, Wallapha Ariratana, and Saowanee Sirisooksilp. "Developing Factors and Indicators of Growth Mindset for School Administrators in Thailand." International Educational Research 4, no. 1 (2021): p61. http://dx.doi.org/10.30560/ier.v4n1p61.

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The sustainability of educational administration is depending on school administrators’ growth mindset. A growth mindset is detected to have a direct relationship with school achievement and success. Despite being an integral part of school leadership, the growth mindset of school administrators has been ignored by past researchers. Hence, this research is designed to investigate the growth mindset’s significant factors and indicators of high school administrators in Thailand. The researchers employed a quantitative approach survey design. A total of 460 school administrators and teachers part
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Özgenel, Mustafa, and Samet Ankaralıoğlu. "The Effect of School Administrators’ Spiritual Leadership Style on School Culture." Spiritual Psychology and Counseling 5, no. 2 (2020): 137–65. http://dx.doi.org/10.37898/spc.2020.5.2.93.

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This study aims to determine whether administrators’ spiritual leadership style predicts school culture according to the perceptions of teachers working at different school levels. The study was carried out according to the correlation survey model used in quantitative research methods. The population of the study consists of 3657 teachers working in primary, secondary, and high schools in the Kartal district of Istanbul in the 2018-2019 academic year. The sample of the study was selected using a simple random sampling method; It consists of a total of 446 teachers working in primary, middle s
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Dissertations / Theses on the topic "Educational surveys School administrators"

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Brinton, Chad M. "Comparing perceptions about collaborative culture from certified and non-certified staff members through the adaptation of the School Culture Survey - Teacher Form." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4843.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 30, 2007) Vita. Includes bibliographical references.
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Durocher, Elizabeth Antoinette. "Leadership orientations of school administrators : a survey of nationally recognized school leaders /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11895007.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Typescript; issued also on microfilm. Sponsor: Jonathan Hughes. Dissertation Committee: Thurston Atkins. Includes bibliographical references (leaves 124-134).
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Leitera, Michael Thomas. "Knowledge Base Revisited: Examining Evidence-Based Management Skills in Public School Administrators." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575391365203047.

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Smith, Melody A. "Psychometric properties of the School Leader Practice Survey (SLPS) to determine Missouri school superintendent perceptions about Interstate School Leaders Licensure Consortium (ISLLC) standards performance indicators." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4716.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 13, 2007) Vita. Includes bibliographical references.
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Church, Leslie, and James Fox. "A Survey of School Administrators’ and Teachers’ Views of Discipline Referrals for Students With and Without Disabilities." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4175.

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Administrators, general and special educators in two city and two county districts estimated time lost to office referrals. Results indicated lost administrative and instructional time depended on disciplinary offense, student disability, and use of PBIS.
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Church, Leslie, and James J. Fox. "A Survey of School Administrators' and teachers' views of Discipline Referrals for Students With and Without Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/144.

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Kingman, Lo Ip-shan Alice. "Hong Kong secondary school women principals : a study of gender bias /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13836559.

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Kingman, Lo Ip-shan Alice, and 盧業珊. "Hong Kong secondary school women principals: a study of gender bias." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956075.

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Pniewski, Luke Eugene. "Administrator and Teacher Perception of School Culture." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1971.

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This study measured the culture of Barren County High School using the School Culture Triage Survey. The survey was administered to the teachers and administrators separately to assess the difference of the perception of the school culture within that school. The research suggests that improving a schools culture will increase teacher moral, teacher and administrator cohesiveness, and increase students’ achievement. The results of this research show that the overall school culture is perceived very similarly between the two subgroups (teachers and leadership) but there are areas of the schools
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McQuestion, Rebecca J. "How School Administrators Respond to Teacher Affect." Thesis, University of California, San Diego, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133828.

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<p> The teacher-student relationship is a vital component to the social, emotional, and academic growth of students. Nationwide the one constant in teachers&rsquo; classrooms are the observations by administrators. Administrators play a supporting role for students and teachers in our modern educational system. </p><p> The present case study examined four middle schools in a school district in Southern California. Four principals, four assistant principals, six teachers, and one superintendent of human resources were interviewed. Classroom observations with administrators were also conducted
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Books on the topic "Educational surveys School administrators"

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Varghese, Mariamma A. Women administrators in education. Har-Anand in association with Vikas, 1990.

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Varghese, Mariamma A. Women administrators in education. Sangam Books, 1991.

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Varghese, Mariamma A. Women administrators in education. Har-Anand Publications in association with Vikas Pub. House, 1990.

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Feistritzer, C. Emily. Profile of school administrators in the U.S. / C. Emily Feistritzer, Fred Quelle, Ira Bloom. National Center for Education Information, 1988.

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Beavis, Allan. The independent school development officer: An Australian perspective. Ross Thomas Administrative Promotions, 1990.

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Dempsey, Sharon. Gender and educational leadership: Professional/personal lives of supervisory officers : a research report for the Ontario Educational Research Council. s.n.], 1990.

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Poindexter, Lawrence. A comparative analysis of the perception of an exemplary middle school as held by administrators and classroom teachers. American Literary Press, 1999.

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James, Lewis. Creating excellence in our schools-- by taking more lessons from America's best-run companies. J.L. Wilkerson, 1986.

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Mitchell, Douglas E. Labor relations in California: Policy and training options. The Association, 1988.

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Mullens, John E. The schools and staffing survey: Recommendations for the future. U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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Book chapters on the topic "Educational surveys School administrators"

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Dimmock, Clive. "Dilemmas for School Leaders and Administrators in Restructuring." In International Handbook of Educational Leadership and Administration. Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1573-2_5.

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Müller-Kuller, André, Sonja Meixner, and Michaela Sixt. "Challenges in Gaining Access: The School Cohorts of the National Educational Panel Study." In Methodological Issues of Longitudinal Surveys. Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-11994-2_5.

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Walton, Gerald. "Corrupting Children: The Regulation of Children’s Gender Presentations and Identities and Implications for Educators and School Administrators." In International Handbook of Educational Leadership and Social (In)Justice. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6555-9_40.

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Spillane, James P., and Anita Zuberi. "Designing and Piloting a Leadership Daily Practice Log: Using Logs to Study the Practice of Leadership." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_9.

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AbstractThis article aims to validate the Leadership Daily Practice (LDP) log, an instrument for conducting research on leadership in schools. Using a combination of data sources—namely, a daily practice log, observations, and open-ended cognitive interviews—the authors evaluate the validity of the LDP log. Formal and informal leaders were asked to complete the LDP log for 2 weeks; observers shadowed a subsample of leaders in each school, 1 day per week. Using the three sources of data, the authors analyzed interview responses (specifically, the participants’ interpretations of the log); they matched log entries with observer recordings; and they compared (a) the characteristics of the social interactions that were entered into the log with (b) the overall sample of interactions that occurred while observers shadowed participants. The study shows that LDP log entries capture school leadership interactions as recorded by independent observers; it also demonstrates that study participants, with some exceptions, were not biased toward reporting certain types of interactions over others. Still, some log terminologies were problematic for participants, as was the limited sampling period of 2 weeks. The authors propose ways to (a) change the LDP log to reflect the concerns raised by participants in the cognitive interviews and (b) alter the sampling scheme to capture leadership around the school year. The LDP log is less costly and time-consuming than in-depth ethnographic studies, and it is an important tool for researchers who aim to collect data in schools, one that reaches beyond surveys.
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Kansal, Nancy, Vijender Kumar Solanki, and Vineet Kansal. "Educational Data Mining and Indian Technical Education System." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch076.

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Educational Data Mining (EDM) is emerged as a powerful tool in past decade and is concerned with developing methods to explore the unique types of data in educational settings. Using these methods, to better understand students and the settings in which they learn. Different unknown patterns using classification, Clustering, Association rule mining, decision trees can be discovered from this educational data which could further be beneficial to improve teaching and learning systems, to improve curriculum, to support students in the form of individual counseling, improving learning outcomes in terms of students' satisfaction and good placements as well. Therefore a literature survey has been carried out to explore the most recent and relevant studies in the field of data mining in Higher and Technical Education that can probably portray a pathway towards the improvement of the quality education in technical institutions.
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Astor, Ron, and Rami Benbenishty. "Examples of Monitoring." In Mapping and Monitoring Bullying and Violence. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190847067.003.0006.

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This guidebook is inspired by 20 years of collaborative work to improve school climate and student well- being. Working with government leaders, district administrators, and school personnel in the United States and abroad, the authors have extensive experience in designing and implementing monitoring systems that fit local needs and in showing how results can be used to improve schools. These various monitoring models already in use can help education policymakers and administrators gain a better understanding of how these systems can empower schools and guide decisions about programs and interventions. The overarching message of this guidebook is that methods of monitoring should be well integrated into the process of leading a school, just as academic assessment is. Viewed together, both academic and nonacademic data can provide the information that school leaders need to create safer, more successful schools. The California School Climate, Health, and Learning Survey is a comprehensive set of surveys that includes the: . . . California Healthy Kids Survey (CHKS) California School Climate Survey for staff (CSS) California School Parent Survey (CSPS) . . . The CHKS is a youth risk and resilience survey given to students in the 5th, 7th, 9th, and 11th grades. The survey gathers feedback from students on issues such as school connectedness, safety, violence and victimization, substance use, and physical and mental health. There is a core survey that covers all of those topics to some extent as well as supplemental modules that ask more detailed questions on specific topics. The CSSS is for teachers, administrators, and all other school staff (e.g., secretaries, security guards, bus drivers). It asks about multiple aspects of school climate and needs for professional development. The CSPS focuses on parent perceptions. It asks many questions that parallel those presented to students and staff. In addition, parents describe how they perceive the ways that the school engages and involves them in the school.
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Namoun, Abdallah, Ahmad Taleb, Mohammed Al-Shargabi, and Mohamed Benaida. "A Learning Outcome Inspired Survey Instrument for Assessing the Quality of Continuous Improvement Cycle." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch032.

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Measuring the effectiveness of a continuous quality improvement cycle in education is a cumbersome and sophisticated process. This article contributes a comprehensive self-assessment instrument for identifying the strengths and weaknesses of all phases of a continuous quality improvement cycle, including planning, data collection, analysis and reporting, and implementation of improvements. To this end, a four round Delphi study soliciting a total of 23 program quality experts from four universities was conducted. The produced survey instrument contains a total of 50 questions. The instrument may be used by quality experts in education to judge the quality of their continuous quality improvement cycle that endeavours to assess the attainment of learning outcomes in various undergraduate educational programs. Moreover, the instrument could be exploited to infer relevant user and system requirements and guide the development of an automated self-assessment tool aimed at identifying the shortcomings in educational continuous quality improvement cycles.
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Eldin, Engi Mohammed Mostafa Gamal. "The Impact of Cost Sharing on Quality of Education in Egypt's Public Universities." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch012.

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Egypt government undertook forward steps to reform higher education financing by introducing cost sharing policies in public universities; however, the government did not take into consideration the urgency for developing monitoring and evaluation systems to measure the effects of such policies on the quality of education. This chapter aims to measure the impact of cost sharing policy on quality of education in “FLIP”, the underlying assumption of the research is that ‘tuition fees' as a form of user charge would result in increasing education quality, which will accordingly shrink the transition period between work and school by conducting an ex-post policy evaluation design due to the absence of baseline surveys. The research study eventually comes to an end that introducing the cost sharing policy in the form of FLIP in public universities has no significant effect on quality as fitness of purpose. Finally this chapter recalls for accompanying cost sharing policies in Egypt with value creation in quality rather than only diversifying the income sources beyond the government budget.
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Labat, Myron B., Daniel W. Eadens, Cherie A. Labat, and Danielle M. Eadens. "Motivational Factors for Pursuing Degrees in Educational Administration." In Comprehensive Problem-Solving and Skill Development for Next-Generation Leaders. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1968-3.ch010.

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Graduate students were surveyed to analyze their motivations for pursuing a degree in educational administration. Researchers also examined whether there were differences in their motivations based on race. According to NCES (2003-2004) only 10.6% of all public school principals were African American while 16.8% of the students they served were of the same race. Understanding that African Americans are underrepresented in school leadership positions as compared to their Caucasian counterparts, the researchers sought to explore whether Caucasians were encouraged to pursue school leadership credentials more often than African Americans. Statistical analysis revealed no significance in the responses of the participants based on race. However, through analyzing motivating factors by age, it was determined that participants between the ages of 20-29, as compared to participants between the ages of 40-49, were far more likely to report that they were pursuing a degree in educational administration because they felt that they could do a better job than their current administrators.
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Prine, Rudy, and Chet Ballard. "Keeping Rural Schools Safe." In Handbook of Research on School Violence in American K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6246-7.ch020.

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The authors examine school safety and violence prevention among school superintendents in Georgia's rural public schools spanning three decades. Survey data from 1995, 2005, and 2015 provide points of comparison and contrast regarding efforts by school superintendents to keep schools safe. School superintendents are in positions with the best vantage point to know the strategies and techniques being used to protect students, faculty, staff, administrators, and visitors from crime and violence on school grounds. The longitudinal research design provides a means to sort out changes in school security technologies and shifts in policies and procedures implemented to keep students safe from harm. The authors find that rural public schools have been safe and remain so. The impact of globalization and social media present new challenges for rural school superintendents who recognize that schools are soft targets for those motivated to bring violence to school.
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Conference papers on the topic "Educational surveys School administrators"

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Aryanti, Rika, and Dadang Suhardan. "Principal Leadership and School Committee Administrators Against School-Based Management Effectiveness." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.159.

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Kamal, Nurfara Syakila Binti Samsul, Zuraidah Abdullah, and Muhammad Faizal Bin A. Ghani. "The Challenges of School Administrators in Teaching and Learning Process for Malay Literacy Subject in Primary School." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.204.

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Urwongse, Ketkanok, and Sasiton Buathong. "CONDITIONS AND PROBLEMS OF MOBILIZING EDUCATIONAL POLICIES TOWARD PRACTICE OF BASIC EDUCATION SCHOOL ADMINISTRATORS." In 54th International Academic Virtual Conference, Prague. International Institute of Social and Economic Sciences, 2020. http://dx.doi.org/10.20472/iac.2020.054.025.

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Hogeforster, Max, and Christian Wildt. "Recent developments and challenges of the introduction of dual training for SMEs in countries around the Baltic Sea Region with a special emphasis on Lithuania." In 11th International Scientific Conference „Business and Management 2020“. VGTU Technika, 2020. http://dx.doi.org/10.3846/bm.2020.652.

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The economy of the Baltic Sea Region is characterised by small and medium-sized enterprises. One of the main limitations to growth continues to be the lack of qualified personnel. Dual training as a form of work-based learning can promote the employability of young people in the long term and attract additional workforce. Based on a review of recent literature the status of VET and dual training in the selected countries of Poland, Latvia, Lithuania and Russia are described. Complementary the first results of a recent survey of companies, schools and administrations is presented, that confirms
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Vazquez Batisti, Anita, and Michael E. Pizzingrillo. "Beyond Degree Programs: How a Major University Immersed Itself in the Educational Landscape of New York City." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11142.

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In 2006 the Center for Educational Partnerships was established as the “outreach arm” of Fordham University’s Graduate School of Education. In so doing, Fordham reimagined the role of higher education to go beyond degree granting programs, faculty expertise and research opportunities. In this paper, we describe how what began in 2006 as a vision to strengthen the presence of the Graduate School of Education in New York City public schools has grown into a thriving Center that touches the lives of more than 500,000 students in grades Pre‑K to 12, thousands of teachers, and hundreds of administr
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Palmer, John, Robert Williams, and Heinz Dreher. "Automated Essay Grading System Applied to a First Year University Subject - How Can We Do It Better?" In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2553.

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Automated marking of assignments consisting of written text would doubtless be of advantage to teachers and education administrators alike. When large numbers of assignments are submitted at once, teachers find themselves bogged down in their attempt to provide consistent evaluations and high quality feedback to students within as short a timeframe as is reasonable, usually a matter of days rather than weeks. Educational administrators are also concerned with quality and timely feedback, but in addition must manage the cost of doing this work. Clearly an automated system would be a highly desi
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Paula, Liga, and Linda Valaine-Rohnana. "Collaboration between Pre-School Institution and Family." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.040.

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Collaboration in all educational institutions including pre-school establishments is a topical issue especially within the framework of competence-based learning approaches. The aim of the study was to find out what is the collaboration between pre-school and parents in relation to the acquisition of pre-school curriculum which in Latvia is defined as compulsory for children in the age of 5 to 6 (7) years. A quantitative approach was used in the research and two surveys were conducted in April 2020. Both parents and pre-school teachers who work with 5 to 6 (7) year old children were asked to p
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Tsai, Janet Y., Daria Kotys-Schwartz, Beverly Louie, Virginia Ferguson, and Alyssa Berg. "Comparing Mentor and Mentee Perspectives in a Research-Based Undergraduate Mentoring Program." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-87723.

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At the University of Colorado Boulder (CU), a research-based undergraduate mentoring program is now in its second year of implementation. The program, Your Own Undergraduate Research Experience (YOU’RE@CU) has three main goals: improve the retention rate of diverse groups in undergraduate engineering, build undergraduate interest in engineering research, and prepare graduate students to take on leadership roles in either academia or industry-based research careers. In YOU’RE@CU, undergraduate students are paired with a graduate mentor and work in the graduate student’s lab several hours a week
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Jenkins, Hodge. "Increasing Student Interest and Understanding in a First Mechanics Course Through Software Modules." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60737.

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Increasing student understanding of engineering mechanics, interest, and readiness for engineering practice are significant concerns of engineering faculty. As a part of an attempt to address these concerns, engineering application software was integrated into a first engineering mechanics course at the sophomore level, Statics and Mechanics of Materials. The course software component is part of an educational initiative across the Mercer University School of Engineering to infuse a common software thread within the curriculum, especially relating to mechanics and design areas. Two course modu
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Khan, Rabia, Cliff Whitcomb, and Corina White. "Self-Efficacy Analysis of Student Learning in Systems Engineering." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-67032.

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Systems engineering (SE) competencies are defined based on the knowledge, skills, and abilities (KSAs) necessary for a systems engineer to perform tasks related to the discipline. Proficient systems engineers are expected to be able to integrate, apply, and be assessed on these KSAs as they develop competencies through their education and training, professional development, and on-the-job experience. The research conducted by the Naval Postgraduate School assessed where SE graduate students stood as far as developing the necessary competency levels they need to be successful systems engineers.
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Reports on the topic "Educational surveys School administrators"

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inc
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Iwatani, Emi, Barbara Means, Maria R. Romero, and Mai Chou Vang. Deepening Science Engagement With Challenge Based Learning: Research Report. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/93.

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Learn about the Challenge Based Science Learning Project and its larger implications for the fields of Next Generation Science Learning and Open Educational Resources. The project involved 18 middle school teachers and five administrators from three U.S. school districts partnering with instructional coaches and learning sciences researchers from Digital Promise to address an ambitious educational challenge: How might we deepen engagement and learning of middle school science in our schools and beyond?
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement
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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School pri
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional developm
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