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Relevant bibliographies by topics / Elementary school principals – Texas

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Academic literature on the topic 'Elementary school principals – Texas'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Elementary school principals – Texas"

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Erlandson, David A., and Geoffrey Lyons. "The Jobs of British Primary Headteachers and Texas Elementary Principals." Journal of School Leadership 5, no. 5 (1995): 418–47. http://dx.doi.org/10.1177/105268469500500502.

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A study of the jobs of 255 headteachers in England and Wales was replicated with twenty elementary school principals in Texas. These studies examined the most important and most time-consuming tasks of the headteachers’ and principals’ jobs, the context factors of the jobs, and the work-related personality characteristics of the job incumbents. The results of the study have been used as a tool for the professional development of the twenty principals; they also suggest direction for further exploration of comparisons and contrasts between jobs of headteachers and principals.

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DeMatthews, David E., and David S. Knight. "Denying Special Education to Students in Need: A Case of Accountability, Compliance, and Fear in a Texas Elementary School." Journal of Cases in Educational Leadership 22, no. 1 (2019): 55–72. http://dx.doi.org/10.1177/1555458918786988.

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Accountability policies have impacted school leadership practices both positively and negatively. In Texas, the adoption of a special education accountability policy led many schools and districts to delay or denial of special education to eligible students. This article includes an undisguised case describing the Texas Education Agency’s district performance indicator that influenced districts to lower the percentage of students provided with special education. This case provides the context for a fictional scenario of a newly hired elementary school principal who is pressured to maintain low special education rates by her director supervisor and superintendent. The case explores special education law, top-down accountability, the intersectional identities of vulnerable students and families, and ethical decisions confronted by principals seeking to ensure all students are successful.

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Kearney, W. Sean, and Page Smith. "Student Bullying, Teacher Protection, and Administrator Role Ambiguity." Journal of School Leadership 28, no. 3 (2018): 374–400. http://dx.doi.org/10.1177/105268461802800305.

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This investigation examines the impact teacher protection and principal role ambiguity have on elementary school student bullying. Data were collected from 1,554 teachers and 198 campus administrators from 104 elementary schools in Texas. HLM analyses are employed to identify the effect that teacher protection, administrator role ambiguity, school size, and socioeconomic status have on student bullying. The findings indicate when teachers espouse a belief in protecting students from bullying and administrators clearly understand their roles, bullying incidents decrease. Thus, enhancing teacher protection and administrator role clarity may serve as useful tools to help educators reduce incidents of school bullying.

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Mountain, Lee. "Doing Homework on a Telecommunications Network." Journal of Educational Technology Systems 21, no. 2 (1992): 103–7. http://dx.doi.org/10.2190/8hew-4r68-ttte-9n94.

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In Texas, elementary school pupils are doing homework on a telecommunications network. A professor, a principal, and a production manager for a telecommunications network spearheaded this innovative use of an educational technology system. They got a pilot project started in one innercity school in 1991, and it has already spread to six surrounding school districts. The endeavor now involves parents, elementary teachers and administrators, university faculty and students, telecommunications technologists, videotex writers, and business sponsors. The children in the pilot program averaged two hours a week of extra-credit homework on the network during the school months. During their summer vacation, these children were allowed to keep equipment for accessing the telecom network at home. In June and July their average time online increased to over two hours a week on videotex programs that exercised math, writing, and reading. For this group, an educational technology system that involved doing homework on a telecommunications network definitely increased academic time on task.

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Heiman, Daniel, and Elizabeth Murakami. "“It Was Like a Magnet to Bring People In”: School Administrators’ Responses to the Gentrification of a Two-Way Bilingual Education (TWBE) Program in Central Texas." Journal of School Leadership 29, no. 6 (2019): 454–72. http://dx.doi.org/10.1177/1052684619864702.

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This critical ethnographic study investigated how gentrification processes shaped an elementary school’s community and two-way bilingual education (TWBE) program in Central Texas. Findings revealed how these gentrification processes impacted the principal and vice principal at the ontological and epistemological levels, as their ways of being and knowing around their TWBE program were altered as a dual gentrification process pushed in new customers thirsting for bilingualism and pushed out Spanish-speaking families due to rapidly rising rents. Implications highlight the urgency for administrators to develop critical consciousness around the original race radical vision of bilingual education.

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Istiqomah, Nurul. "Problem Based Learning (PBL) Learning Model Of Indonesian Learning Outcomes For Class II SD Students." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (2020): 562. http://dx.doi.org/10.20961/shes.v3i4.54360.

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<p><em>The aim is to improve learning outcomes of Indonesian language material listening to conversational texts related to culture, sorry. Problem based learning model for second grade elementary school students. This type of research is a class research group, the research subject of teachers and students. Sources of data used are: students, teachers, principals, notes/documents of observations, learning outcomes tests. Data collection techniques with observation (observation), documentation, and tests. The results of this study indicate an increase in Indonesian language learning outcomes. This can be seen from the average value of 76.9 in the first cycle, with a learning completeness percentage of 70% 16 students who completed their studies. Then there was an increase in the class average score of 82.2 in the second cycle, with a percentage of learning completeness 87%, students who finished learning asthma as many as 20 students. The conclusion is that the problem based learning model can improve learning outcomes of Indonesian language material. Listening to text conversations related to culture, apologize to second grade elementary school students.</em></p>

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Centeno Pérez, Vinnett Esther. "Calidad de la gestión administrativa del director y compromiso laboral de los docentes de algunos colegios privados salvadoreños." RIEE | Revista Internacional de Estudios en Educación 19, no. 1 (2019): 35–46. http://dx.doi.org/10.37354/riee.2019.188.

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Mediante un estudio descriptivo y correlacional, se analizó la relación entre la percepción de la calidad de la gestión administrativa del director y el grado de compromiso laboral de los docentes de algunos colegios privados de El Salvador, en un contexto donde cada año los docentes renuncian a sus trabajos y pasan a laborar al sector gubernamental. Se administraron dos instrumentos, uno para medir la percepción de la gestión administrativa del director y otro para medir el grado de compromiso de los docentes, a 87 docentes de los siete colegios de las regiones metropolitana y occidental de El Salvador. Se encontró que los docentes tienen un compromiso laboral muy bueno. De igual manera, la percepción que tienen los docentes de la gestión administrativa del director es muy buena. Al observarse la correlación entre ambas variables, se determinó que es positiva y alta. Se observó que cuánto mejor perciben los docentes la gestión administrativa del director mayor es el compromiso con su trabajo. El liderazgo del director es importante para el compromiso laboral de los docentes, por lo cual su selección y nombramiento deben ser realizados con cuidadoso análisis.  Referencias Alam, S. (2017). A study on leadership styles executed by principal and academic coordinator in one of the private schools in Gilgit-Baltistan, Pakistan. Academic Research International, 8(3), 71-78. Calik, T., Sezgin, F., Kavgaci, H. y Kilinc, A. (2012). Examination of relationships between instructional leadership of school principal’s and self-efficacy of teacher and collective teacher efficacy. Educational Sciences: Theory & Practice, 12(4), 2469-2504. Chiang Vega, M., Núñez Partido, A., Martín, M. J. y Salazar Botello, M. (2010). Compromiso del trabajador hacia su organización y la relación con el clima organizacional: un análisis de género y edad. Panorama Socioeconómico, 28(40), 92-103. Clayton, J. K. (2014). The leadership lens: Perspectives on leadership from school district personnel and university faculty. International Journal of Educational Leadership Preparation, 9(1), 58-75. Del Valle López, J. (2016). Modelo asociativo entre factores determinantes del desempeño organizacional y la satisfacción de los públicos (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. García Rivera, B. R., Mendoza Martínez, I. A. y Puerta Sierra, L. M. (2012). ¿Es el downsizing un factor de impacto sobre los comportamientos innovadores, el compromiso organizacional y las capacidades de aprendizaje de los trabajadores de una empresa de alimentos en México? Revista Internacional Administración y Finanzas, 5(3), 57-78. González de la Rosa, J. (2016). Modelo de factores predictores de desempeño e imagen institucional validado en colegios confesionales dominicanos (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Jiang, D. Y. y Cheng, B. S. (2008). Affect- and role-based loyalty to supervisors in Chinese organizations. Asian Journal of Social Psychology, 11, 214-221. https//doi.org/10.111/ j.14-67-839X.2008.00260.x Kumar, D. N. S. y Shekhar, N. (2012). Perspectives envisaging employee loyalty: A case analysis. Journal of Management Research, 12(2), 110-112. https://doi.org/10.2139/ ssrn.1961430 Lai, T., Luen, W., Chai, L. y Ling, L. (2014). School principal leadership styles and teacher organizational commitment among performing schools. The Journal of Global Business Management, 20(2), 67-75. Mack, K. (2016). The perceptions of the leadership behaviors of elementary school principals through professional experience in Texas (Tesis doctoral). University of Phoenix, Phoenix, EE. UU. Méndez Cruz, A. (2015). Clima y compromiso organizacional percibido por los empleados del parque Eco arqueológico en México (Tesis de maestría). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Mustapha, N., Zainal Abidin, M. Z. y Saufi, S. (2013). Measuring the influence of dispositional characteristics and motivational factors on employee loyalty among teachers at private Islamic schools in Kelantan, Malaysia. International Review of Social Sciences & Humanities, 5(2), 127-134. Oberholster, F. R., Taylor V, J. W. y Cruise, R. J. (2000). Spiritual well-being, faith maturity, and the organizational commitment of faculty in Christian colleges and universities. The Journal of Research on Christian Education, 9(1), 31-60. https://doi.org/ 10.1080/10656210009484896 Okutan, M. (2014). My school principal is not a leader. Education, 135(1), 93-100. Ontiveros Ramírez, F. (2016). Modelo de asociación entre factores predictores del desempeño y compromiso laboral validado en maestros del corporativo educativo adventista de la Unión Mexicana del Norte (Tesis doctoral). Universidad de Montemorelos, Montemorelos, Nuevo León, México. Restrepo-Abondano, J. M. y Restrepo-Torres, M. L. (2012). Cinco desafíos en el ejercicio del liderazgo en los rectores de colegios. Educación y Educadores, 15(1), 117-119. Saad, N. (2012). The effects of teacher’s participation in decision making of commitment. The International Journal of Interdisciplinary Social Sciences, 6(9), 1-16. Samkange, W. (2013). Management and administration in education: What do school heads do? A focus of primary school heads in one district in Zimbabwe. International Journal of Social Sciences and Education, 3(3), 635-643. Shaw, J. y Newton J. (2014). Teacher retention and satisfaction with a servant leader as principal. Education, 135(1), 101-106. Wachira, F. M., Gitumu, M. y Mbugua, Z. (2017). Effect of principal´s leadership styles on teachers´ job performance in public secondary schools in Kieni West Subcounty. International Journal of Humanities and Social Science Invention, 6(8), 72-86. Ward, C. J. (2013). Why leadership matters: One school’s journey to success. Educational Leadership and Administration Teaching and Program Development, 24, 62-74. Wasserman, E., Ben-Eli, S., Yehoshua, O. y Gal, R. (2016). Relationship between the principal’s leadership style and teacher motivation. International Journal of Learning, Teaching and Educational Research, 15(10), 180-192. Zamora Poblete, G. (2009). Compromisos organizacionales de los profesores chilenos y su relación con la intención de permanecer en sus escuelas. Revista Latinoamericana de Psicología, 41(3), 445-460.

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Porter, Ann W., Donald K. Lemon, and Richard G. Landry. "School Climate and Administrative Power Strategies of Elementary School Principals." Psychological Reports 65, no. 3_suppl2 (1989): 1267–71. http://dx.doi.org/10.2466/pr0.1989.65.3f.1267.

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This study examined teachers' perceptions of the use of power tactics by elementary principals. Elementary teachers ( N = 297) in 50 schools in North Dakota and Minnesota reported on the use of power tactics by their principals, using an instrument developed to measure the use of the power strategies of assertiveness, sanctions, ingratiation, rationality, and exchange by school principals. Teachers perceived their principals to use rationality and ingratiation most often and sanctions least often to influence the teachers' behavior.

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Abril, Carlos R., and Brent M. Gault. "The State of Music in the Elementary School." Journal of Research in Music Education 54, no. 1 (2006): 6–20. http://dx.doi.org/10.1177/002242940605400102.

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This study is an examination of school principals' perceptions of the elementary school music curriculum. A survey, mailed to 350 elementary school principals (61% response rate), was designed to answer the following questions: What are principals' perceptions of music learning outcomes and broad educational goals that result from school music instruction at their respective schools? How do they believe these should exist in ideal conditions? Is there a difference between principals' ratings for current and ideal conditions? To what degree do certain variables affect the music program? Results revealed that principals were generally satisfied with their music programs' ability to meet music education standards and broad educational goals. However, significant differences between the current and ideal conditions imply that they believe improvement is possible. Principals reported that the No Child Left Behind Act, budgets, standardized tests, and scheduling had the most negative effects on their music programs. September 15, 2005 November 30, 2005

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Taylor, Jennifer P., Debbie MacLellan, Jane Mary Caiger, et al. "Implementing Elementary School Nutrition Policy: Principals’ Perspectives." Canadian Journal of Dietetic Practice and Research 72, no. 4 (2011): e205-e211. http://dx.doi.org/10.3148/72.4.2011.e205.

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Purpose: We assessed principals’ perceptions about the level of school nutrition policy (SNP) implementation in Prince Edward Island elementary schools, objectively evaluated how closely elementary schools are following SNP regulations for types and frequency of foods offered at school, and explored principals’ beliefs about the key enablers and barriers to SNP implementation. Methods: Phase I involved a cross-sectional survey of principals’ assessment of perceived and actual adherence to SNP components. Phase II included in-depth interviews to explore principals’ perceptions about factors influencing policy adherence. Descriptive statistics were generated. Thematic content analysis was used to identify themes. Results: Forty-one (93%) principals participated in Phase I, and nine of these participated in Phase II. The level of implementation of SNP components varied. Seventy-four percent of all foods sold were categorized as allowed by the SNP; 68% of schools sold at least one “not allowed” food. Key barriers included lost revenue, a higher cost of healthy foods, and limited availability of policy-allowed foods. Enablers were a high level of community support, ready access to food suppliers, and active parent volunteers. Conclusions: While schools are making progress in implementing the SNP, challenges remain. Identifying and communicating strategies for healthy fundraising activities and finding ways to involve parents in SNP implementation are recommended.

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Dissertations / Theses on the topic "Elementary school principals – Texas"

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Cowan, Susan D'Ette Fly. "Principals' actions to influence change, for school success." Full text (off-campus access restricted to users with UT Austin EID) Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3026195.

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Anthony, Dean Wade. "A Study of the Demographic Status, Actual Role and Ideal Role of the Elementary School Assistant Principal in Texas." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331249/.

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This study analyzes the status and job functions of the 546 elementary school assistant principals in Texas during the 1985-1986 school year. It is concerned with the status of the position and the degree of responsibility assigned to the assistant principal for forty-eight specific job functions in the actual and ideal practice. A sample of 125 assistant principals, 125 supervising principals and a population of 135 superintendents whose districts employ assistant principals were included in the study. All three groups completed the role survey instrument. The results were analyzed by using the one-sample chi-square test to determine whether significant differences existed among the perceptions of the superintendents, principals, and assistant principals at the .01 level. The return rate was 60.8 percent for the assistant principals and principals and 84.6 percent for the superintendents.

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Hendrix, Royond P. "Culturally Proficient Leadership: Teacher Perceptions of Elementary School Principals in Urban, Title I Schools." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822772/.

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This study examined elementary teachers’ perceptions of their principal’s level of cultural proficiency. Practices for Developing a Culturally Competent School Environment, a survey Camille Smith and adapted by Dr. Mack T. Hines, was completed from a sample size of 119 teachers. The survey contained 35 items, including six constructs: valuing diversity, assessing the culture, managing the dynamics of difference, institutionalizing cultural knowledge and resources, adapting to diversity and inclusiveness. Teachers rated their principal using a Likert scale which consisted of 1 = never uses, 2 = rarely uses, 3 = sometimes uses, 4 = frequently uses, and 5 = always uses. Teachers of various races, ages and years with their principal participated in this study. The study reveals that these variables do not make a statistically significant difference in the teachers’ perception of how proficient they are in valuing diversity, a assessing his/her own culture and institutionalizing cultural knowledge. This quantitative study reveals the variances of statistical significance of teacher demographics: age, gender, years served under current principal and accountability rating of the school. Cultural proficiency is important to the development and maintenance of the necessary relationships among students, teachers, principals and the school community.

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Vasquez, Carlos Williamson James Lonnie. "School personnel perceptions of youth gangs presence and activity at elementary schools in Fort Worth Independent School District in Texas." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4851.

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Weber, Mark J. "A study of computer technology use and technology leadership of Texas elementary public school principals." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5589/.

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The purpose of this study was to determine Texas elementary principals' level of computer technology use and their leadership in technology integration activities as defined by the National Educational Technology Standards for Administrators (NETS*A). Additionally the study addressed technology implementation as an innovation and used the literature concerning change and innovation models to identify organizational and personal factors that might affect the level of technology use and the leadership behaviors. Survey data retrieved from 216 Texas elementary public school principals led to the formation of the following conclusions. The elementary principals involved this study reported high level computer technology use, especially with the computer tools involving communication. Principals also reported high level leadership performance to the NETS*A standards. Multiple analyses of variance (MANOVA) revealed no significant difference in mean scores between the dependent variables of computer use or leadership performance to the NETS*A standards and the independent variables including the organizational factors of school location, district spending per student, campus minority status, and campus Title I status. A regression analysis revealed a statistically significant positive relationship between principals' computer technology use and personal variables of training and perceived risk-benefit. Another regression analysis revealed a statistically significant relationship between principals' technology leadership performance to the NETS*A standards and personal variables of training, perceived risk-benefit and perceived pressure to implement technology. Multiple regression analyses revealed no correlation between the dependent variables of technology use and technology leadership. A correlation analysis revealed a weak correlation between the two dependent variables with less than 4% of the variance explained by that relationship. There is a need for continuing research examining possible relationships between principals' technology use, their technology leadership behaviors, and the degree of technology integration in their schools. The findings from this study could be used by principal preparation programs to focus on technology integration training and personal factors that may affect principals' technology leadership behavior and technology use.

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Roach, Catharyn. "Attitudes Toward the Contemporary Role of the Library Media Specialist in the Overall Elementary School Program in North Central Texas." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332317/.

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The purpose of this study, in addition to measuring and comparing attitudes of teachers, principals and library media specialists toward the role of the school library media specialist, was to identify and measure factors contributing to those attitudes. Nine factors were identified. Further path analysis revealed that the performance level of the library media specialist had the most influence on principals' and teachers' attitudes toward the Consultant, Technological and Instructional Roles. For principals and teachers, staff development had the most influence on attitudes toward the Management Role, while involvement in the school-wide program was most influential for library media specialists.

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Penny, Andra Jones. "The Relationships Between Leadership Styles and Personality Types of Texas Elementary Administrators." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278813/.

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The purposes of this study were to explore the leadership styles and personality types of Texas elementary administrators. The Leader Effectiveness and Adaptability Description-Self (LEAD-Self) assessed the leadership style and adaptability of the administrators. The four identified styles were Telling/Directing, Selling/Coaching, Participating/Supporting, and Delegating. The MBTI measured 16 combinations of 4 personality types which included Extrovert or Introvert, Sensing or Intuition, Thinking or Feeling, and Judging or Perceiving. The sample was 200 Texas elementary administrators: 100 with early childhood certification and 100 without early childhood certification. A chi-square test of independence was utilized. Findings included: (a) A majority of Texas elementary administrators in both groups had a Selling/Coaching or Participating/Supporting leadership style; (b) Leadership adaptability scores of both groups were equivalent; (c) Most Texas elementary administrators had Introvert/Sensing/Thinking/Judging and Extrovert/Sensing/Thinking/Judging personality types; (d) Administrators with early childhood certification had a higher percentage of Intuitive personality types, while administrators without early childhood certification had a predominance of Sensing types; (e) A large percentage of administrators which had Participating/Supporting leadership styles had Feeling personality types; (f) No significant relationship between leadership styles and personality types was found in either group; and (g) No significant relationship between leadership adaptability and personality types was found in either group. Recommendations included: (a) further study to investigate the role of gender in leadership style and personality type; (b) further study to determine if elementary administrators have higher adaptability scores than secondary administrators; (c) further study to determine if elementary administrators have different leadership styles than secondary administrators; (d) further study to determine if elementary administrators have different personality types than secondary administrators; (e) further study to determine if leadership adaptability scores accurately portray an administrator's effectiveness; and (f) provide opportunities for future and practicing administrators to assess their leadership style, leadership adaptability, and personality type.

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Jackson, Christopher. "An Analysis of the Emotional Intelligence and Personality of Principals Leading Professional Learning Communities." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6093/.

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The purpose of this study was to investigate the relationship between a principal's emotional intelligence and personality and his or her ability to implement and develop professional learning communities within the school. The Professional Learning Community Assessment (PLCA) was administered to principals and teachers in 13 schools in Texas ranging from elementary to high school. Based on the strength of the PLCA scores, two elementary schools were selected to participate in case study research. The principals of these two campuses were administered an emotional intelligence instrument (MSCEIT), a personality instrument (DiSC), and were interviewed along with three of their teachers. The findings indicate that both of these principals scored high in the Influential and Conscientiousness subscales and low in the Dominance subscale. The principals also possessed either near-average or above-average emotional intelligence with both principals scoring particularly strong in the Strategic subscale.

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Chen, Yi-Hsuan. "Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in Texas." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1477.

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Lovell, Joy E. "Understanding Principal Perceptions of Stress and Burnout: A Qualitative Case Study in North Texas School Districts." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862747/.

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This qualitative case study examined principals' perceptions regarding stress and burnout, investigated perspectives regarding ways to alleviate chronic stress, and analyzed the extent to which future role expectations are related to chronic stress and feelings of burnout. Perceptions of eight elementary principals in large, suburban school districts who experienced similar professional preparation prior to receiving their first principalship were analyzed. Participants, identified through criterion sampling, completed a demographic survey and then participated in a one-on-one interview with the researcher. Once data were collected, interviews were transcribed and analyzed to determine categories and themes. Findings revealed that participants struggle with significant stress in six specified domains: school type, students, parents and community, staff, district personnel, and other. Half of participants perceive that their stress will rise during the next five to ten years. Thirty-eight percent predicted that job stress will decline in the coming years, though they do not believe that identified stress factors will decrease. Instead, they believe that factors such as experience will help them to deal more effectively with the same challenges. Furthermore, 63% of participants do not plan to remain in their current principalship until retirement. All participants reported current personal stress-management strategies that fall into the categories of work-home balance or healthy habits. In campus-specific strategies, 63% focused on staff morale-building opportunities. Finally, 38% of participants did not feel that their district provides strategies that assist in the management of principalship stress.

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Books on the topic "Elementary school principals – Texas"

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1941-, McEwan Elaine K., ed. Counseling tips for elementary school principals. Corwin Press, 1999.

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Coulson, Alan A. The managerial work of primary school head-teachers. Department of Education Management, Sheffield City Polytechnic, 1986.

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Developing successful K-8 schools: A principal's guide. Corwin Press, 2009.

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Hoffman, Carol M. Elementary school principals who care: Responding to social change. Garland Pub., 1997.

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Robinson, Susan. School and system leadership: Changing roles for primary headteachers. Continuum International Pub. Group, 2012.

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School and system leadership: Changing roles for primary headteachers. Continuum International Pub. Group, 2012.

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Doud, James L. The K-8 principal in 1988: A ten-year study. National Association of Elementary School Principals, 1989.

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The K-8 principal in 1988: A ten-year study. National Association of Elementary School Principals, 1989.

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Southworth, Geoff. Talking heads: Voices of experience : an investigation into primary headship in the 1990s. University of Cambridge Institute of Education, 1995.

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J, Campbell William. Selecting a Catholic elementary school principal. National Catholic Educational Association, 2000.

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Book chapters on the topic "Elementary school principals – Texas"

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Zavala, Jennifer, and Venus Valenta. "Elementary School Principals Supporting the Professional Capacity of Teachers." In Quandaries of School Leadership. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59120-9_9.

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Herring, Trent. "Data Dissemination Practices of Elementary School Principals." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3188-3.ch002.

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A review of literature about data dissemination by elementary school principals and data-driven decision-making (DDDM) revealed some principals used accountability data for student achievement, but many did not. Many principals relied more upon their own intuitive experiences instead of systematic data use. This qualitative study focused upon five high-performing elementary school principals from a southern Louisiana school district that had neither prescribed DDDM practices nor data dissemination protocols designed to support principals. Goals of this study were to examine principals' data dissemination processes, what influenced practices, and if principals did have ideal dissemination processes. The study revealed that each of the principals did utilize a data dissemination process, although not formal processes. Certain factors influenced DDDM and subsequent dissemination by principals.

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Augoustatos, MaryAnn, and Catherine Makropoulos. "Principals' Corner." In Advances in Early Childhood and K-12 Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0267-8.ch012.

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This chapter presents and discusses the fundamentals of the i2Flex teaching methodology from the perspective of the elementary and middle school principals. First, the Elementary School Principal (Ms. Makropoulos) will present how she has set the groundwork for students and faculty to embrace this new paradigm shift in the teaching and learning at American Community Schools (ACS) Athens. Then, the Middle School Principal (Ms. Augoustatos) presents and discusses the two-year implementation process of the i2Flex methodology of instruction.

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Segredo, Mirta R., Peter J. Cistone, and Thomas G. Reio. "Relationships Between Emotional Intelligence, Leadership Style, and School Culture." 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.ch039.

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Research regarding the association between emotional intelligence, leadership style and organizational culture has been inconclusive. The purpose of this study was to explore these relationships in elementary school settings. A non-experimental ex post facto research design was utilized to investigate four research hypotheses. Fifty-seven principals and 850 teachers within a large urban school district in southeast Florida were surveyed. Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership, and negative associations between school culture and passive-avoidant leadership. Significant positive associations were found also between school culture and the principals' emotional intelligence after controlling for leadership style. The hierarchical linear regressions revealed significant associations between leadership style and school culture after controlling for school grade as well. The results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, contingent reward and school culture found in this study validate the role of the principal as the leader of school reform.

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Brzozowski, Maciej, and Eyal Jacob Keydar. "Approaches towards Measuring Success in Public Elementary Schools." In Advances in Public Policy and Administration. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0731-4.ch017.

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This chapter examines new directions in theory and practice of measuring schools' success. Relevant literature is synthesized to provide a holistic picture of current knowledge of the topic, highlighting meanings, principles and consequences. The chapter discusses the nature of success in schools. The major aim of the research is to analyze the most popular approaches towards measuring the success of schools, including effectiveness, efficiency, performance, and accountability. This chapter suggests measuring the success in public elementary school, based on extended set of measures and indicators. The expanded set of measurements could increase the validity of inferences about schools' effectiveness as well as efficiency and offer relevant information to principals and teachers about how to improve the school's performance.

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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "Welcoming Younger Students." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0011.

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There has been a growing movement over the past decade or more to make a child’s entrance into kindergarten less of an abrupt experience. Transition programs and prekindergarten-to-3rd grade efforts across the country focus on bridging the gaps between what children experience before kindergarten and the routines and expectations of elementary school. These initiatives range from bringing greater alignment between preschool curriculum, teaching practices, and assessment to giving young children ample opportunities to visit kindergarten classrooms and experience the learning environment before school starts. Even if a child has attended preschool, moving into an elementary school can feel intimidating for a 5-year-old. The hallways are bigger, the other children in the school are bigger, and there are many more adults involved in the whole process (Figure 6.1). Relationships among schools and the child care centers, preschools, and other community organizations that interact with parents who have young children can lead to more opportunities for young children to feel less anxiety about starting school. Several organizations, including the National Association of Elementary School Principals and the Massachusetts-based Community Advocates for Young Children, provide training and guidance to principals on adapting their schools to serve younger children. The W. K. Kellogg Foundation has also made large investments across the country aimed at creating stronger links between schools and the early-childhood community. Many of these efforts also target families whose children have not been in any formal early learning program because these children often lack the early academic and social-emotional skills needed to do well in today’s more academically focused kindergarten classrooms. Schools of education can better prepare future teachers and administrators by including training on young children’s development and on strategies for supporting their transition into school. Children with disabilities and their parents may experience additional stress in transitioning into school. Rules and regulations regarding eligibility requirements, services provided, and community resources can be confusing and are not always readily available to parents.

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"Rethinking Education Delivery for the 21st Century." In Participatory Pedagogy. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-5225-8964-8.ch005.

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Designing schools as learning centers is more than just about restructuring the physical space of schools. There are many variables that need to be considered when rethinking education delivery for the 21st century. Schools seem to just keep constructing buildings that merely reinforce an obsolete paradigm that will not prepare students for real-world challenges. The focus of this chapter asks the question: What does re-thinking education mean at the school leadership level? Numerous stakeholders, from policymakers to providers to end users affect the structure, content, and delivery of K-12education systems. A case study exploring the effect of district and school leadership styles on teaching and learning prompted by the question, Were the principals in High Scoring Schools (HSS) engaged in different instructional leadership practices than those in the Low Scoring Schools (LSS)? A significant feature of this study is the sizeable database that incorporated nine states, 43 school districts, and 180 elementary, middle, and secondary schools.

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Garcia, Roberto M. "Practice-Based Educational Research." In Practice-Based and Practice-Led Research for Dissertation Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6664-0.ch010.

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Incoming PK12 general education teachers beginning their careers are not wanting to have individuals with intellectual disabilities in their classroom due to a lack of special education experience and knowledge. This practice-based qualitative narrative dissertation study explored student teacher individual perceptions and experiences on special education classroom behavior and inclusion for elementary public-school general education student teachers. The practice-based problem was the negative views pre-service K12 educators held for classroom inclusion and personal perceptions of individuals with intellectual disabilities. The study sample included 10 student teacher college students enrolled in one Texas early childhood program. Schlossberg's Transition Model was used as the practice-based conceptual framework and data were gathered from interviews and analyzed using Clandinin and Connelly's procedures for narrative analysis. The findings determined pre-service general education teachers are not always provided adequate inclusion training.

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Conference papers on the topic "Elementary school principals – Texas"

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Gistituati, Nurhizrah, and Hijriyantomi Suyuthie. "Management and Supervision Competences of State Elementary School Principals." In 1st International Conference on Education Innovation (ICEI 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.68.

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Fikriyah, Mariyatul, and Yatim Riyanto. "The Principals’ Leadership As Academic Supervisor In Elementary School." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.34.

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Haimah, Haimah. "Academic Supervision by School Principals at State Elementary Schools in Indonesia." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.9.

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Rusdyaningtyas, Eva, and Farida Hanum. "The Role of Principals in Children’s Literacy Culture for Elementary School." In Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2286843.

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Haiyan, Wu, and Wang Youmei. "Investigation on principals leadership of educational technology in elementary and secondary school." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056966.

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Mutiah and Cepi Triatna. "The Principals Spiritual Leadership in Students Strengthening Character at the Vocational Elementary School." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.067.

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Sutarman, Sutarno J. A., Nunuk Suryani, and Asrowi. "The Impact of Covid-19 Pandemic on The Innovations of Elementary School Prospective Principals in Karanganyar District." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. ACM, 2020. http://dx.doi.org/10.1145/3452144.3453776.

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Yanti, Irma, Happy Fitria, and Achmad Wahidy. "The Influence of Supervision of Principals and Teacher Competencies on Teacher Performance of at Elementary School Palembang." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.204.

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Pentri, Silvia, Nurhizrah Gistituati, and Nelitawati Nelitawati. "Contribution Principals Leadership and Teacher’s Responsibility Toward Teacher’s Job Satisfaction in Gugus IV Public Elementary School, Kuranji District." 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.200130.192.

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Simanjuntak, Wanti, Paningkat Siburian, and Benyamin Situmorang. "The Effect of Managerial Competence, and Work Motivation on The Principals Performance in the State Elementary School of Medan." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.161.

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Reports on the topic "Elementary school principals – Texas"

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Weston, Allan. Vision, Interpersonal Orientation and Personal Values in Elementary School Principals. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1176.

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Patrick, Rikki. A Diagnostic Analysis of Elementary Principals' Practices which Serve Youth At-Risk of School Failure. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1198.

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Spooner, Kevin. Leadership and Decision-Making Skills of High Poverty Elementary School Principals in an Era of Reduced Resources. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2454.

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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 principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

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Survey report: control technology evaluation for controlling worker exposure to asphalt fumes from roofing kettles: kettle operated using an afterburner system at Nicholes Elementary School, San Antonio, Texas. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 2004. http://dx.doi.org/10.26616/nioshephb23120a.

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Survey report: control technology evaluation for controlling worker exposure to asphalt fumes from roofing kettles: kettle operated using an afterburner system at Carroll Bell Elementary School, San Antonio, Texas. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 2004. http://dx.doi.org/10.26616/nioshephb23118a.

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Survey report: control technology evaluation for controlling worker exposure to asphalt fumes from roofing kettles: kettle operated using an afterburner system at Jo and George Marti Elementary School, Cleburne Independent Schools, 2020 West Kilpatrick St., Cleburne, Texas. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 2004. http://dx.doi.org/10.26616/nioshephb23115a.

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