Relevant bibliographies by topics / First year school superintendents

Contents

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

Academic literature on the topic 'First year school superintendents'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2025

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Journal articles on the topic "First year school superintendents"

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Isernhagen, Jody, and Nadia Bulkin. "Comparing Two Female Superintendents' First Years: Challenges and Successes." Advancing Women in Leadership Journal 33 (June 12, 2017): 115–21. http://dx.doi.org/10.21423/awlj-v33.a94.

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This article investigates the journeys of two first-year female superintendents. A qualitative descriptive analysis of the superintendents' journals reveals not only how their experiences differed, but what factors contributed to a more positive or negative first year as a superintendent: (a) the superintendents' relationship with their school board; (b) their ability to network within the school community; and (c) the school district's willingness to change. This article provides insights into how different professional environments can help or challenge a new superintendent, as well as recom
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Davis, Bradley W., and Alex J. Bowers. "Examining the Career Pathways of Educators With Superintendent Certification." Educational Administration Quarterly 55, no. 1 (2018): 3–41. http://dx.doi.org/10.1177/0013161x18785872.

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Purpose: We used gatekeeping theory to frame our examination of whether and when educators with superintendent certification become superintendents, and how their likelihood of making that transition is influenced by race, sex, and other characteristics. Furthermore, we sought to identify variation in career pathways to the superintendency. Data and Method: We analyzed 26,071 observations of 4,813 unique individuals, representing the entire population of Texas public school educators who obtained their first superintendent certificate between the 2000-2001 and 2014-2015 school years. We constr
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Mania-Singer, Jackie. "Making Waves in Riverside: A Superintendent/Principal Partnership for Dramatic School Turnaround." Journal of Cases in Educational Leadership 21, no. 4 (2018): 131–45. http://dx.doi.org/10.1177/1555458918769119.

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This case was written for use in educational leadership programs preparing superintendents, central office leaders, and school principals. This case requires students to draw from knowledge of successful school turnaround, effective school leadership, and system-wide reform strategies to consider how a first year superintendent and a newly hired principal implement turnaround strategies in a persistently low-performing school amid increasing pressure and scrutiny from the surrounding business and civic community. The case begins with the history and context of the community and school district
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Seay, Tish Hennly, Craig Smith, and W. Bee Crews. "A Comparison of District School Superintendents' and School Board Chair's Attitudes toward Merit Pay Programs." Public Personnel Management 24, no. 1 (1995): 89–98. http://dx.doi.org/10.1177/009102609502400107.

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This study investigated the opinions of superintendents and school board chairs related to the management of incentive programs in a small southern state. Ninety one geographic school districts were surveyed. The first problem examined whether demographic data—years in education, years of experience with merit pay, and race— had an effect on superintendents' and school board chairs' favor or disfavor of merit pay programs. Also studied was whether there were significant differences between the groups in their opinions of the management of the local incentive programs. The functions of manageme
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Bratlien, Maynard J., Susan M. Genzefr, John R. Hoyle, and Arnold D. Oates. "The Professional Studies Doctorate: Leaders for Learning." Journal of School Leadership 2, no. 1 (1992): 75–89. http://dx.doi.org/10.1177/105268469200200107.

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A new administrator preparation program is underway at Texas A&M University. The Professional Studies Doctorate is a three year program which consists of a blend of theory, research, and clinical experiences for a select cohort of 14 practicing school leaders. The program includes intensive summer seminars, extended clinical weekends, and ongoing evaluation and research projects. University faculty are assisted in teaching the cohort by leading San Antonio area superintendents serving as clinical professors. Evaluation of the new doctorate is providing insight for improvement at the end of
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Brooks, Charmaine. "Locating Leadership: The Blind Spot in Alberta’s Technology Policy Discourse." education policy analysis archives 19 (September 18, 2011): 26. http://dx.doi.org/10.14507/epaa.v19n26.2011.

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Over the last 20 years, technology and education policy discourse in Alberta, Canada has been philosophically polarized and dominated by value-neutral ways of thinking about technology (Brooks, 2011). While technology policy implementation has significant ramifications for schools and systems, for much of this time, system leaders, specifically the College of Alberta School Superintendents, (CASS), did not engage the discursive circle. This paper identifies a probable rationale for the historic lack of engagement in technology and education policy by CASS. Concluding discussion offers reasons
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Schueler, Beth E. "A Third Way: The Politics of School District Takeover and Turnaround in Lawrence, Massachusetts." Educational Administration Quarterly 55, no. 1 (2018): 116–53. http://dx.doi.org/10.1177/0013161x18785873.

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Purpose: School district superintendents say politics is the number one factor limiting their performance, yet research provides limited guidance on navigating the political dynamics of district improvement. State takeovers and district-wide turnaround efforts tend to involve particularly heated and polarized debates. Massachusetts’ 2012 takeover of the Lawrence Public Schools provides a rare case of state takeover and district turnaround that both resulted in substantial early academic improvements and generated limited controversy. Method: To describe the stakeholder response and learn why t
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Ochenduszko, Tadeusz. "Szkolnictwo średnie w Złoczowie w latach 1730–1918." Kultura - Przemiany - Edukacja 11 (2022): 13–38. http://dx.doi.org/10.15584/kpe.2022.11.1.

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The first secondary school in Złoczów, the Piarist college, was founded in 1730 or 1731 by Jakub Sobieski, the son of the Polish king Jan III Sobieski. It functioned for over half a century and was liquidated ten years after the first partition of Poland by the Austrian Emperor Joseph II Habsburg (in 1783). Later, for 90 years, Złoczów did not have a secondary school. Efforts to restore a secondary school in the city began in 1842. They lasted over 30 years. In 1873, Emperor Franz Joseph agreed to establish a lower secondary school in Złoczów with four classes. In 1878, the City Council obtain
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Perry-Higgs, Jacqueline. "Collateral Damage in the Middle of Transformation: School Board Politics in Lieu of a Student’s Academic Needs." Journal of Cases in Educational Leadership 22, no. 2 (2019): 26–38. http://dx.doi.org/10.1177/1555458919831342.

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This case focuses on a novice principal who advocates for a student who was assigned to the first grade for 3 consecutive years. As the instructional leader of the school, the novice principal is troubled by ethics and social justice issues involved to make the decision to assign the student to his age-appropriate grade. The student was placed in the exceptional students’ program to receive services for a specific learning disability in reading and writing during his first year returning to public school. The student will enter the second grade at the age of 9 years. The superintendent does no
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Mustikawati, Yunitari. "EXPLORING BEGINNING EFL TEACHER IN MAKING LESSON PLAN FOR FIRST YEAR STUDENTS OF PUBLIC SENIOR HIGH SCHOOL IN MAKASSAR." ELT Worldwide: Journal of English Language Teaching 6, no. 1 (2019): 10. http://dx.doi.org/10.26858/eltww.v6i1.9303.

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This study aims at exploring the beginning EFL teacher in making learning objective, selecting learning materials, and assessment used in learning, and discovering the problems and solutions of the beginning EFL teacher. This study is qualitative research with a case study. Data sources of the study were one beginning EFL teacher of SMAN A (pseudonym), the Vice Principal of SMAN A, and the Head of MGMP Makassar. Data were collected by employing observation, interview, questionnaire, and documentation. The results of the study reveal that the beginning EFL teacher has problem in formulating cle
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Dissertations / Theses on the topic "First year school superintendents"

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McNulty, Rock Edward. "Mentoring the first-year superintendent in Texas public schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3127/.

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This study determined what mentoring experiences first-year superintendents have had and what they need from a mentoring relationship. Structured interviews and field notes were used in this qualitative study focused on Texas first-year superintendents' perceived needs from mentors. Three patterns of mentoring relationships were found: 1) no mentor in the first year, 2) mentor-protégé relationship - those who developed mentoring relationships early in a career with a more senior person in the same school system, and 3) mentoring relationships of convenience - young relationships which develope
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Shoemaker, Dennis. "Implementing change the first year of a superintendent in a rural community /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8719426.

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Sandoval, Gloria T. "Ohio joint vocational school district superintendents' perceptions of the importance and level of implementation of PRAXIS III teaching skills and performance in beginning teacher assistance programs." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123693172.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xiii, 143 p.; also includes graphics. Includes bibliographical references (p. 137-143). Available online via OhioLINK's ETD Center
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Mentzer, Robin Hardey. "State Superintendents of the Year: Reflections of Successful Practice." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26717.

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Mentzer, Robin S. H., State Superintendents of the Year: Reflections of Successful Practice. Doctor of Philosophy (Educational Leadership and Policy Studies), May, 2008, Virginia Polytechnic Institute and State University, Blacksburg, Virginia. A study was conducted involving the American Association of School Administrators (AASA) State Superintendents of the Year to gain information related to their perceptions and strategies for success and longevity. The study examined the factors of personal traits, school board relationships and current instructional issues such as No Child Left Be
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Easter, Joy. "Classroom management strategies for first year middle school teachers /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/JEaster2008.pdf.

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Cadez, Lisa Anne, and University of Lethbridge Faculty of Education. "Evaluating first-year teachers : perceptions of high school principals." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2009, 2009. http://hdl.handle.net/10133/2470.

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Principals are the main evaluators of beginning teachers. This study examines principals' perceptions of the policies, procedures, processes and instruments they employ in evaluating the competencies of first-year teachers. The study is based on data collected from interviews with 11 high school principals in two Canadian prairie urban school divisions. Results indicate that the principals in the sample are satisfied with the overall efficacy of the evaluation process, as well as the detailed evaluation instruments and timelines for evaluation used in their school divisions. One of the two
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Wong, Lai-king Hester. "Beginning teachers in a prevocational school : their teaching problems and coping strategies /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778038.

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Kaiser, Linda L. "School-based induction programs compared to a school-university partnership induction program : differences from the new teacher perspective with implications for teacher retention at the elementary level /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164517.

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Wood, Nicole R. Lyman Linda L. "Principals under age 30 factors affecting the first year experience /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251859851&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1179157608&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Linda Lyman (chair), Beth Hatt-Echeverria, Joe Pacha, Nancy Sherman. Includes bibliographical references (leaves 148-154) and abstract. Also available in print.
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Watson, Barbara. "Facilitating independent learning early in the first year of school." Thesis, University of Auckland, 1993. http://hdl.handle.net/2292/2438.

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This is a study of a) the nature and incidence of independent learning defined as "knowing how to generate and direct the processes of learning...*(see p.3) in new entrant classroom settings and, b) the nature of the teacher-child interactions associated with such independent learning. Systematic observation was used at school entry and three months later, to identify aspects of independent learning and the associated teacher behaviours. Six categories of child directed acts identified the range of behaviours from which independent learning could be inferred. Each category of teacher behaviour
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Books on the topic "First year school superintendents"

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L, Hanna Shellie, Womack Sid T, and American Association of School Administrators, eds. The first-year experiences of successful superintendents. Rowman & Littlefield Publishers, 2012.

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Cryss, Brunner C., Bjork Lars G, and University Council for Educational Administration. Joint Center for the Study of the Superintendency., eds. The new superintendency. JAI, 2001.

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Ronald, Thorpe, ed. The first year as principal: Real world stories from America's principals. Heinemann, 1995.

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Searby, Linda, and Susan K. Brondyk. Best practices in mentoring for teacher and leader development. Information Age Publishing Inc., 2015.

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Johnson, Susan Moore. Leading to change: The challenge of the new superintendency. Jossey-Bass Publishers, 1996.

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Hartzell, Gary N. New voices in the field: The work lives of first-year assistant principals. Corwin Press, 1995.

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1950-, Playko Marsha A., ed. Beginning the principalship: A practical guide for new school leaders. Corwin Press, 1997.

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Weindling, Dick. Secondary headship: The first years. NFER-Nelson, 1987.

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Lloyd, Averil. The first 120 days (starting a headship). University of Nottingham, School of Education, 1986.

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School Curriculum Development Committee., ed. The first year in school. School Curriculum Development Committee, 1988.

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Book chapters on the topic "First year school superintendents"

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Padovano, Amy. "First-Year Teachers." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_175.

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Mushin, Ilana, Rod Gardner, and Claire Gourlay. "The first year of school." In Effective Task Instruction in the First Year of School. Routledge, 2021. http://dx.doi.org/10.4324/9780367809379-2.

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Raffe, David. "Small Expectations: the First Year of the Youth Training Scheme." In From School to Unemployment? Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18942-7_11.

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Katzel, Stephen. "Integrating Into a Leadership Team and School." In Win Your First Year in Teacher Leadership. Routledge, 2021. http://dx.doi.org/10.4324/9781003230274-3.

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Bailey, Katharine. "Progress Made During the First Year at School." In International Perspectives on Early Childhood Education and Development. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28589-9_9.

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Frankl, Liselotte, and Kaethe Wolf. "The Tests for the First Year of Life." In Testing Children's Development from Birth to School Age. Routledge, 2022. http://dx.doi.org/10.4324/9781003331933-7.

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Stojmirovic, Zvezdana, та Tiffany Holmes. "First Year Fellows — Method and Inquiry in Teaching Creative Entrepreneurship in Art School, at the First Year Level". У Уметност и наука у примени: искуство и визија = Art and Science Applied: Experience and Vision. Универзитет уметности у Београду, Факултет примењених уметности, 2022. http://dx.doi.org/10.18485/smartart.2022.2.ch32.

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Johnson, Brad, and Hal Bowman. "Any Day of the School Year Can Become the New First Day of School." In Dear Teacher. Routledge, 2021. http://dx.doi.org/10.4324/9781003125280-38.

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Mushin, Ilana, Rod Gardner, and Claire Gourlay. "From instructions to task – what children do." In Effective Task Instruction in the First Year of School. Routledge, 2021. http://dx.doi.org/10.4324/9780367809379-5.

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Mushin, Ilana, Rod Gardner, and Claire Gourlay. "Conversation analysis in the classroom." In Effective Task Instruction in the First Year of School. Routledge, 2021. http://dx.doi.org/10.4324/9780367809379-3.

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Conference papers on the topic "First year school superintendents"

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Da Costa Santos, Marinalva, Rogerio Santos Pedroso, Amanda Marques Cavichioli, and Catia Helena Soares Barni. "The Pedagogical Use of the Online Digital Weather Station in Teaching Mathematics to First-Year Elementary School Students." In 2024 Brazilian Symposium on Robotics (SBR), and 2024 Workshop on Robotics in Education (WRE). IEEE, 2024. https://doi.org/10.1109/sbr/wre63066.2024.10837863.

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Miller, Jason. "Student Teaching Placement and First-Year School Grade-Level Preference and First-Year Teacher Retention." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2097934.

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Prencipe, Monica, and Claudia Mattogno. "Building memories/Writing new narratives. Discovering the Italian ‘Tecniche Sapienti’." In ICAG 2023 - VI INTERNATIONAL CONFERENCE ON ARCHITECTURE AND GENDER. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/icag2023.2023.16726.

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In Italy many women have contributed to transforming the physical space: designers, philanthropists, landscape architects and city planning councilors, as well as militants and activists. Even after a series of pioneering studies since the 1990s – like the ones from the Milanese ‘Gruppo Vanda’ or the Roman ‘La Casa di Eva’– we still know very little about their work and impact on the wide discipline of architecture. Only in December 2021, the first all-female exhibition was inaugurated by the most important Italian architectural museum: the retrospective Good News. Women in Architecture at the
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Babchik, Zipora, and Orna Schatz - Oppenheimer. "NARRATIVES OF SCHOOL PRINCIPALS IN THEIR FIRST YEAR AT WORK." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0927.

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Yahya, Adnan H. "The inteaction between high school curriculum and first year college courses." In the 41st ACM technical symposium. ACM Press, 2010. http://dx.doi.org/10.1145/1734263.1734403.

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Vanková, Katarína. "Language Maturity In Roma Children In The First Year Of School Attendance." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.78.

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Rauchas, Sarah, Benjamin Rosman, George Konidaris, and Ian Sanders. "Language performance at high school and success in first year computer science." In the 37th SIGCSE technical symposium. ACM Press, 2006. http://dx.doi.org/10.1145/1121341.1121467.

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Downey, Christopher. "Diagnosing School Improvement Priorities During the First Year of a New Principal." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1446828.

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Yasmin, Maya, and Duryati. "Hardiness, Sense of Belonging, and Homesickness among First-year Boarding School Students." In International Conference of Mental Health. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0011094900003368.

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Cole, Darnell. "Latina Students From College Preparatory Charter High School to First Year of College." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1441086.

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Reports on the topic "First year school superintendents"

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Russell, Christina A., Juliet Diehl Vile, Elizabeth R. Reisner, Christina E. Simko, Monica B. Mielke, and Ellen Pechman. Evaluation of the Out-of-School Time Initiative: Report on the First Year. Policy Studies Associates, Inc., 2008. http://dx.doi.org/10.59656/yd-os0995.002.

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Russell, Christina A., Jennifer LaFleur, Troy A. Scott, and Elizabeth R. Reisner. Evaluation of The Beacon Community Centers Middle School Initiative: Report on the First Year. Policy Studies Associates, Inc., 2009. http://dx.doi.org/10.59656/yd-os0787.001.

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Russell, Christina A., Elizabeth R. Reisner, Lee M. Pearson, Kolajo P. Afolabi, Tiffany D. Miller, and Monica B. Mielke. Evaluation of the Out-of-School Time Initiative: Report on the First Year: Executive Summary. Policy Studies Associates, Inc., 2006. http://dx.doi.org/10.59656/yd-os0995.003.

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Grimes, Daniel. Peers' Academic Coping as a Resource for Academic Engagement and Motivational Resilience in the First Year of Middle School. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7374.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six cou
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Wernert, Nicole, Sima Rodrigues, Marina Schmid, and Catherine Underwood. TIMSS 2023 Australia. Volume II: Student and school characteristics. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-756-4.

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This is the second of 2 reports that look at the results of TIMSS 2023 and Australia’s performance. This report, Volume II, presents the results from the contextual questionnaires, and examines the home, school, and classroom contexts in which learning and achievement occur, as well as student attitudes. Each chapter focuses on different indicators concerning the school community; the school learning environment; mathematics and science teacher characteristics; mathematics and science classroom learning environments; and, students’ attitudes and beliefs and use of technology. Together, the dif
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Andrabi, Tahir, Natalie Bau, Jishnu Das, and Asim I. Khwaja. Heterogeneity in School Value-Added and the Private Premium. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/116.

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Using rich panel data from Pakistan, we compute test score based measures of quality (School Value-Addeds or SVAs) for more than 800 schools across 112 villages and verify that they are valid and unbiased. With the SVA measures, we then document three striking features of the schooling environment. First, there is substantial within-village variation in quality. The annualized difference in learning between the best and worst performing school in the same village is 0.4 sd; compounded over 5 years of primary schooling, this difference is similar in size to the test score gap between low- and h
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Glewwe, Paul, and Kenn Chua. Learning Environments under COVID-Induced School Closures: Evidence from Vietnam. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/056.

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The COVID-19 pandemic has disrupted the education of over 1.5 billion students globally. A majority of students live in countries where schools were either fully closed or were operational only through remote access. As school disruptions are likely to have lasting impacts on children’s human capital accumulation, data documenting how schools and households have adapted to this new learning environment have the potential to provide information on how to curb the adverse effects of school closures on children’s educational progress. Using a telephone survey, the RISE Vietnam country research te
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Wachen, John, Steven McGee, Don Yanek, and Valerie Curry. Coaching Teachers of Exploring Computer Science: A Report on Four Years of Implementation. The Learning Partnership, 2021. http://dx.doi.org/10.51420/report.2021.1.

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Abstract:
In this technical report, we examine the implementation of a coaching model for teachers of the Exploring Computer Science course in Chicago Public Schools over a period of four academic years (from 2016-2017 to 2019-2020). We first provide a description of the coaching model and how it evolved over time. Next, we present findings from a descriptive analysis of data collected through logs of coaching interactions and surveys of ECS teacher coaches during the 2019-2020 school year. Coaching logs and survey data were also collected during the 2018-2019 school year and, where appropriate, we comp
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