Relevant bibliographies by topics / Principal support

Contents

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

Academic literature on the topic 'Principal support'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Principal support"

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Ngang, Tang Keow, and Lim Chap Sam. "Principal Support in Lesson Study." Procedia - Social and Behavioral Sciences 205 (October 2015): 134–39. http://dx.doi.org/10.1016/j.sbspro.2015.09.040.

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Krovetz, Martin L. "Principal Support Network: Collegial Support for School Restructuring." NASSP Bulletin 79, no. 574 (November 1995): 69–74. http://dx.doi.org/10.1177/019263659507957412.

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Adams, Curt, and Jentre Olsen. "Principal support for student psychological needs." Journal of Educational Administration 55, no. 5 (August 7, 2017): 510–25. http://dx.doi.org/10.1108/jea-05-2016-0045.

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Purpose Although leadership evidence highlights the importance of cooperative principal-teacher relationships, research has not looked thoroughly at the content behind principal-teacher interactions. The purpose of this paper is to use self-determination theory and organizational conversation to develop principal support for student psychological needs (PSSPN), a concept that represents principal-teacher interactions based on social and psychological factors contributing to student learning. The empirical part of the study tests the relationship between PSSPN and faculty trust in students and
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Pass, Michael W., Kenneth R. Evans, John Lastovicka, and John L. Schlacter. "Manufacturers’ Representative–Principal Relationship Management: A Principal Leadership Style and Support Perspective." Journal of Relationship Marketing 11, no. 3 (July 2012): 125–48. http://dx.doi.org/10.1080/15332667.2012.704347.

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Ax, Mary, Greg Conderman, and J. Todd Stephens. "Principal Support Essential for Retaining Special Educators." NASSP Bulletin 85, no. 621 (January 2001): 66–71. http://dx.doi.org/10.1177/019263650108562108.

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Principals play a crucial role in the level of job satisfaction and the retention of special educators. This article highlights issues surrounding the need for administrative support, especially for teachers of children with emotional and/or behavioral disabilities (ED/BD).
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Mosrie, David. "An Effective Principal Training and Support System." NASSP Bulletin 74, no. 526 (May 1990): 12–15. http://dx.doi.org/10.1177/019263659007452604.

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Adams, Curt M., Jentre J. Olsen, and Jordan K. Ware. "The School Principal and Student Learning Capacity." Educational Administration Quarterly 53, no. 4 (March 1, 2017): 556–84. http://dx.doi.org/10.1177/0013161x17696556.

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Purpose: The purpose of this study was to define student learning capacity and to examine the role of the school principal in nurturing it. Method: The study used cross-sectional data from 3,175 students in 70 schools located in a metropolitan area of a Southwestern city. We tested three hypotheses by following a conventional modeling building process in HLM 7.0: Hypothesis 1—Principal Support for Student Psychological Needs (PSSPN) is related to school differences in student-perceived autonomy-support; Hypothesis 2—PSSPN is related to school differences in student-perceived competence-support
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Chunhong, Zheng, Jiao Licheng, and Li Yongzhao. "Support vector classifier based on principal component analysis." Journal of Systems Engineering and Electronics 19, no. 1 (February 2008): 184–90. http://dx.doi.org/10.1016/s1004-4132(08)60065-1.

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Daresh, John C. "Collegial Support: a Lifeline for the Beginning Principal." NASSP Bulletin 72, no. 511 (November 1988): 84–87. http://dx.doi.org/10.1177/019263658807251119.

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Honig, Meredith I., and Lydia R. Rainey. "Supporting principal supervisors: what really matters?" Journal of Educational Administration 57, no. 5 (September 9, 2019): 445–62. http://dx.doi.org/10.1108/jea-05-2019-0089.

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Purpose Districts across the country are calling on their principal supervisors to shift from mainly focusing on operations and compliance to dedicating their time to help principals grow as instructional leaders. Learning theory elaborates that such support for principals demands that supervisors take a teaching-and-learning approach – which the authors define as consistently using particular strategies that are characteristic of high quality teachers and mentors across various apprenticeship settings – to their work with principals on their instructional leadership. Prior research on leaders
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Dissertations / Theses on the topic "Principal support"

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Rogers, Richard Alan. "Performance coaching as a support for new principals." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2527.

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The problem of this study was that too few new principals have the requisite skills to effectively manage their time, the school's instructional program, and the myriad interpersonal communications that they have on a daily basis. To be able to handle the aforementioned tasks and all of their other duties, they often need support from a veteran, often referred to as a coach. Therefore, the purpose of this study was to examine how performance coaching of elementary school principals helped to ensure that leaders behave in such a way that best organizational practices are continuously implemente
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Sorapuru, Reina Bianca Heron. "Alternatively Certified Teachers' Perceptions of Principal Support." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/276.

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The purpose of this study was to examine the perceptions of alternatively certified teachers about the support they receive from their principal, assigned mentor, and other teachers to address the challenges of teaching. The importance of those supports as they correlate to teacher satisfaction was determined. The primary research questions were, 1) Do first and second year alternatively certified teachers perceive that they are supported by their principals, assigned mentors, and other teachers? 2) What are the factors of that support they deem most important? There were two ancilla
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Lytle, Natalie Elizabeth. "The Relationship among Teacher Job Satisfaction, Trust in the Principal, and Principal Support." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1463413079.

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Every year across the United States, teachers feel higher demands placed on them. Teacher turnover rates are increasing, and fewer teachers are entering the field of education. Job dissatisfaction due to administrators’ dispositions is one of the reasons teachers often cite when leaving the profession. The purpose of this research study is to identify the relationship among three variables: teacher job satisfaction, principal support, and trust teachers have in their principal. Quantitative data from the Principal Support Scale, Omnibus T-Scale, and Teacher Satisfaction Scale were analyzed to
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Dumler, Carolyn Marie. "Principal Behaviors That Support First-Year Teacher Retention." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195697.

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High attrition during the first few years of teaching is a long-standing dilemma. Research findings vary somewhat according to specific studies, but it is estimated that about 30% of new teachers do not teach beyond two years, and within the first five years of teaching 40-50% leave the profession.Traditionally, discussions of new teacher induction have not considered the role of the school principal as significant (Carver, 2003). However, Brock & Grady (2001) found that beginning teachers identified the school principal as the most significant person in the school, as well as a key source o
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Perelli, Todd Edward. "Principal Support and Academic Optimism in Urban High Schools." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192495.

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The purpose of this study was to investigate the relationship between principal support and teacher academic optimism. The conceptual framework guiding this study proposed that the existing relationship between the constructs of teacher academic optimism could be related to principal support. Extant data from high school teachers in an urban setting provided quantitative data analysis of the four types of principal support (emotional, instrumental, informational, and appraisal) and whether they can predict the constructs of teacher academic optimism (teacher self-efficacy, teacher trust in par
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Banks, Dora Mae. "Identifying Principal Leadership Practices to Effectively Support Gifted Learners and Gifted Programs." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/102578.

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The success of gifted learners and gifted programs in public schools depends upon principals who are well versed in the needs of gifted learners (Gallagher and Gallagher, 1994). Principal leadership in setting direction, developing people, and redesigning the organization influences teaching and student achievement in schools (Leithwood et al., 2004). Research indicated limited knowledge of the unique social-emotional and academic needs of the gifted learner contributing to underachievement and underrepresentation in gifted education (Lewis, et al., 2007; Reis and McCoach, 2000; Rimm, 2008;
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Gonzalez, Deborah Renée. "Matters of perception : understanding and defining large district support for comprehensive high school principals /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7901.

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Bournes, Stephen Derrick. "Transforming the Underperforming| Principal Perceptions of Support in Turnaround Schools." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640877.

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<p> Research on turnaround schools suggests that school districts have had limited success in effectively turning around underperforming schools including how districts support turnaround principals. Furthermore, the research makes an explicit connection between the success of a turnaround, the principal, and district support. Absent from the literature is how turnaround principals experience this support. In this qualitative study, I examine the experiences of turnaround principals and their perceptions of the district support provided them. My research questions are: &ldquo;How do turnaround
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McNeil, Alexandra Montes. "Supporting Principal Professional Practice Through Evaluative Feedback: One District’s Implementation of the Massachusetts Model System for Educator Evaluation to Support the Growth and Development of Principals." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106799.

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Thesis advisor: Fr. Joseph O'Keefe<br>One of six studies examining one district’s implementation of the Massachusetts Model System of Educator Evaluation (MMSEE), this study examines how central office administrators (COAs) implement one of the central components of MMSEE, feedback. Feedback is intended to provide educators information and insight from supervisors with the intent to reflect on, improve and develop educators’ professional practice. Although there has been much research on principal evaluation, there has been little research on how feedback supports principals through the evalua
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Bressler, Kathleen M. "The relationship of high school teachers' job satisfaction to principal support." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618847.

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The purpose of this study was to examine the relationship between high school teacher job satisfaction, using an instrument that measures Herzberg's Two Factor Theory and principal support, using an adapted instrument from House's theory of administrative support. Data were collected by a team of researchers from 34 self-selected public Virginia high schools and consisted of 1276 teacher participants. Correlation and regression analyses were performed to find the relationship between teacher job satisfaction and principal support. The results showed no significant relationship between principa
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Books on the topic "Principal support"

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Improving school leadership through support, evaluation, and incentives: The Pittsburgh principal incentive program. Santa Monica, CA: RAND, 2012.

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Support for school management. London: Croom Helm, 1987.

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F, Gordon Molly, ed. Aligning student support with achievement goals: The secondary principal's guide. Thousand Oaks, Calif: Corwin Press, 2006.

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The challenges for new principals in the twenty-first century: Developing leadership capabilities through professional support. Charlotte, N.C: Information Age Pub., 2010.

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McNie, Bob. Headteacher management training and the development of support materials: A planning overview. London, England: Commonwealth Secretariat, 1991.

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Hayes, Alan Lauffer. What happened to Morning Prayer?: The service of the word as principal Sunday liturgy. Toronto: Wycliffe College, 1997.

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Fernández, Irene Arce. El desamparo de menores: Normativa y práctica del principado de Asturias. [Oviedo]: Universidad de Oviedo, 2011.

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(South), Korea. Agreement with Korea on Social Security: Message from the President of the United States transmitting an Agreement between the United States of America and the Republic of Korea on Social Security, which consists of two separate instruments--a principal agreement and an administrative arrangement, pursuant to 42 U.S.C. 433(e)(1). Washington: U.S. G.P.O, 1997.

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(South), Korea. Agreement with Korea on Social Security: Message from the President of the United States transmitting an Agreement between the United States of America and the Republic of Korea on Social Security, which consists of two separate instruments--a principal agreement and an administrative arrangement, pursuant to 42 U.S.C. 433(e)(1). Washington: U.S. G.P.O, 1997.

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(South), Korea. Agreement with Korea on Social Security: Message from the President of the United States transmitting an Agreement between the United States of America and the Republic of Korea on Social Security, which consists of two separate instruments--a principal agreement and an administrative arrangement, pursuant to 42 U.S.C. 433(e)(1). Washington: U.S. G.P.O, 1997.

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Book chapters on the topic "Principal support"

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Rogers, Laura K., Ellen B. Goldring, Mollie Rubin, Michael Neel, and Jason A. Grissom. "Managing time? Principal supervisors' time use to support principals." In How School Principals Use Their Time, 110–25. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429327902-7.

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Schönberger, Jörn. "Decision Support in Principal-Agent-Relationships." In Operations Research/Computer Science Interfaces Series, 63–81. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9682-4_4.

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Rogers, Laura K., Ellen Goldring, Mollie Rubin, and Jason A. Grissom. "Principal Supervisors and the Challenge of Principal Support and Development." In The Wiley Handbook of Educational Supervision, 433–57. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119128304.ch18.

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Koonsanit, Kitti, and Chuleerat Jaruskulchai. "Band Selection for Hyperspectral Image Using Principal Components Analysis and Maxima-Minima Functional." In Knowledge, Information, and Creativity Support Systems, 103–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24788-0_10.

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Artemiou, Andreas, and Min Shu. "A Cost Based Reweighted Scheme of Principal Support Vector Machine." In Springer Proceedings in Mathematics & Statistics, 1–12. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0569-0_1.

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Kämpke, T., and F. J. Radermacher. "Project Experiences and Some Principal Considerations Concerning Operations Research as an Interesting Branch of Science." In Models, Methods and Decision Support for Management, 111–35. Heidelberg: Physica-Verlag HD, 2001. http://dx.doi.org/10.1007/978-3-642-57603-4_7.

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Morris, Betty J. "Principal Support of Media Specialist and Teacher Collaboration: A Research Study." In Educational Media and Technology Yearbook, 291–306. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09675-9_20.

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McLeod, Suzanne E. "What Can a Principal Do to Support Teacher Collaboration for ELLs?" In Effective Teacher Collaboration for English Language Learners, 165–74. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003058311-13.

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Meng, Tong, Yuehui Chen, Wenzheng Bao, and Yi Cao. "Mal_PCASVM: Malonylation Residues Classification with Principal Component Analysis Support Vector Machine." In Intelligent Computing Theories and Application, 681–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84529-2_57.

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Torres-Molina, Richard, Carlos Bustamante-Orellana, Andrés Riofrío-Valdivieso, Francisco Quinga-Socasi, Robinson Guachi, and Lorena Guachi-Guachi. "Brain Tumor Classification Using Principal Component Analysis and Kernel Support Vector Machine." In Intelligent Data Engineering and Automated Learning – IDEAL 2019, 89–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33617-2_10.

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Conference papers on the topic "Principal support"

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Park, Joo-Ho, and Sooyong Byun. "PRINCIPAL SUPPORT, PROFESSIONAL LEARNING COMMUNITY, AND TEACHER EXPECTATIONS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1963.

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Yaicharoen, Auapong, and Kuo Yamada. "Improving Support Vector Classification Efficiency with Principal Component Analysis." In 2021 18th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology (ECTI-CON). IEEE, 2021. http://dx.doi.org/10.1109/ecti-con51831.2021.9454883.

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Qiu, Chenlu, and Namrata Vaswani. "Support-Predicted Modified-CS for recursive robust principal components' Pursuit." In 2011 IEEE International Symposium on Information Theory - ISIT. IEEE, 2011. http://dx.doi.org/10.1109/isit.2011.6034215.

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Kumari, Sunita, Pankaj Kumar Sa, and Banshidhar Majhi. "Gender classification by principal component analysis and support vector machine." In the 2011 International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1947940.1948011.

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Mishra, Anukriti, Albert M. K. Cheng, and Yunpeng Zhang. "Intrusion Detection Using Principal Component Analysis and Support Vector Machines." In 2020 IEEE 16th International Conference on Control & Automation (ICCA). IEEE, 2020. http://dx.doi.org/10.1109/icca51439.2020.9264568.

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Mulyaningtyas, Clarin, and Elly Matul Imah. "Barcode Recognition Using Principal Component Analysis and Support Vector Machine." In Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/miseic-18.2018.26.

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Binjie Xiao. "Defects detection based on principal component analyses and support vector machines." In 2010 International Conference On Computer and Communication Technologies in Agriculture Engineering (CCTAE). IEEE, 2010. http://dx.doi.org/10.1109/cctae.2010.5544326.

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Liliana, Dewi Yanti, and I. Made Agus Setiawan. "Face Recognition with Kernel Principal Component Analysis and Support Vector Machine." In 2019 International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS). IEEE, 2019. http://dx.doi.org/10.1109/icimcis48181.2019.8985199.

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Patel, H. M., A. V. Bhavsar, and S. K. Mitra. "Face recognition using modular principal component analysis and support vector machines." In IET International Conference on Visual Information Engineering (VIE 2006). IEE, 2006. http://dx.doi.org/10.1049/cp:20060505.

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Lin, Fang, Zhelong Wang, Debin Shen, Kaida Li, Hongyu Zhao, Sen Qiu, and Fang Xu. "Intelligent Flame Detection Based on Principal Component Analysis and Support Vector Machine." In 2019 Tenth International Conference on Intelligent Control and Information Processing (ICICIP). IEEE, 2019. http://dx.doi.org/10.1109/icicip47338.2019.9012179.

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Reports on the topic "Principal support"

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Flad, Betty. Relationships Between Teacher Perceptions of Principal Support and Teacher Allocation of Time. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1339.

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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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Research, Gratis. Regenerative Medicine: A Breakthrough in the Branch of Medicine. Gratis Research, November 2020. http://dx.doi.org/10.47496/gr.blog.04.

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Regenerative medicine, being an interdisciplinary field, applies the principle of engineering and life science to promote regeneration. Regenerative medicine supports the treatment of chronic diseases and acute insults
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Haring, Christopher, and David Biedenharn. Channel assessment tools for rapid watershed assessment. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40379.

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Existing Delta Headwaters Project (DHP) watershed stabilization studies are focused on restoration and stabilization of degraded stream systems. The original watershed studies formerly under the Demonstration Erosion Control (DEC) Project started in the mid 1980s. The watershed stabilization activities are continuing, and because of the vast number of degraded watersheds and limited amount of yearly funding, there is a need for developing a rapid watershed assessment approach to determine which watersheds to prioritize for further work. The goal of this project is to test the FluvialGeomorph (
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Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, July 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

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The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exp
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Aruguete, Natalia, Ernesto Calvo, Carlos Scartascini, and Tiago Ventura. Trustful Voters, Trustworthy Politicians: A Survey Experiment on the Influence of Social Media in Politics. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003389.

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Recent increases in political polarization in social media raise questions about the relationship between negative online messages and the decline in political trust around the world. To evaluate this claim causally, we implement a variant of the well-known trust game in a survey experiment with 4,800 respondents in Brazil and Mexico. Our design allows to test the effect of social media on trust and trustworthiness. Survey respondents alternate as agents (politicians) and principals (voters). Players can cast votes, trust others with their votes, and cast entrusted votes. The players rewards a
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McCarthy, Noel, Eileen Taylor, Martin Maiden, Alison Cody, Melissa Jansen van Rensburg, Margaret Varga, Sophie Hedges, et al. Enhanced molecular-based (MLST/whole genome) surveillance and source attribution of Campylobacter infections in the UK. Food Standards Agency, July 2021. http://dx.doi.org/10.46756/sci.fsa.ksj135.

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This human campylobacteriosis sentinel surveillance project was based at two sites in Oxfordshire and North East England chosen (i) to be representative of the English population on the Office for National Statistics urban-rural classification and (ii) to provide continuity with genetic surveillance started in Oxfordshire in October 2003. Between October 2015 and September 2018 epidemiological questionnaires and genome sequencing of isolates from human cases was accompanied by sampling and genome sequencing of isolates from possible food animal sources. The principal aim was to estimate the co
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Führ, Martin, Julian Schenten, and Silke Kleihauer. Integrating "Green Chemistry" into the Regulatory Framework of European Chemicals Policy. Sonderforschungsgruppe Institutionenanalyse, July 2019. http://dx.doi.org/10.46850/sofia.9783941627727.

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20 years ago a concept of “Green Chemistry” was formulated by Paul Anastas and John Warner, aiming at an ambitious agenda to “green” chemical products and processes. Today the concept, laid down in a set of 12 principles, has found support in various arenas. This diffusion was supported by enhancements of the legislative framework; not only in the European Union. Nevertheless industry actors – whilst generally supporting the idea – still see “cost and perception remain barriers to green chemistry uptake”. Thus, the questions arise how additional incentives as well as measures to address the ba
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), December 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school
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Innovative Solutions to Human-Wildlife Conflicts: National Wildlife Research Center Accomplishments, 2010. U.S. Department of Agriculture, Animal and Plant Health Inspection Service, April 2011. http://dx.doi.org/10.32747/2011.7291310.aphis.

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As the research arm of Wildlife Services, a program within the U.S. Department of Agriculture’s (USDA) Animal and Plant Health Inspection Service (APHIS), NWRC develops methods and information to address human-wildlife conflicts related to agriculture, human health and safety, property damage, invasive species, and threatened and endangered species. The NWRC is the only Federal research facility in the United States devoted entirely to the development of methods for effective wildlife damage management, and it’s research authority comes from the Animal Damage Control Act of 1931. The NWRC’s re
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