Gotowe bibliografie tematyczne / Principal support / Rozprawy doktorskie
Kliknij ten link, aby zobaczyć inne rodzaje publikacji na ten temat: Principal support.

Rozprawy doktorskie na temat „Principal support”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 5 lutego 2022

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Sprawdź 50 najlepszych rozpraw doktorskich naukowych na temat „Principal support”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Przeglądaj rozprawy doktorskie z różnych dziedzin i twórz odpowiednie bibliografie.

1

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

Pełny tekst źródła
Streszczenie:
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
Style APA, Harvard, Vancouver, ISO itp.
2

Sorapuru, Reina Bianca Heron. "Alternatively Certified Teachers' Perceptions of Principal Support." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/276.

Pełny tekst źródła
Streszczenie:
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
Style APA, Harvard, Vancouver, ISO itp.
3

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.

Pełny tekst źródła
Streszczenie:
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
Style APA, Harvard, Vancouver, ISO itp.
4

Dumler, Carolyn Marie. "Principal Behaviors That Support First-Year Teacher Retention." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195697.

Pełny tekst źródła
Streszczenie:
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
Style APA, Harvard, Vancouver, ISO itp.
5

Perelli, Todd Edward. "Principal Support and Academic Optimism in Urban High Schools." W&M ScholarWorks, 2018. https://scholarworks.wm.edu/etd/1530192495.

Pełny tekst źródła
Streszczenie:
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
Style APA, Harvard, Vancouver, ISO itp.
6

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.

Pełny tekst źródła
Streszczenie:
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;
Style APA, Harvard, Vancouver, ISO itp.
7

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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

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.

Pełny tekst źródła
Streszczenie:
<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
Style APA, Harvard, Vancouver, ISO itp.
9

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.

Pełny tekst źródła
Streszczenie:
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
Style APA, Harvard, Vancouver, ISO itp.
10

Bressler, Kathleen M. "The relationship of high school teachers' job satisfaction to principal support." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618847.

Pełny tekst źródła
Streszczenie:
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
Style APA, Harvard, Vancouver, ISO itp.
11

Cagle, Karen E. "Faculty perceptions of principal support and change orientation in Virginia high schools." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618563.

Pełny tekst źródła
Streszczenie:
Similar to other organizations, change is a part of any school setting. In this time of necessary educational transformation, school principals must have the knowledge and skills to be change agents. This study sought to expand on existing research on change orientation by examining how principal support affects the faculty's receptivity to institutional change. Thus, the focus of this study was to explore the relationship between two dimensions of principal support and three aspects of change orientation. The Principal Support Scale (PSS) and Faculty Change Orientation Scale (FCOS) were used
Style APA, Harvard, Vancouver, ISO itp.
12

Flad, Betty Hutchinson. "Relationships Between Teacher Perceptions of Principal Support and Teacher Allocation of Time." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1340.

Pełny tekst źródła
Streszczenie:
The purpose of this study was to investigate teacher allocation of time and to examine if that allocation of time was related to teacher perceptions of principal behaviors and school policies. The study emerged from a review of the time-on-task literature and the principal effectiveness literature which suggested that teacher allocation of time might be related to principal behaviors and school policies. Three research questions were posed: (1) How do teachers allocate time to teaching responsibilities? (2) What perceptions do teachers have of principal behaviors and school policies at their s
Style APA, Harvard, Vancouver, ISO itp.
13

Weston, Tracie Amos. "Non-Pecuniary Factors Impacting the Retention of New Teachers at the Secondary Level in One Virginia School Division." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51761.

Pełny tekst źródła
Streszczenie:
The purpose of this study was to measure the influence of teacher preparation experiences, collegial support, and principal support on new teachers' decisions to remain in the teaching profession. Quantitative research was conducted using data from an electronic survey to examine the impact the three predictor variables had on the likelihood of a new teacher remaining in the profession beyond five years. Research explored the precipitating theory based on scholarly literature, that teachers who are well prepared with practical experiences, and who feel supported and valued by their colleague
Style APA, Harvard, Vancouver, ISO itp.
14

Icin, Eylem B. "Central Office Leaders' Role in Supporting Principal Human Capital in a Turnaround District." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107989.

Pełny tekst źródła
Streszczenie:
Thesis advisor: Martin Scanlan<br>This qualitative case study explored the role central office leaders played in recruiting, developing and retaining principal human capital in Lawrence Public Schools. One of the key strategies of central office transformation is the creation of assistance relationships with principals, which serves as the conceptual framework for this study. Data was gathered from interviews with central office leaders and principals as well as a document review. The results of the study found that central office leaders targeted principals with certain characteristics and re
Style APA, Harvard, Vancouver, ISO itp.
15

Robinson, Jack A. "Principals' Perspectives on Adolescent Literacy Implementation and Support in Secondary Schools: Views through A Sociocultural Lens." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/17.

Pełny tekst źródła
Streszczenie:
Research findings indicate that many adolescents are struggling with reading. Although there is a great deal of research related to helping elementary age children to enhance their reading skills, there is less research regarding assistance for adolescent readers. Research findings also indicate the importance of the school principal in implementing, supporting, and supervising instruction. There is significantly less research available regarding processes that a principal can utilize to implement and support adolescent literacy practices. Five secondary school principals were interviewed in d
Style APA, Harvard, Vancouver, ISO itp.
16

Regacho-Anaclerio, Renee D. "Principal behaviors and practices that support the development of a standards-based instructional system." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2350.

Pełny tekst źródła
Streszczenie:
This qualitative study sought to identify the common behaviors and practices of principals in high achieving standards-based schools. Three schools were examined in the study. These schools were selected from a ten county area and had demonstrated consistent and unusual growth on the Academic Performance Index (API). The practices of principals were identified through a phenomenological study of the experiences of successfully implementing a standards-based instructional system. Principals were interviewed individually, and focus groups of teachers were interviewed separately. Both groups were
Style APA, Harvard, Vancouver, ISO itp.
17

Lusher, Jamie S. "Principals' Leadership Support for Intervention in the Middle Grades." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1408699049.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
18

Francone, Jennifer. "Systems of Support for Elementary School Principals: A Case Study." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3491.

Pełny tekst źródła
Streszczenie:
Principals need support throughout their careers in order to lead effectively and promote continuous improvement. However, some elementary school principals of small, rural schools lack access to structured systems of support that could increase their knowledge and skills as instructional leaders. The purpose of this study was to examine a central California school district's existing system of support for elementary school principals to learn the essential features that could be used to provide support for principals of small, rural schools. Informed by the Principal Support Framework provide
Style APA, Harvard, Vancouver, ISO itp.
19

Methner, Gereon V. "Perceptions of Administrative Support and Follower Readiness in Middle School Teachers." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1383582751.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
20

McGarrigle, Donna M. "The Role of Leadership in Social-Emotional Learning Implementation: Principal and Counselor Practices to Support Social-Emotional Learning." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107977.

Pełny tekst źródła
Streszczenie:
Thesis advisor: Vincent Cho<br>This case study of a public school district in the Northeast United States explores the leadership practices of elementary and middle school counseling staff and principals in supporting SEL, using a distributed leadership framework (Spillane, 2006). Data sources included 24 interviews with administrators, guidance counselors and social workers and document review. Findings indicate counseling staff support students and staff in a variety of ways through both formal and informal leadership practices. Principals support SEL by establishing SEL programs or strategi
Style APA, Harvard, Vancouver, ISO itp.
21

Palermo, Thelma D. "Practices of Elementary Principals in Influencing New Teachers to Remain in Education." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27041.

Pełny tekst źródła
Streszczenie:
The grounded theory presented in this study describes practices elementary principals utilize in influencing new teachers to remain in education. Eleven teachers and three elementary principals from one school division in Virginia participated in this study. Interview data were collected, elementary principals were shadowed, and documents were analyzed. Thematic categories and sub categories were formed through data analysis. The grounded theory that resulted from this study is: principals who create an atmosphere of trust, of mutual respect, and of service to children within a school foster t
Style APA, Harvard, Vancouver, ISO itp.
22

Hall, William Jr. "Perceptions of the Virginia Elementary Principal's Role in Supporting New Teacher Induction." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1956.

Pełny tekst źródła
Streszczenie:
This study investigates the perceptions surrounding the role Virginia elementary school principals play in supporting the induction of new teachers. Attention is given to the type of the principal’s support, the frequency of support, and the perceived importance assigned that support. Because the Virginia Department of Education has encouraged the use of one of three specific models of induction (the ETS Pathwise model, Fairfax Virginia’s Great Beginnings model, or the New Teacher Center “Santa Cruz” model) or a locally, research-based model, additional attention is placed on the impact traini
Style APA, Harvard, Vancouver, ISO itp.
23

Richter, Mary M. "The relationship between principal leadership skills and school-wide positive behavior support an exploratory study /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4443.

Pełny tekst źródła
Streszczenie:
Thesis (Ph. D.) University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 6, 2007) Includes bibliographical references.
Style APA, Harvard, Vancouver, ISO itp.
24

Ramolefe, Edwin. "How secondary school educators experience principal support during the implementation of Outcomes-Based Education (OBE)." Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-12062004-102701/.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
25

Ramolefe, Edwin. "How secondary school educators experience principal support during the implementation of Outcomes-Based Education (OBE)." Diss., University of Pretoria, 2004. http://hdl.handle.net/2263/30138.

Pełny tekst źródła
Streszczenie:
This research seeks to examine the experience of educators regarding the support they receive from their principals during the implementation process of OBE at secondary school level. The study thus intends to explore the reaction of educators towards OBE as a newly introduced approach in South Africa and the impact of managerial support to educators towards the implementation of OBE. This study is a case study of two secondary schools at Vuwani in Limpopo Province. The study uses the questionnaires, face-to-face interview and focus group interviews to collect data. Questionnaires were distrib
Style APA, Harvard, Vancouver, ISO itp.
26

Carter, James Alden. "Relational Trust, Social Connections, and Improving Principal Practice: 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:106794.

Pełny tekst źródła
Streszczenie:
Thesis advisor: Joseph O'Keefe<br>Thesis advisor: James Marini<br>Using social capital theory as a conceptual framework, this qualitative study of one Massachusetts district analyzed how principals’ relational trust and interconnectedness with central office administrators (COAs) correlated with their perceptions of district efforts to support their growth and development. Data included interviews with principals and COAs and document analyses. Findings revealed a decided split among principals, with some reporting high trust levels and close connections with COAs and others reporting distrust
Style APA, Harvard, Vancouver, ISO itp.
27

Battle, Elizabeth M. "Keeping the Exceptional Teacher: The Effects of Principal Support on Lateral Entry Special Programs' Teacher Retention." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-04072008-210648/.

Pełny tekst źródła
Streszczenie:
A qualitative study using narrative analysis on special program teacher turnover with a focus on the needs of the lateral entry teacher. Both traditionally and lateral entry teachers from four pathways: exiters, switch schools, stay at the same school, and switch into regular education, were interviewed for a total of eight interview participants. Their responses were transcribed and coded in Atlas Ti. The researcher used narrative analysis to look for common themes or âstoriesâ among the participants. The common themes included a description of the job itself and stressors, a description of p
Style APA, Harvard, Vancouver, ISO itp.
28

Pace, John D. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091530.

Pełny tekst źródła
Streszczenie:
This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to col
Style APA, Harvard, Vancouver, ISO itp.
29

Lewis, Michael Anthony. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091653.

Pełny tekst źródła
Streszczenie:
This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to col
Style APA, Harvard, Vancouver, ISO itp.
30

Crews, Tracey Daws. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091510.

Pełny tekst źródła
Streszczenie:
This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to col
Style APA, Harvard, Vancouver, ISO itp.
31

Fisher, Thomas Cornell. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091990.

Pełny tekst źródła
Streszczenie:
This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to col
Style APA, Harvard, Vancouver, ISO itp.
32

Diggs, Try K. "Principal Support: Its Impact On Job Satisfaction And Early Career Teachers' Decisions To Remain In Teaching." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091719.

Pełny tekst źródła
Streszczenie:
This dissertation explored a growing concern - the lack of retention of early career teachers (ECTs). We investigated the perceptions of a large sample of ECTs regarding how principal support and job satisfaction affects their decisions to remain in or leave the field of education. We employed an exploratory mixed approach based on a framework derived from DiPaola's (2012) work on principal support. Three surveys collected ECTs' perceptions of principal support, job satisfaction, and their intention to remain in teaching. A series of semi-structured focus group interviews were also used to col
Style APA, Harvard, Vancouver, ISO itp.
33

Bennet-Costi, Betsy. "Perceived Administrative Support for Teachers of Urban At-risk Students." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1259.

Pełny tekst źródła
Streszczenie:
The purpose of this study was to investigate effective administrative support for successful teachers of urban at-risk students. The main difficulty in studying administrative support is that it comes in so many ways. Johnson’s (1990) theory of workplace variables and Butterworth's (1981) social exchange theory were the basis for this study. Failures of at-risk students threaten the well being of public schools and have become a generally recognized social problem of national priority. This study explores how principals act to influence the success of teachers as they work with at-risk stude
Style APA, Harvard, Vancouver, ISO itp.
34

Schmid, Christian, and Yigal Gerchak. "How should a principal reward and support agents when firm performance is characterized by success or failure?" John Wiley & Sons, Ltd, 2019. http://dx.doi.org/10.1002/mde.3006.

Pełny tekst źródła
Streszczenie:
Principal-agent models with multiple agents typically assume that the principal wishes to maximize the sum of the agents' achievements (net of the rewards paid to them). But in many settings, like R&D, all that the principal "Needs" is that at least one agent will be "successful." We identify settings where the principal actually wants agents to refrain from exerting high effort in order to save expected compensation. We show that the number of agents can decrease in the project's value for the principal. We also consider sequential efforts and investigate settings where the principal ca
Style APA, Harvard, Vancouver, ISO itp.
35

Yu, Jie. "Classification of Genotype and Age of Eyes Using RPE Cell Size and Shape." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/math_theses/118.

Pełny tekst źródła
Streszczenie:
Retinal pigment epithelium (RPE) is a principal site of pathogenesis in age-related macular de-generation (AMD). AMD is a main source of vision loss even blindness in the elderly and there is no effective treatment right now. Our aim is to describe the relationship between the morphology of RPE cells and the age and genotype of the eyes. We use principal component analysis (PCA) or functional principal component method (FPCA), support vector machine (SVM), and random forest (RF) methods to analyze the morphological data of RPE cells in mouse eyes to classify their age and genotype. Our analyse
Style APA, Harvard, Vancouver, ISO itp.
36

Pötzelberger, Klaus. "The General Quantization Problem for Distributions with Regular Support." Department of Statistics and Mathematics, WU Vienna University of Economics and Business, 1999. http://epub.wu.ac.at/1508/1/document.pdf.

Pełny tekst źródła
Streszczenie:
We study the asymptotic behavior of the quantization error for general information functions and prove results for distributions P with regular support. We characterize the information functions for which the uniform distribution on the set of prototypes converges weakly to P. (author's abstract)<br>Series: Forschungsberichte / Institut für Statistik
Style APA, Harvard, Vancouver, ISO itp.
37

Tindle, Jennifer A. "Dimensions of Principal Support Behaviors and their Relationship to Organizational Citizenship Behaviors and Student Achievement in High Schools." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618523.

Pełny tekst źródła
Streszczenie:
This research was designed with the primary purpose of identifying the dimensions of principal support perceived by public high school teachers in Virginia and identifying the relationship between principal support and organizational citizenship behaviors. In addition, this study also examined the relationship between principal support and student achievement; organizational citizenship and student achievement, as well as the interaction of Principal Support, Organizational Citizenship Behaviors and Student Achievement when controlling for SES. Participants in the study were self-selected afte
Style APA, Harvard, Vancouver, ISO itp.
38

Krug, Maria Terese. "Academic optimism, organizational citizenship behavior, and principal support: An examination of factors effecting teacher agency in elementary schools." W&M ScholarWorks, 2015. https://scholarworks.wm.edu/etd/1593092089.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
39

Rinck, Jennifer. "Leading and Learning: Principal and Instructional Leadership Team Implementation of a District Multi-Tiered System of Support Initiative." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7356.

Pełny tekst źródła
Streszczenie:
There are gaps in the literature between implementation research and organizational learning describing how local school systems successfully implement initiatives that change practices within school sites. Until recently, there has been a pattern for federal and state policies to overlook the role of the local school district in impacting school reform efforts (Honig & Copland, 2008; Knapp, 2008). With the importance of the school district gaining attention from researchers and policy makers, research on various aspects of district based reform efforts is expanding (Knapp, 2008). However, t
Style APA, Harvard, Vancouver, ISO itp.
40

Willis, Cassandra B. "EXAMINING THE RELATIONSHIP OF ADMINISTRATIVE SUPPORT ON EARLY CAREER SPECIAL EDUCATION TEACHERS’ RETENTION DECISIONS." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5751.

Pełny tekst źródła
Streszczenie:
The purpose of this study was to examine the relationship between administrative support and retention of early career special education teachers. Research has shown that there is a shortage of special education teachers; however, teachers leaving the field may be driving the shortages. Based on the work of Schein’s (2003) theory of organizational culture, this study identified how different types of support (i.e., emotional, instructional, technical, and environmental) can influence early career special education teachers’ decision to remain in their current position. Participants, including
Style APA, Harvard, Vancouver, ISO itp.
41

Smith, Thelma Gray. "A Principal's Leadership in the Implementation and Support of Inclusion." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77353.

Pełny tekst źródła
Streszczenie:
The Individuals with Disabilities Education Improvement Act (IDEIA) 2004 requires schools to provide students with disabilities with all the academic opportunities, services, and extracurricular involvement afforded non-disabled peers and with non-disabled peers. Accountability measures resulting from the law, No Child Left Behind Act (NCLB), place increased emphasis on the performance of students with disabilities who must be included in the state assessment system, and meet the levels of proficiencies identified by the state for Adequate Yearly Progress in reading and math no later than 2013
Style APA, Harvard, Vancouver, ISO itp.
42

Hedberg, Rikard. "Tree species classification using support vector machine on hyperspectral images." Thesis, Linköping University, Department of Electrical Engineering, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54648.

Pełny tekst źródła
Streszczenie:
<p>For several years, FORAN Remote Sensing in Linköping has been using pulseintense laser scannings together with multispectral imaging for developing analysismethods in forestry. One area these laser scannings and images are used for is toclassify the species of single trees in forests. The species have been divided intopine, spruce and deciduous trees, classified by a Maximum Likelihood classifier.This thesis presents the work done on a more spectrally high-resolution imagery,hyperspectral images. These images are divided into more, and finer gradedspectral components, but demand more signal
Style APA, Harvard, Vancouver, ISO itp.
43

Terrones, Michael. "A precise robotic arm positioning using an SVM classification algorithm." Diss., Online access via UMI:, 2007.

Znajdź pełny tekst źródła
Streszczenie:
Thesis (M.S.)--State University of New York at Binghamton, Department of Systems Science and Industrial Engineering, Thomas J. Watson School of Engineering and Applied Science, 2007.<br>Includes bibliographical references.
Style APA, Harvard, Vancouver, ISO itp.
44

Stonner, Nancy C. "Middle level teacher preparation and support : first-year teachers' perceived competence and influencing factors /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924931.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
45

Littrell, Peggy Creasey. "The effects of principal support on general and special educators' stress, job satisfaction, health, school commitment, and intent to stay in teaching." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10032007-171537/.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
46

Burbic, Jessica Elizabeth. "Assistant Principals' Self-Reported Levels of Preparedness to Support Special Education Teachers and Programming." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103350.

Pełny tekst źródła
Streszczenie:
ABSTRACT The purpose of this study is to identify assistant principals' self-reported levels of preparedness to support special education teachers and programming. "Special education is a federal mandate that is governed by state and local policies. For schools to provide a free and appropriate public education to students with disabilities, school leaders must be competent in order to effectively lead these programs" (Thompson, 2017, p. 46). In Virginia, special education is the highest critical shortage category of the top ten academic disciplines identified in the annual survey and has be
Style APA, Harvard, Vancouver, ISO itp.
47

Huffman, Diane Sue Burnside. "Support and mistreatment by public school principals as experienced by teachers: A statewide survey." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1430326406.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
48

Prather, JoNataye Arnitra. "A View from the Principal's Office: A Grounded-Theory Exploration of Principals' Perceptions of Non-Academic Barriers to Learning: Implications for School Social Work." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276782016.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
49

Lee, Ho-Jin. "Functional data analysis: classification and regression." Texas A&M University, 2004. http://hdl.handle.net/1969.1/2805.

Pełny tekst źródła
Streszczenie:
Functional data refer to data which consist of observed functions or curves evaluated at a finite subset of some interval. In this dissertation, we discuss statistical analysis, especially classification and regression when data are available in function forms. Due to the nature of functional data, one considers function spaces in presenting such type of data, and each functional observation is viewed as a realization generated by a random mechanism in the spaces. The classification procedure in this dissertation is based on dimension reduction techniques of the spaces. One commonly used metho
Style APA, Harvard, Vancouver, ISO itp.
50

Azarmehr, Ramin. "Real-time Embedded Age and Gender Classification in Unconstrained Video." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32463.

Pełny tekst źródła
Streszczenie:
Recently, automatic demographic classification has found its way into embedded applications such as targeted advertising in mobile devices, and in-car warning systems for elderly drivers. In this thesis, we present a complete framework for video-based gender classification and age estimation which can perform accurately on embedded systems in real-time and under unconstrained conditions. We propose a segmental dimensionality reduction technique utilizing Enhanced Discriminant Analysis (EDA) to minimize the memory and computational requirements, and enable the implementation of these classifier
Style APA, Harvard, Vancouver, ISO itp.
Możesz być także zainteresowany bibliografiami na temat „Principal support” dla innych typów źródeł:
Artykuły w czasopismach Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii