ethanporcaro/eric-fulltext-meta huggingface dataset:
Transforming Equity-Oriented Leaders: Principal Residency Network Program Evaluation
Author: Braun, Donna
Date: 2013-03-00
Type: Journal Articles
Subjects: Administrator Education,Program Evaluation,Mixed Methods Research,Principals,Outcomes of Education,Graduate Surveys,Feedback (Response),Questionnaires,Student Attitudes,Equal Education,Focus Groups,Mentors,Program Effectiveness,Inquiry,Graduates

After 12 years focused on developing school leaders who act as change agents for educational equity, the Principal Residency Network (PRN) partnered with Johnson and Wales University's Center for Research and 
Evaluation to conduct a utilization-focused (Patton, 2002) program evaluation funded by a grant from the Rhode Island Foundation. The PRN is a principal preparation program of the non-profit organization, the Center for 
Leadership and Educational Equity. This sequential explanatory mixed methods study explored PRN graduates' outcomes and perceptions of the program, with an overarching purpose of creating a coherent data collection 
and inquiry process to be used by program staff on an ongoing basis. Following the development of an evaluation framework, Phase I of the study consisted of collecting assessment data and feedback from current 
PRN participants, as well as administering a survey questionnaire to recent graduates of the program (N = 14), previously administered in 2005 (N = 21) and 2009 (N = 6). Phase II of this evaluation was designed to further 
explore recent graduates' perceptions of the nature and relevancy of the program in developing their commitment and skill to lead for equity in order to recommend program improvements; N = 7 participated in a 90 minute focus group. Findings indicated four conclusions from which recommendations were drawn: the program is achieving strong results, participants perceive the program to have an interconnected and coherent focus on preparing them to be equity-oriented leaders, the mentor is a critical component, and modeling the cycle of inquiry created through this evaluative study is important. (Contains 10 tables and 1 figure.)
Fostering a School Technology Vision in School Leader
Author: Richardson, Jayson W.
Date: 2013-03-00
Type: Journal Articles
Subjects: Technology Planning,Pretests Posttests,Doctoral Programs,Instructional Effectiveness,Benchmarking,Attitude Change,Student Attitudes,Technological Literacy,Instructional Leadership,Educational Technology,Educational Trends,Technology Uses in Education,Intervention,Educational Planning,Leadership Qualities,Graduate Students

This study focused on understanding how and to what extent school leaders shift their vision of school technology leadership as a result of being exposed to theoretical, practical, and empirical data focused on school technology leadership. Prior to the intervention, educational leadership doctoral students were asked to write their vision statement for school technology leadership. After completing a three-credit hour graduate level 
course developed around the National Educational Technology Standards for Administrators (NETS-A) (ISTE, 2011), the students were asked to revise their vision statement. Pre-and post-treatment analyses were conducted 
to determine the depth of conceptual shifts as measured by the technology leadership standards. The researchers found that each student experienced shifts in their vision that more closely aligned to the NETS-A. (Contains 5 tables.)
Lessons Learned in Preparing Principals to Become Instructional Leaders
Author: Gray, David L.
Date: 2013-03-00
Type: Journal Articles
Subjects: Principals,Administrator Education,Instructional Leadership,Participant Satisfaction,Administrator Attitudes,Program Effectiveness,Program Evaluation,Instructional Development,College School Cooperation,Educational Practices,Achievement Gains,Leadership Training,Mentors

Instructional Leadership faculty at the University of South Alabama redesigned their program's curricula between 2004 and 2006 to include new standards for instructional leaders. Seven of eleven public school
superintendents in the University's service area signed a Memorandum of Agreement with the College of Education to plan, implement, and evaluate the program. The redesigned program's capstone experience is a
full-semester in local schools to give residents opportunities to observe and lead teachers in improving student achievement. Data obtained from surveys and the Leadership Practices Inventory[C] reflect residents' and mentor principals' satisfaction with the program. Forty nine residents in eight cohorts indicated on their end-of-program survey that they wanted more time and interaction with mentor principals. Principals responded to a similar survey statement that they gave residents adequate guidance and ample feedback about job performance. These divergent perceptions will be a focal point for improving the program in the future. (Contains 1 table.)
Answering the Sustainability Question: A 3 Year Follow-up Report on a Wallace Foundation Training Grant Program and What Did Participants See as Important?
Author: Stearns, Michael A.
Date: 2013-03-00
Type: Journal Articles
Subjects: Participant Satisfaction,Followup Studies,Leadership Training,Educational Administration,Leadership Qualities,Urban Schools,Skill Development,Masters Degrees,Specialization,Program Descriptions,Program Evaluation,Program Effectiveness,Administrator Education,Instructional Development,Interviews,Sustainability,Graduate Surveys,Grants,Communities of Practice,Conflict Resolution,Generational Differences

In July 2008, Riverbend Public Schools (RPS) in Western Michigan and Grand Valley State University (GVSU) received a grant from the Wallace Foundation that supported the development of a specialized educational
leadership program. The project was designed to customize an existing degree program in the university's College of Education, focusing on leadership skill sets for urban school leaders. The project, titled the &quot;Aspiring Leaders Program,&quot; allowed 34 urban teachers and new principals to obtain a master's degree in educational leadership or an educational specialist degree in educational leadership with special expertise in urban schools.
The program ran from November 2008 through the fall semester of 2009. In the late fall of 2009 and again in 2012, follow-up studies were conducted to determine if this customized program had benefited the participants and if they continued to use the skill sets they had been taught. This study describes the 2012 three-year followup study and discusses its results. (Contains 2 tables.)
Prevalence of Evaluation Method Courses in Education Leader Doctoral Preparation
Author: Shepperson, Tara L.
Date: 2013-03-00
Type: Journal Articles
Subjects: Incidence,Leadership Training,Methods Courses,Evaluation Methods,Doctoral Programs,Educational Administration,Web Sites,Content Analysis,College Programs,Course Descriptions,Course Content,Student Participation,Administrator Education

This exploratory study investigated the prevalence of single evaluation methods courses in doctoral education leadership programs. Analysis of websites of 132 leading U.S. university programs found 62 evaluation methods courses in 54 programs. Content analysis of 49 course catalog descriptions resulted in five categories: survey, planning and implementation, research and inquiry, leadership and school improvement, special approaches, and original student research. Most often elective and outside the required curriculum, evaluation methods appear to hold a consistent but secondary place in doctoral leadership training, despite its applicability in education. (Contains 2 tables.)
21st Century Challenges in Higher Education: Strategic Changes and Unintended Consequences
Author: Beattie, James W.
Date: 2013-03-00
Type: Journal Articles
Subjects: Higher Education,Educational Change,Performance Factors,Educational Planning,Organizational Change,Educational Policy,Organizational Culture,Barriers,Leadership Effectiveness,Decision Making Skills,College Administration,Etiology,Change Strategies,Compliance (Psychology),Intervention

In part, because many planned organizational improvements fall short of their intended goals, higher education administrators have not been able to promote sustained improvements. Most university leaders have been promoted into leadership roles without experience and training to enable them to foresee and address unintended outcomes of their decision making; 
often, the culture in higher education institutions promotes continuation of the status quo. However, in times of crisis, such as those related to reductions in budgets, many unintended consequences develop as leaders attempt to address change. Unintended consequences have implications related to the success or failure of planned change and higher education 
administrators must address such outcomes appropriately. This article discusses issues related to unintended consequences of policy changes in higher education.
Knowledge of Effective Educational Leadership Practices
Author: Barton, Leigh T.
Date: 2013-03-00
Type: Journal Articles
Subjects: Self Evaluation (Individuals),Administrator Education,Graduates,Elementary Secondary Education,Pretests Posttests,Experience,Administrators,Program Effectiveness,Professional Development,Instructional Leadership,Educational Administration,Leadership Training,Learning Experience,Measures (Individuals),Principals,Job Skills,Employment Qualifications,Knowledge Level,Administrator Effectiveness,State Standards,Goal Orientation,School Culture,School Community Relationship,Ethics,Political Influences,Social Influences

This is the second part of a study conducted by Barton and Cox (2012) investigating administrative credential candidates' pre and post self-assessment results. Candidates who successfully complete principal preparation programs should possess the requisite knowledge and skills to assume leadership positions in P-12 schools. This study was designed to assess self-reported growth in knowledge of effective school leader practices connected to the California Professional Standards for Educational Leaders (CPSELs). A total of 82 candidates participated. Results indicated significant differences in pre and post knowledge disaggregated by CPSEL, total years of professional experience, and degree of change. Included are implications and future plans to improve the assessment of candidates based on these results. (Contains 3 tables.) [For the first part of this study, see EJ971659.]
Training Programme for Secondary School Principals: Evaluating its Effectiveness and Impact
Author: Hutton, Disraeli M.
Date: 2013-03-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Administrator Education,Program Evaluation,Program Effectiveness,Mixed Methods Research,Summative Evaluation,Graduates,Interviews,Statistical Analysis,Skill Development,Instructional Leadership,Collegiality,Self Esteem,Promotion (Occupational),Questionnaires,Likert Scales,Reliability,Secondary Schools,Job Skills

The article presents the evaluation of the training programme for secondary school principals conducted in the period between 2006 and 2009. A mixed method approach was used to conduct the summative evaluation with 28 graduate participants. For the impact evaluation, 15 of the graduates were interviewed three years after the programme was completed. The 
quantitative data was analyzed using means and standard deviation. The findings revealed that participants gained technical and relational skills but responses were less favourable in relation to cognitive or conceptual skills, while the support from lecturers and workplaces was strong but less favourable from the central ministry. There was a positive impact on 
participants' performance during the period of training, especially in the areas of confidence, collegiality and overall leadership. For the impact evaluation, graduates credited the programme for their promotion to become principals, vice principals, senior teachers or give added responsibilities. They identified areas to be enhanced for any further programme to include school law, financial management, policy development and interpretation, and conflict management and relational skills. The main recommendation is that for any further programme for the training of principals should be guided by the findings of the evaluation. (Contains 7 tables and 1 figure.)
How Principals Learn to Lead: The Comparative Influence of On-the-Job Experiences, Administrator Credential Programs, and the ISLLC Standards in the Development of Leadership Expertise among Urban Public School Principals
Author: Davis, Stephen H.
Date: 2013-03-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Comparative Analysis,Administrator Education,Work Experience,Standards,Expertise,Urban Schools,Public Schools,Statistical Analysis,School District Size,Interviews,Telephone Surveys,Online Surveys,Certification,Measures (Individuals),Mixed Methods Research

The purpose of this study was to examine the comparative influence of college administrator credential programs, on-the-job experiences, and the ISLLC Standards in the development of leadership expertise among urban public school principals. An exploratory, ex-post-facto research design used both quantitative and qualitative approaches. A survey of 101 randomly selected urban school principals from 25 of America&apos;s largest metropolitan school districts was given, followed by telephone interviews with a subset of 20 randomly selected survey participants. Data were analyzed through the use of inferential and descriptive statistics and descriptive narratives. On-the-job experiences were significantly more important in developing leadership expertise than college credential programs on each of 41 ISLLC-based learning tasks. However, college credential programs are also important sources of leadership development. Several significant differences were found between comparative ratings of learning tasks by subgroups (experience, gender, school type). Respondents ranked 78% of the ISLLC Standards as very important to the field of school leadership. Interview subjects expressed concern about lack of preparation in budgeting, data analysis, teacher evaluation, and change management. (Contains 8 tables and 3 footnotes)
Principal Internships in Indiana: A Promising or Perilous Experience?
Author: Lehman, Lynn
Date: 2013-03-00
Type: Journal Articles
Subjects: Principals,Internship Programs,Leadership Training,Administrator Education,Correlation,Instructional Leadership,School Administration,Academic Achievement,Surveys,Comparative Analysis,Improvement Programs,Context Effect,Qualitative Research,Educational Improvement,Program Effectiveness,Job Skills,Public Schools

Even after decades of use, designing and implementing worthwhile educational administrative internships remains a work in progress. What appears to be a logical conclusion that this experience would enhance the 
training of aspiring building leaders defies the gathering of definitive empirical evidence. The quest to validate what constitutes a successful internship experience intensified in the 1980s when research affirmed the positive relationship between effective school leadership and school performance. The research results contained in this study attempt to provide information that will lead to the improvement of internship experiences for aspiring school administrators. In order to accomplish this purpose, current building principals in Indiana were surveyed regarding their internship experiences in the areas of program structure, components of the internship, 
time requirements, and recommendations for improvement. This research is a replication of a 2009 study, &quot;Improving Administrative Internship Programs: Perceptions of Illinois Principals,&quot; authored by Thomas Kersten, Margaret Trybus, and Daniel White. The differences and similarities found in the comparison studies are discussed in the Summary and Conclusions. (Contains 2 tables and 9 figures.)
Decision-Making and Problem-Solving Practices of Superintendents Confronted by District Dilemmas
Author: Noppe, Rene
Date: 2013-03-00
Type: Journal Articles
Subjects: Decision Making,Administrator Attitudes,Superintendents,School Districts,Problem Solving,Surveys,Geographic Regions,Gender Differences,Preferences,School District Size,Scores,Educational Improvement,Federal Legislation,Administrator Characteristics,Instructional Leadership,Administrator Role,Educational Legislation,Leadership Responsibility,Work Experience,Conflict,Participative Decision Making,Educational Experience,Trust (Psychology),Motivation,Creativity,Rural Areas

The purpose of this study was to determine the decision-making and problem-solving approaches most frequently used by school superintendents in two mid-western states when confronted with district dilemmas. The research replicated a study conducted by Polka, Litchka, Caizi, Denig and Mete (2011) in five Mid-Atlantic states. The survey used in both studies was based on the work of Tarter and Hoy (1998). Results between the two regions were compared and significant differences were found in how superintendents manage dilemmas and their preferences for making decisions. In addition, significant differences were found between male and female superintendents in the mid-western states. (Contains 6 tables.)
Alternative Administrative Certification: Socializing Factors Influencing Program Choice
Author: Bickmore, Dana L.
Date: 2013-03-00
Type: Journal Articles
Subjects: Alternative Teacher Certification,Administrator Qualifications,Social Influences,Principals,Career Choice,Focus Groups,Change Agents,Socialization,Educational Innovation,Administrator Role,Self Concept,Decision Making,Outcomes of Education,Nontraditional Education,Semi Structured Interviews,Influences,Career Change,Time,Opportunities

This study used an organizational socialization lens to examine factors influencing participants&apos; decision to pursue the principalship and choice to engage in an alternate administration certification program. Through an 
analysis of participant focus groups and interviews, factors emerged from the codes that were compared with dimensions of a socialization framework. A key finding is the intersection of socializing factors that influenced 
participants&apos; decisions to pursue the principalship and their choice to pursue an alternative preparation program. Two factors that influenced their decision to pursue the principalship, internal processes related to seeing themselves as change agents and their image of the role of the principal as a vehicle for impacting educational outcomes, connected with the innovative organizational/contextual philosophy of the alternate preparation program. This intersection had a major influence in how these aspiring principals came to pursue this alternate principal preparation program. (Contains 4 tables.)
Principal and School-Level Effects on Elementary School Student Achievement
Author: Brockmeier, Lantry L.
Date: 2013-03-00
Type: Journal Articles
Subjects: Academic Achievement,Elementary School Students,Tenure,Principals,Predictor Variables,Administrator Effectiveness,Accountability,Instructional Leadership,Educational Administration,Correlation,Comparative Analysis,Reliability,Multiple Regression Analysis,Statistical Analysis,Experience,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status

The purpose of this study was to determine if principal tenure, principal stability, and principal educational experience in public education along with school-level variables predicted elementary school student achievement. A second purpose was to examine whether there was a significant difference between (a) levels of principal tenure and levels of principal educational experience on elementary school student achievement and (b) levels of principal stability and levels of principal educational experience on elementary school student achievement. The findings revealed that the school-level variables were stronger predictors of student achievement than principal-level variables. However, for both grade 3 and grade 5, principal tenure was a significant predictor across subject areas tested. As the length of a principal's tenure at a school increased, the schools mean scale scores increased. Findings also revealed that schools with greater principal stability had higher school mean scale scores. In addition, principal educational experience had less of an impact on student achievement than principal tenure or principal stability. (Contains 8 tables.)
What Are the Great Discoveries of Your Field?
Author: Nettl, Bruno
Date: 2013-01-30
Type: Journal Articles
Subjects: Music,Ethnology,Preservation,Comparative Analysis,Culture,Cultural Influences,Research

Ethnomusicology, the field in which the author has spent most of his life, is an unpronounceable interdisciplinary field whose denizens have trouble agreeing on its definition. He calls it the study of the world&apos;s musical cultures from a comparative perspective, and the study of all music from the perspective of anthropology. In this article, the author attempts to chronologically describe the great contributions from the field of ethnomusicology.
Multiple Points of Contact: Promoting Rural Postsecondary Preparation 
through School-Community Partnerships
Author: Alleman, Nathan F.
Date: 2013-00-00
Type: Journal Articles
Subjects: Rural Areas,School Community Relationship,Partnerships in Education,Low Income Groups,School District Size,Academic Achievement,Postsecondary Education,Access to Education,Mixed Methods Research,Measures (Individuals),Teacher Surveys,Semi Structured Interviews,College Attendance,College Preparation,Rural Youth,Rural Education,Case Studies

Formal and informal partnerships between rural schools and their communities can provide a wide range of supports for all students, but particularly those from low-income families. In this analysis of six small rural school districts in Virginia we show how the broad participation of community groups and individuals supports academic achievement as well as preparation and aspirations for postsecondary education. Results demonstrate that school-community partnerships provide multiple points of contact for students that buttress the efforts of school personnel by extended educational opportunities outside the classroom and by meeting the needs of low-income students when parents and teachers are unable to do so.
The Benefits and Challenges of Special Education Positions in Rural Settings: 
Listening to the Teachers
Author: Berry, Ann B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Special Education,Special Education Teachers,Teacher Surveys,Rural Areas,School Districts,Teacher Student Relationship,Parent Teacher Cooperation,Job Satisfaction,Teacher Attitudes,Team Teaching,Teacher Role,Teacher Responsibility,Educational Resources,Administrators,Rural Education,National Surveys,Telephone Surveys,Interviews,Federal Legislation,Educational Legislation

Special education teachers, through a national survey conducted in 55 rural districts, provided information on the positive and negative aspects of teaching in rural schools. The 203 special educators were asked what they liked best about their position and what they found challenging. Some of the themes identified in the analysis centered on positive features of working in rural areas. Characteristics of the rural community fostered family-like relationships with others in their school and in-depth relationships with parents and students. Half of the teachers also reported they shared the responsibility or took a team approach to delivering special education services, a factor related to teacher satisfaction. The majority of teachers were satisfied with the instructional aspects of their position but 
dissatisfied with non-instructional role responsibilities. Challenges of the position also included role confusion and a lack of resources. Related implications for rural administrators interested in the satisfaction of special education teachers are provided. (Contains 3 tables.)