Download or read book The Elementary Principals Perceptions of Their Own and Teacher Roles in Curriculum Decision Making written by Robert Russell Agthe and published by . This book was released on 1986 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Elementary Principal s Perceptions of Their Own and Teacher Roles in Curriculum Decision Making written by Robert R. Agthe and published by . This book was released on 1979 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Perceptions of Teachers Parents and Principals as to Their Roles in the Decision Making Process as a Result of School based Management written by Lougene Hill and published by . This book was released on 1985 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book IJER Vol 4 N4 written by International Journal of Educational Reform and published by Rowman & Littlefield. This book was released on 1995-10-01 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.
Download or read book Learning to Lead Together written by Janet Chrispeels and published by SAGE. This book was released on 2004-04-05 with total page 409 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning to Lead examines the dilemmas principals face in engaging teachers in shared leadership. The text makes a contribution to the field of educational leadership, administration, and leader preparation through cases and the description of professional development initiatives to prepare pre-service principals and administrators for shared leadership. Authors from the United States, England, and Australia present a broad brushstroke of principals sharing leadership through original field-based research, set within a theoretical framework of democratic schooling. to explore the importance of principals sharing and distributing leadership. Until recently, most of the focus has been on teachers and collaborative leadership building. through real-life single and multiple case studies, the text addresses how principals and their staff's struggle with the challenge of shared leadership, and how they attain some of the promise leading to teacher growth and development, as well as to higher levels of student learning. the cases in the text provide pre-service principals and administrators with excellent examples of the real-life applications of various theoretical concepts. a variety of models and approaches of shared and distributed leadership are presented in school, district, and regional contexts, allowing students to see the commonalties that these settings share, as well as the differences between them. impact that those strategies have on teachers, school culture, and learning opportunities for students. Examples of preparation programs and the support that teachers want, if shared leadership is to be effectively implemented to meet student needs, provide future principals with the tools and insight that they need to be successful.
Download or read book Teachers and Principals Perceptions of the Role of the Elementary School Principal written by Enos B. House and published by . This book was released on 1983 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions Experience and Learning written by Woon Chia Liu and published by Routledge. This book was released on 2019-12-18 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers’ Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers’ own learning. The first article examined teacher experiences in the use of “design thinking” by Retna. Next, Hong’s and Youngs’ article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers’ commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers’ experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers’ first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers’ perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors’ rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.
Download or read book Perceptions of Public Elementary School Principals and Teachers Regarding Decision making Processes in Selection of Technology for Curriculum Uses written by Maria Lizano Dimare and published by . This book was released on 1995 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Influence of Selected Factors on the Elementary School Principal s Role in Curriculum Development as Perceived by Selected Elementary School Teachers and Elementary School Principals written by Harry Joseph Groulx and published by . This book was released on 1968 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Elementary Principals Perceptions of the Decision Making Process to Departmentalize at the Elementary Level written by Dean W. Bozman and published by . This book was released on 2017 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined elementary principals' perceptions regarding departmentalization at the elementary level, elements influencing elementary schools' decision to departmentalize, and the effectiveness of various models of departmentalization. Elementary principals from 11 school districts in southcentral Pennsylvania completed the online survey and participated in phone interviews. Results of this study indicated that elementary principals reserve departmentalization for the intermediate grades, third through fifth. The study also revealed that departmentalization allows teachers to specialize in a content area and it can capitalize on a teacher's area of strength or interest. The perceptions of principals demonstrated that teachers are better able to prepare lessons and meet the academic needs of students in a departmentalized setting. Additional findings of the study, included the notion that principals should utilize teacher input and areas of strength in developing a departmentalization model and the departmentalization can be incorporated into an elementary school's master schedule. Since elementary principals are seeking ways to improve student achievement results in an age of increased accountability, these findings may offer guidance to elementary school principals who are seeking to implement strategies that strengthen content area instruction at the elementary level.
Download or read book The Principalship written by Ralph B. Kimbrough and published by . This book was released on 1990 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers and Principals Perceptions about Teacher Influence on Decision making in American Schools written by Laurel E. Stewart Crowle and published by . This book was released on 2005 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book JSL Vol 22 N5 written by JOURNAL OF SCHOOL LEADERSHIP and published by R&L Education. This book was released on 2012-10-10 with total page 247 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Sharp Edge of Educational Change written by Nina Bascia and published by Routledge. This book was released on 2014-01-14 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Sharp Edge of Educational Change conveys the realities of reform as they affect educators' practice. The collected chapters each focus on particular current reform and reveal the technical and logistical complications, social and political dynamics, cognitive disjunctures and limitations, and emotional demands of reform. In so doing, they provide new and rich conceptual perspectives on the contemporary nature of teachers' and administrators' work in classrooms, schools and other educational settings.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 974 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Elementary School Principals Perceptions of Developing Leadership Capacity Through Professional Development written by Ann Leiter and published by . This book was released on 2019 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine 12 school principals’ perceptions of their professional development experiences to advance their leadership capacity. The study explored the alignment of the principals’ professional development experiences and their existing school challenges through Bolman and Deal’s four frames theoretical model. One-on-one interviews gave voice to the principals’ experiences, reflections, and challenges, providing insight into their decision-making processes and the connections they perceived developed their leadership capacity. The results of this were that the school principals perceived the development of their leadership capacity as having occurred through their self-selected professional development opportunities rather than through the mandated NYCDOE professional development courses, with the mandated professional development courses identified as predominantly focused on compliance and policy issues. Three key factors that influenced the principals’ choice in self- selected professional development topics were their perceived gaps in professional development content knowledge regarding curriculum and instruction, perceived gaps in leadership skills, and perceived gaps in both curriculum and instruction, their perceived gaps in leadership skills. There were differences in the principals’ understandings of the definition of process of change, perceptions of preferred methods of delivery of professional development, and the application of Bolman and Deal’s four frames to their existing school challenges. All 12 principals identified Bolman and Deal’s structural and human resource frames as elements of their self-selected professional development topics that contributed to the growth of their leadership capacity, enabling them to better meet their leadership challenges and promote school improvement. The most frequently identified frame perceived by principals as needed to support current school challenges was the political frame, which was also the leadership frame identified as the least developed, as well as the least available in mandated or self-selected professional development opportunities. An unexpected finding of this study was that all the principals were unclear as to which professional development courses were mandated by the NYCDOE. In addition, some principals perceived the process of change as updates and modifications rather than stages of transition from data analysis and goal setting through the stages of implementation and progress monitoring. This perception further expanded systemic incoherence. Recommendations from this study include a need for system leaders to align principal job responsibilities with mandated professional development opportunities in change theory, social networking, and culture to empower principals with the professional knowledge needed to more effectively pursue school- improvement goals. A final recommendation was to institute mandated professional development systemically aligned to Bolman and Deal’s political frame to fill the gap in developing leadership capacity to confront daily school challenges.
