How new principal investigators tackled a tumultuous year

Nature ◽  
2021 ◽  
Author(s):  
Nikki Forrester
Keyword(s):  
Principal Investigators ◽  
New Principal

scholarly journals The chaperone effect in scientific publishing

2018 ◽  
Vol 115 (50) ◽  
pp. 12603-12607 ◽  
Author(s):  
Vedran Sekara ◽  
Pierre Deville ◽  
Sebastian E. Ahnert ◽  
Albert-László Barabási ◽  
Roberta Sinatra ◽  
...  
Keyword(s):  
Biological Sciences ◽  
Critical Role ◽  
Scientific Work ◽  
Senior Author ◽  
High Impact ◽  
Principal Investigators ◽  
New Principal ◽  
Average Impact ◽  
Quantitative Understanding ◽  
Shed Light

Experience plays a critical role in crafting high-impact scientific work. This is particularly evident in top multidisciplinary journals, where a scientist is unlikely to appear as senior author if he or she has not previously published within the same journal. Here, we develop a quantitative understanding of author order by quantifying this “chaperone effect,” capturing how scientists transition into senior status within a particular publication venue. We illustrate that the chaperone effect has a different magnitude for journals in different branches of science, being more pronounced in medical and biological sciences and weaker in natural sciences. Finally, we show that in the case of high-impact venues, the chaperone effect has significant implications, specifically resulting in a higher average impact relative to papers authored by new principal investigators (PIs). Our findings shed light on the role played by experience in publishing within specific scientific journals, on the paths toward acquiring the necessary experience and expertise, and on the skills required to publish in prestigious venues.

Support of New Principal Investigators by NIH: 1966 to 1972

Science ◽  
1973 ◽  
Vol 181 (4096) ◽  
pp. 241-244 ◽  
Author(s):  
C. D. Douglass ◽  
J. C. James
Keyword(s):  
Principal Investigators ◽  
New Principal

scholarly journals Continued investigator engagement: Reasons principal investigators conduct multiple FDA-regulated drug trials

2020 ◽  
Vol 17 ◽  
pp. 100502
Author(s):  
Carrie B. Dombeck ◽  
Terri Hinkley ◽  
Christopher B. Fordyce ◽  
Katelyn Blanchard ◽  
Matthew T. Roe ◽  
...  
Keyword(s):  
Drug Trials ◽  
Principal Investigators

Career Confidential: Should teacher tell principal his colleagues criticize him behind his back?

2021 ◽  
Vol 102 (8) ◽  
pp. 66-68
Author(s):  
Phyllis L. Fagell
Keyword(s):  
New Principal

Phyllis Fagell gives advice to educators about their professional dilemmas. In this month’s column, a teacher wonders if she should tell a principal that his colleagues are making fun of him behind his back. A teacher wishes her new principal would offer feedback after impromptu classroom visits. And a principal has been lying to his staff to spare their feelings.

School performance trajectories and the challenges for principal succession

2015 ◽  
Vol 53 (2) ◽  
pp. 262-286 ◽  
Author(s):  
Linda C. Lee
Keyword(s):  
Elementary School Principals ◽  
Transformational Change ◽  
Urban School District ◽  
New Principals ◽  
New Schools ◽  
Principal Succession ◽  
Content Type ◽  
New Principal ◽  
The Usa ◽  
Practical Implications

Purpose – The purpose of this paper is to use empirical data on new principals to clarify the connection between different succession situations and the challenges their successor principals face. Design/methodology/approach – The study draws on two waves of interview data from a random sample of 16 new elementary school principals in a major urban school district in the USA. Findings – New principals face distinct practice challenges depending on the nature of their successions. The less planned the succession, the less information and knowledge the new principal tends to possess. The more discontinuous the new administration’s trajectory is with the previous administration, the greater the staff resistance that the successor principal tends to face. Research limitations/implications – Few studies systematically examine how succession situations differ in schools that are in need of transformation vs those in need of stability. This study addresses this gap by illuminating the varied processes of succession and highlighting specific mechanisms that link these processes to different organizational trajectories. Practical implications – For district officials, this study suggests that principals in unplanned successions need greater support in quickly gathering information about their new schools while principals in discontinuous successions need greater expertise in how to balance trust-building and accountability in their attempts to promote transformational change. Originality/value – This study’s primary value is its detailed articulation of how certain characteristics of succession situations are associated with specific types of challenges. Only studies at this level of specificity can be effective guides to practitioners and policymakers who are charged with preparing, selecting, and supporting new principals and their schools.

The Cheerleaders’ Mock Execution

2011 ◽  
Vol 14 (4) ◽  
pp. 1-9
Author(s):  
Laura Trujillo-Jenks
Keyword(s):  
Public Schools ◽  
Free Speech ◽  
Hate Speech ◽  
School Administrators ◽  
Codes Of Conduct ◽  
Code Of Conduct ◽  
Case Law ◽  
Student Speech ◽  
New Principal ◽  
Culture And Climate

The fervor of student speech is demonstrated through different mediums and venues in public schools. In this case, a new principal encounters the mores of a community that believes in free speech, specifically student free speech. When a pep rally becomes a venue for hate speech, terroristic threats, and profanity, the student code of conduct could become the principal’s best weapon. This case explores case law, codes of conduct, organizational culture and climate, and leadership in the context of a controversial cheerleader sketch at a pep rally. A brief literature review can be found in the teaching notes with suggestions for current and future school administrators.

The Impact of Principal Attrition and Replacement on Indicators of School Quality

2021 ◽  
pp. 1-26
Author(s):  
Marcus A. Winters ◽  
Brian Kisida ◽  
Ikhee Cho
Keyword(s):  
New York ◽  
Public Schools ◽  
School Quality ◽  
Causal Effect ◽  
New Principal ◽  
Study Approach ◽  
Leadership Transitions ◽  
Principal Attrition ◽  
Negative Effect ◽  
The Impact

Abstract Transitions to a new principal are common, especially within urban public schools, and potentially highly disruptive to a school's culture and operations. We use longitudinal data from New York City to investigate if the effect of principal transitions differs by whether the incoming principal was hired externally or promoted from within the school. We take advantage of variation in the timing of principal transitions within an event-study approach to estimate the causal effect of principal changes. Changing principals has an immediate negative effect on student test scores that is sustained over several years regardless of whether hired internally or externally. However, externally hired principals lead to an increase in teacher turnover and a decline in perceptions of the school's learning environment, whereas transitions to an internally promoted principal have no such effects. This pattern of results raises important questions about leadership transitions and the nature of principal effects on school quality.

Class Placements and Competing Priorities

2018 ◽  
Vol 21 (4) ◽  
pp. 25-33
Author(s):  
Julie D. Hasson
Keyword(s):  
Charter School ◽  
The State ◽  
Achievement Scores ◽  
New Model ◽  
New Principal ◽  
State Accountability ◽  
Accountability System ◽  
Competing Priorities ◽  
Teacher Placement

Justine Finley, newly appointed principal of Northside Elementary, had been tasked with increasing her school’s grade under the state accountability system and keeping neighborhood families from choosing to enroll in the charter school down the street. The superintendent made these priorities very clear. After spending the first 3 months observing and analyzing data, Justine realized that a new model for placing students in classes could be a lever for increasing achievement scores. What Justine failed to realize was the conflict that the new model would generate among parents and teachers. This case highlights the challenges a new principal encountered when attempting to implement a change in student and teacher placement procedures amid competing priorities.

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