Boys will be superintendents

2018 ◽  
Vol 100 (2) ◽  
pp. 12-15 ◽  
Author(s):  
Robert Maranto ◽  
Kristen Carroll ◽  
Albert Cheng ◽  
Manuel P. Teodoro

Even though the teaching profession is dominated by women, men hold more superintendent positions. The authors examine the pipeline that leads to the principalship and the superintendency and how it has evolved over time. They note school boards are more likely to perceive high school principals and athletic coaches as plausible superintendents, in contrast to elementary principals and curriculum specialists. In addition, elementary education majors, mostly women, tend to be more conservative and thus may choose family over advancement to a more demanding position. They discuss why having more women in high-level leadership is valuable and ways to reform the gendered career track.

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.


1995 ◽  
Vol 43 (1) ◽  
pp. 6-21 ◽  
Author(s):  
Cynthia M. Colwell

The purpose of this study was to examine the effect of teaching setting [peer versus practicum] and self-evaluation tools [Continuous Response Digital Interface (general) versus behavioral checklist (specific)] on the development of teacher intensity behaviors among preservice elementary education majors enrolled in a music methods course. Subjects were divided into four treatment groups and completed a pretest and posttest and four treatment lessons. Analyses indicated that teaching setting and self-evaluation did not have a differential effect on teacher intensity. All subjects made significant gains from pretest to posttest, with differences among lessons. Comparative analyses indicated subjects rated themselves higher than did experts. An attitude survey indicated that subjects who taught children rated the course higher than subjects who taught their peers, whereas subjects who completed general self-evaluations rated the course higher than did subjects who completed specific self-evaluations.


1981 ◽  
Vol 29 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Everett S. Stallings ◽  
Philip M. Astwood ◽  
John R. Carpenter ◽  
Henry B. Fitzpatrick

1968 ◽  
Vol 15 (4) ◽  
pp. 363-366
Author(s):  
Robert E. Reys ◽  
Floyd G. Delon

What are the attitudes toward arithmetic of preservice elementary education majors? At what educational level were these attitudes developed? Are the attitudes of preservice elementary education majors altered by courses in their mathematics preparatory program? Questions such as these are of paramount importance to those engaged in preparation of elementary school teachers.


1977 ◽  
Vol 44 (3_suppl) ◽  
pp. 1148-1150
Author(s):  
William F. White ◽  
Aree Rungsinan

At the University of Bangkok, Thailand, 100 female education majors completed a semantic differential type scale of 10 concepts written in Thai language. That instrument, in English translation, was presented to 100 randomly selected education majors at the University of Georgia. Semantic differential responses by each group were factor analyzed by the principal components solution. Comparisons were made between the Thai students and the American students on feelings of value, power, and activity toward each of the 10 concepts.


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