Morale of Curriculum Directors as Related to Perceptions of Leadership of Superintendents

1978 ◽  
Vol 43 (3_suppl) ◽  
pp. 1283-1288 ◽  
Author(s):  
Joseph C. Bledsoe
Keyword(s):  
Public Schools ◽  
Two Dimensions ◽  
School Administrator ◽  
Length Of Service ◽  
Initiating Structure ◽  
Curriculum Directors ◽  
Large Systems ◽  
Behavior Description ◽  
Perceptions Of Leadership ◽  
Georgia Public Schools

209 curriculum directors in Georgia public schools responded to the School Administrator Morale Measure, a 9-variable scale, and the Leader Behavior Description Questionnaire, which measures perceptions of their superintendent's behavior in two dimensions, Consideration and Initiating Structure. A canonical R e of .72 was obtained with the subscale Superordinate Relations correlating .69 with Consideration. Few differences in morale or perceptions of leader's behavior due to sex, race, certification status, and length of service were found. On five subscales and the Total Morale measure, means were significantly higher for directors from small systems with those from medium and large systems having lower scores in that order. Initiating Structure of superintendents was perceived by directors as significantly higher than Consideration.

Mesoscale Simulation of Grain Growth

2004 ◽  
Vol 467-470 ◽  
pp. 1057-1062 ◽  
Author(s):  
D. Kinderlehrer ◽  
Jee Hyun Lee ◽  
Irene Livshits ◽  
Anthony D. Rollett ◽  
Shlomo Ta'asan
Keyword(s):  
Grain Growth ◽  
Evolution Equations ◽  
Materials Science ◽  
Statistical Significance ◽  
Dissipative System ◽  
Two Dimensions ◽  
Nonlinear Evolution Equations ◽  
Three Dimensions ◽  
Mesoscale Simulation ◽  
Large Systems

Simulation is becoming an increasingly important tool, not only in materials science in a general way, but in the study of grain growth in particular. Here we exhibit a consistent variational approach to the mesoscale simulation of large systems of grain boundaries subject to Mullins Equation of curvature driven growth. Simulations must be accurate and at a scale large enough to have statistical significance. Moreover, they must be sufficiently flexible to use very general energies and mobilities. We introduce this theory and its discretization as a dissipative system in two and three dimensions. The approach has several interesting features. It consists in solving very large systems of nonlinear evolution equations with nonlinear boundary conditions at triple points or on triple lines. Critical events, the disappearance of grains and and the disappearance or exhange of edges, must be accomodated. The data structure is curves in two dimensions and surfaces in three dimensions. We discuss some consequences and challenges, including some ideas about coarse graining the simulation.

On the Independence of Consideration and Initiating Structure: A Factor Analysis of the Leader Behavior Description Questionnaire

1977 ◽  
Vol 41 (2) ◽  
pp. 431-434
Author(s):  
Joseph C. Bledsoe ◽  
Sidney E. Brown
Keyword(s):  
Factor Analysis ◽  
Public School ◽  
Short Form ◽  
Leader Behavior ◽  
School Superintendents ◽  
Single Factor ◽  
Public School Superintendents ◽  
Initiating Structure ◽  
Two Factors ◽  
Behavior Description

A factor analysis of responses from 136 Georgia public school superintendents to the short-form Leader Behavior Description Questionnaire yielded a single factor, Global Perceptions of Leader Behavior, instead of the usual two factors, Consideration and Initiating Structure. This factor accounted for 41.1% of the variance. The two factors were correlated .69. Plausible interpretations of the nonindependence for this population were discussed.

scholarly journals Science Teachers’ Teaching Styles, Students’ Learning Styles and Their Academic Performance in The Secondary Public Schools of Zambales

2021 ◽  
Vol 2 (10) ◽  
pp. 951-959
Author(s):  
Jennifer Garingarao Ariem ◽  
Esmen Macadaan Cabal
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Public Schools ◽  
Learning Styles ◽  
Science Teachers ◽  
Teaching Styles ◽  
School Students ◽  
Length Of Service ◽  
Chi Square ◽  
Factors Affecting

This research was conducted to determine the relationship of Science teachers’ teaching styles and the students’ learning styles and academic performance. The study was conducted among the public secondary school in Subic, Zambales during the academic year 2018 – 2019. The descriptive survey research design was used where the teaching styles of eighty-five teachers and six hundred high school students. Data were analyzed using the percentage, mean and chi square test. The findings of the study revealed that the science teachers are adults with the most of them are female. The students are teenagers mostly male in Grade 8. The teaching styles of the science teachers is of a formal authority and the learning styles of the students is generally visual. The academic performance in science is satisfactory. The teaching styles of the teachers was dependent on education, field of specialization, length of service. The learning styles of the students were not dependent significantly on their age and year level. The learning styles of the students were significantly dependent on teaching styles of their science teachers and the academic performance of the students significantly dependent on the teaching styles of the science teachers. The academic performance of students are significantly dependent on their learning styles. With these findings and conclusions follow up studies exploring other factors affecting the performance level of the students in Science is recommended as well as the effectiveness of the various teaching styles and learning styles to promote learning and better understanding in the subject must be conducted.

Health Promotion Efforts in Pennsylvania Schools

1988 ◽  
Vol 2 (4) ◽  
pp. 36-44 ◽  
Author(s):  
Bethann Cinelli ◽  
Mary Rose-Colley ◽  
David M. Hayes
Keyword(s):  
Health Promotion ◽  
Public Schools ◽  
School Districts ◽  
Public School Districts ◽  
School Administrator ◽  
Health Promotion Program ◽  
After School ◽  
Health Issues ◽  
Health Promotion Programs ◽  
Weight Reduction Programs

The purpose of this study was to investigate and describe health promotion efforts within Pennsylvania public schools. A questionnaire was designed which addressed the following areas: demographics, health issues and concerns, health promotion programming, and variables pertinent to describe districts without programs. The sample consisted of 275 superintendents of public school districts, 41 of which indicated the existence of a health promotion program in their district. Superintendents of districts with health promotion programs indicated the following: the most frequently offered programs were physical fitness activities, stress management and weight reduction; programs were most frequently offered during the after school hours; many programs were not open to family and community; and the administration of the programs was most frequently the responsibility of a school administrator. The remaining 234 school districts did not have health promotion programs. The reasons cited by the superintendents included limited financial resources, an uninterested faculty and staff, and lack of school board support.

Using Twitter to Track Unplanned School Closures: Georgia Public Schools, 2015-17

2020 ◽  
pp. 1-5 ◽  
Author(s):  
Jennifer O. Ahweyevu ◽  
Ngozi P. Chukwudebe ◽  
Brittany M. Buchanan ◽  
Jingjing Yin ◽  
Bishwa B. Adhikari ◽  
...  
Keyword(s):  
Public Schools ◽  
Emergency Response ◽  
School Closures ◽  
Policy Makers ◽  
Marginal Benefit ◽  
Twitter Data ◽  
Control And Prevention ◽  
Education Statistics ◽  
Data Source ◽  
Georgia Public Schools

ABSTRACT Objectives: To aid emergency response, Centers for Disease Control and Prevention (CDC) researchers monitor unplanned school closures (USCs) by conducting online systematic searches (OSS) to identify relevant publicly available reports. We examined the added utility of analyzing Twitter data to improve USC monitoring. Methods: Georgia public school data were obtained from the National Center for Education Statistics. We identified school and district Twitter accounts with 1 or more tweets ever posted (“active”), and their USC-related tweets in the 2015-16 and 2016-17 school years. CDC researchers provided OSS-identified USC reports. Descriptive statistics, univariate, and multivariable logistic regression were computed. Results: A majority (1,864/2,299) of Georgia public schools had, or were in a district with, active Twitter accounts in 2017. Among these schools, 638 were identified with USCs in 2015-16 (Twitter only, 222; OSS only, 2015; both, 201) and 981 in 2016-17 (Twitter only, 178; OSS only, 107; both, 696). The marginal benefit of adding Twitter as a data source was an increase in the number of schools identified with USCs by 53% (222/416) in 2015-16 and 22% (178/803) in 2016-17. Conclusions: Policy-makers may wish to consider the potential value of incorporating Twitter into existing USC monitoring systems.

Representative Bureaucracy and School Discipline

2016 ◽  
Vol 47 (1) ◽  
pp. 58-78 ◽  
Author(s):  
Christine H. Roch ◽  
Jason Edwards
Keyword(s):  
Public Schools ◽  
Representative Bureaucracy ◽  
Contact Theory ◽  
African American Student ◽  
Target Groups ◽  
Active Representation ◽  
Racial Context ◽  
Group Contact ◽  
Georgia Public Schools ◽  
Threat Theory

This article examines whether the racial context within local communities influences the assignment of disciplinary policies in public schools. First, we consider whether different policies may be assigned to similar target groups across varying racial contexts. Then, we consider whether the racial context moderates the transition from passive representation to active representation among bureaucrats. We draw from two theories of intergroup relations—group contact theory and group threat theory—to help explain the passive-to-active representation link. Using a sample of Georgia public schools, we find that schools rely more on more punitive disciplinary measures in school districts characterized by greater segregation and that this occurs especially among schools with sizable African American student populations. We also find that active representation appears to occur more often in segregated environments, perhaps because of the greater salience of race within these communities.

Multilevel analysis of the relationship between school-level variables and student achievement

2019 ◽  
Vol 48 (4) ◽  
pp. 762-780 ◽  
Author(s):  
Yusuf Ikbal Oldac ◽  
Yasar Kondakci
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Hierarchical Linear Modeling ◽  
Teacher Collaboration ◽  
Academic Optimism ◽  
Two Dimensions ◽  
School Level ◽  
Data Set ◽  
Achievement Data ◽  
The Relationship

The purpose of this study was to investigate the relationship between student achievement and a set of school-level variables, including distributed leadership, academic optimism, teacher collaboration and enabling school structure. The study was designed as correlational research. A Hierarchical Linear Modeling (HLM) analysis was conducted with a data set collected from 23,053 students and 426 teachers from 40 randomly selected public schools in Turkey. The data were collected using previously developed scales and student achievement data from the Ministry of National Education. HLM results revealed that two dimensions of academic optimism – namely collective efficacy and trust in clients – and hindering bureaucracy significantly predicted between-school differences in student achievement. The tested HLM model explained 60% of the variation in student achievement across schools. The results revealed that student achievement is shaped by school-level variables that are tied to the structural and functional characteristics of schools in Turkey. However, these school characteristics are rooted in the societal structures and cultural characteristics of the country. Hence, it is concluded that a reinterpretation of common school-level variables used to predict student achievement in the contexts of different countries is necessary.

scholarly journals The Quality of Catholic Education of Diocesan Schools in the Province of Antique

2020 ◽  
Vol 3 (2) ◽  
pp. 35-36
Author(s):  
Rita O. Banusing ◽  
Joel M. Bual
Keyword(s):  
Public Schools ◽  
Catholic Education ◽  
Catholic Church ◽  
Catholic Schools ◽  
Teaching And Learning ◽  
The Philippines ◽  
Catholic Identity ◽  
Length Of Service ◽  
Institutional Practices

The mission of Catholic schools is linked to the evangelizing thrust of the Church in proclaiming Christ to the world to transform society. However, most Catholic institutions nowadays are confronted with issues on the deterioration of values, migration of qualified teachers to public schools, and decline in enrolment, posing threats to the Catholic identity and mission, operational sustainability, and quality of teaching and learning. To address these problems, the Catholic Educational Association of the Philippines (CEAP) developed the Philippine Catholic Schools Standards (PCSS) to help these schools in the country revisit and re-examine their institutional practices according to the identity and mission of the Catholic Church.  Hence, this paper assessed the quality of Catholic education of diocesan schools in the Province of Antique in the light of Catholic identity and mission, leadership and governance, learner development, learning environment, and operational vitality domains of PCSS.  Also, it sought to find out whether a significant relationship exists between the age, sex, length of service, and designation of assessors and their quality assessment on Catholic education.

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