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Other Educational Administration and Supervision Commons

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645 full-text articles. Page 3 of 25.

Full Issue Spring 2009 Volume 4, Issue 2, 2018 Stephen F. Austin State University

Full Issue Spring 2009 Volume 4, Issue 2

School Leadership Review

No abstract provided.


Full Issue Winter 2009 Volume 4, Issue 1, 2018 Stephen F. Austin State University

Full Issue Winter 2009 Volume 4, Issue 1

School Leadership Review

No abstract provided.


Full Issue Spring 2010 Volume 5, Issue 2, 2018 Stephen F. Austin State University

Full Issue Spring 2010 Volume 5, Issue 2

School Leadership Review

No abstract provided.


Full Issue Summer 2016 Volume 11, Issue 2, 2018 Stephen F. Austin State University

Full Issue Summer 2016 Volume 11, Issue 2

School Leadership Review

No abstract provided.


Full Issue Winter 2016 Volume 11, Issue 1, 2018 Stephen F. Austin State University

Full Issue Winter 2016 Volume 11, Issue 1

School Leadership Review

No abstract provided.


Full Issue Summer 2015 Volume 10, Issue 2, 2018 Stephen F. Austin State University

Full Issue Summer 2015 Volume 10, Issue 2

School Leadership Review

No abstract provided.


Full Issue Winter 2015 Volume 10, Issue 1, 2018 Stephen F. Austin State University

Full Issue Winter 2015 Volume 10, Issue 1

School Leadership Review

No abstract provided.


Full Issue Summer 2014 Volume 9, Issue 2, 2018 Stephen F. Austin State University

Full Issue Summer 2014 Volume 9, Issue 2

School Leadership Review

No abstract provided.


Full Issue Winter 2014 Volume 9, Issue 1, 2018 Stephen F. Austin State University

Full Issue Winter 2014 Volume 9, Issue 1

School Leadership Review

No abstract provided.


Full Issue Summer 2013 Volume 8, Issue 2, 2018 Stephen F. Austin State University

Full Issue Summer 2013 Volume 8, Issue 2

School Leadership Review

No abstract provided.


Full Issue Winter 2013 Volume 8, Issue 1, 2018 Stephen F. Austin State University

Full Issue Winter 2013 Volume 8, Issue 1

School Leadership Review

No abstract provided.


Full Issue Summer 2012 Volume 7, Issue 2, 2018 Stephen F. Austin State University

Full Issue Summer 2012 Volume 7, Issue 2

School Leadership Review

No abstract provided.


Full Issue Winter 2012 Volume 7, Issue 1, 2018 Stephen F. Austin State University

Full Issue Winter 2012 Volume 7, Issue 1

School Leadership Review

No abstract provided.


A Case Study Comparison Of Novice And Veteran Middle School Teachers' Perceptions Of Job Satisfaction, James Mitchell Bailey Jr 2018 Liberty University

A Case Study Comparison Of Novice And Veteran Middle School Teachers' Perceptions Of Job Satisfaction, James Mitchell Bailey Jr

Doctoral Dissertations and Projects

American schools, like nations across the world, are faced with the challenge of recruiting and retaining highly qualified teachers. The purpose of this case study was to discover and compare the perceptions of job satisfaction among novice and veteran middle school teachers that lead to longevity in one county in the state of Georgia. This research study followed a qualitative research design using a case study framework from data collected through focus groups, one-on-one interviews, and participant journaling. Participants included a total of 16 teachers within two groups who had either a maximum of five years or a minimum of ...


Full Issue Summer 2017 Volume 12, Issue 2, 2018 Stephen F. Austin State University

Full Issue Summer 2017 Volume 12, Issue 2

School Leadership Review

No abstract provided.


Full Issue Winter 2017 Volume 12, Issue 1, 2018 Stephen F. Austin State University

Full Issue Winter 2017 Volume 12, Issue 1

School Leadership Review

No abstract provided.


Full Issue Winter 2018 Volume 13, Issue 1, 2018 Stephen F. Austin State University

Full Issue Winter 2018 Volume 13, Issue 1

School Leadership Review

No abstract provided.


Creating Laboratories Of Practice For Scholarly-Practitioners: How Leaders Learn Through Action Research Of Clinical Supervision, Ian Mette, Teresa Starrett 2018 University of Maine

Creating Laboratories Of Practice For Scholarly-Practitioners: How Leaders Learn Through Action Research Of Clinical Supervision, Ian Mette, Teresa Starrett

Journal of Practitioner Research

The purpose of our work the past three years has been to understand how clinically rich laboratories of practice can be created that allow aspiring administrators hands-on experiences in order to learn how to provide effective supervision to teachers. Through our cross-university collaboration, class members in our Educational Supervision courses have been provided an action learning structure and experiential learning opportunities to develop their own concepts of educational supervision. The two primary goals of our work were to understand a) how aspiring administrators identify when to apply directive versus nondirective supervisory behaviors (Glickman, Gordon, & Ross-Gordon, 2014), and b) analyze the ...


Early Childhood Leadership: A Photovoice Exploration, Kristi Cheyney-Collante, Melissa Cheyney 2018 University of Florida

Early Childhood Leadership: A Photovoice Exploration, Kristi Cheyney-Collante, Melissa Cheyney

The Qualitative Report

The first five years of a child’s life represent critical windows in physiological, social-emotional, and cognitive development. Administrators of early childhood (EC) programs play a pivotal role in determining the quality of experiences that unfold for young children in center-based care. Using photovoice, semi-structured administrator interviews, and participant-observation, we aimed to identify the factors contributing to one center’s atypically excellent outcomes with diverse children and families. Our textual and photographic analyses revealed three findings. First, administrators saw themselves as embedded within a larger system of barriers characterized by low positionality within an educational caste system that is marked ...


Perceptions: Are Mandatory Mentoring Programs Contributing To Beginning Teachers' Retention In Urban Public School Settings In Northern New Jersey?, Ronnie Estrict 2018 Seton Hall University

Perceptions: Are Mandatory Mentoring Programs Contributing To Beginning Teachers' Retention In Urban Public School Settings In Northern New Jersey?, Ronnie Estrict

Seton Hall University Dissertations and Theses (ETDs)

The research performed for this study examined the perceptions of beginning teachers who participated in mandatory mentoring programs, to discover whether such programs contributed to teacher retention in urban public settings in Northern New Jersey. Characteristics found to have an influence on beginning teachers’ retention rate in the existing literature were evaluated and reported. The interview questions were developed based on the literature review and advice from a jury of expert administrators. The beginning teachers participated in semi-structured interviews lasting 45 minutes each to provide insight into their experiences, their participation in mentoring programs, and their view of the teaching ...


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