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An Empirical Study Of High School Principals' Data -Driven Decision-Making Practices And Their Relationships To Contextual Variables, Mingchu (Neal) Luo
An Empirical Study Of High School Principals' Data -Driven Decision-Making Practices And Their Relationships To Contextual Variables, Mingchu (Neal) Luo
Student Work
The purpose of this study was to examine the extent to which Nebraska high school principals practiced data-driven decision-making and to determine the relationships between principals' data-driven decision-making and the contextual factors. The following leadership dimensions were surveyed: school vision, school instruction, school organization, collaborative partnerships, moral perspective, and larger-context politics. Three categories of contextual variables were included for study: principal characteristics as people factors, leadership dimensions as problem factors, and school setting as organization factors.
Nebraska Public High School Principals' Perceptions Of How State Standards Impact Schools, Mark William Weichel
Nebraska Public High School Principals' Perceptions Of How State Standards Impact Schools, Mark William Weichel
Student Work
The purpose of this survey study was to test whether Nebraska high school principals perceive state standards will greatly impact schools in the state of Nebraska. Specifically, research questions sought to determine principals' perceptions of the possible effects of Nebraska state standards and whether or not differences existed between areas such as principals' gender, age, schools' free and reduced lunch percentage, school classification, years as an administrator, and amount of prior standards/assessment/accountability training.