Purposes, Uses, and Practices of Leadership Assessment in Education

Explores recent research literature dealing with personnel evaluations, professional learning, accountability, and the relation of leadership to learning, in order to clarify how leadership assessment practices impact student achievement

Crossing MGLS with the Middle Grades Research Agenda: A Guide for Researchers

For the past several years, leaders in middle grades education research have strengthened their call for more methodologically robust quantitative research to address important questions in the field. Recently, two important routes towards addressing this call have emerged: the Middle Grades Longitudinal Study from the National Center for Education Statistics, and a new research agenda from the Middle Level Education Research Special Interest Group of the American Educational Research Association. In this paper, we conduct a content analysis of the items in the forthcoming longitudinal study in light of the extant research agenda. Results indicate that research questions in eight sections of the agenda are moderately to well-addressed by the data, and that the longitudinal study will provide rich contextual data related to many others. The concurrent emergence of the research agenda and this data offers an opportunity for the research community to engage in high-level quantitative research with a middle grades lens to inform future policy. The item-by-item crosswalk available for download (scroll down for link below) provides guidance for researchers using the Middle Grades Longitudinal Study data to address questions from the research agenda

Faculty Perceptions of Teacher Professionalism in Christian Schools

Able school administrators understand that teachers are their most valuable asset. If Christian schools are to effectively serve the families who entrust their children to their care, teachers must demonstrate both professional competency and godly character. This study was an investigation of faculty perceptions of teacher professionalism at ten Christian schools in the mid-Atlantic region of the United States. An online survey of 24 items was completed by 230 teachers (males=30; females=200). The survey instrument was a modified version of Tichenor and Tichenor’s (2009) four dimensions of teacher professionalism. Data were analyzed using a multivariate analysis-of-variance (MANOVA) with gender as the independent variable. Results demonstrated statistically significant variance in totals on 18 of 24 individual items, three of the four dimensions, and on the total score

Determinants of Managerial Intensity in the Early Years of Organizations

This paper examines how founding conditions shape subsequent organizational evolution— specifically, the proliferation of management and administrative jobs. Analyzing quantitative and qualitative information on a sample of young technology start-ups in California’s Silicon Valley, we examine the enduring imprint of two aspects of firms’ founding conditions: the employment blueprints espoused by founders in creating new enterprises; and the social capital that existed among key early members of the firm—their social composition and social relations. We find that the initial gender mix in start-ups and the blueprint espoused by the founder influence the extent of managerial intensity that develops over time. In particular, firms whose founders espoused a bureaucratic model from the outset subsequently grew more administratively intense than otherwise-similar companies, particularly companies whose founders had initially championed a “commitment” model. Also, firms with a higher representation of women within the first year subsequently were slower to bureaucratize than otherwise-similar firms with a predominance of males. Our analyses thus provide compelling evidence of path-dependence in the evolution of organizational structures and underscore the importance of the “logics of organizing” that founders bring to new enterprises. Implications of these results for organizational theory and research are discussed

The Status of Middle Schools in the Southeastern United States: Perceptions and Implementation of the Middle School Model

For more than 100 years, education communities have debated how best to educate the young adolescent. Proponents of both the junior high school model and the current middle school model have advocated for a specialized approach to educating adolescents that emphasizes the developmental needs of students. To accomplish this, various organizational structures and instructional approaches are recommended. This survey study examines the perceptions of these middle school practices and the implementation of those practices in middle schools in the Southeastern region of the United States. We note several key trends in our results and highlight key differences in perception of importance and implementation of middle school components and strategies compared to the most recent large scale survey administered by McEwin and Greene (2011)

Performance Measurement in State Economic Development Agencies: Lessons and Next Steps for GDITT

The purpose of this project was to develop the basis for a comprehensive performance monitoring system for the Department of Industry, Trade and Tourism. This performance monitoring system involved the development of performance measures as well as methods and processes for the collection, maintenance and reporting of the related data. As a result of the work completed for this project, GDITT has a workable set of performance measures for its major divisions: Economic Development, Film, Video and Music, International Trade, and Tourism. Report #9

Special Libraries, December 1975

Volume 66, Issue 12https://scholarworks.sjsu.edu/sla_sl_1975/1009/thumbnail.jp

Entry-Level Competencies of New Student Affairs Professionals: A Delphi Study

The study examines the perceptions of 104 mid- and senior-level student affairs administrators of positions, responsibilities, competencies, and theories important for professional practice for new student affairs professionals. In regard to competencies, the results of this study provide important information about preprofessional abilities that are integral to professional practice, and participants also identified several competencies not identified in prior research that may be important to positions involving high contact with students. These results, then, provide vital information for curriculum development in graduate preparation programs and for professional development training for new professionals