The complex art of wearing multiple hats: A case study analysis of dual-role administrators in rural school districts

Both superintendents and principals create a foundation for student achievement, school culture, and the vision of a school building or district. When combined, these two, distinct administrative roles become one unique position with less time and resources to fulfill individual job responsibilities. This comparative case study was designed to foster understanding of rural dual-role administrators’ roles, responsibilities, and experiences. A dual-role administrator was defined as an individual serving as a superintendent and principal simultaneously. By interviewing and observing two practitioners and reviewing public documents, this study developed an in-depth investigation of the cases. As a result of this study, there is an increased understanding of the day-to-day operations of dual-role administrators. This research added to the literature by understanding dual-role administrators from a situational leadership lens. Results from this study indicated that dual-role administrators had time constraints in completing their job responsibilities, valued relationships with students, staff, and school board members; and utilized a team approach to manage school districts. Results also indicated supportive leadership behaviors aligned with principal responsibilities, while directive leadership behaviors aligned with superintendent responsibilities

The Impact of Technology on Handwriting Instruction in Kindergarten Students

The purpose of this action research project was to study the outcome of computer-assisted instruction on handwriting quality. Quality handwriting includes legibility, orientation, formation, size, and placement on a base line. The participants were fourteen Kindergarten students in a preschool through eighth grade private school in a suburban setting. The fourteen participants were placed into two instructional groups through random grouping. One group of participants received computer-assisted instruction while the other group received teacher-assisted direct instruction. Participants participated in their assigned instructional approach for 10 minutes 3-4 times a week for four weeks. Data was collected quantitatively. At the conclusion of the four-week intervention, the results indicated no one specific instructional approach yielded a statistically significant greater improvement when comparing the two approaches

BRAZILIAN MUSIC FOR SAXOPHONE: A SURVEY OF SOLO AND SMALL CHAMBER WORKS

The subject of Brazilian music commonly brings to mind the genres of samba and Bossa nova; however, in the realm of concert music Heitor Villa-Lobos is most commonly identified as the main representative of Brazil. While the Fantasia for Soprano Saxophone and Orchestra by Villa-Lobos is a keystone of the saxophone repertoire, this project serves to explore the breadth of works available by Brazilian composers for the concert saxophone. The thirty-three composers featured in this work represent compositions spanning the period from 1850 to 2007, written in a variety of styles related to movements in Brazilian music history such as nationalism, Música Viva, Música Nova, and post-modernism. Concerts works have been written for the entire family of saxophones, but the discussion in this study will be limited to compositions for the solo saxophone (soprano, alto, tenor or baritone saxophones) with piano or orchestra as well as small chamber ensembles, duos or trios. Part I of this dissertation offers an overview of the history and the role of the saxophone in Brazilian music, including the instrument's arrival in the country and prominent performers who are key in promoting the concert saxophone within Brazil, while Part II opens with a description of the folk elements that are often drawn upon by Brazilian composers and elements that inherently represent the Brazilian musical language. Biographical information is presented on each composer, in addition to excerpts of the compositions discussed. Information about acquiring the performance materials is also included

Human Resource Tax Credit: An Examination into Its Base, Rate, and Potential Effect

Busines

The Impact Positive Behavior Supports (PBIS) has on the Wellbeing of the Child: A Correlational Study

Positive Behavior Intervention and Supports (PBIS) promotes the instruction of appropriate behaviors and actions including strategies that focus on social, emotional and behavioral development in students. This project was designed to examine and assess the impact of a PBIS program on student perception of school safety. The study examined and assessed the impact of PBIS through elementary student responses to an individual questionnaire administered by the school counselor. The same questionnaire was administered in two schools in southeastern South Dakota, one that does not implement a PBIS program (Group A) as well as one that implemented a PBIS program four years ago (Group B). Students completed the questionnaire at the beginning of the year at both schools. This program evaluation involves group comparisons of three measures of school safety: feeling respected, having conflict resolutions skills, and the perception of safety, utilizing a quasi-experimental study. Preliminary results from one of the measures indicates that children in the PBIS school reported feeling safer than children at the non-PBIS school significantly more. The results supporting PBIS as an effective framework for improving school culture may increase interest for PBIS implementation among school administrators