Social Behavior and the Administrative Process

American Public School Administration: A Short Analysis

School Reform: The District Policy Implications of the Effective Schools Literature

Change Processes and Strategies at the Local Level

When the societies are worried about their educative process and they consider get it better, they are planning the progress in all their dimensions. There is the importance to set up politics that tend to have a high quality education. Nevertheless, the efforts in the Soledad township are not enough. In the development plan SOLEDAD CONFIABLE 2016-2019, the community indicated as a main problem the low quality education in the township. That is reflected in the performance levels measured by the ISCE. Hence, the investigation ́s objective is to analyze the continuous improvement processes of the educative quality in the successful schools of Soledad township. In other matters, this investigation used the paradigm quali- quantitative with a descriptive design to explain the academic process and the description of the factors that have influenced on this continuous process. With the help of four tools: documentary review rubric, semi-structured interview script and two questionnaires; it was achieved determine the specific practices that are using the principals and teachers to support the improvement of learnings and the integral development of the students.

The Elementary School Journal Volume 85, Number 3 ? 1985 by The University of Chicago. All rights reserved. 001 3-5984/85/8503-0003$01 .00 State policies intended to improve education generally try either to set educational standards or to shape the educational process. Although states also seek to improve education through the allocation of funds, in recent years they have placed more emphasis on regulation-setting standards in the form of tests to be passed or educational procedures to be followed. Some policies are targeted on students; others, on teachers. The policies, of course, also affect schools, school systems, and, in certain cases, schools of education. In this paper, however, we focus on how policies affect the teacher-learner relationship as it occurs in classrooms.

Previous articleNext article No AccessWomen as Leaders in Public EducationSuzanne E. EstlerSuzanne E. Estler Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Signs Volume 1, Number 2Winter, 1975 Article DOIhttps://doi.org/10.1086/493227 Views: 53Total views on this site Citations: 25Citations are reported from Crossref Copyright 1975 The University of ChicagoPDF download Crossref reports the following articles citing this article:Miryam Martínez Martínez, Manuel M Molina-López, Ruth Mateos de Cabo Explaining the gender gap in school principalship: A tale of two sides, Educational Management Administration & Leadership 49, no.66 (Apr 2020): 863–882.https://doi.org/10.1177/1741143220918258Lucy E. Bailey, Karen Graves Gender and Education , Review of Research in Education 40, no.11 (Dec 2016): 682–722.https://doi.org/10.3102/0091732X16680193Michael Parr, Douglas Gosse The Perils of Being a Male Primary/Junior Teacher: Vulnerability and accusations of inappropriate contact with students, McGill Journal of Education 46, no.33 (May 2012): 379–393.https://doi.org/10.7202/1009172arMeredith Mountford, C. Cryss Brunner Gendered Behavior Patterns in School Board Governance, Teachers College Record: The Voice of Scholarship in Education 112, no.88 (Aug 2010): 2067–2117.https://doi.org/10.1177/016146811011200804Rose Mary Newton Does Recruitment Message Content Normalize the Superintendency as Male?, Educational Administration Quarterly 42, no.44 (Oct 2006): 551–577.https://doi.org/10.1177/0013161X06291413Marilyn Tallerico, Jackie M. Blount Women and the Superintendency: Insights From Theory and History, Educational Administration Quarterly 40, no.55 (Dec 2004): 633–662.https://doi.org/10.1177/0013161X04268837Kaetlyn Lad Two Women High School Principals: The Influence of Gender on Entry into Education and their Professional Lives, Journal of School Leadership 12, no.66 (Jan 2019): 663–689.https://doi.org/10.1177/105268460201200603Michelle D. Young, Scott McLeod Flukes, Opportunities, and Planned Interventions: Factors Affecting Women’s Decisions to become School Administrators, Educational Administration Quarterly 37, no.44 (Oct 2001): 462–502.https://doi.org/10.1177/0013161X01374003Linda Skrla, Pedro Reyes, James Joseph Scheurich Sexism, Silence, and Solutions: Women Superintendents Speak Up and Speak Out, Educational Administration Quarterly 36, no.11 (Feb 2000): 44–75.https://doi.org/10.1177/00131610021968895Lois Joy Why are women underrepresented in public school administration? An empirical test of promotion discrimination, Economics of Education Review 17, no.22 (Apr 1998): 193–204.https://doi.org/10.1016/S0272-7757(97)00021-6Carolyn Riehl, Mark A. Byrd Gender Differences Among New Recruits to School Administration: Cautionary Footnotes to an Optimistic Tale, Educational Evaluation and Policy Analysis 19, no.11 (Nov 2016): 45–64.https://doi.org/10.3102/01623737019001045Marilyn Tallerico, Joan N. Burstyn Retaining Women in the Superintendency: The Location Matters, Educational Administration Quarterly 32, no.1_suppl1_suppl (Nov 2016): 642–664.https://doi.org/10.1177/0013161X960321004Patricia A. Schmuck Women’s Place in Educational Administration: Past, Present, and Future, (Jan 1996): 337–367.https://doi.org/10.1007/978-94-009-1573-2_12Sari Knopp Biklen Feminism, methodology and point of view in the study of women who teach, Melbourne Studies in Education 34, no.11 (Jan 1993): 10–21.https://doi.org/10.1080/17508489309556255Ann Tickamyer, Susan Scollay, Janet Bokemeier, Teresa Wood Administrators’ Perceptions of Affirmative Action in Higher Education, (Jan 1989): 125–138.https://doi.org/10.1007/978-1-4613-9639-0_10Colleen S. Bell Organizational influences on women's experience in the superintendency, Peabody Journal of Education 65, no.44 (Jun 1988): 31–59.https://doi.org/10.1080/01619568809538620Shirley N. Sampson Equal Opportunity, Alone, is Not Enough or Why There are More Male Principals in Schools these Days, Australian Journal of Education 31, no.11 (Apr 1987): 27–42.https://doi.org/10.1177/000494418703100102Joan Poliner Shapiro Women in Education: At Risk or Prepared?, The Educational Forum 51, no.22 (Mar 1987): 167–183.https://doi.org/10.1080/00131728709339279Barbara K. Dopp, Charles A. Sloan Career Development and Succession of Women to the Superintendency, The Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, no.33 (Jul 2010): 120–126.https://doi.org/10.1080/00098655.1986.9959302Ann R. Tickamyer, Janet L. Bokemeier Career mobility and satisfaction of women administrators in postsecondary education: A review and research agenda, Sociological Spectrum 4, no.2-32-3 (Jul 2010): 335–360.https://doi.org/10.1080/02732173.1984.9981725James M. Frasher, Ramona S. Frasher, Fountain B. Wims Sex-role stereotyping in school superintendents' personnel decisions, Sex Roles 8, no.33 (Feb 1982): 261–268.https://doi.org/10.1007/BF00287310Judith A. Adkison Women in School Administration: A Review of the Research, Review of Educational Research 51, no.33 (Jun 2016): 311–343.https://doi.org/10.3102/00346543051003311JAMES M. FRASHER, RAMONA S. FRASHER SEX BIAS IN THE EVALUATION OF ADMINISTRATORS, Journal of Educational Administration 18, no.22 (Feb 1980): 245–253.https://doi.org/10.1108/eb009830Burke D. Grandjean, Helen Hazunda Bernal Sex and Centralization in a Semiprofession, Sociology of Work and Occupations 6, no.11 (Aug 2016): 84–102.https://doi.org/10.1177/009392857961004 James G. March American Public School Administration: A Short Analysis, The School Review 86, no.22 (Oct 2015): 217–250.https://doi.org/10.1086/443406

Teachers' Sense of Efficacy: An Important Factor in School Improvement

An Experimental Study of Effective Teaching in First-Grade Reading Groups

The Elementary School Journal Volume 83, Number 2 ? 1982 by The University of Chicago. All rights reserved. 001 3-5984183/8302-0009$01o.00 Teachers approach their instructional tasks with a variety of perspectives and strategies that emphasize certain aspects of teaching and deemphasize others. For example, some teachers teach language skills using organized games, while other teachers teach the same skills by direct instruction. Teachers adopt different approaches to the same subject matter partly because their teaching situations differ. Their students may have different learning problems or their classrooms may have varied resources and facilities. Even in the

The Influence of Experience on the Beginning Teacher

? 1978 by The University of Chicago. 0013-5984/78/7803-0010$00.88 Pupils who fall behind their classmates academically fall further behind each year they remain in school (1). Part of the explanation for their continuing failure to keep pace with other pupils may lie in the fact that they spend less time on academic tasks than other pupils. The reason for such self-defeating behavior may be the desire to maintain self-esteem. If a pupil expends less effort on schoolwork than the average pupil, any resulting failure may be easier to accept. Pupils who try but fail may conclude that they do not have the ability to succeed. Pupils' involvement in tasks would seem to be a necessary condition for school achievement. If pupils are to master material, they must engage in it and react to it-read, make response. Indeed there are data to suggest that achievement is related to time for learning and opportunity to learn (2, 3). Similarly, there are data to suggest that learning is also positively related to low rates of time lost because of poor management of classrooms, for example, lengthy transitions (4). The major purpose of the present study was to find out whether pupil involvement was different for high, middle, and low achievers. Also, we wanted to find out whether pupils generally were more involved in some subjects than in others and whether certain types of classroom activities were associated with higher or with lower levels of pupil involvement. We selected two different types of schools to find out whether pupils' characteristics affect involvement. School 1

added by over 1,000 teachers to a survey of teachers' practices. Results of the survey of 3,700 teachers in about 600 schools in Maryland are described in Becker and Epstein (in this issue). The teachers' comments reflect the variation in years of experience and in the number and types of contacts individual teachers have had with parents. Each theme can be viewed from two perspectives-there are potential advantages, but there are also potential problems, with any parent-involvement technique. Teachers' comments reveal their contrasting opinions on the benefits expected from parent assistance at home and on the organizational structures used to conduct parent-involvement activities. Some teachers are very positive about parent involvement; others have been discouraged by their attempts to communicate and work with parents.

The primary reference employed in this paper is to view schools as social organizations. Such a perspective calls attention to the structure of the social relations in the school as well as to norms, values, and other orientations shared by school personnel. The present study builds upon earlier research in which pupil control was seen as a central feature of the organizational life of schools.2 A major concern was the socialization of teachers with regard to pupil control ideology. It was hypothesized that as teachers were absorbed into the teacher subculture their pupil control ideology would become more custodial. Cross-sectional data confirmed the prediction that more experienced teachers would be more custodial than less experienced teachers.3 Subsequent longitudinal data on a sample of beginning teachers also showed a significant increase in the custodialism of pupil control ideology both after the student teaching experience and again after the first year of teaching.4 The purpose of this inquiry is to reexamine the pupil control ideology of the same sample of beginning teachers as they acquired their second year of teaching experience. Before the empirical phase of this investigation is reported, it seems appropriate to review the conceptual framework and rationale from which the major hypothesis was developed.

to general feelings such as liking/disliking of mathematics, nor is it meant to exclude perceptions of the difficulty, usefulness, and appropriateness of mathematics as a school subject. There are several ways affective variables are related to mathematics learning. It is likely that a student who feels very positive about mathematics will achieve at a higher level than a student who has a negative attitude toward mathematics. It is also likely that a high achiever will enjoy mathematics more than a student who

Nego‐Feminism: Theorizing, Practicing, and Pruning Africa’s Way