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This article aims to investigate, in the field of education, public policies aimed at the prevention and protection of children in the school context of the municipality of Caieiras (SP). To carry out the study, we started from a qualitative approach, having as theoretical reference the conception of childhood in the light of the studies of Willian Corsaro, who understands childhood as a socially constructed concept. To reflect on child and youth violence, we use Minayo's conceptions that define violence against children as every act of omission, whether from institutions, parents, relatives and other people that may cause physical, psychological and sexual harm to children and adolescents. In the field research, we interviewed two psychologists, a pedagogical director responsible for the educational sector of the municipality and five principals working in elementary school. [ABSTRACT FROM AUTHOR]

This quantitative study investigated the relationships among elementary school principals’ efficacy beliefs (Instructional, Moral, and Management Leadership), principals’ goal expectations for student achievement (expected outcome), and their impacts on actual student achievement. Two hundred and fifty elementary school principals completed an electronic survey seeking information on their self-efficacy, school outcome expectation, actual school outcome, and personal and school demographics. Bandura’s Social Cognitive Theory guided the study. Findings show higher significant correlations between principal outcome expectation and actual school academic outcome compared to self-efficacy expectation and actual school academic outcome. Regression analysis revealed that unlike self-efficacy expectation, outcome expectation predicted actual school academic outcome.

School principals are street-level bureaucrats whose sense-making about language policies makes them de-facto policy makers. In turn, their language policy-making is mediated by their language ideologies and contexts. Using a case study methodological framework, this article explores the language ideologies of 11 New York City elementary school principals with high numbers of Emergent Bilinguals. It attempts to answer Ruiz' call to make language ideologies clear and obvious in order to provide the level of transparency needed to enlighten the process of language policy creation and practice (Ruiz 1984). Analyses of the participating principals' narratives revealed the existence of three different language ideologies: Resource Instrumental Mobility (RIM), Resource Integrative Democratic (RID), and Language as a Problem (LAP). This paper is an exploration of the RIM and RID language ideologies, which consider language as a resource, but do so for intrinsically different reasons. Thus, the findings expand on Ruiz' (1984) Orientations in Language Planning by complicating and providing nuance to the concept of Language-as-Resource. [ABSTRACT FROM AUTHOR]

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School efforts to engage parents are posited to influence whether and how they are involved in their children's schooling. The authors examined educators' engagement efforts in beginning reading, their subjective evaluations of engagement practices, and beliefs about parent involvement, in two stratified samples of New Zealand elementary school educators. They explored whether educators' ratings supported multidimensional and multitiered theoretical models of engagement. The authors invited responses from elementary principals and teachers, given their different roles in the nested ecology of schools and relationships with parents, and examined associations between pairs of principals and teachers working in the same school. Finally, the authors examined relations among educators' engagement efforts, evaluations of engagement practices, and beliefs about involvement, and school characteristics including community socioeconomic status, size of school population, ethnic composition of school population, community size, and geographic region. [ABSTRACT FROM AUTHOR]

The article presents a study on the need for principal and literacy coaches and administrators for collaboration and goal alignment in the continuous evolution of literacy coaching. Topics include the participation of elementary principals for the study which were selected through purposive sampling, the result of the study regarding the collaboration between the literacy coach and faculty members, and the process of aligning literacy goals to the curriculum.

In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development. Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia. [ABSTRACT FROM PUBLISHER]

Teacher evaluation is an important component of the education reform agenda. This study gathered and examined information regarding teacher evaluation practice in Indiana, which was needed before wide-scale implementation of new models mandated by recent legislation. Information was received from 477 principals regarding their current use and perceptions of effectiveness of summative, formative, and emergent evaluation methods. Elementary and secondary principals reported high use and effectiveness of many summative and several formative methods but reported low use of most emergent practices and disagreed that these methods were effective. Recommendations are provided to facilitate field-based support when implementing new models. [ABSTRACT FROM AUTHOR]

This article discusses key findings from my doctoral research involving a qualitative case study inquiring into the lived experiences of spirituality in principal leadership and its influence on teachers and their teaching within three public primary school contexts in New Zealand. Spirituality is understood in this article as a complex and controversial human phenomenon, the meaning of which may be shaped and re-shaped by diverse perspectives and experiences. It includes personal, social-cultural and transcendent connectedness, meaning making about life and living, and a desire for greater authenticity, resulting in consistency between people’s beliefs, moral-values, attitudes and their actions. The three principal participants believed their personal meanings of spirituality were intentionally and yet appropriately interwoven into a range of professional tasks, linked to characteristics of servant, transformational, moral and relational leadership styles, and contributed to their sense of resilience in the job. Most teacher participants perceived spirituality in their principal’s leadership as influential through the quality of their professional character, competence and conduct. Most teacher participants attributed positive effects on their professional attitudes and practice. However, there was some ambivalence and uncertainty associated with the phenomenon of spirituality and difficulty attributing influence to an integral dimension of the person who leads. The article concludes with several implications for school leaders and teachers. [ABSTRACT FROM PUBLISHER]

Focus group interviews were conducted with educators and stakeholders for American Indian/Alaska Native (AI/AN) students, including teachers, elementary and high school principals, tribal community leaders, and parents, to determine a global definition of culture and ways of infusing culture into curriculum to better educate AI/AN students. Focus group participants were selected from the surrounding areas of Portland, Oregon; Albuquerque, New Mexico; Minneapolis, Minnesota; Oklahoma City, Oklahoma; Yakama, Washington; Anchorage, Alaska; and Pembroke, North Carolina. A total of 53 participants were interviewed across the seven locations. Using a cross-case analysis approach, the emergent themes are as follows: (1) traditional definition of culture; (2) contemporary (i.e., AI/AN youth) definition of culture (as perceived by the study participants); (3) infusing culture into pedagogy; and (4) teacher responsibility and state standards. [ABSTRACT FROM AUTHOR]

This study purposes to determine how adoptable and applicable teachers and school administrators in Turkey think the practice of selecting and training elementary school administrators is in England, France and Germany, as well as how adoptable and applicable "Elementary School Principal Selecting and Training Model" is, which is developed considering the conditions in Turkey. The sampling is composed of 356 school administrators and 382 teachers working in 121 public schools in provincial centers in Turkey. The data required for the research has been compiled through the scale "The Standards for Selecting, Appointing and Training Elementary School Principals" developed by the researchers. In the analysis of data, percentage, frequency, arithmetical mean and standard deviation have been used for descriptive statistics, and t-test has been used for unrelated sampling as interpretative statistics technique. It is concluded in the research that the model is found to be adoptable by elementary school administrators and teachers in Turkey, and it is thought to be applicable although its level of adoptability is lower than that of the model used in the Turkish education system. The level of adoptability in all sub-dimensions of the model is higher than the level of applicability. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the technological leadership behaviors of Turkish elementary school regarding the supply and use of educational technologies based on the national educational technology standards developed and approved for school principals in many countries. The study was carried out with 870 elementary school principals from 16 cities. The study sample was selected via the proportional stratified sampling method. In the study, the survey research design was used, and the research data were collected via a questionnaire. For the analysis of the data, ANOVA, t-tests, and Tukey HSD post-hoc procedures were applied. The results indicated that the principals generally demonstrated a high level of technological leadership behavior in general in providing and using of educational technologies. In addition, the technological leadership behavior of the principals did not differ with respect to their gender, study field, level of education and their experience in principalship. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the problems and challenges faced by novice principals at elementary school. Ten first-year principals participated-- five women and five men--in a state in northern Mexico. The techniques for compiling data included individual interviews, one focus group session, and a journal of critical incidents. The results show that the main problems novice principals face are the administrative workload and the relationship with teachers, students, and parents. Difficulties in exercising authority underlie the principals' problems with teachers. [ABSTRACT FROM AUTHOR]

Class size reduction (CSR) has emerged as a very popular, if not highly controversial, policy approach for reducing the achievement gap. This article reports on findings from an implementation study of class size reduction policy in Wisconsin entitled the Student Achievement Guarantee in Education (SAGE). Drawing on case studies of nine schools, we identify school principals as critical and overlooked influences in the implementation of class size reduction policies. Principals' influence proved central in three challenge areas: the use of space, serving the needs of diverse learners and building teacher capacity. By comparing the patterns of practice across schools, we have identified school leadership practices and dispositions for CSR that appear related to improving achievement levels. [ABSTRACT FROM AUTHOR]

Technological and economic changes affect societies, and consequently bring about change in education. Elementary school principals in Turkey spend considerable time and effort managing change in their schools. This study contributes to the better management of Turkish elementary schools by determining the behavior of elementary school principals in the process of change. Data were gathered through interviews of 80 elementary school principals and 280 elementary school teachers in the Cappadocian city of Nevşehir. School principals and teachers considered their own behaviour in the process of change as 'generally' sufficient. However, a significant difference was found between the opinions of teachers and school principals. Teachers expect principals to show more effective behaviour in the change process. The results of the study suggest that eliminating handicaps caused by sex discrimination when selecting and appointing school administrators, giving administrators postgraduate education and applying an education program based on approaches that internalize improvement would contribute to more effective school management. [ABSTRACT FROM AUTHOR]

The article discusses reports published within the journal, such as one by Helen Wildy and Simon Clarke about principals' job preparation in Western Australia.

The article focuses on the structure and transition of elementary education in the People's Republic of China. Elementary principal beginners are expected to learn on how to cope with conflicts between education and demands for reform. Issues related to the concerns and priorities of principals are also discussed.

Focuses on the level of practicing democratic values of elementary school principals in 2005. Significance of values to education; Importance of democratic principles when teaching democracy; Questionnaire developed to assessing the level of democratic values of elementary school principals.

This study explores principals roles in a large, urban, standards-based induction program. Principals from eight high schools, four middle schools, and 42 elementary schools were surveyed. Five case study schools were investigated using interviews of principals and novice teachers and focus groups for mentors and site induction coordinators. Findings show that principals have five leadership roles in induction: (a) culture builder, (b)instructional leader, (c) coordinator/facilitator of mentors, (d) novice teacher recruiter, and (e) novice teacher advocate/retainer. These urban principals demonstrate high levels of induction leadership and offer others,especially secondary principals, insights into quality administrative support of novice teachers. [ABSTRACT FROM AUTHOR]

Through the substantive theme of ethos, and the theoretical lens of identity construction, this paper provides a fine-grained analysis of the identities of primary principals in Ireland as they are buffeted between the conserving forces of tradition and a rhetoric of reform that relentlessly colonizes their work. Ethos, understood as a metaphor for change, indicates that transforming the past by developing principals' capacities for risk and imagination as they reshape their identities and reconstruct schools in tune with 21st century needs is a challenge to principals in general as they navigate between past, present and future. The authors conclude that risk and imagination are habits of mind that require urgent cultivation as important elements of principals' professional learning, for the future of schooling depends on it. [ABSTRACT FROM AUTHOR]

Examines the work behavior of elementary school principals in Israel using a structured observation technique. Comparison of work functions of principals with a formal job description document; Characteristics of Israeli principals; Sociocultural features of the Israeli work environment and structural characteristics of the educational system.

The article comments on issues related to education. A committee of the Department of Elementary School Principals investigates the practices of elementary school principals in schools. An article "Parent's Reports" was published in the "Times Educational Supplement," which proposes for parents to report the attitude of their children in the house. The school authorities in New York prepared a pamphlet explaining in detail the expenditures for schools proposed for the year 1928.

The article reports on the technique in training the elementary school principals of Detroit through monitoring of first grade reading. In relation, the supervisor aimed her efforts by two general lines of endeavor. Cooperation underlies in the success of any effort of a supervisor to boost supervisory activity of the principals. The principals were given several tests aside from the new method of reading. They were urged to improve first grade reading instruction throughout the school system.

The article presents the findings of the survey on the selection, appointment, and promotion of elementary school principals in the U.S. Based on the data given by superintendents in 39 cities, 87% select elementary school principals, subject to the board of education's approval. The most common methods used by respondents in assessing the qualifications of candidates for elementary school principals are their knowledge of the candidates, credentials,and results of written examinations.

The article offers news briefs related to education in the United States. Jessie M. Fink and Ide G. Sargeant of the Department of Elementary School Principals addressed a letter to principals of elementary schools. Various schools are conducting experiments in teaching the first steps in reading in the primary grades. The United States Public Health Service has published reports of studies that determine the relation between weight and height to nutrition.

This paper presents a description of s procedure for identifying educational goal areas to be emphasized in elementary schools; it produces an index number for each goal area that approximates the incremental increase in the decision-maker's utility function arising from emphasizing it. This utility function is defined on performance measures for a group of students. The procedure has been simplified to the extent that elementary school principals can be expected to perform the required computations without assistance. [ABSTRACT FROM AUTHOR]

The article presents a list of dissertations related to education including "A Status Study of Teachers in Selected Colleges of Education in Louisiana," by Tony B. Byles, "Doctoral Research on Michigan Education," by John David Haas, "Changing the Behavior of Elementary School Principals Through the Use of Feedback," by Robert Wayne Daw, "School Plant Courses for School Administration," by George Arthur Dibs and "A Study of Similarities in the Meanings Attached to Selected Administration Concepts by Students in Educational Administration and Business Administration," by James Dudley.

The article discusses the author/teacher's perspective on the phrase "You Gotta Have Art." He suggests that more constructive approaches to art education are needed, and he suggests some specific changes that could improve the discipline. He considers the progress (or lack of it) of art education in elementary schools and contends that what a child retains from the art experiences of his elementary education determines his relationship with art as an adult. Unfortunately, many superintendents and principals interpret the phrase as "art projects" and do not go beyond this interpretation.

The article reports that the Georgia Education Association (GEA) has established the Committee on Teacher Education and Professional Standards. GEA president O. C. Aderhold has selected the members of the committee from GEA District, State Department of Education, Georgia Congress of Parents and Teachers, and one each from the following professional groups, such as elementary principals, high school principals and classroom teachers. The persons representing the eleven GEA districts became chairmen of their respective districts.