Now showing items 1-6 of 6
SCHOOL PRINCIPALS' REASSIGNMENT UNDER RACE TO THE TOP LEGISLATION: WASHINGTON STATE PRINCIPALS' SENSE MAKING AND AFFECTIVE EXPERIENCES
The purpose of this qualitative interview study was to explore how K-12 public school principals in Washington State "made sense" of the experience of being reassigned under the provisions of Washington State's version of ...
Collective Mindfulness on Improving Instruction: A Survey of Washington State District Leaders, Principals, and Teachers
Mindfulness practices have shown to benefit the work of teachers, principals, and students, however less is known about mindfulness as it relates to district leaders working with teachers and principals to improve instruction. ...
A Case Study of a School District: Administrators' Intentions and Teachers' Perceptions of Professional Development
This study outlines the research problem, reviews relevant literature, describes research methods, and presents findings addressing the research topic: "A Case Study of a School District: Administrators' Intentions and ...
The Principal Evaluation Process: Principals' Learning as a Result of the Evaluation Process
With a new level of importance being placed on the evaluation of principals, this study specifically examines the process used to evaluate principals. Data were analyzed to determine if the principal evaluation process ...
Gender Differences in Academic Outcomes: The Role of Self-Efficacy and Racial Identity
This study investigated how African American high school boys and girls differ in academic self-efficacy expectations, racial identity, academic performance, and educational expectations, and how well academic self-efficacy ...
Mindful Teacher Collaboration: Strategies to address the call for school reform
Over the past two decades public schools have faced an unrelenting demand for reform. In response to this call for change, researchers have identified two strategies that hold great promise – organizational mindfulness and ...