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The authors describe various methods of measuring a principal's leadership behavior. They hav... more The authors describe various methods of measuring a principal's leadership behavior. They have developed a new survey instrument that can be used to analyze the leadership behavior/style of a principal. The instrument consists of 49 positive and negative behaviors that measure how a principal interacts with sta in the following ve leadership domains: human relations, trust/decision making, instructional leadership, control, and con ict. A correlation coe cient of +.95, as measured by the Cronbach alpha, was obtained indicating the instrument has excellent reliability. Reliability on each of the ve factors ranges from a high of +.86 to a low of +.81. The instrument has adequate construct validity in terms of those behaviors principals practice that teachers like or nd o ensive (as reported by 375 teachers). The behaviors measured by the survey are listed along with the average response of the teachers who responded to the survey. The authors also describe some results with the rs...

... Record Details - ED404737. Title: Mistakes Educational Leaders Make. Full-Text Availability O... more ... Record Details - ED404737. Title: Mistakes Educational Leaders Make. Full-Text Availability Options: ... Related Items: Show Related Items. Click on any of the links below to perform a new search. Title: Mistakes Educational Leaders Make. Authors: Bulach, Clete; And Others. ...

This study measured the attitudes and beliefs of teachers in graduate English-as-a-Second-Languag... more This study measured the attitudes and beliefs of teachers in graduate English-as-a-Second-Language (ESL) courses regarding cultural diversity, and particularly regarding multicultural education and educational strategies. Subjects were 31 graduate students enrolled in two of the Education courses required for ESL endorsement. All of the subjects ware or had been classroom teachers and were taking these courses in order to complete their ESL endorsement requirements. Twenty-six of these students were women and five were men. The majority indicated that they were of European descent, while -me student indicated Hispanic heritage and another Asian. Students ranged in age from mid-twenties to over 60 years of age. Students in both classes were administered the questionnaire during the first and the last class sessions. Results indicated that there were not significant differences on either the pre--or the posttest for gender ethnicity, age experience, or class. Analysis for change over the time of the course found that White students showed favorable attitude change. Discussion of the results observes that pretest mean scores were already quite high and that this population was already favorably disposed to teaching language-minority students. It is recommended that future surveys be administered to larger groups of graduate students prior to the final class meeting. For the purpose of the pilot study, these findings establish a framework for future discussion and investigation of issues affecting teacher attitudes. (Contains 15 references.) (JB)

Principal Leadership, 2000

The Journal of Secondary Gifted Education, 2001

Encyclopedia of Giftedness, Creativity, and Talent, 2009

Cultural Studies of Science Education, 2013

ABSTRACT This study investigates how Latina/Latino youth resist, conform to, and persist in schoo... more ABSTRACT This study investigates how Latina/Latino youth resist, conform to, and persist in schooling, and explores their preparation for an education in science, technology, engineering and math (STEM) fields. Using Latino Critical Race Theory as a framework, evidence of the “sticky mess” of racial inequalities (Espinoza and Harris in Calif Law Rev 10:499–559, 1997) and the concept of community cultural wealth (Yosso in Race Ethn Educ 8:69–91, 2005) will be used to understand how Latina/o students successfully persist in college. Quantitative and qualitative findings collected at two public universities in 2007–2012 show that Latina/o parents play a significant role in influencing their children’s decision to attend college; family, friend and community support and hard work have also been instrumental in college success. This is evident through parents’ encouragement to persist, expectations to do well and students serving as role models for siblings and peers. As policy makers in the educational arena emphasize STEM fields, there is a significant opportunity for Latino students to make valuable contributions.

The authors describe various methods of measuring a principal's leadership behavior. They hav... more The authors describe various methods of measuring a principal's leadership behavior. They have developed a new survey instrument that can be used to analyze the leadership behavior/style of a principal. The instrument consists of 49 positive and negative behaviors that measure how a principal interacts with sta in the following ve leadership domains: human relations, trust/decision making, instructional leadership, control, and con ict. A correlation coe cient of +.95, as measured by the Cronbach alpha, was obtained indicating the instrument has excellent reliability. Reliability on each of the ve factors ranges from a high of +.86 to a low of +.81. The instrument has adequate construct validity in terms of those behaviors principals practice that teachers like or nd o ensive (as reported by 375 teachers). The behaviors measured by the survey are listed along with the average response of the teachers who responded to the survey. The authors also describe some results with the rs...

... Record Details - ED404737. Title: Mistakes Educational Leaders Make. Full-Text Availability O... more ... Record Details - ED404737. Title: Mistakes Educational Leaders Make. Full-Text Availability Options: ... Related Items: Show Related Items. Click on any of the links below to perform a new search. Title: Mistakes Educational Leaders Make. Authors: Bulach, Clete; And Others. ...

This study measured the attitudes and beliefs of teachers in graduate English-as-a-Second-Languag... more This study measured the attitudes and beliefs of teachers in graduate English-as-a-Second-Language (ESL) courses regarding cultural diversity, and particularly regarding multicultural education and educational strategies. Subjects were 31 graduate students enrolled in two of the Education courses required for ESL endorsement. All of the subjects ware or had been classroom teachers and were taking these courses in order to complete their ESL endorsement requirements. Twenty-six of these students were women and five were men. The majority indicated that they were of European descent, while -me student indicated Hispanic heritage and another Asian. Students ranged in age from mid-twenties to over 60 years of age. Students in both classes were administered the questionnaire during the first and the last class sessions. Results indicated that there were not significant differences on either the pre--or the posttest for gender ethnicity, age experience, or class. Analysis for change over the time of the course found that White students showed favorable attitude change. Discussion of the results observes that pretest mean scores were already quite high and that this population was already favorably disposed to teaching language-minority students. It is recommended that future surveys be administered to larger groups of graduate students prior to the final class meeting. For the purpose of the pilot study, these findings establish a framework for future discussion and investigation of issues affecting teacher attitudes. (Contains 15 references.) (JB)

Principal Leadership, 2000

The Journal of Secondary Gifted Education, 2001

Encyclopedia of Giftedness, Creativity, and Talent, 2009

Cultural Studies of Science Education, 2013

ABSTRACT This study investigates how Latina/Latino youth resist, conform to, and persist in schoo... more ABSTRACT This study investigates how Latina/Latino youth resist, conform to, and persist in schooling, and explores their preparation for an education in science, technology, engineering and math (STEM) fields. Using Latino Critical Race Theory as a framework, evidence of the “sticky mess” of racial inequalities (Espinoza and Harris in Calif Law Rev 10:499–559, 1997) and the concept of community cultural wealth (Yosso in Race Ethn Educ 8:69–91, 2005) will be used to understand how Latina/o students successfully persist in college. Quantitative and qualitative findings collected at two public universities in 2007–2012 show that Latina/o parents play a significant role in influencing their children’s decision to attend college; family, friend and community support and hard work have also been instrumental in college success. This is evident through parents’ encouragement to persist, expectations to do well and students serving as role models for siblings and peers. As policy makers in the educational arena emphasize STEM fields, there is a significant opportunity for Latino students to make valuable contributions.

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