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Descriptors:
Instructional Materials; Kindergarten; Ethnography; Foreign Countries; Educational Change; Early Childhood Education; Local Government; Young Children; Qualitative Research; Rural Areas; Educational History; Educational Policy; Mentors; Faculty Development; Social Change; Economic Change; Interviews; Teacher Attitudes; Administrator Attitudes

Abstract:
By far, literature regarding Chinese early childhood education and care (ECEC) has primarily focused on Youeryuan in urban settings. Youeryuan is the everyday Chinese term used for ECEC programs serving children ages three to six, which does include the U.S. version of the kindergarten year. This paper will refer to Youeryuan rather than the Western definitions of preschool or kindergarten so as to maintain authenticity. Furthermore, this paper will focus on the history and development of rural Youeryuan based on a qualitative study of the government-owned, privately operated Youeryuan that represent the current reform initiatives in early childhood in China. Through teacher and administrator interviews, onsite observations using ECERS-R, and school documents, the lead author immersed herself in rural Youeryuan as part of a larger ethnographic study in China in the midst of economic and educational transformations. The findings of this study revealed themes related to increased government investment, improved school policies, the lack of instructional materials, curriculum and instruction issues, local government support for professional development, administrative support for instruction, and the need for mentoring for teachers. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Measures (Individuals); Principals; Job Satisfaction; Foreign Countries; Work Attitudes; Personal Autonomy; Administrator Attitudes; Correlation; Questionnaires; Internet; Context Effect; School Districts; Program Evaluation

Abstract:
The purpose of the present study was to explore relations between principals' self-efficacy, perceived job autonomy, job satisfaction, and perceived contextual constraints to autonomy. Principal self-efficacy was measured by a multidimensional scale called the Norwegian Principal Self-Efficacy Scale. Job autonomy, job satisfaction, and contextual constraints to autonomy were measured by three scales developed for the purpose of this study. Perceived contextual constraints to autonomy were comprised of financial and administrative constraints, employee participation, municipal authority, and national evaluation programs. Participants in the study were 1,818 principals from the population of Norwegian principals. Data were collected by means of an electronic questionnaire. A theoretical model was tested by means of SEM analysis for latent variables using the AMOS 18 program. The model had acceptable fit to data. The results revealed a positive relation between principal self-efficacy and perceived job autonomy. Principal self-efficacy and perceived job autonomy were positively related to job satisfaction and negatively related to contextual constraints. Contextual constraints to autonomy were negatively related to job satisfaction. The present study highlights important relations between principals' self-efficacy, perceived job autonomy, job satisfaction, and contextual constraints to autonomy. The results of the study are discussed together with limitations and suggestions for further research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Principals; Grounded Theory; Catholic Schools; Catholics; Private Schools; Sustainability; Administrator Attitudes; Program Effectiveness; Semi Structured Interviews; Welfare Services; Questionnaires; Clergy; Service Learning; Cooperation; Social Values

Abstract:
This research project sought to learn how solidarity education is manifested in Chilean Catholic schools, considering the perspectives of school principals, programme directors and pastoral teams. Eleven Chilean schools were studied and the information gathering techniques applied included: a questionnaire, semi-structured individual interviews and group interviews. The grounded theory model was used to analyse the data. The results describe contexts of emerging solidarity education strategies and one perceives a variety of degrees of effort, bi-directional fields of action and traditional attitudes associated with charity. There is an overall sense of solidarity-in-transition, ranging from welfare-oriented action to promotional activities, channelled through training processes. Strengths, weaknesses, challenges and the need for outside support for the schools are highlighted in order to assure effectiveness and sustainability for the programmes. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Counseling Services; Personality; Guidance Centers; Personality Development; Severity (of Disability); Trend Analysis; Administrator Attitudes; Self Concept; Mental Disorders; Emotional Disturbances; College Students

Abstract:
Many have observed the increasing severity of mental distress among college students over the past several decades. Very little, however, has been said about what has contributed to this increase. The purpose of this opinion piece is to highlight a trend that the author has witnessed as director of a university counseling center and social justice advocate, namely, that society at large and institutions of higher education increasingly emphasize ego-focused personality development over character development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Elementary Education; Foreign Countries; Principals; Case Studies; Early Childhood Education; Young Children; Economically Disadvantaged; Grade 1; Educational Policy; Interviews; Teacher Attitudes; Administrator Attitudes; Parent Attitudes; School Readiness; Educational Quality; Access to Education; Equal Education; Family Environment

Abstract:
In South Africa, the development of the 2001 White Paper No. 5 on Early Childhood Development (ECD) has been an instrumental policy in the development of changes to assist in preparing children for formal schooling, along with a strong focus on early childhood education. However the extent to which these are being enacted is relatively unknown. This study investigated understandings and practices of stakeholders involved in the transition of children moving from preschool or home into primary school in South Africa. A case study approach was adopted focusing on two schools situated in economically disadvantaged provinces of South Africa. School principals and teachers were interviewed to determine their knowledge of, and relationships with preschools, and practices around school transition. Grade 1 teachers were also asked about the factors influencing children's transition to school. Parents were asked about their views of transition and how their children were supported as they started school. Taking note of the children's own voices was imperative in determining how they experienced transition to school. While case study findings cannot be generalised, the results suggest that much needs to be done to increase awareness of early childhood education and for the government to move beyond universal accessibility to ensuring the quality of provision at the local level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Selection; Teaching Methods; Caring; Public Schools; Teacher Characteristics; Principals; Classroom Techniques; Teaching Skills; Mixed Methods Research; Administrator Attitudes; Interviews; Online Surveys; Teacher Behavior; Pedagogical Content Knowledge; Urban Schools

Abstract:
Purpose: Relatively little is known about how principals make decisions about teacher hiring. This article uses mixed methods to examine what characteristics principals look for in teachers. Research Methods: Data were gathered using a mixed method approach, including in-depth interviews with a representative sample of 31 principals as well as an online survey of 368 principals in the Chicago Public Schools. Data analysis techniques included both qualitative analysis to look for patterns and themes and exploratory regression analysis of surveys to examine variation in preferences across school and principal characteristics. Findings: Results indicate that principals focus on behaviors and skills rather than qualifications. Principals report looking for teachers who care about students, have content knowledge, are willing to go beyond contractual obligations, and have classroom management skills. Principals, in general, talk extensively about caring, classroom management, and willingness to "give extra," while most say little about content knowledge or teaching skills. Preferences vary substantially across low- and high-achieving schools. Implications: Whether the skills and behaviors that principals report focusing on during the teacher-hiring process are those that will benefit their students most is an important question, particularly because even ineffective teachers are rarely dismissed from public schools. (Contains 4 tables and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Environment; Problem Solving; Financial Support; Administrator Attitudes; Childhood Attitudes; Parent Attitudes; Clergy; Participation; Observation; Interviews; Mathematical Applications; Mathematical Aptitude; Mathematical Concepts; Religion Studies; Number Concepts; Number Systems; Numeracy; Influences; Theory of Mind; Beliefs; Spiritual Development; Role of Religion

Abstract:
The purpose of this study was to examine children's mathematical understandings related to participation in tithing (giving 10% of earnings to the church). Observations of church services and events, as well as interviews with parents, children, and church leaders, were analyzed in an effort to capture the ways in which mathematical problem solving was related to the social context of tithing. I introduce the direct influence model to describe components of the practice itself and to identify supports and constraints that exist related to children's opportunities to engage in problem solving that varied by participation frequency and mathematical complexity. (Contains 2 figures and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Environment; Educational Change; Instructional Leadership; Federal Legislation; Performance Factors; Institutional Mission; Organizational Climate; Educational Objectives; Decision Making; Administrative Organization; Administrative Change; Change Strategies; Organizational Change; Focus Groups; Educational Policy; Administrator Attitudes; Superintendents; Principals; Formative Evaluation

Abstract:
This article documents perceptions of superintendents and principals when working under the No Child Left Behind Act (NCLB) in 2004-06. It uses data collected through the Voices 3 Project to consider three factors associated with instructional leadership as applied under NCLB, defining the school's mission, managing the instructional program, and promoting a positive school learning climate. Findings include that the narrowness of the curriculum objectives, the top-down hierarchical nature of decision making in the system, and the pervasively negative and punitive environment impact on the work of instructional leaders. The article argues that new approaches and leadership models are needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Leadership; Superintendents; Best Practices; Correlation; Educational Improvement; Administrator Role; Governance; Administrator Attitudes; Leadership Effectiveness; Leadership Role; Organizational Change; Educational Planning; Strategic Planning; Online Surveys; Questionnaires; Educational Practices; Professional Education; Operations Research; Critical Incidents Method

Abstract:
The purpose of this study was to explore the relationship between superintendent leadership and the operational processes of school improvement. School district superintendents (N = 226) from six southeastern states were surveyed concerning their leadership authenticity and school improvement practices. Descriptive statistics, analyzes of variance, Pearson correlation coefficients, and structure equation modeling were used to analyze the data. A significant and positive relationship was found between superintendent levels of leadership authenticity and their districts' use of best practices in the school improvement process. Implications for practice in academic professional preparation programs, for practicing administrators, and for governing boards are discussed. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Resistance to Change; Instructional Leadership; Foreign Countries; Principals; Educational Change; Vocational High Schools; School Restructuring; Correlation; Educational Policy; Teacher Attitudes; Administrator Attitudes; Teacher Characteristics; Administrator Characteristics; Secondary School Teachers

Abstract:
Many countries design and implement school change with a focus on the fundamental reconfiguration in the structures of schooling. In this article, we examined the relationship between principal leadership and teacher resistance to school reforms driven by external interveners. For an empirical analysis, we took advantage of extensive data derived from 967 teachers and 32 principals in Korean vocational high schools that are now experiencing school reforms launched by the government. Our results revealed the importance of human aspects of school changes and reforms, in particular, driven by the external intervener. We first showed that a principal's initiative leadership is significantly related to the reduction of teacher resistance to change, in particular on the emotional and behavioural dimensions. Not surprisingly, teachers showed a higher level of resistance when their schools participate in the government-driven reform. Finally, teacher resistance depended upon characteristics of teachers as well as principals. These findings provide some useful policy implications for facilitating successful school reform efforts. Foremost, school reformers are advised to rethink the school change model design in a way of fully capturing human aspects in the reform process. (Contains 5 tables and 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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