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Krzemienski, Joyce – ProQuest LLC, 2012
In today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread…
Descriptors: Elementary Education, Principals, Stress Variables, Coping
Richter, Mary Miller; Lewis, Timothy J.; Hagar, John – Journal of Positive Behavior Interventions, 2012
This study investigated key principal leadership skills associated with socially proactive school environments and examined the relationship between School-Wide Positive Behavior Support (SWPBS) implementation and increased evidence of those skills. Findings indicated the following: (a) certified staff members and principals from all schools rated…
Descriptors: Evidence, Job Satisfaction, Leadership, Principals
Hanson, Thomas L.; Kim, Jin-Ok – Regional Educational Laboratory West, 2007
This report summarizes findings from a study of the psychometric properties of the resilience and youth development module, a key component of the Healthy Kids Survey. The study aims to improve resilience assessment and research so that educators can shape the school environment to promote academic resilience. The Healthy Kids Survey (HKS) is a…
Descriptors: Psychometrics, Educational Environment, Personality Traits, Interpersonal Relationship
Henley, Joan; McBride, Jackie; Milligan, Julie; Nichols, Joe – Education, 2007
The "No Child Left Behind" Legislation has altered the landscape of elementary schools across the nation. This alteration has left many educators and parents wondering whether children are being robbed of their childhood in order to meet the legislation's many mandates. Across the nation, traditional school days, instructional programs,…
Descriptors: Elementary Education, Federal Legislation, Children, Elementary School Students
Powell, Frankie Denise; Fields, Larry D.; Bell, Edwin D.; Johnson, Gwendolyn S. – Urban Education, 2007
Dr. Larry D. Fields, the former principal of Rowland H. Latham Elementary, led the development of a complementary learning model that became known as the Latham Way. The Latham Way produced remarkable academic success among poor minority students. The chi-square of the expected and the actual scores in reading and mathematics were significant at p…
Descriptors: Federal Legislation, Minority Groups, Models, Academic Achievement
Sterbinsky, Allan; Ross, Steven; Redfield, Doris – 2003
For schools to spend Title I funds on comprehensive school reform (CSR) programs under the No Child Left Behind Act, there must be empirical evidence of significant improvement in the academic achievement of CSR students. Unfortunately, there is a dearth of convincing evidence that CSR programs have a positive impact on student achievement. Over a…
Descriptors: Academic Achievement, Educational Change, Educational Environment, Educational Practices