The Pre-K-8 School Leader in 2018: A 10-Year Study

Autor/inn/en	Fuller, Edward J.; Young, Michelle D.; Richardson, M. Scott; Pendola, Andrew; Winn, Kathleen M.
Institution	National Association of Elementary School Principals; University Council for Educational Administration
Titel	The Pre-K-8 School Leader in 2018: A 10-Year Study
Quelle	(2018), (132 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Principals; Administrator Responsibility; Administrator Role; Elementary Schools; Middle Schools; Administrator Education; Decision Making; Accountability; Tenure; Administrator Characteristics; Institutional Characteristics; Parent Participation; School Districts; Parent School Relationship; Teacher Administrator Relationship; School Community Relationship; Student School Relationship; Advisory Committees; Educational Legislation; Federal Legislation; Educational Assessment; Contracts; Occupational Information; Salaries; Merit Pay; Goal Orientation; Portfolio Assessment; Morale; Central Office Administrators; Professional Development; Administrator Attitudes; Educational Facilities; Job Security; Court Litigation; Occupational Aspiration + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Decision-making; Entscheidungsfindung; Verantwortung; Amtszeit; Beschäftigungsdauer; Elternmitwirkung; School district; Schulbezirk; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schüler-Lehrer-Beziehung; Beratungsstelle; Bildungsrecht; Schulgesetz; Bundesrecht; Education; assessment; Bewertungssystem; Vertrag; Berufsinformation; Entlohnung; Gehalt; Leistungszulage; Zielorientierung; Zielvorstellung; Portfoliobeurteilung; Moral; Bildungsstätte; Arbeitsplatzsicherheit; Rechtsstreit; Berufsneigung; Berufsziel
Abstract	Principals historically have needed to adapt to dramatic shifts that impact their schools, including significant policy changes at the state and federal levels. For example, the 2008 study recorded principals' reactions to No Child Left Behind (NCLB), signed into law in early 2002. NCLB substantially altered the landscape of education across the nation, and the federal government was widely perceived as having too heavy a hand on education policy. In contrast, the recently enacted Every Student Succeeds Act (ESSA) (2015) has been touted as returning a significant amount of control back to the states. Since the 1928 publication of its first 10-year study, "The K-8 Principal," the National Association of Elementary School Principals (NAESP) has been collecting data on the climate, challenges, and conditions that mark the principalship. This report is the ninth in this series of research studies, and it imparts new information about the current education climate; the challenges veteran, early career, and assistant principals face; the students they serve; and the conditions under which they work. [Foreword by L. Earl Franks.] (ERIC).
Anmerkungen	National Association of Elementary School Principals (NAESP). 1615 Duke Street, Alexandria, VA 22314. Tel: 800-386-2377; Tel: 703-684-3345; Fax: 800-396-2377; e-mail: naesp@naesp.org; Web site: http://www.naesp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01