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In This Issue

Farrace, B. — Thu, 27 Aug 2009 11:56:35 PDT

Superintendents' Perceptions of the Principal Shortage

Pijanowski, J. C., Hewitt, P. M., Brady, K. P. — Thu, 27 Aug 2009 11:56:35 PDT

The research literature on the principal shortage is inconsistent regarding the actual scope of the shortage and a clear articulation of factors contributing to the successful recruitment and retention of today’s school leaders. Often, critical data related to the principal shortage are ignored, including the number of younger principals overlooked in a candidate job search or the number of credentialed principal candidates who ultimately withdraw from a search. This study is based on a survey of 197 superintendents concerning their views on the principal shortage and factors associated with influencing the recruitment and retention of school leaders. Some major findings are that superintendents often underestimate the principal candidate applicant pool in their own districts, compensation continues to be the primary method of attracting qualified principal applicants, and rural schools are at a distinct disadvantage compared with urban and suburban schools in their search for new school principals.

Increasing Underrepresented High School Students' College Transitions and Achievements: TRIO Educational Opportunity Programs

Cowan Pitre, C., Pitre, P. — Thu, 27 Aug 2009 11:56:35 PDT

The American education agenda suggests a clear commitment to the development of programs and practices to increase equitable participation in higher education. During a time when equity-based policy initiatives are under attack in the United States, governmental TRIO Programs remain one proven pathway for ensuring college preparedness and access for all students. Research reviewed in this article suggests TRIO educational opportunity programs have been successful in increasing both the higher education attendance rates and educational attainment of students from low-income, first-generation college, and underrepresented ethnic minority backgrounds. Given the increasing political debate and the recent U.S. Supreme Court ruling against voluntary school desegregation, TRIO Programs are now more critical than ever for extending higher educational opportunities to students from diverse social and economic backgrounds. Furthermore, these programs may provide a model for P-12 school leaders, individual institutions, and all education professionals interested in widening access to higher education for all of our country’s citizens. This article provides an overview of TRIO educational opportunity programs, research related to the effectiveness of these programs, and recommendations for principals, teachers, and professional staff.

Adolescent Learning and the Internet: Implications for School Leadership and Student Engagement in Learning

Strom, P., Strom, R., Wing, C., Beckert, T. — Thu, 27 Aug 2009 11:56:35 PDT

Students were electronically polled about the influence of the Internet in their education and ways teachers could use this resource to motivate them and increase their learning. Responses from the 956 adolescents showed that the school quest to increase student engagement could more often be met through online assignments that facilitate self-directed learning. The practice of teachers spending much of their time preparing and presenting lessons should become more balanced to reflect the powerful presence of the Internet as the main source of student information. This shift requires a new focus in teacher preparation and in-service development for local schools. Specific changes in the roles of principals and teachers to offer greater school support for Internet learning are identified.

What We Know About At-Risk Students: Important Considerations for Principal and Counselor Leadership

Foster Johnson, A., Wellman Perkins, G. — Thu, 27 Aug 2009 11:56:35 PDT

Schools are focusing considerable efforts on reaching students who are identified as at risk of becoming future dropouts due to poverty, behavior, and/or academics. This article details the important role that middle school counselors can play in meeting the needs of the at-risk population because of the specialized training they receive in working with individuals to address their academic, career, and personal/social development needs.

In This Issue

Foster, L. — Thu, 11 Jun 2009 15:17:29 PDT

Conversion of a Large, Urban High School to Small Schools: Leadership Challenges and Opportunities

Nehring, J., Lohmeier, J. H., Colombo, M. — Thu, 11 Jun 2009 15:17:29 PDT

This article reports findings from a study of the experiences of 11 school principals who are leading the conversion of a large, comprehensive, urban high school into six thematic small schools. Specifically, this study addresses the question, What do high school principals identify as the leadership challenges and opportunities embedded in the process of conversion of a large, comprehensive, urban high school into several thematic small schools?

If They Knew, They Would Change: How Legal Knowledge Impacts Principals' Practice

Militello, M., Schimmel, D., Eberwein, H. J. — Thu, 11 Jun 2009 15:17:29 PDT

The purpose of this national survey is to determine secondary school principals' knowledge of the rights of students and teachers, how often principals are legally threatened and sued, how they adjust their behaviors in response, and how they obtain and disseminate legal information. Survey results show that a majority of principals are uninformed or misinformed about school law issues and that 85% of the principals said they would change their behavior if they knew the answers to our law survey questions.

The U.S. Supreme Court Speaks on Voluntary School Integration Plans: Policy and Practice Implications for Educational Leaders

Gutierrez, K. J., Rossow, L. F. — Thu, 11 Jun 2009 15:17:29 PDT

This article addresses important legal issues surrounding voluntary school integration plans and explores policy and practice implications of the Seattle and Louisville cases. School policy guidance for how school districts should create or change their voluntary integration policies is discussed. Further discussion reveals what some school districts around the nation are doing in light of the Seattle/Louisville decision. Additional discussion speaks of future policy possibilities for school districts and educational leaders to consider as a possible solution to creating voluntary school desegregation plans. Practical implications are addressed for middle and secondary school principals as school leaders who must deal with the outcomes produced by school district policies regarding integration plans.

Excavating the Millennial Teacher Mine

Walker, K. L. — Thu, 11 Jun 2009 15:17:29 PDT

The Millennials, born from 1980 to 2000, have begun entering the profession, and many will not stay longer than 5 years. They have a unique set of talents, skills, and work ethic, unlike those from previous generations. They are extremely eager to be successful. If strong supportive programs of mentoring, induction, career ladders, and ongoing staff development are provided, they can develop into outstanding educators, and the odds are good that they will stay in the profession.

NASSP Bulletin Submission Guidelines

Thu, 11 Jun 2009 15:17:29 PDT

NASSP Board of Directors: (July 1, 2008--June 30, 2009)

Thu, 11 Jun 2009 15:17:29 PDT

In This Issue

Foster, L. — Wed, 14 Jan 2009 08:49:46 PST

A Professional Development School--Sponsored Summer Program for At-Risk Secondary Students

Cuddapah, J. L., Masci, F. J., Smallwood, J. E., Holland, J. — Wed, 14 Jan 2009 08:49:46 PST

The development and implementation of a Professional Development School (PDS)— sponsored summer program for at-risk secondary students is described. Literature related to PDSs and summer programs is followed by a presentation of data findings and analysis. Attendance and grade point average data gathered on the 17 participating rising ninth graders indicate that the described summer program had a positive student impact. Benefits for the university and school constituents as well as implications for future practice and research are described.

The Impact of Technology on High School Principals

Hines, C., Edmonson, S., Moore, G. W. — Wed, 14 Jan 2009 08:49:46 PST

The purpose of this study was (a) to research the impact of electronic communication on the role of the principal and school leaders and (b) to investigate patterns of unanticipated consequences or phenomena that have developed within the organization along with the widespread use of electronic media. Twelve themes were identified and grouped into two main categories of the principal's role and computer-mediated communication.

Polling Students About Conditions of Learning

Strom, P., Strom, R., Wing, C. — Wed, 14 Jan 2009 08:49:46 PST

Online polling was examined as a procedure for decision makers to find out how students perceive conditions of learning at their school. Students in Grades 7-12 from eight schools completed online polls about learning on the Internet, time management, and tutoring. Principals favorably evaluated polling as a method for gathering information and changed certain policies and practices based on input from students. Local school context was determined to be the most significant influence in shaping perceptions regarding improvement.

Productive Strategies for Raising Student Achievement in Algebra: A Personal View From Two High School Principals

Flores, S., Roberts, W. — Wed, 14 Jan 2009 08:49:46 PST

High school students continue to struggle in algebra, especially in large inner-city schools with underprivileged students. Students are not the only ones skirmishing with algebra. Teachers and school leaders are just as frustrated as they search for answers to complex teaching and learning problems. Two high school principals report the results of action research they gleaned from visitations to successful high schools similar to their own in demographics in order to raise proficiency levels in mathematics in their own schools. Among the results include the focused and empowered leadership of department chairs and specific instructional pedagogies that are fostered and shared among teachers and mathematics coaches.

NASSP Bulletin Submission Guidelines

Wed, 14 Jan 2009 08:49:46 PST

NASSP Board of Directors (July 1, 2008--June 30, 2009)

Wed, 14 Jan 2009 08:49:46 PST

In This Issue

Foster, L. — Mon, 15 Sep 2008 11:53:47 PDT

What Do School Principals Think About Current School-Family Relationships?

Flynn, G., Nolan, B. — Mon, 15 Sep 2008 11:53:47 PDT

This study explores the nature of teacher—parent relations as perceived by principals at the elementary, middle, and high school levels. Participants included 144 principals who completed a survey examining differences in parent and teacher involvement at each level, preparedness of first-year teachers to communicate with parents, and the types of support schools provide parents and teachers to facilitate teacher—parent alliances. Significant differences were found at each level. Recommendations are made for improving school—family relationships through preservice and in-service training.

The Impact of Block Scheduling on Student Motivation and Classroom Practice in Mathematics

Biesinger, K. D., Crippen, K. J., Muis, K. R. — Mon, 15 Sep 2008 11:53:47 PDT

Results are presented from a mixed-method investigation into the effects of Block Schedule on student self-efficacy, attitude, and instructional practices within the context of mathematics. Students exposed to block schedule showed no change in attitude toward mathematics, whereas those on a traditional schedule demonstrated a significant decrease. Students on block schedule also made significantly greater gains in self-efficacy. If reformed teacher practice is a goal of transitioning to block schedule, results point to a critical need for professional development.

Middle School Students' Perceptions of Effective Motivation and Preparation Factors for High-Stakes Tests

Hoffman, L. M., Nottis, K. E. K. — Mon, 15 Sep 2008 11:53:47 PDT

This mixed-methods study examines young adolescents' perceptions of strategies implemented before a state-mandated "high-stakes" test. Survey results for Grade 8 students (N = 215) are analyzed by sex, academic group, and preparation team. Letters to the principal are reviewed for convergence and additional themes. Although students were most motivated by extrinsic rewards, those whose teachers developed students' self-efficacy and positively used attribution theory were less influenced. Letters revealed parental impact on students' attitudes and performance. Implications are addressed.

The Perceptions of New Principals Regarding the Knowledge and Skills Important to Their Initial Success

Petzko, V. — Mon, 15 Sep 2008 11:53:47 PDT

Although there is a recurrent call for substantive reform in graduate programs in educational leadership, little has been written from the perspective of the new principal. This article reports the results of a survey of first-, second-, and third-year principals and assistant principals in which participants were asked to identify the knowledge and skill areas they perceived to be important to their initial success. The results suggest that principal preparation programs and district induction programs evaluate their individual areas of emphasis and make adjustments as appropriate.

NASSP Bulletin Submission Guidelines

Mon, 15 Sep 2008 11:53:47 PDT

NASSP Board of Directors (July 1, 2007--June 30, 2008)

Mon, 15 Sep 2008 11:53:47 PDT