Texas High School Principals' First Year Experiences and Perceptions Relating to the Leadership of Career and Technical Education Programs PDF Download
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Author: Toby Lee Nix Publisher: ISBN: Category : Educational leadership Languages : en Pages : 344
Book Description
The purpose of this study was to explore the perceptions and experiences of three Texas high school principals regarding their first-year of leadership involving Career and Technical Education (CTE) programs. A narrative non-fiction methodology was used to present the participants' stories and perceptions of their lived experiences. The three participants, principals who began their head high school principalship between 2008 and 2011, were selected from the Texas Region IV and VII Education Service Center areas using snowball sampling. Data were collected through interviews, tape recordings, observations, documents, field notes, journaling, and transcription. The participants' stories were constructed using narrative analysis and a paradigmatic analysis complemented and strengthened the study by illuminating common themes among all participants' stories. Four salient factors emerged from the analysis of narratives: developing human resources, lacking knowledge, feeling overwhelmed, and playing politics. The findings of this study also suggest first-year principals must have general principal leadership knowledge as well as knowledge specific to CTE leadership in order to fulfill the immediate responsibilities encountered upon entering a high school principalship.
Author: Toby Lee Nix Publisher: ISBN: Category : Educational leadership Languages : en Pages : 344
Book Description
The purpose of this study was to explore the perceptions and experiences of three Texas high school principals regarding their first-year of leadership involving Career and Technical Education (CTE) programs. A narrative non-fiction methodology was used to present the participants' stories and perceptions of their lived experiences. The three participants, principals who began their head high school principalship between 2008 and 2011, were selected from the Texas Region IV and VII Education Service Center areas using snowball sampling. Data were collected through interviews, tape recordings, observations, documents, field notes, journaling, and transcription. The participants' stories were constructed using narrative analysis and a paradigmatic analysis complemented and strengthened the study by illuminating common themes among all participants' stories. Four salient factors emerged from the analysis of narratives: developing human resources, lacking knowledge, feeling overwhelmed, and playing politics. The findings of this study also suggest first-year principals must have general principal leadership knowledge as well as knowledge specific to CTE leadership in order to fulfill the immediate responsibilities encountered upon entering a high school principalship.
Author: Rhonda J. McWilliams Publisher: ISBN: Category : Educational leadership Languages : en Pages :
Book Description
Other than the superintendent and the district's athletic director, there is no position more visible than the high school principal. Although there is a significant amount of research and information regarding the roles and challenges of principals collectively, there is not as much specific to high school principals. With the role of the high school principal including increased expectations to adhere to all federal, state, and local mandates and requirements, while providing a quality instructional program where student learning occurs daily in a safe and secure environment, a study that focuses specifically on perceptions of high school principals is warranted. As schools face challenges involving urban issues, migrant students, divisions based on race/ethnicity and class, homelessness, drugs, violence, and more, this study will be an important first step in focusing specifically on the perceptions of the roles and challenges of high school principals. The purpose of this study was to explore current perceptions of high school principals regarding their perceived roles, the challenges they face, and their recommendations for professional development for those who aspire to be high school principals. This study was developed as one of qualitative design, exploratory in nature. Qualitative research was used in order to gain a more holistic impression of the perceptions of high school principals of their roles and challenges. The study addresses these questions: 1.What are the perceptions of high school principals regarding their roles as the school principal, and how do these perceptions align with what they actually do daily? 2.What do high school principals perceive are their greatest challenges? 3.What do current high school principals recommend as professional development activities or developmental experiences for aspiring high school principals? For this study, 13 high school principals from a mid-sized school district in Texas participated in an in-depth interview process. Those interviews were transcribed and responses were organized and aligned to the research questions. An analysis was then conducted to determine themes emerging from the interviews with high school principals. Results of the analysis were summarized and conclusions drawn. The study concludes with implications for practice and recommendations for further study.
Author: Howard R. D. Gordon Publisher: Waveland Press ISBN: 1478645008 Category : Education Languages : en Pages : 463
Book Description
Rapid changes in the workplace, including progress in the areas of science, technology, engineering, and mathematics, make the contribution of career and technical education more significant than ever. In the fifth edition of his foundational text, Dr. Gordon is joined by new coauthor Deanna Schultz. Continued focus on the history, philosophy, structure, and evolution of career and technical education highlights in-depth coverage on emerging trends relevant to all areas of the field. The pedagogical structure of the text presents abundant information in an accessible format. The authors’ introduction to the origins of and early leadership in CTE lays the groundwork for later discussions of representation of women and underrepresented minorities in the discipline, as well as the implications of a multigenerational workforce and global community on the way educational programs are designed for career readiness. In addition to comprehensive updates, this edition features a section exploring work-based learning, information on current legislation, and a new chapter on community and technical colleges.
Author: Toby Lee Nix
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Author: Rhonda J. McWilliams
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Author: Howard R. D. Gordon
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Author: Mario Jr Guzman