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Online Learning for School Administrators Regarding Physical Education: A Systematic Review

 Online Learning for School Administrators Regarding Physical Education: A Systematic Review

McNamara, Scott; Dillon, Suzanna; Fulton, Nicole

Education Leadership Review, v20 n1 p39-50 Nov 2019

Online learning may be an effective mode to deliver information about specially designed physical education (PE) to school administrators. The purpose of this study was to conduct a systematic review of the literature to evaluate the use of online learning to increase knowledge on PE for school administrators. The investigators identified two articles that met the full inclusion criteria. From the findings of this systematic review, it appears that more rigorous research is needed to better understand the benefits and challenges of online learning for school administrators.

Descriptors: Electronic Learning, Administrators, Physical Education, Management Development, Educational Benefits, Special Education, Students with Disabilities

International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/

Publication Type: Journal Articles; Information Analyses

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Scott,M ;Suzanna D; Nicole,F(2019)Online Learning for School Administrators Regarding Physical Education: A Systematic Review,Education Leadership Review, v20 n1 p39-50

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Statistics Course Improvement for School Administrator Preparation

 Statistics Course Improvement for School Administrator Preparation

Wang, Jianjun

Educational Leadership and Administration: Teaching and Program Development, v32 p46-55 May 2020

Accompanied by increasing demands on school administrator preparation and rapid development of computer technology, educational statistics courses are exposed to unprecedented pressures for changing both curriculum content and computing platforms. In this article, the intended curriculum is reviewed according to data analysis expectations from state and national guidelines. Past recommendations on statistics instruction are examined to justify the need for quantitative research skills in school administrator preparation. The curriculum implementation is further investigated to reflect a fundamental revision of statistics content by the American Statistical Association. The article ends with an overview of the cutting-edge software development in R that is likely to reshape the future data processing, text analytics, and graphical display for school administrators.

Descriptors: Statistics, Courses, Educational Improvement, Curriculum Development, Administrator Education, Statistical Inference, Computer Software, Research Skills, Skill Development, Mathematics Education

California Association of Professors of Education Administration. Web site: http://www.capea.org

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Wang, Jianjun(2020)Statistics Course Improvement for School Administrator Preparation,Educational Leadership and Administration: Teaching and Program Development, v32 p46-55

School Administrator's Management Capabilities of Teacher Differences

 School Administrator's Management Capabilities of Teacher Differences

Bostanci, Aynur B.; Kalsen, Cemal; Tosun, Ali; Dogan, Ömer

International Journal of Progressive Education, v16 n1 p138-151 2020

The aim of the research was to determine school administrators' management capabilities of teacher differences. The research was conducted with mixed explanatory sequential design which means using a combination of qualitative and quantitative research methods. In the quantitative phase of the research, the sample of the study consists of 324 teachers and 43 school principals who work in the state primary, secondary and high school in the province of Usak in 2017-2018. In the qualitative stage of the research, the study group was determined on the basis of volunteerism. Accordingly, 11 school administrators and 14 teachers from the sample group in the quantitative phase participated in the study. The quantitative data of the study was gathered through 'The Scale of Diversity Management' However, semi-structured interview form was used as a qualitative data collection tool. In the analysis process, test t and One Way ANOVA were performed. Nevertheless, descriptive analysis was employed for the qualitative data. Findings demonstrated that teacher perceptions on school administrators' management capabilities of differences were high. According to the results of interviews conducted to gather information in- depth, school administrators were stated to be capable of managing the differences. It was found that there was a significant difference between school administrators and teachers in terms of task concerning the level of school administrators' management capabilities of teacher differences. The perceptions of school administrators on the management of teacher differences were higher compared to the perceptions of teachers. Based on the qualitative findings of the study, virtually all the school administrators pointed out that they were able to manage teacher differences and to use them in favour of the school. On the contrary, teachers rendered that most of the school administrators were able to be notice differences; however, they had problems in using the differences in favour of their schools. Another finding of the study referred that the levels of school administrators' management capabilities of teacher differences varied depending on the year of service. Senior teachers considered the levels of school administrators' management capabilities of teacher differences relatively high. Additionally, the perceptions of teachers working at different stages of schools regarding school administrators' management capabilities of differences were observed to differ. The perceptions of primary school teachers, compared to secondary and high school teachers, with respect to school administrators' management capabilities of teacher differences were higher. As a result, in light of the findings, school administrators are advised to recognize teacher differences more closely and to achieve the aims of their schools by converting the differences in opportunities.

Descriptors: School Administration, Administrator Effectiveness, Principals, Elementary School Teachers, Secondary School Teachers, High School Teachers, Foreign Countries, Public Schools, Individual Differences, Teacher Attitudes, Tenure, Institutional Characteristics, Teacher Administrator Relationship, Teacher Characteristics

International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/

Publication Type: Journal Articles; Reports - Research

Education Level: Elementary Education; Secondary Education; High Schools

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Turkey

Aynur B.; Cemal,K ;Ali,T ; Ömer,D(2020)School Administrator's Management Capabilities of Teacher Differences,International Journal of Progressive Education, v16 n1 p138-151

School Administrators' Opinions of Adapted Physical Education Services

 School Administrators' Opinions of Adapted Physical Education Services

Bittner, Melissa; McNamara, Scott; Katz, Heather; Silliman-French, Lisa

Journal of Special Education Leadership, v33 n1 p36-44 Mar 2020

School administrators oversee and monitor specially designed programming for students with disabilities to ensure they receive appropriate services. School administrators, however, may be unprepared for the diverse roles that are needed to ensure students with disabilities receive an appropriate education (Edwards, 2012) including in adapted physical education (APE). The purpose of this investigation was to determine school administrators' opinions of the importance of APE services for students with disabilities. The "School Administrators' Opinions Toward APE Services Survey" was administered to 200 school administrators throughout the state of Texas to determine school administrators' opinions of APE. Descriptive statistics were reported and a factor analysis yielded a four-factor solution for the opinions toward level of importance. Findings show: (1) school administrators had low opinions toward APE and opinions of APE services were low when compared to other special education services; (2) female school administrators in Texas have higher overall opinions towards APE services compared to their male counterparts; and (3) school administrators that directly supervise APE teachers have generally more positive opinions toward APE services. Based on the results of this investigation, it was concluded that school administrators have generally low opinions toward the importance of APE services for students with disabilities. There is an essential need to understand school administrators' opinions of APE, which has often been overlooked within the field of special education, and develop strategies to improve school administrators' opinions of APE services.

Descriptors: Administrator Attitudes, Adapted Physical Education, Students with Disabilities, Principals, Assistant Principals, Educational Legislation, Equal Education, Federal Legislation, Teacher Education

Council of Administrators of Special Education. 1675 East Seminole Street Suite L1, Springfield, MO 65804. Tel: 417-427-7720; Fax: 417-427-6520; e-mail: office@casecec.org; Web site: https://www.casecec.org/journal

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Texas

Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act

Bittner, Melissa; Scott.M, ; Heather.K; Lisa.S.F,  (2020) School Administrators' Opinions of Adapted Physical Education Services,Journal of Special Education Leadership, v33 n1 p36-44