Teachers and Principals: Global Practices, Challenges and Prospects

$160.00

James E. Kelly (Editor)

Series: Education in a Competitive and Globalizing World

BISAC:EDU000000

This book is comprised of seven chapters about the experiences of teachers and principals in the public education system. Chapter One investigates teachers’ and principals’ perspectives on the issue of students’ risky online behaviors as well as the role of their resilience in their perspectives on this topic. Chapter Two assesses the extent to which English Language Learner status was related to the reading achievement of Texas Grade 4 boys and girls in special education. Chapter Three studies the degree to which differences were present between experienced, moderately experienced, and new school principals in terms of what they emphasized and how they spent their work time at their campuses. Chapter Four examines the reading, mathematics, and science performance of elementary school students based on the years of experience of their school principal. Chapter Five presents the results of a study that was conducted to examine the relationship between the number of school counselors employed at the elementary, middle, and high school levels and the percentage of students determined to be at risk during the 2018-2019 school year in Texas. Chapter Six examines the effect of bilingual education programs on the reading performance of Grade 5 students in Texas during the 2018-2019 school year. Finally, Chapter Seven studies the degree to which differences were present in the percentages of all students who enrolled in a dual-credit mathematics course in Texas public high schools by their economic status.

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Preface

Chapter 1. Teachers’ and Principals’ Perspective Regarding Students’ Risky Online Behaviors: The Role of Resilience
(Thanos Touloupis – Department of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece)

Chapter 2. English Language Learner Status and Reading Performance of Texas Grade 4 Boys and Girls in Special Education: A Statewide Multiyear Analysis
(Matthew M. Pariseau, Frederick C. Lunenburg, John R. Slate, and George W. Moore – Sam Houston State University, TX, US)

Chapter 3. Differences in What Principals Emphasize by Their Years of Experience: A National Analysis
(Hafedh Azaiez, John R. Slate, Frederick C. Lunenburg, and George W. Moore – Sam Houston State University, TX, US)

Chapter 4. Principal Experience and Student Achievement: A National Investigation
(Hafedh Azaiez, John R. Slate, Frederick C. Lunenburg and George W. Moore – Sam Houston State University, Huntsville, TX, US)

Chapter 5. Differences in School Counselors Employed by Percentage of Students At Risk: A Texas Statewide Investigation
(Tania M. Merik and John R. Slate – Sam Houston State University, Huntsville, TX, US)

Chapter 6. Differences in Grade 5 Reading Performance by Bilingual Education Program Type: A Texas, Statewide Analysis
(Yeri J. Villalobos and John R. Slate – Sam Houston State University, Huntsville,
Texas, US)

Chapter 7. Differences in the Percentages of Students Enrolled in Dual Credit Mathematics Courses over Time: A Texas, Multiyear Analysis
(Stacey M. Moseley and John R. Slate – Sam Houston State University, TX, US)

Index

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