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The major purpose of this study was to gain an understanding of the instructional leadership role and responsibilities of middle school assistant principals and their level of involvement in instructional leadership. Specifically, this study determined the extent of involvement of the middle school assistant principal as an instructional leader in the Commonwealth of Virginia. The data gathered compared instructional leadership tasks to various demographic variables and determined the amount of time spent performing the instructional leadership tasks. The Sources of Instructional Leadership(SOIL) survey instrument was revised and used in addition to a demographic survey to collect the data. A total of 396 surveys were mailed to middle school assistant principals across the state of Virginia. The SOIL survey includes 31 instructional leadership tasks that describe the instructional leadership responsibilities of assistant principals. The research design is non-experimental and descriptive. The methodology was a modification of the methodology used in a study conducted by Bush (1997). The design used a demographic survey, the SOIL survey and time study to collect data. The data collected answered the following research questions: 1. What instructional leadership roles and responsibilities are performed by middle school assistant principals in Virginia? 2. What is the relationship between instructional leadership responsibilities performed and specific demographic variables? 3. How much time do middle school assistant principals spend on instructional issues each week? Conclusions from the data reveal the primary instructional leadership responsibilities of Virginia middle school assistant principals are: (1) developing a school climate that is conducive to learning (2) improving student discipline, and (3) communicating a concern for student achievement. The data also indicate that older assistant principals are more involved in observing and evaluating staff than younger assistant principals. Additionally, the study found that the more instructional leaders in a school, the more involved assistant principals are with tasks that are associated with developing an academic climate. Furthermore, almost 80% of the participants indicated they spent between 10-30% of their instructional task time developing an academic climate each week. Nearly 50% of the participants spent the least amount of time on tasks that focus on coordinating the instructional program. / Ph. D.

Educational equity is a strategy through which schools prioritize equitable access to learning experiences most appropriate for each student's needs. It is an attempt to reduce inequitable student outcomes by closing gaps in students' opportunities to access the teachers, learning, and resources they need. Instructional leaders are vital to how educational equity manifests in the school setting, and assistant principals serve in this capacity among many. The purpose of this study was to identify assistant principals' preparation, opportunity, and self-reported professional learning needs to serve as equity-focused instructional leaders. The researcher sought participation from a sample of assistant principals from four school divisions in Virginia. For this quantitative study, participants completed a researcher-developed survey about equity-focused instructional leadership practices adapted from an educational equity framework developed by the Virginia Department of Education and the nationally recognized BELE framework. The researcher analyzed survey responses and used descriptive statistics to report findings that answered three research questions about assistant principals' preparation, opportunity, and self-reported professional learning needs to serve as equity-focused instructional leaders. The data revealed that assistant principals are prepared and often engage in multiple equity-focused instructional leadership practices. Assistant principals would benefit from increased opportunities and additional professional learning in some areas of equity-focused instructional leadership. The researcher identified implications for the practice of assistant principals and made recommendations for future research that might provide insight for principals, division leaders, and state personnel into how to utilize and support assistant principals in this capacity. / Doctor of Education / Pursuing equity in the educational setting aims to reduce inequitable student outcomes by closing gaps in students' opportunities to access teachers, learning, and resources that address their specific needs. Assistant principals serve as instructional leaders and are vital to establishing and maintaining equity in the school setting. The purpose of this study was to identify assistant principals' preparation, opportunity, and self-reported professional learning needs to serve as equity-focused instructional leaders. The researcher sought insight into assistant principals' beliefs about their experiences as equity-focused instructional leaders, specifically in the areas of the equity-focused instructional leadership strategies outlined in a framework developed by the Virginia Department of Education and the nationally recognized BELE framework. The researcher sought to gain insight for principals, division leaders, and state personnel to support their efforts to utilize and support assistant principals in this capacity. The researcher conducted a quantitative study using a survey research design. The researcher conducted the study in Virginia and collected data from a sample of 65 assistant principals in four school divisions. The researcher analyzed responses to the survey and used descriptive statistics to report findings that answered three research questions about assistant principals' preparation, opportunity, and self-reported professional learning needs to serve as equity-focused instructional leaders. Findings indicate that assistant principals are both prepared and have opportunities to serve as equity-focused leaders. However, they would benefit from increased opportunities and professional learning to improve their practice.

Dans cette thèse nous présentons la formalisation de trois résultats principaux que sont la forme normale de Jordan d’une matrice, le théorème de Bolzano-Weierstraß et le théorème de Perron-Frobenius. Pour la formalisation de la forme normale de Jordan nous introduisons différents concepts d’algèbre linéaire tel que les matrices diagonales par blocs, les matrices compagnes, les facteurs invariants, ... Ensuite nous définissons et développons une théorie sur les espaces topologiques et métriques pour la formalisation du théorème de Bolzano-Weierstraß. La formalisation du théorème de Perron-Frobenius n’est pas terminée. La preuve de ce théorème utilise des résultats d’algèbre linéaire, mais aussi de topologie. Nous montrerons comment les précédents résultats seront réutilisés. / In this thesis we present the formalization of three principal results that are the Jordan normal form of a matrix, the Bolzano-Weierstraß theorem, and the Perron-Frobenius theorem. To formalize the Jordan normal form, we introduce many concepts of linear algebra like block diagonal matrices, companion matrices, invariant factors, ... The formalization of Bolzano-Weierstraß theorem needs to develop some theory about topological space and metric space. The Perron-Frobenius theorem is not completly formalized. The proof of this theorem uses both algebraic and topological results. We will show how we reuse the previous results.

The work of the personal assistant is a helping profession that belongs to the profession with a risk of a high level of stres, especially in long-term exposure to inappropriate working condition that can, in the end, developed into the burnout syndrom. In the theoretical part i define personal assistance, stress, coping strategies, resistance and burnout syndrome. The practical part is based on nine interviews with personal assitants, focused on stressors, coping strategies and conditions of their work in the organization, where they are employed. I found out personal assistants considered as the most important sources of stress children problematic behavior, communication with teachers and parents. Personal assistants are struggling in their work with feelings of helplessness, frustration from the childs stagnation, with feelings of guilt for childs problem behavior. In their work they are dealing with parents in mental discomfort and with problematic communication with teachers. The most used coping strategies of personal assistants are sense of usefulness and meaning of work, social support (information and support from parents of children, support of social workers of organization and supervision), relaxation, optimism, acceptance of situation, setting of borders, self- development. The...

The purpose of this study was to identify in which areas of teaching assistant responsibilities graduate teaching assistants, professors, and students viewed TAs as knowledgeable, and in which areas of teaching assistant responsibilities graduate teaching assistants, professors, and students viewed TAs as utilized. Specifically, the purpose of the study was to determine whether teaching assistants were utilized or perceived as knowledgeable in curriculum development, course maintenance, teaching responsibilities, and mentoring. Teaching assistants, students, and instructors (n = 233) were administered a survey purposed to measure TAs' effectiveness based on their utility and knowledge in four areas of TA responsibilities: curriculum development, course maintenance, teaching responsibilities, and mentoring. All three participant groups perceived that TAs were utilized in course maintenance and mentoring, and they perceived the TAs were knowledgeable in course maintenance, teaching responsibilities, and mentoring. Overall, instructors viewed TAs as more knowledgeable than did the TA participant group, and the TA participant group viewed themselves as more knowledgeable than did the student participant group.

Thesis (M. Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaf 103-109).

Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 103-109). Also available in print.

Concevoir et implanter des programmes parallèles est une tâche complexe, sujette aux erreurs. La vérification des programmes parallèles est également plus difficile que celle des programmes séquentiels. Pour permettre le développement et la preuve de correction de programmes parallèles, nous proposons de combiner le langage parallèle fonctionnel quasi-synchrone BSML, les squelettes algorithmiques - qui sont des fonctions d’ordre supérieur sur des structures de données réparties offrant une abstraction du parallélisme – et l’assistant de preuve Coq, dont le langage de spécification est suffisamment riche pour écrire des programmes fonctionnels purs et leurs propriétés. Nous proposons un plongement des primitives BSML dans la logique de Coq sous une forme modulaire adaptée à l’extraction de programmes. Ainsi, nous pouvons écrire dans Coq des programmes BSML, raisonner dessus, puis les extraire et les exécuter en parallèle. Pour faciliter le raisonnement sur ceux-ci, nous formalisons le lien entre programmes parallèles, manipulant des structures de données distribuées, et les spécifications, manipulant des structures séquentielles. Nous prouvons ainsi la correction d’une implantation du squelette algorithmique BH, un squelette adapté au traitement de listes réparties dans le modèle de parallélisme quasi synchrone. Pour un ensemble d’applications partant d’une spécification d’un problème sous forme d’un programme séquentiel simple, nous dérivons une instance de nos squelettes, puis nous extrayons un programme BSML avant de l’exécuter sur des machines parallèles. / Parallel program design and implementation is a complex, error prone task. Verifying parallel programs is also harder than verifying sequential ones. To ease the development and the proof of correction of parallel programs, we propose to combine the functional bulk synchronous parallel language BSML; the algorithmic skeleton, that are higher order function on distributed data structures which offer an abstraction of the parallelism ; and the Coq proof assistant, who’s specification language is rich enough to write purely functional programs together with their properties. We propose an embedding of BSML primitives in the Coq logic in a modular form, adapted to program extraction. So we can write BSML programs in Coq, reason on them, extract them and then execute them in parallel. To ease the specification of these programs, we formalise the relation between parallel programs using distributed data structures and specification using sequential data structure. We prove the correctness of an implementation of the BH skeleton. This skeleton is devoted to the treatment of distributed lists in the BSP model. For a set of application, starting from a sequential specification of a problem, we derive an instance of our skeletons, then extract a BSML program which is executed on parallel machines.

The purpose of this study was to determine the extent secondary assistant principals in large Texas high schools demonstrate behaviors consistent with what the literature describes as instructional leadership. Three hundred seventy principals and assistant principals of large Texas high schools participated in this study. The Principal Instructional Management Rating Scale (Hallinger, 1987) was used to quantify instructional leadership in 10 different job functions. The study found that (a) assistant principals perceive themselves as exhibiting instructional leadership behaviors at a high frequency, (b) principals perceive their assistant principals exhibiting instructional leadership behaviors at a high frequency, (c) the perceptions of the principals and assistant principals were similar, and (d) principals and assistant principals reported more engagement in instructional leadership responsibilities and felt more pressured over the last five years under the new accountability and rating requirements of No Child Left Behind and the state assessments. These findings suggested that the administrative roles and responsibilities in high schools should be restructured to allow assistant principals to focus on instructional leadership.