<p> This study examines how the state and federal courts have made decisions regarding public school students&rsquo; Fourth and Fifth Amendment rights in 105 cases during the years 2004 to 2015 when school resource officers were involved. Since the Supreme Court&rsquo;s decision in <i>New Jersey v. T.L.O.</i> (1985), the requirement of only reasonable suspicion, as opposed to the more stringent Constitutional standard of probable cause in school searches and seizures, has resulted in conflicting decisions how school resource officers should work with school officials. This research found that both state and federal courts tend to decide for the school rather than the student in these types of incidents except in cases of egregious violations of students&rsquo; rights and dignity. The number and the nature of court cases suggest the need for improved training and communication among students, school personnel and school resource officers.</p>

<p>In light of the disproportionately small numbers of low-income students who obtain postsecondary degrees, the current study investigated the relationships between various characteristics of disadvantaged students and the level of K ? 12 academic success that positioned them for postsecondary degree completion. After examining the literature related to academic resilience, the author found inconsistent identification of low-income students and low-level benchmarks for academic success. The lack of consistency in identifying low-income and academically successful students undermined the generalizability of the findings to students prepared for postsecondary education. The purpose of the study was to determine (a) the level of cumulative proximal risk exposure associated with postsecondary degree completion; (b) the level of income associated with students who had elevated risk exposures; (c) the level of academic achievement associated with academically successful postsecondary degree completers; and (d) the individual, family, and school characteristics that were related to low-income students? academic success. The quantitative research design used samples from a national pool of 3,563 individuals from the Child Development Supplement of the Panel Study of Income Dynamics. Statistical analyses, involving a combination of logistic regression, multivariate analysis of variance, and discriminate analysis, yielded a number of important findings. First, at a relatively low level of two direct risks, an individual?s odds of postsecondary degree completion became unlikely. Second, the income level associated with elevated risk levels encompassed roughly the lower half of the CDS population. Third, individuals with mathematics achievement at or above the 70th percentile on the Woodcock-Johnson were more likely to obtain postsecondary degrees. Fourth, the most significant and important characteristics associated with persistent academic success for low-income students, across school levels, were increased participation in extracurricular activities and high parental expectations for education. The findings had a number of implications for policy-makers, practitioners, and researchers interested in promoting the long-term academic success of low-income learners.

<p>The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs. </p>

<p> The increase of intense pressures to ensure long-term education reforms have created a challenge to school leaders as they direct and nurture the abilities of others. Although there is no single model of successful leadership, there is a common repertoire of values and actions used for sustainable school improvement. Raising capacity is a key task for principals. The purpose of this qualitative case study was to understand and describe suburban elementary principals&rsquo; practices and perceptions as change leaders related to capacity building. The study further explored the reciprocal effects model on how principals responded to the changing environment. Three principals, their superintendents and one teacher for each case provided data collected through interviews, documents, and a researcher journal. Inductive and deductive analysis were used, first within-case and then through a concluding cross-case. Findings confirmed that building capacity is all encompassing. As principals seek to build capacity, there are many interconnected actions. Results demonstrated varied practices, skills, and responsibilities used among principals, including: setting goals; professional development; collaboration; teacher leadership; and shared responsibility. This study can provide guidance to universities, Boards of Education, and other administrators. Recommendations for further research include expanding the sample to include secondary principals and to explore capacity building in rural and urban settings. Additionally, there should be continued research on the reciprocal effects model using mixed methods.</p>

<p> This case study research examined the perceptions of general and special education teachers towards educating students with disabilities in an inclusion classroom. The Concerns Based Adoption Model (CBAM) aided understanding of teacher participants' stages of concern in the inclusive process and the ways in which participation in training could affect those perceptions. A small district in the southern part of the United States was the focus of this study. Before training, participants took a pre-assessment survey, followed by three training sessions, and a subsequent post-assessment survey. The analysis of previously collected statistical CBAM data and interviews provided context for the research questions. Analysis of Pre- and Post-Stages of Concern survey data determined the teacher participants' levels of concern before and after training. After transcribing and coding interview data to develop categories, the data created themes that supported teacher responses on pre- and post-surveys. CBAM survey data indicated no change in teacher concern from pre- to post-survey; however, interview data revealed teachers had thought about inclusion. Interview data also revealed other initiatives and programs of higher concern, which affected the outcome of the statistical data. Research outcomes addressed teacher concerns, noting that leaders should develop training to meets those concern and consider teacher demands when implementing new initiatives.</p>

<p> The role of school superintendent has become increasingly complex. As school district leaders deal with new curriculum standards, increased accountability, and limited financial resources, they are in need of quality professional development tailored to their needs. This qualitative study explores personal, cultural, and structural factors that impact executive coaching for school superintendents. </p><p> Executive coaching, a widely accepted practice for supporting CEO&rsquo;s in the business world, offers unbiased feedback and help developing solutions to complex issues. Existing research establishes the appropriateness of executive coaching for school superintendents, but does not address how to make it more widely available. This study compares the experiences of superintendents who have been coached with those who have not. Through interviews of coach/superintendent pairs, coaching program leaders, and non-coached superintendents, four coaching models were examined. It considers the various uses of superintendent coaching, and identifies factors that impact its implementation. </p><p> The findings extend much of the business research into the school setting. Results suggest that coaching positively impacts superintendents and their districts, offering more benefit than other models of professional development. Cultural factors, including the influence of boards of education and superintendent colleagues, have a strong impact on coaching success, as does a lack of clear coaching vocabulary. Personal factors&mdash;coach and superintendent attributes, and coach/ superintendent relationship also were important. This study may benefit superintendents who desire meaningful professional development. It also benefits those who coach superintendents. Organizations that serve superintendents and school boards may also benefit.</p>

<p> Public school leaders in New York State are facing incredible challenges in the wake of Annual Professional Performance Review (APPR) of teachers and the Common Core State Standards (CCSS) for students. At the same time, national turnover rates for principals are high. Principals often report feeling unprepared for the demands of the job as their role has changed over the last few years. Many do not stay in the role past the third year, and almost half leave the position after year five. This study aimed to examine the effect of professional development on the self-efficacy of new public high school principals in an eight-county region known as upstate New York. Twelve public high school principals with five or fewer years of service voluntarily took part in a qualitative interview using a researcher-developed protocol. The goal of this study was to inform system-level leadership of the best ways to professionally develop new public high school principals to increase self-efficacy, and therefore increase the chances that the principal would stay in her or his role. Findings from this study included the fact that new high school principals looked for active system-level leadership and a shared decision making process when selecting appropriate professional development opportunities. New high school principals also found networking and mentoring to be two professional development practices that positively impacted their self-efficacy. Future research suggested at the end of this study included possible partnerships with local colleges and universities to align administrative preparation programs with the current demands of the position. This was a recurring theme during the interview process. One further recommendation for future study was the proposal to repeat this study with principals at different levels (elementary and middle school) or with different levels of experience (greater than five years of service). Suggested Keywords: public schools, new high school principals, professional development for high school principals, self-efficacy for high school principals, upstate New York</p>

<p> The United States (U.S.) is undergoing a paradigm shift in manufacturing as it progresses from an era of low skill employees who stood in one place controlling machines that drilled, stamped, cut, and milled products that passed through the effective and efficient assembly line, to one that is derived from scientific inquiry and technological innovation referred to as advanced manufacturing (PCAST, 2011). Presently, manufacturing firms employ ten percent of the nation&rsquo;s employees directly and impact numerous organizations along its supply chain and financial sector (Giffi et al., 2015). The U.S. currently has a manufacturing base that comprises twenty percent of its total gross domestic product and is expected to continue to grow (PCAST, 2011; NSTC, 2012; Giffi et al., 2015). Specifically, Giffi et al. (2015) predicts more than two million jobs will go unfilled in advanced manufacturing by 2020 due to the inability to find qualified employees and the increasing demand for customized products. </p><p> The purpose of this study was to identify principals&rsquo; perceptions on the necessity to prepare students for careers in advanced manufacturing in public high schools in New York State, excluding New York City, with student populations of 600 or fewer students. Specifically, this study examined high school principal leadership actions for incorporating 21st century skills and the use of tools and machines (hard skills) in technology education classrooms to support a student career pathway for careers in advanced manufacturing. </p><p> Findings showed that principals believe advanced manufacturing is a viable career opportunity and have increased technology education offerings aligned to careers in advanced manufacturing. However, the data suggest principal leadership actions supporting the development of hard skills is not consistent with the needs identified by advanced manufacturing organizations. In regards to principal leadership of 21st century skills, findings show that significant positive relationships exist in the incorporation of these skills in technology education courses and through their principal leadership actions. However, principal leadership actions were not significantly correlated to assessing student development and mastery of 21st century skills.</p>

<p> Structured mentoring programs for new principals are designed to support and enhance their professional abilities. Providing mentoring support for new principals has benefits that extend beyond the novice principal to the mentor, school, and school district. Although the benefits of principal mentoring are established, mentoring of new principals is not a common practice in many school districts. The purpose of this study was to investigate the perceptions of principals and district administrators regarding the benefits and challenges of principal mentoring, as well as perceptions surrounding implementation. This qualitative phenomenological research was structured to describe views on principal mentoring and determine areas of focus for mentoring. This study examined views of principals and district administrators in a semi-rural area of Idaho, a state without mandated or funded principal mentoring. </p><p> The data from the participants in this study produced three areas that should be part of a formalized mentoring process: personal (organization, time management, emotional support, managing stress, and professional ethics), instructional leadership (district-specific learning and curricular requirements, teacher support and evaluation, using data to make decisions, and staff development), and management (district financial and policy processes, student behavioral issues, difficult relationships and stakeholders, and legal compliance). The three areas are foundational for a program and need balance to help support student learning. Mentoring can ensure the necessary balance.</p>

<p> In the present study, I explore the extent to which college students who take a leadership theory course experience a change in their leader identity. As a secondary area of focus, I also explore if students taking a leadership theory course experience changes in their self-perceptions on constructs such as motivation to lead, leadership self-efficacy, leader developmental efficacy, and attitudes and beliefs about leadership. Research has shown that one&rsquo;s self-concept as a leader or one&rsquo;s &ldquo;leader identity&rdquo; influences the leadership opportunities in which he or she chooses to participate (Day &amp; Harrison, 2007). Studies have also shown that leader self-efficacy can influence a student&rsquo;s desire to engage in leadership activities (Dugan, Garland, Jacoby, &amp; Gasiorski, 2008; McCormick &amp; Tanguma, 2007). Leadership self-efficacy and systemic attitudes and beliefs increased over the course of semester-long leadership theory course; while data did not show changes in one&rsquo;s leader identity, motivation to lead, or leader developmental efficacy over the same period of time. Leadership self-efficacy and developmental self-efficacy combined predicted leader identity to the .08 significance level; however, these results should be interpreted with caution in that they only explained 4% of the variance. There were no differences by gender for pretest and posttest scores of students taking a leadership theory class. In addition, there was not a difference between the experimental and comparison group in part due to a small sample size.</p>