This study examined the extent to which the role of the assistant principal is perceived to include instructional leadership behaviors. Specifically, this study compared the perceptions of instructional leadership practices of elementary, middle, and high school assistant principals from the perspectives of assistant principals, principals, and teachers. A nonexperimental comparative design was used. Quantitative data were collected via a version of the Principal Instructional Management Rating Scale that was adapted for application to assistant principals. Analysis of variance, independent-samples t-test, correlation, and nonresponse bias analysis were conducted. Effect size and standard error were calculated. Results indicated that the mean scores given by principals were the highest given by any of the three role groups and those given by teachers were the lowest including the lowest seven mean subscale scores among all role groups. Analysis of variance and t-test results of survey responses indicated that, though statistically significant differences were identified regarding school level, gender of the assistant principal, and role of the rater, no practical differences were found. Results further indicated that there was a negligible relationship between experience and ratings of assistant principal instructional leadership. Recommendations include those related to suggestions for continued research on this topic as well as implications for the practice of instructional leadership for assistant principals.

Master of Science / Department of Counseling and Student Development / Christy Moran Craft / Graduate assistants in residence life face many different challenges that are unique to their positions, and their wellness is critical to ensuring their place as competent professionals ready to serve students on university campuses. For the continued success and relevance of graduate assistantship positions in housing departments, it is critical that an effort be made to understand these student employees’ experiences as they complete graduate study and are employed under various expectations that may be directly impactful to the manner in which they work with students. This report serves to understand the experiences of residence life graduate assistants to better prepare full-time professionals in supervising and supporting these individuals.

The aim of this study was to understand how assistant nurses in the care of elderly experiences partial shifts. It was based on six different semi-structured interviews with assistant nurses in the elderly care and then analyzed. It is a qualitative research of subjective thoughts and experiences from assistant nurses. The study shows that the assistant nurses experienced dissatisfaction with the work environment due partial shifts and low fact of influence on the schedule. The assistant nurses complained of deficiencies in care of the elderly, which ought to be correlated with the structure of partial shifts and the lack of energy and patience that brings with it. On the other hand some participants could find positive aspects of partial shifts regarding time to rest and be there for the caretakers. The impact of the private life was palpable, and despite some aspects to have time to rest, the work-life balance was hard to fulfill and all assistant nurses with schedules containing partial shifts on the weekdays wanted a schedule without it.

This study examined assistant principals' perceptions regarding their beliefs concerning actual involvement and ideal involvement with competencies identified by the Tennessee State Department of Education as evaluative measures for principals and assistant principals employed in public schools in the State of Tennessee during the 1996-1997 school year. Nine hundred fifty-four assistant principals made up the population for this study. Two hundred eighty-one assistant principals made up the sample. One hundred seventy-nine questionnaires were returned. Competencies from the State of Tennessee Model for Local Evaluation of Administrators /Supervisors were used to develop a survey instrument to determine assistant principals' actual involvement and ideal involvement with each of the competency areas. The Likert-type responses for actual involvement and ideal involvement each ranged from 1 (Low) through 7 (High). The competency areas included instructional leadership, organizational management, communication, interpersonal relations, professional development, and leadership. Demographic information included gender, race, age, location of school, type of school, and educational attainment. A significant difference was found in each of the competency areas between assistant principals' actual involvement and ideal involvement in each of the areas. There was no significant difference found between actual competency scores of assistant principals employed in rural, urban, and suburban schools. No significant difference was found between ideal competency scores of assistant principals according to their educational level, and no significant difference was found between actual competency scores of assistant principals employed in elementary, middle/junior high, and high schools.

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In 2009, a local physician assistant (PA) program lost accreditation due to decreased success in licensure pass rates on the Physician Assistant National Certification Examination (PANCE). In response, the program's admissions committee required additional metrics for accepting quality candidates more likely to pass the licensure examination on the first attempt. The purpose of this study was to gain a better understanding of these metrics, specifically the relationship between demographics, prerequisite admission requirements, and PANCE success. The theoretical framework and conceptual model shaping this study was Bordage's illumination and magnify framework and Swail's geometric model of student persistence and achievement. The purpose of this nonexperimental quantiative study was to investigate the relationhip between the demographic variables, preadmission requirements, and their relationship to predict first-time PANCE success. Using archival data, total sampling (N = 107) included all students who took the PANCE from 2012 to 2016. Binary logistic regression results showed that The Graduate Record Examination quantitative reasoning score was statistically significant (p < .01), and a poor predictor of success, secondary to not having a significant effect on the odds of observing PANCE success. The overall results did not provide admission predictors of student success on the first-time attempt to pass PANCE. The study has significance for social change in the area of admissions policy development that supports a nonbiased process for the identification and selection of quality PA candidates.

<p>In all times school has defined and categorized pupils from a hypothetical normality. The National Agency for Education is today critical to how the municipalities provide for the necessity of special support for pupils with difficulties in school.</p><p>Pupil`s assistants has been a growing profession in school during the last decade and their importance for the pupils is relatively unexplored. The aim of this study is to find out how the pupils think about having pupil`s assistant during the obligatory school on the basis of the ideas of power, knowledge, involvment and understanding. The study is based on qualitative interviews, consisting of half-structured questions, with eight pupils that have or have had pupil`s assistant during their time in senior compulsory school. The result notifies that the pupils feel powerless in school, they have no opportunity to affect and they do not think they are someone that could make any change. With the pupil`s assistant the pupils get an opportunity to affect and a feeling of recognition. The pupil thinks that the pupil`s assistant is a translator of the teachers instructions and someone who builds a bridge between teacher and pupil. There is a fear within the pupils to be different, to not belong. When the pupil`s assistance is given in the classroom the pupil think they belong more to the class than if the assistance is given outside the classroom. With assistance outside the classroom the pupil sees the pupil`s assistant more as a teacher.</p>

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