The purpose of this study was to investigate the relationships among selected personal and environmental variables and the quality of elementary principals' administrative internships. Two research questions were used to investigate the influence of the variables on the quality of the internships. Procedural and experiential internship characteristics as identified by previous research were used as the basis for the dependent variable. Personal and environmental variables were identified from a review of the literature and through anecdotal experiences. Surveys were sent to 400 elementary school principals across the United States. The dependent variable involvement was regressed on 17 personal and environmental independent variables using a stepwise regression procedure. Results of the stepwise multiple regression for total quality performed in this study indicated that 39% of the variation in overall internship quality was explained by the intern's belief that the internship was worthwhile, the intern's level of work-related responsibility, whether or not the intern was a part of a cohort during their principal preparation program, and the length of the administrative internship. This study should be beneficial to colleges, universities, and other entities and individuals who are interested in the development of effective administrative internships in principal preparation programs. / Ed. D.

No description available.

No description available.

No description available.

No description available.

Creative supervision interventions are suggested to be supportive of mental health supervisees' professional development. Yet, empirical evidence of the utility of such interventions is limited. The purpose of this study was to explore whether a creative intervention, specifically visual art, enhances clinical supervision. Enhancement was operationalized using likert scaled questions to measure: (1) participants' level of enjoyment of the art task intervention, (2) participants' perceived level of benefit derived from the art task intervention, and (3) how often participants used art tasks in counseling their own clients. Additionally, "creativity" was correlated to the dependent variables. Creativity was operationalized using the Barron-Welsh Art Scale and the Remote Associates Test. The art task interventions were administered in the clinical supervision of master's-level counseling internship students at two Universities located in the Washington D.C. metropolitan area. Supervisees engaged in visual art exercises, and subsequent discussions, during the spring 2003 semester of their internship class. Demographic information and likert-scaled responses measuring the dependent variables were reported using percentages. Dependent variables were correlated with creativity levels. Qualitative responses on the Exit Questionnaire were summarized and reported. Results suggested that participants enjoyed and benefited from supervision involving art tasks, and that a statistically significant relationship exists between creativity (as measured by the Barron-Welsh Art Scale) and enjoyment of the art tasks. While more participants overall used art in counseling their clients after participating in the study, the number of times participants used art tasks did not increase. / Ph. D.

No description available.

No description available.

The purpose of this study was to understand if a nontraditional internship in a K-12 setting prepared preservice teachers for their first year of teaching. At the time of this study, there was limited research that existed in utilizing a nontraditional approach to internship to decrease the barriers associated with becoming a teacher. It was critical to analyze the perceived preparedness of novice teachers who participated in research-based practice while maintaining their perceived self-efficacy in a nontraditional internship in their first year of teaching. Current novice teachers who participated in a nontraditional internship and the principals who supervised them were invited to participate in the study. Four novice teachers and two principals participated in separate focus groups. The focus groups were transcribed verbatim and analyzed using Grounded Theory (Saldaña, 2020). Data were analyzed for reoccurring statements and analyzed based on parameters defined by the researcher and six categories emerged, including Preparedness, Ownership, Resiliency, Integrated Withitness, Trusted Mentor, and Transition. The researcher continued to analyze the six categories for focus, and synthesized data which evolved into two themes, Adaptive Pedagogical Readiness and Interpersonal Influence on Self-Efficacy. The two themes were condensed into an assertion, or main finding, of the study, that the nontraditional internship experience resulted in facilitating and accelerating the preparedness of the participants for their first-year teaching as perceived after the first-nine weeks of instruction. Higher education institutions should collaborate with local school districts to consider implementation of a nontraditional internship that prepares novice teachers for their first-year of teaching.

The internship requirements for Master of Applied Science in Materials Conservation were completed in the Materials Conservation laboratory of the Australian Museum under the direction of Miss Sue Walston between November 30th, 1981 and July 9th, 1982. The work programme focused upon the preparation of artefacts for a permanent gallery display entitled "The Abelam, a people of Papua New Guinea". Wooden carvings, shell ornaments, bone implements, ceramic and coconut bowls, and wooden spears were the most common artefact types requiring treatment, prior to display. Many objects were decorated with pigments, shells, beads or feathers and were secured with plied fibre string. Artefacts were photographed , condition and proposed treatment reports were written, practical work was carried out and final treatment reports were finished. Upon completion of the gallery, the Materials Conservation laboratory staff reviewed their role in the overall gallery plan. As a group, the problems affecting the conservation and display of artefacts were identified and analysed. A flow chart of exhibition guidelines for Materials Conservation was prepared for use when planning future galleries. The relative humidity and temperature were monitored regularly in various areas throughout the museum. Accurate readings were obtained using a sling psychrometer and thermohygrographs. Each week the modes of the relative humidity charts were calculated, analysed and recorded. While treating objects for the Abelarn gallery, the need for specifically coloured support materials became evident. Dye types capable of permanently colouring a diverse range of cellulosic materials were investigated. Trichromatic colour cards were prepared for each material. A flood occurred in the Aboriginal gallery which required immediate action by the conservation staff. Affected artefacts were transported to the laboratory, stabilized and reports on their condition were written. A workshop on microscopic examination of cellulosic materials was organized by Mary-Lou Florian, Conservation Scientist with the British Columbia Provincial Museum, Canada. She also gave a lecture at the Forestry Commission of N.S.W. on Conservation of Aboriginal carved trees and Canadian totem poles. Dr. P. Casey presented information on fungi to the Australian Museum Conservation staff. A technical meeting on the topic of interlaboratory co-operation was attended at the conservation unit of the Museum of Applied Arts and Sciences. The conservation facility at the Art Gallery of N.S.W. and the Nickleson Museum, University of Sydney, were viewed.