WorldCat Identities

Erlandson, David A.

Works: 88 works in 120 publications in 2 languages and 1,112 library holdings
Genres: Academic theses  Examinations 
Roles: Author, Other, Editor
Publication Timeline
Most widely held works by David A Erlandson
Doing naturalistic inquiry : a guide to methods by David A Erlandson( Book )

12 editions published between 1993 and 1995 in English and Italian and held by 543 WorldCat member libraries worldwide

Organizational oversight : planning and scheduling for effectiveness by David A Erlandson( Book )

5 editions published between 1996 and 2013 in English and held by 154 WorldCat member libraries worldwide

Using many illustrations, this book takes time to describe a strategy for enhancing organizational trust and productive communication and to demonstrate how these can be used to plan and organize, both in maintaining the school organization and in adpating it for change
Measurement and evaluation : strategies for school improvement by James F McNamara( Book )

4 editions published between 1999 and 2013 in English and held by 122 WorldCat member libraries worldwide

Strengthening school leadership by David A Erlandson( Book )

3 editions published in 1976 in English and held by 106 WorldCat member libraries worldwide

This book begins with a look at current practice in administration. It then proposes a general problem-solving strategy to help administrators and supervisors with the array of difficulties that face them. The development of an administrative/supervisory team is proposed as a method of effectively implementing the problem-solving strategy. Following this, some specific procedures are presented for the team to follow in determining goals, making decisions, and determining task and training requirements. Finally, an overview is presented to provide the reader with a system for viewing and integrating these various procedures. This book is designed for the practitioner and attempts to join theory and practice. The procedures proposed have been field tested in a variety of large urban and suburban schools and in smaller suburban and parochial schools. (Author/IRT)

3 editions published between 2013 and 2017 in English and held by 21 WorldCat member libraries worldwide

Written in a conversational style for principals who are not statisticians, this book will help you use measurement and evaluation to propel your school towards educational excellence
Principals for the schools of Texas : a seamless web of professional development by David A Erlandson( Book )

3 editions published in 1997 in English and held by 16 WorldCat member libraries worldwide

Addressing educational accountability concerns requires a new level of collaborative activity among state government, universities, local school districts, education service centers, professional associations, and the business community. Collaborative efforts can obtain greater efficiency and cost-effectiveness by using stakeholders' strengths to address the principal's career, from recruitment through retirement, as a seamless web of professional experiences. This report develops the rationale for recommendations concerning the recruitment, preparation, and career development of Texas principals. Recruitment and selection should involve all stakeholders, embody vigorous procedures and job-related criteria, and ensure consideration of only able, genuinely interested individuals. Principal preparation should comprise preservice and induction stages. A preservice, 36-hour masters-level program should be delivered primarily by universities; stress practical, problem-solving activities in school settings; and culminate in a state examination conferring provisional certification. Induction should involve collaborative guidance and supervision, training and growth opportunities provided by professional associations, and possible recommendation for professional principal certification (renewable at 5-year intervals, based on demonstrated, continuing competence). Funds should be directed from general preparation purposes to intensive, specific training for a carefully selected group of aspiring professionals. Contains five appendices and an executive summary. (Mlh)
The principalship in the 1990s and beyond : current research on performance-based preparation and professional development by University Council for Educational Administration( Book )

3 editions published in 1990 in English and held by 8 WorldCat member libraries worldwide

This monograph summarizes three research projects on competency-based administrator preparation that were undertaken by the National Association of Secondary School Principals' University Consortium. An extensive Texas study surveyed principals' attitudes toward preparation programs, and two replication studies were conducted in Michigan and New York. Chapter 1 provides background information for the studies. Chapters 2 and 3 examine how practicing principals from three states see their preparation programs. The next two chapters examine several university programs in relation to the consortium's performance-based recommendations. The sixth and seventh chapters report on current procedures used in principals' assessment and professional development, reflecting some of the initial work supported by the Texas a & m University Principals' Center. Chapter 6 concentrates on principal evaluation, and chapter 7 reviews research and development activity producing and supporting the Management Profile, a comprehensive strategy to assist principals in identifying and strengthening their management skills. Chapter 8 summarizes individual studies and recommendations for future activities. (Mlh)
Building a career : fulfilling the lifetime professional needs of principals by David A Erlandson( Book )

3 editions published in 1994 in English and held by 4 WorldCat member libraries worldwide

This publication presents findings of a study that explored the professional needs of principals at various stages in their careers. Data were collected from several sources: two focus groups of Texas principals; a regional survey of 97 principals; an analysis of the professional development plans of five Texas rural school principals and six headteachers of primary schools in London, England; interviews with six teachers in an alternative administration certification program at Texas a & m University; and individual interviews with five additional principals. The data identified three factors of principals' professional development needs--school context, length of tenure in the position, and previous experience in schools and other organizations. The paper describes modes of growth and adaptation that principals experience throughout their careers and lives. It reviews the National Policy Board for Educational Administration's (NPBEA's) 21 performance domains and describes principals' professional development needs at various points in their career. The following recommendations are offered: (1) comprehensive preservice preparation must be provided for the principal; (2) new principals must be given comprehensive support on the job; (3) collegial support networks and appropriate growth activities should be provided for all principals; (4) principals should engage in reflective practice throughout their careers; (5) principals must learn to be learners; (6) development and growth activities should be systematically provided for assistant principals; and (8) collaboration must be developed among the primary stakeholders in the preparation of principals. Contains 35 references. (Lmi)
The effects of a whole language classroom on the development and use of text strategies by retained first grade students by Barbara Joan Tyler( Book )

1 edition published in 1988 in English and held by 3 WorldCat member libraries worldwide

This research investigated the effects of a whole language classroom on the text strategies of five retained first grade students in relation to other students in the same environment. This research had three major focii: 1) the overall classroom environment developed by the teacher and how this affected all class members, 2) how all class members developed as readers and writers, 3) how the five retained students in the classroom developed as readers and writers in relation to other class members in the same environment. Data were collected during a nine month period with observations twice weekly. The study unfolded in four phases following a naturalistic paradigm. Phase I and phase II were data collection to be analyzed on Phase III. Analysis provided thick descriptions of the classroom and how all students in the classroom developed as readers and writers over the school year. Further analysis provided descriptions for use in case studies of how five retained students developed as readers and writers. In keeping with the naturalistic paradigm, Phase IV provided a time to return to the research site to verify findings. The findings that emerged from this study support the whole language theory that children will develop in literacy when given opportunities to engage in reading and writing that is meaningful and serves a purpose for the child. The research further indicates that for a whole language classroom to be successful, the teacher must provide a secure environment for every student to take risks and grow as learners. The students begin to value and trust their efforts as learners through the trust of individual efforts provided by the teacher. Further findings show that a whole language classroom that provides trust and many opportunities for learning is a place where each child can succeed at learning regardless of ability
The establishment of criteria for standards of principal performance by Barbara Elaine Litchfield Wilmore( Book )

1 edition published in 1988 in English and held by 3 WorldCat member libraries worldwide

The purpose of this study was to define functions and roles the principal must fulfill as the educational leader and the contexts in which he fulfills them. Criteria for judging principal performance in terms of function and context were established. Evaluation standards were defined and clarified. The objectives were: 1. To extract criteria from examples of principal behavior which determine significant performance in the functions and substantive areas defined by the N.A.S.S.P. National Commission on Standards for the Principalship; 2. To determine roles that operate in performing the functions of management in the various substantive areas; 3. To validate these criteria as they are applied to examples of principal performance; In January, 1988, forty eight Texas principals were designated to generate specific examples of principal performance for each of the functions (Administration, Technical Professional, Influence/Control, Persuasion, Training/Development, Forecasting/Planning) of the Management Profile, in each of the substantive areas (I n s t ruction, Business/Finance, Parent/Community Relations, Professional Personnel, Educational Program/Curriculum, Auxiliary Services, Student Affairs, Government/Legal/Policy) of principal performance. The examples were generated and validated by the 48 principals, two panels of exemplary Texas and other state principals at a three day conference held at Texas A & M University, and 80 additional exemplary principals from across the nation. The roles that operate in performing the functions of management were evidenced to include Motivator, Director, and Evaluator. The criteria for the performance of functions in the eight substantive areas are as followed 1. Relationship to overall mission of the school 2. Impact on school effectiveness and/or operation 3. Scope: limited vs. comprehensive 4. Level of competence or skill required for completion of the task 5. Duration of the task - short term vs. long term 6. Nature of the task - simple vs. complex This research provides the National Commission on Standards for the Principalship with the basis for assessment of the actual on-the-job behavior of principals, the final stage in a three tiered design for national board certification similar to that which exists in the medical profession
Organization and administration of school special services by Paul R Hensarling( Book )

3 editions published between 1981 and 1983 in English and held by 3 WorldCat member libraries worldwide

Innovation in higher education : an implementation model for displaced homemaker programs by Pamela Swan Horne( Book )

1 edition published in 1980 in English and held by 3 WorldCat member libraries worldwide

The central purpose of this study was to develop a model for implementing a displaced homemaker program within an institution of higher education. The development of this model was based on: 1) a review of related literature; 2) an assessment of displaced homemaker programs currently operating within institutions of higher education; and 3) a case study of the Career Options Program, a displaced homemaker program operating within the Houston Community College System. A survey instrument was developed to determine the key administrative features of displaced homemaker programs in higher education. Eighty three percent of forty one program, directors completed the questionnaires. From these responses, programmatic features concerning the program participants, the program personnel, facilities and resources, and program services were identified. The data from this study indicated that programs vary significantly within different colleges or universities. Current displaced homemaker programs, however, operate on funds that are not a part of the sponsoring institution. While this evidence would tend to promote program designs that address long-term survival, most program structures do not reflect this concern. The data also indicated that institutions of higher education are a viable source for incorporation of displaced homemaker programs. If properly implemented, the displaced homemaker program in higher education can provide critical resources and facilities to the displaced homemaker in need of financial and emotional support. These programs can also provide an invaluable service to the increasing number of mature women returning to school. As the data indicates, most new displaced homemaker programs rely on a temporary funding source outside the institution of higher education. Based on this information, the incorporation process was recognized as a critical element for successful program implementation. Consequently, the implementation model demonstrates a programmatic means to permanently incorporate the new program within the sponsoring institution
Community education advisory councils : a profile of black leadership power in selected Texas communities by Joseph Clovis Mitchell( Book )

1 edition published in 1983 in English and held by 3 WorldCat member libraries worldwide

The purpose of this study was to determine the extent to which power and influence exists within the membership of selected community education advisory councils in Texas. In order to accomplish this purpose, the researcher sought answers to the following questions, utilizing as respondents, a population of advisory council members from selected communities: (1) Is there a relationship between advisory council power and the council's association with major power sources within the community when the community served has a Black population of 15% or more. (2) Is there a relationship between advisory council power and the council's association with major power sources outside the community when the community served has a Black population of 15% or more. (3) Is there a relationship between advisory council leadership and the council's access to resources and financial support when the community served has a Black population of 15% or more. The population targeted by the study consisted of 266 community education advisory council members from 17 school districts in Texas. The study used a seventy-eight item questionnaire. It contained sixty-four open-ended items and fourteen close-ended items and was designed following the classic models in power structure research. The respondents provided information regarding council member participation and involvement, membership in intra-community associations, member participation in extra-community associations, member political associations and member access to financial resources. Responses were converted into an index of power. Power was differenitated among (1) personal power, (2) power source associations inside the community, and (3) power source associations outside the community. Demographic information was used to enhance the index by including such useful information as longevity in the community.
Job satisfaction : a synthesis of research in the Educational Administration Quarterly by David P Thompson( Book )

1 edition published in 1993 in English and held by 3 WorldCat member libraries worldwide

This inquiry synthesized empirical findings on job satisfaction published in the first 26 volumes of the Educational Administration Quarterly (EAQ). A 14- stage model was designed and validated to classify, record, and analyze study characteristics found in 22 EAQ articles addressing job satisfaction and providing sufficient information for quantitative synthesis. The 22 articles yielded: 1. 330 distinct and 613 total research hypotheses. 2. 12 distinct and 613 total job satisfaction constructs. 3. 162 distinct and 613 total predictor constructs. Using the statistical test as the unit of analysis yielded these findings: 1. 613 statistical tests were investigated. 2. 17 statistical tests were accompanied by a predetermined alpha level. 3. No statistical test was accompanied by a predetermined beta level, an alternative statistical hypothesis, or an explicit effect size. 4. 613 correlational effect sizes were reported in or derived from the 22 articles. 5. 198 effect sizes ranged in magnitude from .00 to .09. 6. 252 effect sizes ranged in magnitude from .10 to .29. 7. 112 effect sizes ranged in magnitude from .30 to .49. 8. 51 effect sizes were in magnitude equal to or greater than .50. Meta-analyses revealed that the mean correlation corrected for sampling error between: 1. Overall job satisfaction and role ambiguity was -.4337. 2. Overall job satisfaction and role conflict was -.4931. 3. Overall job satisfaction and school level was -.2730. 4. Satisfaction with pay and age was .1361. 5. Satisfaction with pay and gender (1=female, 2=male) was -.1323. 6. Satisfaction with work and gender was -.0832. These recommendations were advanced for EAQ editorial policies: 1. Constructs should become more rigorously operationalized. 2. Statistical power should be a central consideration in research design. 3. Data reporting standards should become more rigorous to encourage quantitative synthesis. 4. An individual unit of analysis should be considered in research design. 5. Greater emphasis should be placed on practical significance of findings. 6. More research should focus on administrators
Integrating the computer into classroom instruction by Barbara Elaine Luning( Book )

1 edition published in 1985 in English and held by 3 WorldCat member libraries worldwide

The major purpose of this study was to determine if teachers with more computer competencies are closer to the goal of integrating computers into the classroom or are using computers in a different manner than teachers with fewer competencies. This was accomplished by identifying the Level of Use and the Type of Use of computers in the classroom. Secondary purposes were to determine if a teacher's self-reported competency can be used as a true measure of competency in order for the teacher to plan his/her own staff development activities and to determine if integration relates to a specific use of the computer in the classroom. The population was defined as the personnel within the Region VI service area of Texas who had access to and were using computers in the classroom. The sample for the self-reported information was those personnel who returned the completed questionnaire (226). This sample included teachers and aides from 35 school districts, serving grades K-12. A stratified random subsample of 35 personnel took part in the interview process of the study. Analysis of the descriptive data was accomplished by using frequency distributions. Analysis of the statistical data was accomplished by using the SCSS computer program and its subprograms. Major conclusions of the study were: (1) there is a positive relationship between the knowledge of the teacher and the Level of Use of computers in the classroom; however, there are other factors which also affect this Level of Use; (2) as the computer is used in more different ways, the Level of Use will tend to be closer to integration; (3) the teacher's self-reported level of competence on an individual competency is not a sufficient indicator of the competencies which need to be included in future training; however, the total self-reported level of competence is a good overall indicator of the general competence of the teacher; (4) as the teachers' knowledge of computers increases, the teachers' opinion of their Type of Use also increases; and (5) there was only a small proportion of teachers who were integrating computers into other classroom activities
Skill Qualification Test (SQT) performance of Army personnel as related to basic academic skills and preparational review procedures by G. Yvonne Holloway( Book )

1 edition published in 1983 in English and held by 2 WorldCat member libraries worldwide

The purpose of this study was to examine basic academic skills and preparational factors for the Skill Qualification Test to identify possible relationships to performance on this instrument of occupational evaluation. Previous research has indicated positive correlations between a servicemember's academic ability and successful training for a role in the armed services. In recent years, an accelerated emphasis has been placed on continual demonstration of job skills mastery in the Army. The Fort Sam Houston Educational Development Branch assumed the responsibility of examining basic skills competencies of servicemembers who did not meet the minimum required level when administered the SQT. The purpose was to determine if deficiencies existed and, if so, the probability that these deficiencies contributed to unsuccessful performance. A sample of 176 servicemembers from Fort Sam Houston units participated in this study. The Test of Adult Basic Education (TABE) was administered to determine grade levels in reading, mathematics, mechanics and expression of language, and overall averages. In addition, participants completed the SQT Preparation Questionnaire (an instrument developed for this study) to ascertain involvement in SQT preparation activities. Analysis of hypotheses one through four was based on the categorization of the sample by qualifying or nonqualifying SQT scores. Two groups of 102 and 74 members respectively were formed. Hypotheses five and six required further categorization. In addition to SQT scores, TABE overall averages and scores on the SQT Preparation Questionnaire were considered. The analysis was conducted through the use of the Statistical and Operations Research Computer System. Appropriate research functions were employed to adequately scrutinize the data. The results of the analytical process provided the basis for concluding that basic academic skills deficiencies did not exist at a level that could be clearly identified as a primary factor contributing to non-qualifying scores on the SQT evaluation for the sample involved in this study. Preparational involvement was determined to be lower for those participants with non-qualifying SQT scores and, in this regard, can be considered a major element in SQT performance
Assessing the relationship between hispanic power structure and funding of bilingual education by Barbara Sultemeier( Book )

1 edition published in 1982 in English and held by 2 WorldCat member libraries worldwide

The dual purpose of this study was to ascertain if indeed school districts are fulfilling the intention of the Bilingual Education Act of 1968, i.e. compensatory education for limited English-speaking students for whom Spanish is the mother tongue and whether those communities receiving deferential amounts of funding are related to Hispanic participation in the educational system. Document and survey data was gathered from 209 Texas school districts which have 40 percent or more Hispanics in average daily attendance. A random stratified sample of 20 of these school districts which have funded bilingual education programs was examined in depth. Hispanic participation in education was assessed through surveys of Hispanics holding positions of decision-making and policy-setting within the school district and the community. LULAC, a state-wide advocacy group, litigation conducted by the Mexican-American Legal Defense and Education Fund and surveys of Hispanic legislators were examined to determine if political pressure was related to bilingual funding. Results indicate that the intention of the Bilingual Education Act of 1968 is not being fulfilled in all school districts in Texas. Three counties, Aransas County, Refugio County, and DeWitt County, all with 1,200 or more school-aged Hispanics, are not providing any types of bilingual education program. A rank-order comparison indicated that bilingual funds, for the most part, are being distributed to Texas counties with the highest concentration of school-aged Hispanics, but within these counties there is a wide variation in the distribution of funds to individual school districts. A comparison of 119 school districts with bilingual education and 90 without bilingual offerings showed the groups to be significantly different in size, number and percentage of Hispanics, LULAC, litigation proceedings, number of Hispanic school board members and superintendents, and the percentage of Hispanic administrators and principals. Higher participation of Hispanics in the educational system was a key indicator of bilingual offerings as well as higher funding levels. Hispanic legislators indicated that they utilize language and ethnic boundaries when needed in order to establish a political power base in their districts. All agreed that their constituents generally viewed bilingual education as an important issue for Hispanic political recognition. The implications of Hispanic participation in the educational process as a determinant of bilingual funding are discussed
Portfolio Assessment in the Preparation of School Administrators by Elaine L Wilmore( Book )

1 edition published in 1995 in English and held by 2 WorldCat member libraries worldwide

Texas a & m University at College Station (a & m) and the University of Texas at Arlington (uta) employed portfolio assessment in their field-based principal preparation programs using the 21 performance domains of the National Policy Board for Educational Administration. In a joint venture with the Bryan Independent School District, selected a & m students began the school year in their regular positions as teachers, but were given considerable latitude by their schools to become involved in field-based leadership experiences throughout the administrative internship program. In the "Educational Leadership uta" Program, organized with the Dallas/Fort Worth public schools, interns left their teaching positions for one full calendar year, and engaged in three 12-week field-based internships, one each in elementary, middle, and high schools. Students from both universities maintained a log of daily activities during their field projects, and collected records, documents, and other artifacts that attested to the scope and quality of their performance. These sources, along with course papers, texts, and other relevant materials, became their portfolios. Results of the study indicated that the use of portfolio assessment in measuring the professional development of administrative interns gave them a focus for developing the skills most commonly identified as essential to campus-based administrative leadership success. Students reported that having the 21 performance dimensions around which to build their portfolios helped them move from the abstract idea of portfolio assessment to the concrete reality of exactly what to include to make their portfolio evaluation authentic and professionally meaningful. (Nd)
Administrator Performance Evaluation: A Comparison of Two Measures in the Management Profile by David A Erlandson( Book )

2 editions published in 1989 in English and held by 2 WorldCat member libraries worldwide

The Management Profile is an appraisal measure that examines the actual job performance of a manager to ascertain relative strength in six management functions and three leadership roles. The management functions examined are administration, technical competence, influence/control, persuasion, training/development, and forecasting/planning. The leadership roles examined are: evaluator, director, and motivator. This study examined relationships between two measures: the Perceived Performance Inventory (ppi) and the videotaped interview. The ppi looked at perceptions of six skill areas that were largely parallel to the six functions examined by the videotaped interview. The ppi identified the perceptions that different audiences have of an administrator's summarized performance. The videotaped assessment examined specific performances in specified areas and assigned ratings to them. Appended are (1) 10 references; (2) a management profile; and (3) eight data tables. (Si)
Developmental writing in the two-year college : a naturalistic study by John Larry Payne( Book )

1 edition published in 1988 in English and held by 2 WorldCat member libraries worldwide

Current research in composition theory suggests that many freshmen are entering college with inadequate writing skills. Consequently, a variety of developmental writing courses have sprung up in junior colleges and universities across the country. However, little has been done to investigate the characteristics which define the developmental writing student. A study designed to investigate the developmental writing student's milieu at Panola Junior College (PJC), in Carthage, Texas, was conducted during 1987-88. Four research questions launched the study: 1. What characteristics define the developmental writing student and his or her milieu? 2. Do developmental writing students display any commonalities with respect to their high school English programs? 3. Is there a distinction made among developmental writing students between writing-as-process and writing-as-product? 4. Can working hypotheses emerging from this study be integrated into a viable model for the teaching of developmental writing? The study was based upon the naturalistic research paradigm espoused by Lincoln and Guba (1985). Descriptive data were collected from various sources, including self-report survey's writing samples, interviews, and observations. Referential information taken from physical surroundings and student records provided triangulation points to anchor the study as it evolved. Data pertaining to each research question were analyzed recursively throughout the duration of the study. Once analyzed, data were organized into inferential bases from which four working hypotheses emerged: 1. Developmental writing students perceive writing as a linear, product-oriented activity that emphasizes the acquisition and master of discrete cognitive skills. 2. Developmental writing students display anxiety, a lack of confidence, and a preoccupation with correctness, especially when writing in academic settings. 3. Developmental writing students receive little exposure to actual writing activities during their high school years, often reporting their high school English courses as unchallenging and inadequate. 4. Developmental writing students perceive their universe of discourse in egocentric terms but lack exposure to skills in invention and topic development
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Doing naturalistic inquiry : a guide to methods
Organizational oversight : planning and scheduling for effectivenessMeasurement and evaluation : strategies for school improvement
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에란더슨, 데이비드 A