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Critics complain that the educational leadership researchers have not produced evidence that demonstrates that principal preparation programs affect student achievement. This study addressed this complaint by focusing on the impact of one exemplary program on graduates and the schools they led. The preponderance-of-evidence strategy used in this qualitatively driven mixed-methods study uncovered apparent linkages between student achievement, principal behavior, and the principals’ preparation program. One finding suggested that the program’s cohort design produced lagged-socialization effects after the actual program ended. The study also demonstrated that, because of inevitable selection effects, answering impact questions is much more difficult than critics assume.

Over the last 15 years the number of international students studying at universities in Taiwan has increased dramatically; however, to date, there have been few studies that measured the cultural adjustment problems that this diverse group of students experience. To remedy this problem, this study gathered data from 1,174 international students and 189 faculty and staff members at 15 universities in Taiwan that described the extent of these problems in 12 different areas. Using independent sample t-tests and multiple regression analysis, this study found that the cultural adjustment problems experienced by international students were relatively minor, that faculty and staff consistently overstated these problems, and most importantly, problems with the English language explained more of the variation in both student and faculty and staff responses.

International students and the faculty and administrators charged with their oversight were surveyed at two religiously affiliated, private universities to determine the extent of their adjustment problems in the United States. Although the international students were found to have only minor adjustment problems in the twelve areas covered by the Michigan International Student Problem Inventory, university administrators and faculty consistently overestimated the extent of these problems and misunderstood the relative importance of the various problem areas. Hierarchical regression analysis was then used to