4409 Slices
Medium 9781475815887

College

International Journal of Educational Ref R&L Education ePub

Richard P. Manatt

How do you improve, reform, or restructure a public college of education from outside? How do you reduce unnecessary duplication, downsize or, to use the jargon of business, right size a state-wide system of university-based colleges of education? The recent attempt in Iowa to “carve up” the higher education pie using the services of a big eight auditing firm provides an informative, and in some ways, surprising set of answers.

Iowa is a relatively small state in terms of people (2,925,665, according to the census of 1980 when this story begins). Throughout the decade of the 1980s, the state lost population, in part because of a devastating farm depression and in part because the west and southwest have better conditons in terms of both climate and job opportunities. The state has lots of elbow room; it ranks 25th among the states in size with 56,290 square miles. Iowa has mostly white people; it is 96.6 percent white according to the 1990 census.

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Medium 9780253003102

9 Middlebrow Lit and the End of Postmodernism / Clint Burnham

Paul Budra Indiana University Press ePub

CLINT BURNHAM

The death by suicide of American novelist David Foster Wallace in the fall of 2008 had a resonance that went beyond the eerie similarity between his great theme of sadness and the crippling depression from which he suffered. Wallace – the author of the mammoth Infinite Jest, over a thousand pages long, including over a hundred pages of footnotes – was arguably the last postmodernist, the last experimental fiction writer in American or Anglo American literature. I do not mean there were not others, that there are not others, but Wallace’s death can be seen – must be seen – as the end of experimentalism.1 Which is to say that twentieth-century literary modernism – running from the minimalism of Mansfield and the exuberance of Joyce and the vernacular of Hurston to the silences of Beckett and the plots of Barth and the verbosity of Gaddis and the punk of Acker – has finally come to a shuddering halt. And the second “proof” of this ending – the subject proper of this chapter – is how it has been coming for a while, how the decline since the 1970s of formal innovation in general, in the novel, in fiction, has come to be the status quo of what constitutes literature.

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Medium 9781935542964

Chapter 2 A Hyperconnected Community

Kitty Porterfield Solution Tree Press ePub

CHAPTER 2

Your stakeholders are engaging in social media, using it to interact and enrich their lives. They use social media to ask questions, comment on events, discuss what-ifs, and imagine possibilities. Many are optimistic and seize opportunities that improve their lives, their children’s lives, and the world around them. Others use social media for negative purposes—naming names or making hurtful or unfair comments, often hiding behind anonymity. Other users lurk—actively following what is written, but not commenting. School leaders are wise to understand the many places their stakeholders go online when it comes to social media, how these forums work, and how they can be used—both for pro- and anti-school purposes.

Members of your community are likely to gather in the following popular online communities.

Facebook (www.facebook.com) is a social networking service that lets you connect with others who share similar interests. Created in early 2004 by Mark Zuckerberg, then an undergraduate at Harvard University, Facebook has grown to more than 800 million active users. It allows users to create a page or profile with a built-in sharing system. Once you post an item to your page, the people you have connected with on Facebook can leave comments on your page and discuss the item with others. Many rely on Facebook as a way to keep in touch with a wide variety of people and institutions. For that reason, it’s an attractive tool for school leaders to keep in touch with their parents and community members. Many in your community will rely on Facebook more than on your website to get school news. It can also become a tool to facilitate meaningful conversations. (See chapter 5, Facebook 101, for more information about Facebook.)

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Medium 9781936765324

Chapter Three Exploring Visual Persuasion

William M. Ferriter Solution Tree Press ePub

The minds behind VitalSmarts have spent the past thirty years helping Fortune 500 companies make the kinds of rapid behavioral changes that result in growth. Drawing from their experiences as leaders of nonprofit organizations, researchers studying management theory, and consultants charged with improving team dynamics, Patterson et al. (2008) combined their collective experiences to coauthor Influencer: The Power to Change Anything—a title that examines just what it takes to be persuasive.

In Influencer, the VitalSmarts team argues that the key to being persuasive is a teaching tool as old as time: well-told stories. Stories provide listeners with opportunities to work through imaginative rehearsals, seeing situations through the eyes of participants instead of simply attempting to understand as outsiders. What’s more, stories appeal to human emotions—and human emotions increase individual investment in deeply personal ways. While statistics can be convincing, they are far less memorable and effective at provoking action than emotions. Good stories can move people from a position of knowledge to a position of empathy—from appreciating a situation to actually caring about it (Patterson et al., 2008). “Stories,” Patterson and his partners (2008) argue, “provide every person, no matter how limited his or her resources, with an influence tool that is both immediately accessible and enormously powerful” (Kindle location 1259).

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Medium 9781475816846

School Accreditation Process as Routinized Action: Retaining Stability While Promoting Reform

Rowman & Littlefield Publishers ePub

Ernestine K. Enomoto

Sharon Conley

School Accreditation Process as Routinized Action: Retaining Stability While Promoting Reform

ABSTRACT: In this qualitative study, we explored how accreditation processes as routinized action can retain stability while promoting school reform efforts. We identified three secondary schools (two high schools, one middle) that had each employed accreditation processes as required in their respective school districts. We conducted interviews with key informants at each school, reviewed documents prepared for accreditation, and analyzed the findings based on routinized action theory. Using Feldman’s (2000) typology of change (repair, expand, strive to make change), we posited how school renewal takes place in an ongoing and systematic manner. The findings suggest that the routines provided in accreditation processes can offer more than just stabilizing elements in a school organization, which had been the traditional view of organizational theorists. We offer implications for researchers and school leaders to consider in applying routines while seeking reform.

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