530 Slices
Medium 9781475816433

Democratic Classroom Management and the Opinions of University Students About Attitudes and Behavior of Faculty

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Hasan Demirtas

The word democracy has become a magic concept of this era. The concept, which is polemic in every society and every place in the world and which represents an essential ideal, means a kind of longing everywhere. The longing for democracy and demand for democratization, meaning a process in which the longing comes true, have turned into universally shared values.

It is imperative that students be educated according to the democratic way of life, because it is taken as a modern way of life and because democracy can be improved and maintained only by those who understand and adopt it. The duty of educating students belongs to both the family and the educational institutions. Students cannot adopt democracy and be citizens of a democratic country unless they see samples of desired democratic attitudes at home or at school. If democracy is the best governmental system of all so far, it is due to the citizens who are aware of their rights, freedoms, and responsibilities and can use them appropriately. Citizens are an essential part of democracy (Gündüz & Gündüz, 2002). To educate students who are conscious citizens is a duty of educational institutions.

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Medium 9781475815931

Professionalizing the Principalship

International Journal of Educational Ref Rowman & Littlefield Publishers ePub


Executive Director
National Policy Board of Educational Administration
4400 University Drive
George Mason University
Fairfax, VA 22030-4444

The question of whether or not educational administration is a profession occurs periodically and is now again on the table. Issues fueling the current discussion include new expectations for the principal, including site-based management, initiatives from some states-including New Jersey-to eliminate teaching as a licensure requirement for the principalship, and several proposals for alternative credentialling based on generic management training or successful private sector business experience. Once again, assumptions by principals about their own professionalism are being challenged.

An ironic feature of this current erosion of professional status is the demand by the public for new competencies from principals and for higher levels of student outcomes. Evidently the public views the professional preparation of principals as unrelated to job performance or irrelevant to outcomes. Or, to state it starkly, the public must not be convinced that principals are professionals if they view the preparation of principals as insignificant or discretionary. Professions are not insignificant nor discretionary; they require substantial preparation in a cohesive body of knowledge and lead to the application of definable professional skills in the workplace. There exists no alternative curricula for preparing architects or attorneys or accountants or nurses. Why should the principalship, if a profession, be different?

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Medium 9781475815900

Reforming Teacher Education: Toward an Alternative Model of Practicum

International Journal of Educational Ref Rowman & Littlefield Publishers ePub


Faculty of Education

University of Alberta

5-109 Education Building North

Edmonton, Alberta, Canada T6G 2G5

However disenchanted many educators, teacher trainees and school practitioners may be with the current state of teacher education, few would single out the practicum component as a primary source of their disaffection. On the contrary, student teaching is widely regarded as the most appropriate and important experience in the development of a beginning teacher. Undergraduate teacher candidates are especially appreciative of the practicum, if for no other reason than the element of relevance it brings to a program which they frequently regard as patently out of touch with the realities of teaching. Beyond this, they also share with most teacher educators the view that student teaching affords them invaluable opportunities to make connections between theory and practice, to explore a variety of instructional techniques and teaching styles and, most important, to acquire the repertoire of organizational and management skills that will help them survive the ordeal of their first teaching assignment.1

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Medium 9781475816174

Educational Reform Efforts in Ghana

International Journal of Educational Ref Rowman & Littlefield Publishers ePub


Professor and Head, Centre for Integrative Anti-Racism Studies, Ontario Institute of Studies in Education, University of Toronto, 282 Bloor St. West, Toronto, Ontario, Canada M5S-IV6

Given the current emphasis on a global techno-fix society, there is great potential that technology will explode and exacerbate existing differences between the North and the South. Even as the rhetoric pertaining to reforms heats up, glaring educational inequities (e.g., access, outcomes) persist in African education. Local governments, educators, students, parents and communities yearn for school improvement in order to address a complex array of problems ranging from lack of material and physical support (e.g., textbooks) to low retention rates in schools and irrelevant curricular and instructional practices. Dissatisfied with rote learning and regurgitation, many educators welcome a focus on developing the critical thinking skills that will allow learners to harness individual and collective creativity and resourcefulness. From this perspective, the pursuit of educational reforms should be rooted in some basic questions: How can schools effectively promote education for the good of society? How do schools promote effective learning outcomes among all students? How do schools ensure that education is defined contextually and that it is responsive to the local needs of ordinary peoples? What are the lessons of effective schooling practices in local contexts?

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Medium 9781475815948


International Journal of Educational Ref Rowman & Littlefield Publishers ePub

John M. Jenkins

When one analyzes the impact of technology on the contingencies of the workplace, it becomes clear that the old systems of both management and education will not work. As technological advances create new jobs and make others obsolete, the dialectic of destruction and creation is producing a world in which the unskilled worker will become an anachronism.

Our present system of education was designed for a different time and economy. Mass production fashioned on the beliefs of Frederick Winston Taylor assumed that those who assembled the products should follow the lead of their supervisors and not think for themselves. Thinking was the domain of management and not of the worker.

The educational system created to support this model of mass production educated the “brightest and the best” to assume the responsibilities of leadership at the expense of the masses. Similar to the current approach to gifted education, students were separated early in the educational process and provided an appropriately challenging education. The rest, since thinking was not a requirement for placement in the workforce, could be provided with a somewhat lesser education. In fact, if they could be infused with a spirit to do what they were told and follow directions, so much the better.

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