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Medium 9781576336694

"B" Words: SAT College Prep Vocabulary

Ace Academics Ace Academics ePub
Medium 9781475823875

Promoting a Culture of Parent Collaboration and Trust: An Empirical Study

Journal of School Public Relations Rowman & Littlefield Publishers ePub

CURT M. ADAMS

PATRICK B. FORSYTH

ABSTRACT: This study investigated the effects of formalized and centralized school structures on 2 emergent concepts in the study of school reform, trust, and collaboration. Trust and collaboration were examined from the perspective of parents, as opposed to internal school agents such as teachers or students. Three hierarchical multiple regressions identified the effects of an enabling school structure on parent–school trust, parent–principal trust, and parent collaboration. The results suggest that rules and formal control structures can be applied in ways that foster a culture supportive of parent trust and collaboration. Further, such structures mitigate the negative influence of nonmanipulable contextual conditions.

Promoting parent–school partnerships is an effective means to enhance school and student performance, but shaping a culture supportive of such partnerships is not easy. It is challenging for school role groups (i.e., teachers, parents, students, and administrators) to deal with the numerous issues associated with operating schools collectively and effectively. Arguably, it is the responsibility of school leaders to create a social system that enables role groups to resolve differences openly and nonconfrontationally. Establishing such an environment requires an awareness of the challenges associated with building strong relational networks. Trust and collaboration are two organizational conditions that make it possible for parents and school personnel to develop strong and lasting partnerships. This being the case, it is important to explore how influential the contextual environment and structural framework are in producing interactions and experiences necessary for collaborative and trusting school relationships.

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Medium 9781576336823

Level 1: Grade School_C-D: Praxis I Commonly Confused Words

Ace Academics Ace Academics ePub
Medium 9781937434380

III. Inventory and Audit Resources

Paula Ladenburg Land XML Press ePub

A selected set of example deliverables related to the content inventory and audit and recommended reading for further exploration.

An example of what a persona for a nonprofit site might look like.

Name: Michael

Role: Trustee, Donor

Occupation: Businessman

Age: 45

Location: Seattle, WA

Wants

Motivations

Behaviors

Information Needs

The following is an example of how a content audit document might be structured. Like every content set, every audit is unique, so adjust as needed.

High-level overview of the project context, goals, and findings.

Detailed list of content assets that were reviewed, and their sources. Delineate the audit’s scope, including what was not assessed.

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Medium 9781475816495

Toward a Professional Learning Community: A Critical Discourse Perspective

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Chen Schechter

Growing dissatisfaction with the social, physical, and linguistic architecture of schoolwork demands the instilling of new ways, opportunities, and spaces within which all school stakeholders can talk and work with one another (Fielding, 1999). To achieve this standard, it is important to provide practitioners with the context—the time and space—for dialogue as a key factor of collective learning. In other words, the isolated working teacher will need to shift into interactive professionalism, where teachers continuously learn, with their colleagues, how to solve teaching and learning problems (Fullan, 1993). Nevertheless, whereas collective learning entails the social processing of information, processes and activities that permit an exchange of information through faculty interactions rarely occur in schools (Leonard, 1998). As traditional hierarchical models of policy and school administration clash with the advocated value of social processing of information, researchers argue for the reorganization of schools into professional webs of interactions (Caldwell & Spinks, 1988; Louis & Miles, 1990), thus attempting to reculture schools into professional learning communities (Scribner, Cockrell, Cockrell, & Valentine, 1999). This in turn serves to enhance teachers’ professional development, which may help to diminish teacher isolation, alter teaching practices, and contribute to student learning (Andrews & Lewis, 2002; Cowan & Hord, 1999; Crowther, Hann, McMaster, & Ferguson, 2000; Huffman & Hipp, 2001).

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Medium 9781475816419

School Reform in the New Century: A Comparison of American and Australian School Principals’ Values and Visions

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Zhixin Su

David Gamage

Elliot Mininberg

Schools are different, but the need to restructure existing schools is felt in many different parts of the world. At present, educational policymakers and reformers in many nations are eager to propose and implement various school reform measures in order to realize their visions for ideal schools in the 21st century. One of the key measures that concerns the role of the principal as a pivotal force in urban school restructuring was given added impetus in the late 1970s with the effective schools studies (Edmonds, 1979). Theorists defined the role of the effective principal as instructional leader; guardian and communicator of a clear school mission; facilitator of frequent monitoring of student progress, positive school climate, and a safe and orderly environment; and champion of high expectations and provider of equal opportunity to learn. Since then, the role of the principal as the key decision maker, facilitator, problem solver, and agent of change at the school site has been discussed extensively by educational scholars (see, for example, Adams, 1999; Barth, 1991; Clark, Lotto, & Astuto, 1984; Ferrandino, 2001; Gamage, 1996; Gamage & Pang, 2003; Sergiovanni, 1991; Smith & Purkey, 1983; Thomson, 1993).

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Medium 9781475811919

Introduction to Special Issue on University–District Partnerships

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

TRICIA BROWNE-FERRIGNO
KAREN L. SANZO

Becoming a principal is a somewhat predictable career step for many preK–12 educators who seek greater responsibility and organizational mobility in their work (Browne-Ferrigno, 2003; Hammer & Rohr, 1993; Lashway, 2006). Aspiring school leaders typically begin their formal preservice preparation by enrolling in university-based programs with delivery formats and curricula intended to integrate theory and practice (Barnett, 2005; Coleman, Copeland, & Adams, 2001; Glasman & Glasman, 1997; Jackson & Kelley, 2002; Milstein & Krueger, 1997; Murphy & Forsyth, 1999). Desired outcomes are graduates ready to assume principalships with the necessary knowledge, dispositions, and skills to lead schools competently and effectively (Bellamy, Fulmer, Murphy, & Muth, 2007; Browne-Ferrigno & Muth, 2004, 2009; Hamilton, Ross, Steinbach, & Leithwood, 1996; Young, Crow, Murphy, & Ogawa, 2009).

University professors can provide the leadership knowledge base and assist with disposition refinement toward effective school leadership, but application of that learning and socialization of candidates into the community of administrative practice requires coordinated support from districts and practicing principals (Capasso & Daresh, 2001; Crow & Glascock, 1995; Mullen & Lick, 1999; Orr, 2006). This critically important shared responsibility for principal making was observed by a project director of a federally funded leadership development program:

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Medium 9781475817201

African-Americans in the 21st Century: The Agony and Promise of Higher Education

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

HAROLD L. NIXON1

ABSTRACT: A college education holds many promises for those who partake of it. As the 21st century approaches and as America’s political and economic position in the world marketplace becomes more threatened, the intrinsic value of the college degree will become more prominent. This article discusses the future prospects of increasing the participation rate of African-American students in higher education. Institutional executive and faculty leadership dedicated to providing an environment where all students can achieve their maximum potential will be committed to finding common ground between First Amendment Rights and campus civility.

Most of us wonder what life will be like on our college campuses in the 21st century. Will it be drastically different or will it contain more negative than positive vestiges of the past? Will the composition, character and cultural backgrounds of our student population be vastly different or will they be homologous to the current population? A college education holds many promises for those who partake of it. Individuals who are left out of the higher education process, either by happenstance or by choice, usually find themselves in positions of less influence than those who earn college degrees (Gurin and Epps, 1975). Too often, African-Americans fall into the left-out category. As a result, they experience the agony of non-fulfillment and are relegated to positions that not only frustrate them but also thwart their ability to effectively contribute to the well-being of their families and society. Will this trend continue in the 21st century, or will the college participation and graduation rates of African-American students increase in the years ahead?

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Medium 9781475811353

Social Justice and the Importance of Rebellious, Oppositional Imaginations

R&L Education ePub

DANA RAPP

ABSTRACT: In this article I hope to add convictional fuel, fodder, and possibility to the fires of those educational administrators and professors of leadership who have dedicated their lives to deeper forms of social justice, as well as to professionals who are beginning to admit that they have been too generous in trusting and conceding power to political and economic elites. I will lay bare the incommensurability between proscribed roles of educational leadership and social justice while, at the same time, discussing unconventional sources for inspiration, broader mediums and languages for naming our work, and the importance of forging alliances with groups outside our institutions. My intention has as much to do with provoking broader social action as it does to contributing to an academic discourse.

Eternal vigilance is the price of liberty.

—Thomas Jefferson

Historically, the most terrible things—war, genocide, and slavery—have resulted not from disobedience, but from obedience.

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Medium 9781576336694

"Q" Words: SAT College Prep Vocabulary

Ace Academics Ace Academics ePub
Medium 9781576336076

Prefixes: Science-Math: ACT Word Roots

Ace Academics Ace Academics ePub
Medium 9781442229211

Widening the Circle of Acceptable Diversity: A Reply to My Ecumenical Friends

Pro Ecclesia Rowman & Littlefield Publishers ePub

Widening the Circle of Acceptable Diversity: A Reply to My Ecumenical Friends

George Hunsinger

It is indeed humbling and for me a moving experience to encounter such thoughtful responses to my book. Each respondent has engaged carefully with my ideas, from very different points of view, and I am happy to have benefited from them all. They raise important questions about which I deeply care, though clear and sometimes obvious limits exist to my knowledge of how to deal with them. Ecumenical theology is an area where I must confess I am pretty much self-taught. I felt that perhaps I might make a contribution through which ecumenical discussions could move beyond points where they are stuck, even if I could not resolve them or even discuss them as fully as might be wished. I welcome this critical symposium in the hope that my proposals might be refined and corrected, especially insofar as the goal is served of helping the divided churches attain a greater measure of Eucharistic unity.

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Medium 9781475817119

Administrator Competency Testing: Issues, Considerations, and Recommendations for Preparation Programs and Policymakers

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

ULRICH C. REITZUG1

ABSTRACT: An increasing number of states require successful completion of an administration-specific competency examination prior to initial administrative certification (Reitzug, in press-a). Given the controversies that have surrounded student and teacher competency testing, it is imperative that programs preparing educational leaders, and policymakers recommending legislation, consider the issues involved with competency testing prior to taking actions that may not be in the best interests of those they purport to serve. This paper discusses these issues, suggests questions competency testing raises for administrator preparation programs, and makes recommendations for policymakers.

Analysts have noted that the educational reform movement has consisted of two waves with conflicting foci. The first wave was characterized by tougher standards (Passow, 1989, p. 16) and on “reducing uncertainty” by “tightening bureaucratic controls” (Bacharach and Conley, 1989, p. 311). During the second wave the reform focus shifted from standards, standardization, and control to decentralization, recognition of uncertainty, and empowerment (Bacharach and Conley, 1989; Conley, 1990; Passow, 1989).

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Medium 9781475819311

Editorial: Education, or Miseducation, of Preservice Teachers—Revisiting Dewey’s Legacy of Education for Democracy

Teacher Education and Practice R&L Education ePub

PATRICK M. JENLINK

Only as the coming generation learns in the schools [and teacher preparation programs] to understand the social forces that are at work, the directions and cross-directions in which they are moving, the consequences that they might produce if they were understood and managed with intelligence—only as the schools [and teacher preparation programs] provide this understanding, have we any assurance that they are meeting the challenge which is put to them by democracy.

—Dewey (1937a, p. 183)

We have not asked ourselves what we ought to teach our students at a time of such dizzying change and fundamental doubt. We have not asked how our preferences are to be grounded, our choices justified; we have not looked at the problem of deciding among competing alternatives.

—Greene (1973, pp. 213–214, emphasis in original)

An important recurring debate confronting teacher education today centers squarely on the tension between (a) preparing teachers for the reification and perpetuation of schools as they exist in American society and (b) preparing them for schools as what they could become—schools that serve as agencies for a democratic American society. Although there are perhaps some exceptions sparsely located across the country, teacher preparation programs more often than not serve the hegemonic role of assimilating students of teaching into public schools and classrooms hallmarked by forms of power and domination, overshadowed by ongoing political fervor. Dewey (1938) posited a concern for the miseducative nature of an educational system not guided by an understanding of its function in a democratic society and, equally important, a system that did not acknowledge the function of democracy in the day-to-day workings of the education system.

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Medium 9781475811407

“Color-Blind” Leadership and Intergroup Conflict

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

REITUMETSE OBAKENG MABOKELA
JEAN A. MADSEN

ABSTRACT: Educational organizations that reflect a diversity of class, gender, socioeconomic status, and nationality in their membership establish a complex set of interactions that have implications for how groups are formed. The study on which this article is based examines the responses of principals to intergroup conflict that occurred as a result of cultural incongruities between teachers of color and European American participants in desegregated suburban schools. In schools, intergroup theory applies to school participants because of the nature of the organizational context between identity and organizational groups. The principal plays a critical role in creating an inclusive environment that determines how groups are formed, the emotional climate of the workplace, and how roles are structured. Because U.S. schools serve a more diverse student population with a greater need to recruit teachers of color than ever before, principals must be aware of the challenges in leading a varied group of followers.

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