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Medium 9781475817737

Perspectives of AFT and NEA on Shared Governance and Administrator Preparation Programs

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

BILL J. JOHNSTON1

The decade of the 1980s will likely be remembered as one in which issues of public schooling occupied the spotlight of popular concern. While public attention is now beginning to shift in other directions, the problems facing education remain. One persistent difficulty is determining the most appropriate functional relationship between school goals, instructional technology, and organizational structures (Perrow, 1970). Within the framework of rational administration, one would predict that consideration of goals would lead to determination of the most effective means to achieve those goals. Determination of appropriate organizational structures is based upon efforts to facilitate implementation of identified means/technologies. One limitation of much of the educational reform literature is that it ignores one or another of these components of rational organization. That is, one attempts to alter either organizational structures, technology, or goals independently. To the extent that goals, technology, and structure are interdependent, this is a self defeating activity.

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Medium 9781576336694

"L" Words: SAT College Prep Vocabulary

Ace Academics Ace Academics ePub
Medium 9781475823929

Notes From the Guest Editors

Journal of School Public Relations Rowman & Littlefield Publishers ePub

MICHELLE D. YOUNG

EDWARD J. FULLER

ABSTRACT: This introduction to the special issue on the role of trust in school relations provides a clear message: Developing trust and trusting relationships within the school community is more important now than ever. It argues that trust and trusting relationships are a necessary component to effective schooling in today’s diverse society, regardless of the school community or the level of schooling considered. After providing a brief overview of each article included in the special issue, the introduction concludes by situating the issue of trusting relationships within the realm of school public relations.

The study of relationships and schools has never been of greater importance than it is today. The magnitude and rapidness of change in today’s world are without precedent in human history. New discoveries, new knowledge, and technological advancements continually affect curriculum and instruction. Communities are no longer isolated from global change, and prevailing economic conditions add further pressure to families and communities. Technology has revolutionized the way that individuals and communities communicate. The diversity of schools and the transiency of student populations are at an all time high in increasing numbers of communities. Teacher attrition and turnover continue to increase as fewer individuals stay in one career over an extended period. Changes in state and federal policies, harsh criticisms of public education, and dwindling resource bases compound pressure on local schools. All these changes pose tremendous challenges to educational leaders and their school staffs who wish to create strong and supportive school communities.

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Medium 9781475819359

The Major Challenges Facing Teacher Education in an Increasingly Global Society

Teacher Education and Practice R&L Education ePub

PAUL C. PAESE

Central to schools of education are the professional preparation and development of future educators, who will be responsible for preparing our citizens to function and live in a global community (Friedman, 2005). Globalization and schooling have the potential to successfully or unsuccessfully affect the skills that students need to succeed in an increasingly global world. The children who succeed will have the ability to penetrate the opportunity structure, and those who fail or leave schools will be locked out (Suarez-Orozco & Qin-Hilliard, 2004). With this in mind and with the increased immigration in the United States during the 1990s, along with the creation of new information and new technologies, teacher educators are faced with multiple challenges as they prepare teachers for the increased demands of a global society.

Challenges in Preparation

As we prepare our preservice teachers in this increasingly global society, we must remember that it is more than courses on multiculturalism, diversity, and a focus on best practice. Today, probably more than ever before, it is the core curriculum (broad-based liberal education) that helps our future teachers understand the responsibility that is tied to an education in a global world. Over 2 decades ago, it was said that future teachers should be exposed to dual-language ability, lifelong learning, and an international perspective (Tucker, 1982). In addition, there must be an understanding of world problems, such as national security, the control of warfare, the reduction of world poverty, the promotion of human rights, and the preservation of ecological well-being. All are central to the preparation of future teachers.

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Medium 9781576336977

"V" Words: SSAT-ISEE Essential Vocabulary

Ace Academics Ace Academics ePub
Medium 9781475823974

School–Parent Relations in Victorian Schools

Journal of School Public Relations Rowman & Littlefield Publishers ePub

DAVID GURR

LAWRIE DRYSDALE

DONALD M. WALKLEY

ABSTRACT: This article provides commentary that focuses on school–parent relations in Australia through exploration of schools in the state of Victoria across three aspects: school–parent partnership, parental involvement in the governance of schools, and parental involvement in school accountability processes. Parental involvement is typically at a level controlled by the school, rather than a more participatory and reciprocally influential activist level. At a time when there is a renewed emphasis on autonomy for schools in Victoria, it is suggested that there is urgency for research focused on an activist orientation, rather than the controlled parental involvement currently evident.

While it is clear that family background is important to student success at school (Hattie, 2009), the study of school–parent relations in schools is an underresearched area, perhaps reflecting the changes over the past century in the roles that parents play in schools, with greater parent involvement a relatively recent phenomenon. Successful school–parent partnerships are important for school success for several reasons. Parents are the primary and continuing educators for their children (Saulwick Muller Social Research, 2006), and without engaging with families, student outcomes are likely to be lower than they should be (Leithwood & Steinbach, 2003). In their review of literature on successful schools, Leithwood and Steinbach provided a convincing case that for schools in challenging circumstances to achieve outstanding outcomes, school personnel must work with families to influence family educational culture and improve the social networks available in schools. Parent involvement in education is positively linked to academic performance, school attendance, student behavior and discipline, the overall quality of school programs (Fan & Chen, 2001; Leithwood & Steinbach, 2003; Michael, Dittus, & Epstein, 2007), and knowledge and understanding of school programs and activities (Saulwick Muller Social Research, 2006).

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Medium 9781475819403

“Tipping” Teachers Toward Change: Developing Leadership Characteristics Through Book Club

Teacher Education and Practice Rowman & Littlefield Publishers ePub

JOANN FRANKLIN KLINKER, PATRICIA A. WATSON, PAIGE FURGERSON, PAMELA HALSEY, AND CAROLE JANISCH

ABSTRACT: Teacher leadership is difficult because teachers often lack encouragement and opportunities to implement ideas that deliberately and strategically interact with and tap power structures in schools. In this study, a book club of university faculty and middle school teachers provided teacher leaders with a template for change around concepts explained in The Tipping Point (Gladwell, 2000). Armed with sticky ideas, the teachers overcame internal and external organizational mind-sets and obstacles that inhibited teacher leaders to get their ideas implemented within their schools. A moral imperative to help others fueled those ideas that succeeded. One idea “tipped” throughout the university learning community itself.

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Medium 9781475819359

The Role of Faculty in Global Society: Carving Out the Public Purpose of Our Work

Teacher Education and Practice R&L Education ePub

LESLIE D. GONZALES

RODOLFO RINCONES

ABSTRACT : This qualitative analysis investigates the role of tenure-track faculty at Towne University (pseudonym), a regional institution with a long-standing public service mission. Towne has played an important role in the production and continued development of teachers for local schools through extensive K–20 collaboration. Recently, however, Towne embarked on a new mission: Tier 1 status. This shift imposes new standards for faculty work, challenging the tradition of K–20 engagement. World systems theory and new institutionalism are merged to explain why Towne University seeks Tier 1 status. The structural explanations are injected with theories of agency as the perception, experience, and reaction of tenure-track faculty are explored. We find that through negotiation and dissent, faculty engage the structural impositions placed on their work. They manage to satisfy organizational demands yet remain committed to Towne’s K–20 tradition. By straddling personal commitment and larger, structural, organizational demands, faculty dissenters and negotiators redefine the role of faculty.

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Medium 9781475816112

Private and Decentralized Public Schools: Do They Speak the Same Language?

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

JEAN MADSEN

Assistant Professor of Education, Department of Administrative Leadership, School of Education, Enderis Hall, P.O. Box 413, University of Wisconsin at Milwaukee, Milwaukee, WI53201-0413

School decentralization represents an attempt to dissolve the educational bureaucracy and to allow individual schools to compete in the marketplace. The charter school movement was designed to encourage innovation because these schools, like their private school counterparts, would have the freedom to develop their own missions and recruit students. Consider the following questions: Can these schools capture the essence of market focus as private schools have done? Can these schools respond to their clients as private schools have had to do? These are a few of the many issues we need to contend with as the privatization of public schools becomes more inevitable. This article presents the findings of a study examining the exchanges between private and decentralized public school leaders and their possible implications for school decentralization.

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Medium 9781576336441

Level 2: High School_H-M: GED Words Commonly Confused

Ace Academics Ace Academics ePub
Medium 9781442229037

COMMENTARY

Pro Ecclesia Rowman & Littlefield Publishers ePub

Michael Root

Pro Ecclesia and the Center for Catholic and Evangelical Theology, which sponsors the journal, have reached a transition point. Carl Braaten and Robert Jenson, who founded the Center and the journal over twelve years ago, have decided to hand on the task to others. I am honored to join with Reinhard Hütter, the new editor of Pro Ecclesia, and James Buckley, the new associate director of the Center, to carry on the work that Carl and Jens did so much to further. But what precisely is the work we are called to carry on?

Pro Ecclesia is “a journal of Catholic and Evangelical Theology,” sponsored by the Center for Catholic and Evangelical Theology. Every once in a while, and especially at times of transition, the question then should be asked: what is this “Catholic and Evangelical Theology” that defines the journal and the Center?

The phrase “evangelical catholic” has roots reaching back into nineteenth-century Lutheranism. The confessional revival of that time took various forms; many of them sought to reconnect the evangelical core of the Reformation to the catholic context needed to make Christian and ecclesial sense of that core. The claim was made that the twin forces of pietism and the Enlightenment had severed the Reformation from its catholic roots in both theology and ecclesial life. That tradition of catholic confessionalism was represented in the mid-twentieth century by such men as Peter Brunner and Edmund Schlink and was carried into our time by George Lindbeck, Wolfhart Pannenberg, and, of course, Carl Braaten and Robert Jenson.

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Medium 9781576336410

"Q" Words: GED Essential Vocabulary

Ace Academics Ace Academics ePub
Medium 9781475817430

Gender and Perceptions: Females as Secondary Principals

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

KATHLEEN NOGAY1, *

ROBERT J. BEEBE2

ABSTRACT: The purpose of this study was to investigate the perceptions of teachers and supervisors toward the principal leadership behaviors of female secondary principals in Ohio. Principal self-perceptions were also included to complete the study. The literature shows that women continue to be underrepresented in a field in which the majority of professionals are women; therefore the reasons for underrepresentation warrant investigation. Although women are beginning to move into such ranks more frequently, line administrative positions continue to be dominated by males, and few women hold the positions of high school principal and school district superintendent, positions which continue to be particularly resistant to the advancement of females.

Random selected school districts in Ohio were involved in this investigation, the participants of which completed a copy of Philip Hallinger’s Principal Instructional Management Rating Scale (PIMRS), a scale which afforded the opportunity to compare the perceptions of superordinates, principals, and subordinates. The results indicated significant differences between principal gender and the responses of others on most of the subscales of the PIMRS. The mean subscale results were much higher for female principals than for male principals as well.

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Medium 9781475823936

New Media, New Voices: A Complex School Public Relations and Human Resources Challenge

Journal of School Public Relations Rowman & Littlefield Publishers ePub

CRAIG M. PECK

CAROL A. MULLEN

ABSTRACT: An unprecedented increase in students’ personal technology use presents a new area for study within the educational leadership and administration field. Cellular phones, video-posting websites, and online social networking destinations empower students to create and distribute school-related images and stories. Student-developed media content can conflict with the image that school leaders and teachers strive to project through their public relations programs. The growing sense that any school or classroom event may suddenly appear on the Internet has exacerbated tensions among key human resources personnel, including teachers and administrators. To help initiate a conversation regarding these inchoate yet urgent issues of public relations and human resources, this study examined institutional reactions to the current media usage of students. It applied relevant perspectives from history, educational reform, and politics to enrich the analysis of emergent trends. The article concludes with a consideration of how school communities might best adapt to this challenging cultural issue.

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Medium 9780253012111

1. Geographies of the Holocaust

Knowles, Anne Kelly ePub

Alberto Giordano, Anne Kelly Knowles, and Tim Cole

THE HOLOCAUST DESTROYED COMMUNITIES, DISPLACED millions of people from their homes, and created new kinds of places where prisoners were concentrated, exploited as labor, and put to death in service of the Third Reich’s goal to create a racially pure German empire. We see the Holocaust as a profoundly geographical phenomenon, though few scholars have analyzed it from that perspective.1 We hope this book will change that by demonstrating how much insight and understanding one can gain by asking spatial questions and employing spatial methods to investigate even the most familiar subjects in the history of the Holocaust.

At its most fundamental, a geographical approach to the Holocaust starts with questions of where. Print atlases of the Holocaust, for example, have focused on the location of major concentration camps and Jewish ghettos, the routes of train lines used to transport prisoners to the camps, and the journeys of individual survivors, such as Primo Levi’s path as he sought his way home after being liberated from Auschwitz.2 Other examples include maps of where people were arrested, where they were sent, where they were murdered. The facts of location are basic to understanding any historical event. In the case of the Holocaust, such facts are exceedingly voluminous, because the Nazis kept detailed records of their operations and because many people who were caught up in the events as victims or bystanders recorded where their experiences took place.

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