Results for: “Reference”
|Journal of School Public Relations||Rowman & Littlefield Publishers||ePub|
MARSHA A. CHAPPELOW
As state standards for K–12 education become more prevalent in our school systems, the National School Public Relations Association (NSPRA) has created a set of new standards for the school public relations profession to raise the bar for school public relations practitioners and programs across the nation. These were introduced to members this summer at NSPRA’s 49th annual seminar.
Standards for the profession have been a tradition for NSPRA with the first set being created in the 1970s. According to Rich Bagin, APR, executive director of NSPRA, “These new standards focus on what standards should be in today’s world. Since standards are often seen as the hallmark of a profession, we are proud of our members who helped us accomplish this important task” (personal communication, August 22, 2002).
Two leaders in this team effort of developing the new standards were staff member Ken Muir, APR, and Kathy Miller, APR, the chair of the Standards of the Public Relations Profession Committee. Muir’s initial idea 3 years ago was to create a program through which NSPRA could accredit school public relations programs. But as Muir worked with the NSPRA board to research program accreditation it was decided that new standards should be set first. Muir believes that “These New Standards will give public relations professionals some standards against which to measure their program and the district’s total PR efforts” (personal communication, August 22, 2002).See All Chapters
|JOURNAL OF SCHOOL LEADERSHIP||Rowman & Littlefield Publishers||ePub|
ABSTRACT: The instructional imperatives of the principalship demand a knowledge of more than the direct instruction model. Changing the role of the direct instruction model from an instructional methodology to a planning tool permits the principal to introduce additional instructional methods based upon the characteristics of the school and the classroom. The article presents a set of frames for the implementation of instructional methods and strategies.
Direct instruction is a teaching strategy that has at its core teacher effectiveness research which “. . . provides some guidelines as to the environmental variables that promote successful implementation of a direct-instruction teaching strategy. These are academic focus, teacher direction and control, high expectations for pupil progress, time, and nonnegative effect” (Joyce and Weil, 1986, p. 326).
Teacher effectiveness research uses a structured teaching technique to accomplish its educational objectives. Direct instruction is that instructional method.See All Chapters
Stephen L. Williams and Margaret E. Malone
Department of Museums Studies, Baylor University, Waco, Texas 76798-7154 (e-mail:).
AbstractResearch leading to a better understanding of the deterioration and preservation processes of DNA could provide a favorable future for natural history collections by reducing unnecessary destructive sampling and by increasing collection use for modern molecular studies. More information is needed to assess the value of existing collections for DNA investigations. Equally important is the need to improve preservation strategies at multiple levels so that future specimens can better accommodate such investigations. On the downside, only a few researchers have touched upon these needs over the past two decades; on the upside, there are currently good opportunities for developing this type of research program. To demonstrate these opportunities, four areas of preservation research are proposed, followed with comments regarding resources.See All Chapters
|Teacher Education and Practice||R&L Education||ePub|
ABSTRACT: This study explores narratives of female teacher educators in Israel—Israeli-born Jews and Jewish immigrants—within the framework of critical discourse analysis. The oral narratives were obtained through personal in-depth interviews with six female teacher educators who work at two teacher education colleges in Israel. The findings reveal that the discourse of the Israeli-born educators is one of domination and power. Their language is self-centered, and their approach to others is top down. It is a “language of domination” that portrays them as “benefactors” of others. However, the discourse of the Jewish immigrant educators is a discourse of equality characterized by an “egalitarian language” in which the individual moves back and forth, starting from within the self and then reaching out to “others” and to society and then back again. In their language, they portray themselves as “protectors” of their group members. They position themselves as being driven by others in society or by social events and phenomena or as being encompassed by society. Critical discourse analysis of the narratives of these educators can shed light not only on their language but also on their different social groups and their cultural identity as reflected through their use of language.See All Chapters
|JOURNAL OF SCHOOL LEADERSHIP||Rowman & Littlefield Publishers||ePub|
Bruce G. Barnett
Gene E. Hall
Judith H. Berg
Margaret M. Camarena
A Typology of Partnerships for Promoting Innovation
Abstract: As educational partnerships and collaboratives have become more popular in the last several decades, researchers and practitioners have sought to understand why these arrangements flourish or flounder. Taking into consideration the contextual factors affecting partnerships, we have conceptualized a framework of the types of partnerships that can develop between a school system and an external resource agency. The framework reflects the dynamic nature of partnerships, including the growing complexity of interorganizational arrangements that exist as partnerships move from a cooperative to a collaborative relationship. We conclude by discussing the value and utility of this framework as school districts and external agencies consider establishing short- or long-term partnerships.
The term partnership has become a mantra in education. Talk about the importance of partnerships can be heard at all levels of our education system, from policymakers to practitioners to community members. Partnerships are currently seen by many as the ultimate cure for all of the ills of education. The belief in partnerships has become so strong that they are used increasingly as the lever to bring about reform within and between agencies, institutions, organizations, individuals, and groups. For example, as the 1990s are coming to a close, partnerships are viewed so positively that they appear as mandates in federal statutes, such as the Higher Education Act of 1998 and the re-authorization of the Elementary and Secondary Education Act. In addition, in teacher education a set of standards for professional development schools has been developed to describe what constitutes an ideal partnership between a college and a local school. With this flurry of activity, one could easily be led to believe that by simply humming the mantra— hmmm-partnership-hmmm —all that needs changing in education will become reality.See All Chapters