2122 Slices
Medium 9781475815917

College

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Richard P. Manatt

There is a strong paradigm shift at the federal, state, and district levels to focus on educational outcomes, on what graduates should know, be, and do, not simply what they have been taught. At first, the changes were a bit of tinkering here and there. Some said it was just the Bill Spady “after effect.” Spady would do a seminar on Outcomes-Based Education (OBE) and several local education agencies would form a “success league” to “design down and build up” their outcomes curriculum. Professors of supervision and curriculum at first dismissed OBE as the next fad, a hula hoop that would fade away when Total Quality Management became Total Quality Improvement under the auspices of the American Association of School Administrators.

It didn’t work out that way. Numerous states are now developing learner outcomes and assessment strategies that require students to apply that learning to a task or to create a product. At this writing, just before the national election, ten states are using Spady’s approach, vis., Oregon, Vermont, California, Maine, Connecticut, Minnesota, Kansas, Iowa, Pennsylvania, and Kentucky.

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Medium 9781538101391

Preservation First? Re-Viewing Film Digitization

Juilee Decker Rowman & Littlefield Publishers ePub

Preservation First?

Re-Viewing Film Digitization
Lauren TiltonVisiting Assistant Professor of Digital Humanities, University of Richmond, Richmond, VA, LTilton@richmond.eduAbstractThis article addresses the politics of film digitization by arguing that we should reconsider archival and preservation “best practices” that require film restoration. Instead, it advocates for digitizing films “as is,” which, in turn, captures the film’s current materiality (i.e., fading, scratches, and other facets that reveal age, wear, and use). Using the work of Luis Vale, one of the youth filmmakers from New York City’s Lower East Side’s Young Filmmaker Foundation’s Film Club, as a case study, the article points to the importance of archiving and saving these youth films as part of a growing movement to look beyond Hollywood cultural production and preserving national moving image heritage. More broadly, this article highlights how archiving practices determine which histories are remembered and how.

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Medium 9781442229143

ACCESSIBILITY TO EUCHARISTIC GRACES THROUGH SPIRITUAL COMMUNION: A BACKWARD GLANCE AT A STUDY OF 1966

Pro Ecclesia Rowman & Littlefield Publishers ePub

John Joseph Williams

In the earliest years, the Journal of Ecumenical Studies provided a welcoming forum for good scholarship in an area rather newly opened, being referred to as “ecumenical theology.” I periodically return to volume 3, number 1 (Winter 1966), above all to try to follow the methodology and to marvel at the resourcefulness of Frans Jozef van Beeck in a contribution—remarkable for the period—the title of which hardly describes the range of its inquiries: “Toward an Ecumenical Understanding of the Sacraments” (57–112).

There was, to be sure, substantive matter for three or four articles in this magisterial work.1 At that time of incipient dialogue, the angle of the study most promising for those searching for grounds of sacramental unity had to center upon van Beeck’s engaging theories apropos to the “validity of orders” as a necessary integument in the confecting of post-baptismal sacraments, notably the Eucharist. In the mid-1960s a thirst to share the communion and to recognize the riches of other Christian bodies was resulting from some sweet courtships emerging among religious leaders. Centuries-old stumbling blocks in the understanding of that sacrament were being removed, and audacious new questions being raised. Do churches of the apostolic succession have something of which Protestants are now categorically deprived in the celebration of the Lord’s Supper?

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Medium 9781475817188

Educational Leadership: A New Vision and a New Role within an International Context

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

DAVID H. REILLY1

ABSTRACT: The worldwide condition of education is not well according to many observers of the international scene. In many countries, including the United States, continuing reform and change of education is a way of life. A new vision of leadership is necessary if educators are to achieve results that are considered successful by most societies. This paper addresses two levels of educational leadership within the context of an international mission for education.

During the past fifty years, the profession of education has been in an increasing state of disrepute and disarray according to the plethora of national and state reviews and reports issued on its condition. This condition has been particularly publicized in the United States. Many, if not most, educators and those concerned with improving education in the United States are knowledgeable of the efforts to reform education that have occurred since the 1983 publication of A Nation at Risk (National Commission on Excellence in Education, 1983). However, these efforts are only the latest of a long history of attempts to improve educational outcomes (Elmore and Mclaughlin, 1988).

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Medium 9781475811636

Cultivating Principals’ Self-Efficacy: Supports That Matter

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

MEGAN TSCHANNEN-MORAN
CHRISTOPHER R. GAREIS

ABSTRACT: This study sought to identify important antecedents of principals’ self-efficacy (PSE) beliefs among 558 principals in Virginia. Analysis of variance demonstrated that the school context variables of school level, school setting, and the proportion of low-income students had no significant relationship to PSE. Multiple regression revealed that, by and large, demographic variables of gender and race were not strong predictors of PSE. The set of interpersonal support variables at the school-building level (teachers, support staff, students, and parents) was the strongest predictor of PSE, followed by principal preparation and district-level support (interpersonal support from the superintendent and central-office staff, as well as resource support).

Good principals are widely acknowledged as the cornerstones of good schools. Without a principal’s leadership, efforts to raise student achievement in a school are unlikely to succeed. The principal is a key agent at the school level. He or she sets the tone and direction for the school, initiates change, provides expertise, marshals resources, unifies partners, and maintains effort. The job is complex and demanding, requiring a depth of professional knowledge, an array of skills, and particular beliefs or dispositions about how and why to act (Council of Chief State School Officers, 1996). Central to marshaling this array of abilities is the principal’s self-efficacy beliefs.

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