463 Chapters
Medium 9781052684110

An Investigation of Computer-Based Simulations for School Crisis Management

R&L Education ePub

EDWARD DEGNAN
WILLIAM BOZEMAN

ABSTRACT: This article describes the research and development associated with creating a computer-based simulation used for training school personnel in crisis management. Specifically, the paper addresses the data collection and analysis involved in developing a simulated event, the systems requirements for the simulation, and a case study of application and use of the completed simulation.

In order to improve the effectiveness of training for teachers and school administrators, a realistic training environment is required so that these professionals can practice the necessary skills to deal with real-world crisis situations. The use of simulations within the area of crisis management can improve a school’s ability to deal with crisis situations. Simulations permit school employees to rehearse scenarios, preplan team activities, practice decision making, coordinate with other local agencies, and manage resources.

SCHOOL VIOLENCE

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Medium 9781475812046

Race Specialists: What a Black Administrator Ought to Be and Do

R&L Education ePub

D. CHANELE MOORE

ABSTRACT: Using qualitative analysis from 22 semistructured interviews, this article explores how Black women principals and assistant principals experience educational administration with attention to issues of race at work in suburban school settings. Findings suggest that because they may be perceived as race tokens by White educators, Black women administrators are expected to be experts on race in schools. This construction, which I refer to as playing the race specialist , highlights a tension among Black women administrators around expectations to focus only on Black students rather than all students, regardless of race. The findings suggest that playing the race specialist role presents obstacles for Black women and highlights some limitations in schools’ ability to meet the needs of diverse student populations.

Desegregation in the last 50 years of the post– Brown v. Board of Education era has opened up new roles for Black educators in desegregated school administrations. Approximately 11% of all public school principals are Black (National Center for Education Statistics, 2010). What do we know about this small group of educators? Scholars have documented how race shapes educational administration in terms of leadership preparation programs (Boske, 2010; Brown, 2005; Gates, Ringel, Santibañez, Ross, & Chung, 2003; Rusch, 2004), recruitment and retention (L. Foster, 2004), attaining a principalship (Brown, 2005; McCray, Wright, & Beachum, 2007; Tillman, 2004b; Valverde, 2003), and career advancement (Byrd-Blake, 2003). This body of literature has advanced our knowledge about the small population of Black educators; however, these studies have focused mainly on Black educators in urban schools.

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Medium 9781475819342

Using Role-Play and Case Studies to Improve Preservice Teacher Attitudes Toward Classroom Management

R&L Education ePub

AMANDA RUDOLPH

ABSTRACT: Classroom management is a concern for preservice teachers (Charles, 2008). Teacher educators struggle to find the most effective ways to teach preservice teachers classroom management. Role-playing, combined with classroom management content, may offer a productive approach. As such, this study focused on the use of role-play with case studies to teach a classroom management course for preservice teachers. One dependent variable—namely, attitudes toward classroom management—was measured via an attitudes survey, the items of which corresponded to research on preservice teachers’ attitudes toward classroom management. The treatment group received instruction in classroom management that included role-play and case studies. The results found no significant difference between groups; however, there was a change in attitudes over time. Many implications are discussed.

Classroom management is a major concern for preservice teachers (Laut, 1999; B. P. Smith, 2000); consequently, many preservice teachers struggle with discipline issues and classroom management techniques. In a qualitative study that focused on two interns—specifically, preservice teachers who spent a year in the classroom, as opposed to the traditional 8 weeks—Key (1998) found that both participants had problems with the relaxed attitude toward discipline within their schools. The participants also thought that the discipline problems in the schools negatively affected their effectiveness as teachers (Key, 1998). Charles (2008) states that discipline is a primary concern of teachers and the public—one that does not seem to be declining. These concerns should be signs to the preservice teacher educator that the classroom management course is a priority in teacher education programs.

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Medium 9781475812015

Teachers’ Perceptions of the Ethical Leadership of Male and Female Headteachers in Ghanaian Basic Schools

R&L Education ePub

CLEMENT KWADZO AGEZO

ABSTRACT: The lack of ethical leadership is a pervading factor in today’s society. Although interest in ethical leadership has increased dramatically in Ghana as a result of the June 4 revolution by the military that preached probity, accountability, and integrity, ethics within the context of leadership has not been a subject of much discourse. Being a skillful school leader presumes the competence to judge the ethical consequences of actions. This implies a need for all school leaders to analyze values at stake and in turn reconcile didactic rationality with ethical rationality. This article examines the ethical leadership practices of male and female headteachers of basic schools in Cape Coast Metropolis. In sum, 571 and 14 male and 38 female headteachers participated in the study. Furthermore, 128 teachers evaluated the ethical leadership practices of male headteachers, while 443 teachers evaluated that of 38 female headteachers. The purposeful sampling technique was used to select the respondents. The independent t test was used to analyze the data. It was found that there was no significant difference in the ethical leadership practices of male and female headteachers in Cape Coast Metropolis. It was recommended that headteachers should uphold ethical leadership practices, as this is key in gaining cooperation and group cohesiveness toward the achievement of stated goals.

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Medium 9781475819540

Selected Canadian Preservice Teachers: An Analysis of Values

R&L Education ePub

THOMAS G. RYAN AND STEPHANIE ROBINSON

ABSTRACT: Value orientations of university students enrolled in an Ontario pre-service training program (education) were examined via gender and qualification program (division). The Rokeach Value Survey was administered to more than 100 university students in Ontario, Canada. Results indicated that there were differences in the value orientations of each gender and within some divisions. The examination of terminal and instrumental values revealed a number of convergences within divisions and within gender, which has been noted herein.

Our motivation and aim in this study was linked to a need to explore human values. We believed that the need to address human values is obvious, if we agree that “having a clear sense of what one values or counts as important, and living a life in accord with these values is something worth pursuing” (Katz, 2003, p. 11). To see the value in a study of values illuminates something about the authors and perhaps even the reader of such a study. To be aware of your own values is to be aware of your own “standards” of overt and covert behavior. The day-to-day practice of living a good life may require a person to follow these inner standards (values) to be content. Indeed, a “person’s choice of values and standards must be authentic; they must be true to who the person is as a person” (p. 11). Hence, to clarify and articulate values through research such as this can help educators, in this case, illuminate what matters to them while learning about who they are in contrast to others, as well as institutions and organizations that may list values to make public what they value and work to emulate (Katz, 2008).

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