455 Slices
Medium 9781475819359

Preparing Teachers for a Global Society That Is Yet Unknown to Teacher Educators

Teacher Education and Practice R&L Education ePub

W. ROBERT HOUSTON

MELISSA E. PIERSON

The depression, World War II, and the elation of a nation revered throughout the world that branded a whole generation has slipped into the deep past tense of history. Succeeding generations basked in the warmth of an economy that grew at unprecedented rates; along the way, the population of the United States shifted, and shifted again, and now prepares for yet another major shift. Sociologists refer to the youth of these cultural shifts with such monikers as Gen X, Gen Y, and the Millennium Generation.

With generational shifts in society, other changes have occurred in the new America—changes in the economy, expected living standards, increasing diversity and greater cultural identity, a declining level of international prestige, and a widening gulf in technological competence. Those among us who print out computer documents so that we can read or edit them—that is, digital immigrants—are drifting further apart from digital natives, those who deftly juggle cell phones, text messages, MySpace, and iPods and are at home with the rapidly shifting technological revolution because it is a world that they have always known (Prensky, 2006).

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Medium 9781475811377

Exploring the Validity of Standards for School Administrator Preparation

R&L Education ePub

CAROLYN M. KEELER

ABSTRACT: The purpose of this study was to investigate the validity of the Idaho Foundation Standards for School Administrators, an adaptation of the ISLLC standards, as the basis of Idaho administrator preparation. If the objective of creating standards is to prepare administrators to lead successful schools, then a preparation program based on the standards should result in principals who get higher achievement results, create responsible citizens, or otherwise produce successful students. Data from three sources, building administrators, superintendents, and administrative interns, were compared to the standards. Identified areas of need not addressed by the standards included counseling skills, training in change strategies, and the laws governing programs for special populations. This exploratory research into the validity of the Idaho Foundation Standards for School Administrators has resulted in the identification of some discrepancies between administrator preparation, the standards, and administrator practice. Results will be used in revising program curriculum to meet both administrators’ needs in the field and the new National Council for Accrediation of Teacher Education (NCATE) program accreditation guidelines.

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Medium 9781475812008

Introduction to the Special Issue: Distributed Instructional Leadership as a Reform Strategy—Activating Teacher Leadership to Improve Student Learning in Urban High Schools

JOURNAL OF SCHOOL LEADERSHIP R&L Education ePub

PAUL BREDESON
CAROLYN KELLEY

Heightened accountability for student learning, changing demographics, and safety and security issues make leadership of urban high schools a significant challenge. Intensified new instructional leadership demands have been added to the list of traditional responsibilities shouldered by high school principals for successful management of school structures, cultures, and daily operations. Within this environment, high school principals have had to find ways to enhance their focus on instructional leadership.

This special issue describes how urban high school principals mobilize teacher leadership to advance instructional practices and student learning. We conceptualize this as building distributed instructional leadership, embedded in the activities, structures, and processes of the school (Spillane, Halverson, & Diamond, 2001). In addition, we recognize the collaborative nature of distributed leadership and the importance of building teams or professional communities to support this leadership work (Scribner, Sawyer, Watson, & Myers, 2007). Thus, we focus on the ways in which high school leaders build capacity and activate existing roles and structures to build team-based instructional leadership, such as refocusing the work of department chairs on instructional leadership tasks.

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Medium 9781475812039

A Cultural Approach to Understanding Professional Experiences of Foreign-Born Faculty in U.S. Educational Leadership Preparation Programs

JOURNAL OF SCHOOL LEADERSHIP R&L Education ePub

IRYNA KHRABROVA

KAREN L. SANZO

ABSTRACT: The purpose of this study was to investigate the professional experiences of foreign-born faculty members serving in U.S. educational leadership preparation programs, utilizing a cultural approach to discern their lived experiences related to professional life. Cultural values were explored as reflected in professional life experiences. The information, gathered through the phenomenological approach, was used to analyze the influence of national background on the professional experiences of foreign-born faculty in educational leadership preparation programs.

A rapid demographic shift is occurring in American society. The ethnic and racial composition of the U.S. population has been changing substantially over the past four decades (Suarez-Orozco, 2007). In 1970, 9.6 million foreign-born individuals lived in the United States, making up only 4.7% of the population. However, by 2009, 36.7 million foreign-born individuals lived in the country, composing 12.2% of the population (U.S. Census Bureau, 2009). As the United States is being transformed by continuing levels of immigration, the American education system is undergoing change and transformation as well (Stromquist, 2007). Altbach (2006) identified the essential shifts in the cultural, ethnic, and racial diversity of the population, and these are reflected in the diverse student and faculty bodies in higher education in stitutions. Universities desire to attract increasing numbers of foreign-born faculty for the richness that they offer to the learning community.

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Medium 9781475811384

Two Women High School Principals: The Influence of Gender on Entry Into Education and Their Professional Lives

R&L Education ePub

KAETLYN LAD

ABSTRACT: This study explores the influences of being female on the lives of two women high school principals. The study focuses on how being female influenced their career choices and subsequent professional lives. The data presented are a subset of a larger set of data collected during a case study. The data indicate that career choices, behavior expectations and treatment, career advancement, and time demands are ways in which being female influenced them in their professional lives. Recommendations are made as to how the principalship might be restructured to attract more women (and men) to aspire to be high school principals.

In analyzing the research of past decades in educational leadership, it becomes clear that a low percentage of women have traditionally secured educational administrative positions in our public school systems (Glass, 1992; Jones & Montenegro, 1982; Moore, 1981; Niedermayer & Kramer, 1974; Shakeshaft, 1987). Studies show that, until recently, no significant changes have occurred in the historically predominant pattern of women teaching and men managing (Bell & Chase, 1993; Blount, 1993; Edson, 1988; Estler, 1975; Glass, 1992; Marshall, 1984; Shakeshaft, 1987; Tallerico & Burnstyn, 1996). The underrepresentation of women is most strikingly evident in the superintendency and high school principalship (Tallerico & Burnstyn, 1996). It is only in studies published during the latter part of 1990s that some indications of progress in hiring patterns becomes evident (Brunner, 1997; Dunlap & Schmuck, 1995; Grogan, 1996; Mertz & McNeely, 1998; Nogay & Beebe, 1997; Tallerico, Poole, & Burnstyn, 1994).

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