ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding and Coping with "Leadership Blues"
Author: Foster, Lenoar
Date: 2006-04-00
Type: Journal Articles
Subjects: Instructional Improvement,Coping,Leadership,Principals,Professional Development,Leaders,Job Satisfaction,Organizational Objectives

Three counterbalancing realities confront the contemporary school principal and each one has the capacity to produce psychic highs and lows in the conduct and vision of principals as they lead schools to higher levels of instructional improvement and community engagement. First, contemporary principals are expected to provide an organizational vision that will serve, promote, and advance the agendas of multiple constituencies. Second, previous personal and professional relationships are altered when individuals assume the role of the principal. And third, the work and role of the principal is invariably a lonely enterprise. In far too many principalships, a failure to acknowledge and balance these dissonant realities can result in a type of "leadership blues" that has serious consequences for productive, meaningful, and stable leadership. "Leadership blues" are personified in principals who feel overwhelmed by the complexity of the work and tasks they have been asked to perform. However, leadership education and professional development programs can assist aspiring and practicing principals to use "leadership blues" as a frame for improvement. The author argues that "leadership blues" should be viewed as a natural occurrence which, if recognized and handled appropriately, can be used to help principals counter "unrealistic expectations about their jobs, their associates, and themselves." Understanding and coping with the "leadership blues" provides an opportunity for school leaders to constantly reassess their own learning in the pursuit of leading others to success and excellence.
Language Matters
Author: Silverberg, Ruth P.
Date: 2006-04-00
Type: Journal Articles
Subjects: Educational Research,Educational Administration,Leadership,Professional Associations,Instructional Leadership,Social Justice,Democracy

In 1993, a Special Interest Group, "Teaching in Educational Administration" (TEA/SIG), was born at the annual meeting of the American Educational Research Association as a result of work of the Division A (Administration) Task Force on Teaching and Learning in Educational Administration and the particular efforts of Jane Lindle and Paul Bredeson. In this essay, the authors note that Fulmer and Frank (1994) consistently referred to "teaching and learning" as the focus and work of the new SIG, yet, only the word "teaching" appeared in the official title. They present a proposal that contains the rationale recently sent to TEA/SIG members to change what they believe is an anachronistic name of a professional organization that has provided legitimization to the study of their work in preparing school leaders. While written specifically for the membership of TEA/SIG, the authors' proposal has much wider application and import beyond the SIG.
Challenging the Current Organization of Schools
Author: Cambron-McCabe, Nelda
Date: 2006-04-00
Type: Journal Articles
Subjects: Leadership Training,Leadership,Organizational Theories,School Organization,Leadership Effectiveness,Leadership Qualities,Leadership Styles,College Administration,Change Strategies,Educational Change,Organizational Change,Educational Needs

As individuals contemplate a new worldview of leadership education, they must step back to reflect on what now shapes and constrains leaders in schools. Their understandings of traditional leadership are rooted in organizational theory that is focused on rationality, effectiveness, and efficiency of bureaucratic institutions, defining the education of leaders, for the most part, in terms of specific skills and performances that can be quantified. Without interrogating the fundamental ideas and beliefs underpinning existing school structures, they cannot respond to widespread calls for a different kind of school leader--one whose actions embody justice, respect, ethical values, care, spirituality, and equity. The leverage point for change is not to insert these qualities into existing school structures and leadership education programs but to transform the organizational structure of schools to one driven by a new set of assumptions epitomizing these ideals. The author argues that one's challenge in higher education is to initiate tough conversations, nurture relationships, respect others' knowledge, listen carefully through collective inquiry, be open to what is emerging, and examine the implications of recreating schools as living systems.
Research on Leadership Education as a Reform Strategy
Author: Orr, Margaret Terry
Date: 2006-04-00
Type: Journal Articles
Subjects: Evidence,Research and Development,Educational Research,Educational Administration,Leadership Training,Educational Change,Leadership,Teaching Methods,Change Strategies,Educational Strategies,Educational Needs,Research Needs,Program Effectiveness,Educational Improvement,Leadership Effectiveness,Leadership Qualities

Leadership education has become the public education reform strategy of the new century. Spotlighting leadership education presumes that improved leadership preparation and development will yield better leadership, management, and organizational practices which, in turn, will improve teaching, student learning and student performance in schools and districts. But the "hows and whats" of leadership preparation have become hotly debated questions in recent years. While the research in the leadership preparation field has been characterized as scant and of limited methodological quality, the studies have served to foment ideas and diffuse new approaches for educating administrative aspirants. Further evidence of research as a reform strategy can be found in professional forums, like the American Educational Research Association through its Division A and the Teaching in Educational Administration Special Interest Group (TEA-SIG), National Council of Professors of Educational Administration (NCPEA), and University Council of Educational Administration (UCEA). Each has been significantly instrumental in facilitating a research and development approach to innovation and diffusion of new approaches and understandings about leadership preparation. The author concludes that the "Journal of Research on Leadership Education" will provide impetus for more and better research on leadership preparation and leadership development. (Contains 1 figure.)
Scholarship in School Leadership Preparation: The Unaccepted Challenge
Author: Hallinger, Philip
Date: 2006-04-00
Type: Journal Articles
Subjects: Leadership Training,Instructional Leadership,Scholarship,Institutional Role,Leadership Effectiveness,Leadership Role,Program Effectiveness,Investment,Outcomes of Education,Educational Needs,Educational Research

Over the past 20 years two lines of argument have fostered global interest and investment in the preparation and development of school leaders. First, policymakers have increasingly come to the conclusion that education is a critical lever in social, economic, and cultural development, and that leadership is a necessary factor in creating quality educational systems. A second line of argument is grounded in the belief that the personal professional learning of leaders is a fundamental precondition for the creation of a learning community. Proponents of investment in leadership preparation are, however, too often forced to rely on an uneasy policy logic patched together out of indirect research sources, personal experience, and rhetoric. What role could the journal play in addressing this problem? In this brief essay, the author offers a few thoughts. (Contains 9 footnotes.)
Beyond the Launch: The Future of Research on Leadership Education
Author: Rusch, Edith
Date: 2006-04-00
Type: Journal Articles
Subjects: Leadership Training,Professional Associations,Leadership,Leaders,Research,Partnerships in Education

The authors believe that the "Journal of Research on Leadership Education" can lead the effort to reduce the communication barriers among academics in a variety of fields, professions, and countries. Its common ground is a commitment to prepare outstanding future leaders for educational settings. The authors urge readers to pay attention to the unique opportunity for constructing knowledge of leadership education, and to build empirical data robust enough to displace "rhetoric and policy logic" as the foundation for leadership preparation. This journal, and the professional association that supports it, will take full advantage of the advanced technological environment to foster the growth of this vital research agenda.
Cultivating Revolutionary Educational Leaders: Translating Emerging Theories into Action
Author: Kezar, Adrianna
Date: 2007-00-00
Type: Journal Articles
Subjects: Leadership Responsibility,Administrator Education,Cultural Influences,Spiritual Development,Emotional Response,Cooperation,Cultural Pluralism,Ethics,Accountability,Research,Change Strategies,World History,Global Approach,Leadership Training,Empowerment,Power Structure,Leadership Styles,Multicultural Education,Educational Change,Educational Administration

In this article, the authors describe the way that leadership research has dramatically changed over the last 30 years and how leadership development programs have not kept pace with some of the important changes. In particular, the authors propose that five revolutionary leadership concepts have been overlooked and should be included in future programs. The five areas described are: educating non positional leaders and fostering empowerment, abuses of leadership power, grassroots leadership, context and cultural leadership, and the spiritual and emotional dimensions of leadership. (Contains 1 figure, 6 footnotes and 28 resources.)
Toward a Signature Pedagogy in Educational Leadership Preparation and Program Assessment
Author: Black, William R.
Date: 2007-00-00
Type: Journal Articles
Subjects: Leadership Training,Instructional Leadership,Program Evaluation,Curriculum Development,Instructional Development,Administrator Education,Educational History,Fundamental Concepts,Instructional Design,Program Descriptions,Relevance (Education),Performance Factors,Change Strategies,Educational Change,Educational Needs,Curriculum Design,Educational Principles,Educational Administration

In this article, we work towards developing a signature pedagogy for educational leadership preparation programs. A signature pedagogy that engenders theory-building processes and leadership practices includes complex case studies, inquiry-centered internships, collaborative and interdisciplinary leadership institutes, and continuous assessments that inform reflection on the efficacy and purpose of preparation programs. Our stance acknowledges leadership work as an ethical and moral craft that draws from conceptual and abstract knowledges, engages in ongoing critical-reflective inquiry, and is practiced within diverse school-community environments embedded in a larger social political milieu. Furthermore, our proposal envisions University-based programs developing and nurturing relationships with students, districts, and communities over a significant period of time in order to support the development of public intellectuals and transformative leaders capable of advancing systems of human care. (Contains 3 figures.)
Thinking Globally: The National College of School Leadership--A Case Study in Distributed Leadership Development
Author: Dean, Diane R.
Date: 2007-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Foreign Countries,Instructional Leadership,Leadership Training,Management Development,Case Studies,Theory Practice Relationship,Participative Decision Making,Effective Schools Research,Best Practices,College Programs,Comparative Analysis,Educational Practices,Program Descriptions,Curriculum Design,Sustainability,Educational Strategies,Administrator Education,Instructional Development,Models,Institutional Characteristics,Technology Transfer

This article presents findings from a case study on the National College of School Leadership (NCSL) in Nottingham, England, an exemplary program that bridges the theory-to-practice gap using distributed leadership philosophies to develop leadership among school administrators and has manifested a positive impact on school leadership in England. It offers insights applicable to creating distributed leadership development programs for K-12 education in the United States. (Contains 1 figure, 1 table and 8 endnotes.)
What the Research and Literature Say about the Delivery of Educational Leadership Preparation Programs in the United States
Author: Preis, Stacey
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Administration,Leadership Training,Instructional Leadership,Educational Research,Literature Reviews,Delivery Systems,Research Needs,Psychometrics,Models,Cohort Analysis,Distance Education,Partnerships in Education,School Community Relationship,College School Cooperation,Program Design,Administrator Education,Nontraditional Education

This article reports the work of Domain 7 of a University Council of Educational Administration (UCEA) taskforce. The purpose of the taskforce was to examine the literature on current delivery models of educational leadership preparation programs and determine which aspects of delivery have been studied. All available articles and chapters that dealt with the aspect of program delivery were reviewed--both in educational administration at the PK-12 level, and in other selected fields to provide instructive comparison. The taskforce found that apart from some empirical research on the cohort model, very little empirical work has been done on delivery. There is some scholarly literature about delivery issues, but clearly, this is a seriously understudied aspect of leadership preparation.
The Reality of Leadership Preparation in a Rapidly Changing Context: Best Practice vs. Reality
Author: Bruner, Darlene Y.
Date: 2007-00-00
Type: Journal Articles
Subjects: Leadership Training,Leadership Qualities,Administrator Education,Educational Change,Accountability,Occupational Aspiration,Student Employment,Employment Experience,Change Strategies,Conflict

Leadership preparation programs find themselves in a state of flux, experiencing changing demands, and increasing scrutiny and accountability. New challenges and definitions of leadership preparation coupled with expanding demands for increased abilities of school leaders in ever larger numbers create the necessity to examine, question, revise, partner, and expand current program offerings. This paper discusses the changing context of a leadership preparation program striving toward a more ideal model while considering the realities of students' employment obligations, experience, and career aspirations. (Contains 1 table.)
An International Effort to Build Leadership Capacity: Insights from the First Cohort of Educational Administration at the College of the Bahamas
Author: Tooms, Autumn
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Administration,Leadership Qualities,Qualitative Research,Student Motivation,Administrator Education,Educational History,Foreign Countries,Interviews,Masters Degrees,Graduate Students,Enrollment,Employment Experience,Occupational Aspiration,Principals

The purpose of this qualitative study was to learn what motivated students to enroll in the first formal training program in educational administration in the history of The Bahamas. This research considers the intersections of motivation, career paths, and educational histories of those who live and work in schools in The Bahamas. Open-ended, audiotape recorded, interviews were conducted with each of the 18 members of a cohort of Master's degree candidates at The College of The Bahamas. Data revealed that motivations for program enrollment ranged from an intrinsic desire to obtain a graduate degree, to the belief that the degree would support entrepreneurial efforts within the Bahamian education system. Interviews also revealed a double standard for women who work in Bahamian schools, in terms of advancement to administrative positions. Implications center on the need to address the gender oriented double standard, as well as the need to increase the cultural value of education in The Bahamas. (Contains 2 tables and 3 notes.)
Lessons from an International Collaboration: A Faculty Member's Reflections
Author: Tooms, Autumn
Date: 2007-00-00
Type: Journal Articles
Subjects: College Faculty,Reflection,International Educational Exchange,Program Administration,Organizational Theories,Intercollegiate Cooperation,Cross Cultural Studies,Teaching Experience,Instructional Leadership,Formative Evaluation

The author's experiences, both researcher and primary administrator of the Bahamian cohort, led to a reflection on the lessons learned from embarking on this kind of international collaboration. The most obvious caveat, for those interested in such work, centers on faculty capacity. While the Educational Administration program at Kent State University included many faculty members who had the heartfelt desire to contribute to the noble efforts of their Bahamian colleagues, the majority of professors who taught in Nassau began this endeavor in their third year of their employment at the university. Any classes taught for this program were an addition to the required 9-hour/semester faculty course load. Thus, the stress of balancing four graduate courses with writing responsibilities was palpable for all faculty involved in the program. The primary lesson is that discussions should be held with program members and administration that focus on faculty capacity, the goals of untenured faculty, and the demands of an international collaboration.
Moving beyond Being Nice: Teaching and Learning about Social Justice in a Predominantly White Educational Leadership Program
Author: Marshall, Joanne M.
Date: 2007-00-00
Type: Journal Articles
Subjects: Social Justice,Ethnicity,Social Class,Discussion (Teaching Technique),Sexual Orientation,Racial Identification,Instructional Leadership,Whites,Administrator Education,White Students,Cultural Pluralism,Cultural Differences,Family Relationship,Social Bias,Religion,Disabilities,Social Attitudes,Teaching Methods,Consciousness Raising,Reflection,Student Attitudes,Family (Sociological Unit),Guides

Students from a predominantly White state at a predominantly White institution, working and living within predominantly White communities, have limited experience engaging with people of color. This lack of experience has at least two consequences. First, students tend to define "diversity" simply as non-White racial and ethnic identity, failing to recognize their own White racial identity, and failing to recognize other diversity such as social class, religion, ability/disability, or sexual orientation. And second, students are reluctant to talk about racial identity, viewing such discussion as awkward lest they be perceived as racist, as well as somehow impolite. While other scholars have written extensively about White racial identity and the importance of engaging White students in discussions about it, fewer have addressed the awkwardness of students viewing such discussions as "not nice," particularly within Midwestern culture, where niceness is so highly valued. This article describes activities, discussion questions, and readings from a required educational foundations course in an educational leadership preparation program at a predominantly White Midwestern university. The course is designed to move future educational leaders beyond their inherent "niceness" to a sense of social justice in their schools. Strategies and implications are discussed. (Contains 1 figure and 3 footnotes.)
&quot;Just the Way Things Were&quot; or Malicious Intent?: One Professor's Effort to Facilitate Truth--A JRLE Student Voices Essay
Author: Mansfield, Katherine C.
Date: 2007-00-00
Type: Journal Articles
Subjects: African Americans,Discussion,Gifted,Critical Thinking,Instructional Leadership,Discussion (Teaching Technique),United States History,Genetics,Selection,Racial Attitudes,Intelligence Quotient,Mexicans,Anglo Americans,Whites,College Faculty

During a class discussion, a professor placed a quote on the overhead by Lewis Terman, former Stanford professor, APA president, and vicar of IQ testing and gifted education in America. The passage stressed that Mexicans and Blacks are born morons, not capable of learning, and should be segregated from Anglos in special classes. In addition, in Terman's view, these people were dangerous because of their fertile breeding and should be sterilized. A pair of students expressed general uneasiness with the racist discourse, but most quickly dismissed the intentions of the author as malicious. The general consensus seemed to be &quot;that's just the way things were back then&quot; and that a very &quot;minute percentage&quot; of the human population is truly motivated by hatred in ideology or action. The author protested passionately by sharing past human indiscretions as well as the current trend in anti-immigration dialogue and the surge in Klan activity. The author argues that Terman approached his research and mentoring relationships with a clear socio-political agenda that included the segregation and tracking of American schools, as well as the annihilation of the &quot;unfit&quot; that was used to construct eugenics laws in the United States praised by Adolf Hitler in &quot;Mein Kampf&quot; and used for courtroom defense in &quot;The Nuremburg Trials.&quot; It is imperative that those occupied in the praxis of leadership engage her/his students in critical thinking and provoke dialogue concerning the philosophical scaffolding of educational leadership in multiple fields and contexts.
Developing School Leaders: Practitioner Growth during an Advanced Leadership Development Program for Principals and Administrator-Trained Teachers
Author: Browne-Ferrigno, Tricia
Date: 2007-12-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Training,Principals,Teacher Leadership,School Based Management,School Organization,Educational Change,Rural Schools,Disadvantaged Schools,School Districts,Case Studies,Mentors,Administrators,Professional Development

This article shares findings from an exploratory case study about an advanced school leadership development program designed specifically for practicing principals and administrator-trained teachers. The program was designed to help a high-need rural district transform its principalship from school management into learner-center leadership while at the same time and expand its candidate pool to fill projected vacancies. Thus, socialization into the community of administrative practice was the theory of change for the project. Theories of actions include situated learning, leadership mentoring, community building, and succession planning. Findings from this qualitative study support recommendations for continued professional development of principals beyond initial certification and induction year. (Contains 1 table and 1 endnote.)