ethanporcaro/eric-fulltext-meta huggingface dataset:
The Professionalization of Educational Leaders through Postgraduate Study and Professional Development Opportunities in New Zealand Tertiary Education Institutions
Author: Macpherson, Reynold
Date: 2010-07-00
Type: Journal Articles
Subjects: Postsecondary Education,Educational Change,Foreign Countries,Professional Development,Instructional Leadership,Educational Opportunities,Leadership Training,Case Studies,Program Evaluation,College Programs,Content Analysis,Interviews,Educational Administration,College Outcomes Assessment

This paper reports a review of the professionalization services in educational leadership available from New Zealand's tertiary institutions at a time of accelerating retirements and turnover. Case studies of current programs identified six urgent policy issues: the need for research-based provisions in early childhood education (ECE); potential conflicts of interest for university faculties contracted to deliver government professional development (PD), consultancy, and support services; the preparatory needs of first-time team and executive leaders in schools and centre leaders in ECE; blending optional assessment of PD activities with postgraduate study programs; national investment needed to triple participation in the professionalization of educational leaders, and removing conditions antithetical to the systematic professionalization of leadership while creating incentive regimes that will sustain leadership capacity building. Five conclusions appear warranted. Each institution should provide effective professorial leadership to their research, teaching, and advisory teams in educational leadership or withdraw from the field. Market leaders in ECE might form a consortium with national stakeholders to articulate a research-based and career-related leadership development framework. The latent demand for professionalization exceeds supply by a factor of about three requiring Ministerial reform of incentives and national investment in educational leadership. Educational leaders in New Zealand are poorly educated in leadership compared to their international counterparts and need fresh incentives to become an All Master's profession. Finally, New Zealand's professional associations should play a much more significant role in the professionalization of leaders by setting aside past differentiation and competitive strategies, recognizing all colleagues in designated leadership roles, combining into one national peak body, and engaging in the governance of the professionalization services provided by tertiary education institutions. (Contains 10 tables and 2 footnotes.)
&quot;I Wonder if They Had Ever Seen a Black Man before?&quot; Grappling with Issues of Race and Racism in Our Own Backyard
Author: Boske, Christa A.
Date: 2010-07-00
Type: Journal Articles
Subjects: Leadership Training,Interviews,Instructional Leadership,Racial Bias,Administrator Education,Student Attitudes,Minority Groups,Whites,Males,Gender Differences,Racial Factors,Inquiry,Reflection,Racial Attitudes,Student Diversity,Student Needs,Personal Narratives,Consciousness Raising

This article investigates the experiences of aspiring school leaders, predominantly Students of Color, within a predominantly White, male, upper class, Texas university educational leadership program. Based in the tradition of narrative inquiry, written reflections, semi-structured interviews, course documents, and field notes provided data for this qualitative study. Findings suggest aspiring administrators were not afforded opportunities to address issues of race and racism throughout their program of study. The author encourages faculty to join the conversation on issues of race, take seriously the call to work in support of Students of Color, and confront programmatic failures in preparing aspiring practitioners for effective school leadership. (Contains 12 footnotes.)
Are Women Prepared to Be School Superintendents? An Essay on the Myths and Misunderstandings
Author: Brunner, C. Cryss
Date: 2010-08-00
Type: Journal Articles
Subjects: Females,Women Administrators,Superintendents,Males,Central Office Administrators,Administrator Education,Experience,Occupational Aspiration,Gender Differences,Career Development,Job Skills,Employment Qualifications,Misconceptions,Teaching Experience,Leadership Qualities,Boards of Education,Stereotypes,Career Choice

The purpose of this essay is to examine and respond to Tom Glass's (2000) assertions about the dearth of women in the superintendency using the lenses of new data (from two large national studies) and analysis--an analysis that primarily focuses on women superintendents' and central office administrators' formal, experiential, and personal preparedness. The essay concludes that women who aspire to and who are seated in the superintendency meet and even exceed preparation requirements and expectations. Further, while experiential preparedness for women may look different from that gained by men, the variation and concentration on curriculum and instruction during career path development may render women better prepared than men. (Contains 10 tables and 5 notes.)
A Self-Study on Preparing Future School Leaders
Author: Frick, William C.
Date: 2010-08-00
Type: Journal Articles
Subjects: Leadership Training,Instructional Leadership,Educational Administration,Administrator Education,Educational Practices,Self Evaluation (Individuals),Transformational Leadership,Self Disclosure (Individuals),Teacher Background,Professional Development,Teacher Educator Education,Teacher Education,Participant Satisfaction

This paper presents a self-study project that goes beyond the surface of praxis to examine the internal academic teaching process of a PK-12 school leader educator. The study systematically relates one professor's intrapersonal struggle and professional challenge in addressing his lived contradiction of teaching aspiring school leaders. Results address salient questions that teachers of leaders must pose for themselves about their work--particularly pertaining to the scholarship of teaching and learning. Self-study, a disciplined professional development practice, lends important insights as a research genre into school leadership preparation.
The Research Journal Club: Pedagogy of Research in the Preparation of Students in Educational Leadership
Author: Bowers, Alex J.
Date: 2010-08-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Training,Communities of Practice,Periodicals,Journal Articles,Educational Research,Clubs,Graduate Students,College Faculty,Teacher Student Relationship,Debate,Models,Access to Information,Interdisciplinary Approach,Familiarity

Following calls to increase professional communities of practice around research in educational leadership graduate programs, this study describes the ongoing process of creating a research journal club. We share the process of implementation, describe the structure adopted, and the outcomes observed one year after the establishment of a journal club. Through involving graduate students with faculty in bi-monthly conversations about recent research articles, participants engaged in intellectual risk-taking through discussing high quality research. This study highlights the importance of establishing a space to model scholarly research debates, bringing together faculty and students in a community of research practice.
A Study of Group Dynamics in Educational Leadership Cohort and Non-Cohort Groups
Author: Greenlee, Bobbie J.
Date: 2010-09-00
Type: Journal Articles
Subjects: Trust (Psychology),Collegiality,Group Dynamics,Instructional Leadership,Administrator Education,Educational Administration,Cohort Analysis,Student Characteristics,Comparative Analysis,Predictor Variables,Student Surveys,Student Participation,Interpersonal Communication,Participant Satisfaction,Student Empowerment,Peer Influence

The purpose of this study was to examine group dynamics of educational leadership students in cohorts and make comparisons with the group dynamics characteristics of non-cohort students. Cohorts have emerged as dynamic and adaptive entities with attendant group dynamic processes that shape collective learning and action. Cohort (n=42) and non-cohort (n=51) students were surveyed on group variables of participation, communication, influence, trust, cohesiveness, empowerment, collaboration, and satisfaction. Descriptive statistics and effect size analyses were used for data analysis. Significant differences were identified in trust, cohesiveness, and satisfaction. However, findings show little effect on cohort structures in the areas of participation, communication, influence, empowerment, and collaboration. (Contains 1 figure and 3 tables.)
Perspectives on Distance Technology in Leadership Education: Transfer, Meaning, and Change
Author: Sherman, Whitney H.
Date: 2010-11-00
Type: Journal Articles
Subjects: Online Courses,Leadership Training,Educational Change,Instructional Leadership,Synchronous Communication,Asynchronous Communication,Conventional Instruction,Distance Education,Educational Technology,College Students,Student Surveys,Internet,Higher Education,Theory Practice Relationship

While the use of distance technology has been touted as having the potential to reform leadership preparation, there is little to no research on students' experiences or outcomes in educational leadership. The authors sought to understand, through a descriptive survey design, whether or not distance technology is a viable competitor to face-to-face instruction. The purpose of the study was to gain perspectives from students in leadership preparation programs as consumers of instructional distance technology and to understand perceptions of the impact of distance technology on transfer of knowledge to practice. Findings provide readers with insider knowledge from consumers who utilize distance technology and indicate that while students feel online course experiences have been equally successful as compared to face-to-face instruction, they do not find that online courses have an advantage over face-to-face instruction. (Contains 5 tables.)
School Leader Professional Socialization: The Contribution of Focused Observations
Author: Brody, Judy Lechner
Date: 2010-12-00
Type: Journal Articles
Subjects: Instructional Leadership,Principals,Leadership Training,Inquiry,Educational Policy,Critical Thinking,Administrator Role,Socialization,Self Concept,Identification (Psychology),Change Agents,Professional Personnel,Observation

In this study, we examine how the Educational Leadership Program for Aspiring Principals (ELPAP) at the University of Pennsylvania uses a guided inquiry experience, the Focused Observation, to facilitate role conceptualization and identity development for pre-service leadership students. Focused Observations involve university faculty, current and former ELPAP students, and school and district leaders in critically examining current educational policies and practices in place at select visited schools and districts. Using qualitative data from current and former students and school and district staff, we explore how these Focused Observations facilitate professional socialization and foster students' internalization of an identity as a change-oriented leader. (Contains 2 tables and 1 footnote.)
Resisting Social Justice in Leadership Preparation Programs: Mechanisms that Subvert
Author: Hernandez, Frank
Date: 2010-05-00
Type: Journal Articles
Subjects: Social Justice,Doctoral Programs,Management Development,Leadership Training,Economically Disadvantaged,Achievement Gap,Instructional Leadership,Principals,Politics of Education,Resistance (Psychology),Change Agents,College Faculty,Teacher Attitudes,Teacher Expectations of Students,Low Achievement,Program Evaluation,Teacher Administrator Relationship

It is well documented that the achievement gap between affluent students and economically disadvantaged students and between White students and students of color continues to widen. In addition to these achievement gaps, marginalizing practices are often imbedded in the structures of schooling. These challenges require educational leadership programs that effectively prepare school principals who can meet our most pressing school challenges and who, in particular, strive for social justice ends; however, the literature on leadership for social justice provides no clear consensus on what an entire educational leadership program oriented toward social justice would include. This study attempts to fill the gap in the literature by critically examining a curriculum and instruction leadership program that has social justice embedded into the program's core practices. Specifically we ask the following questions: 1. What critical elements underlie programs that prepare professionals for social justice in fields outside of educational leadership? 2. What can we learn from these programs in support of educational leadership programs whose aim is to prepare leaders for social justice? 3. What possible resistance was faced by these programs, and what can we learn from these experiences that can inform our practice of preparing educational leaders for social justice? There were several key findings that range from how students were selected into the program to the way in which faculty worked with each other in their teaching responsibility. The paper concludes with implications and recommendations for principal-preparation programs. (Contains 1 footnote.)
Preparing Leaders for Social Justice: Lessons from an Exemplary Counseling Psychology Department
Author: McKinney, Sarah A.
Date: 2010-05-00
Type: Journal Articles
Subjects: Social Justice,Counseling Psychology,Leadership Training,Doctoral Programs,Resistance (Psychology),Psychologists,Attitudes,Cultural Awareness,Differences,Cultural Pluralism,Case Studies,College Faculty,Teacher Recruitment,Diversity (Faculty),Program Evaluation

The literature on preparing educational leaders does not take into account what we can learn from other disciplines that have been successful in preparing professionals for social justice over a long period of time. To address this gap in the literature, this case study examined the policies and practices of an exemplary Department of Counseling Psychology oriented toward social justice. In so doing, we addressed these research questions: (a) What are the critical elements of this successful program? (b) What types of resistance did the program face? And, (c) how can these critical elements and resistance inform educational leadership programs? Drawing on a framework for preparing leaders for social justice, we addressed the research questions by interviewing key faculty and students in the program and extensively analyzing documents and archival date. During the change process, we found that (a) evolving meanings of diversity, multiculturalism, and social justice emerged; (b) the need to manage tensions was key, and (c) leveraging funding was critical. Their key policies and practices included (a) recruiting and hiring diverse faculty; (b) recruiting and selecting diverse students; (c) depicting the public "face" of the department and (d) implementing culturally responsive knowledge, skills, and pedagogy. We identify six lessons for educational leadership programs for social justice include (a) focusing on the world in which we are preparing leaders to lead; (b) hiring faculty of color and recruit students of color; (c) exploring the meaning of equity/social justice and how it should inform department policies and that practices should be an on-going conversation; expecting and valuing conflict in the process; (d) aligning all department decisions with the department equity mission; (e) leveraging university resources, and (f) developing courses, curriculum, and pedagogy that prepare leaders for diverse contexts. The paper concludes with limitations of and suggestions for the framework. (Contains 1 table.)
Creating Social Justice in Early Childhood Education: A Case Study in Equity and Context
Author: Christman, Dana E.
Date: 2010-05-00
Type: Journal Articles
Subjects: Social Justice,Early Childhood Education,Young Children,Social Attitudes,Educational Administration,Administrator Education,Administrators,Cultural Pluralism,Consciousness Raising,Student Attitudes,Teacher Attitudes,Teacher Selection,Resistance (Psychology)

This case study presents a picture of an Early Childhood Education program at a large, research university located in the southwestern United States. This program was selected as it is known for its dedication to social justice issues. The study examines how such issues are purposefully woven into the program and cast against a framework for preparing socially-just pre-service educational administrators. This framework is made up of four essential components: (a) selection of students, (b) critical consciousness in teaching and learning, (c) proactive systems of support and inclusive structures, and (d) induction/praxis. Introduced as well is the context for the program at the university. Findings indicate that the program should (a) carefully examine whether students have a predisposition towards social justice before they actually enter the program, (b) create a critical consciousness involves introducing students to the language of critique and the language of possibility, (c) intentionally hire faculty who are committed to social justice is essential, and (d) purposefully structure the program so that students are exposed to a very broad concept of community. Although pockets of resistance were uncovered in both the larger department and the college in which the program resides, the program itself remains solidly committed to social justice. Staying connected to scholarship, to the children, to context, and to social justice remains essential to the goals of this program, and recognizing the program's areas for improvement is vital to the language of critique that the program uses. Recommendations include: (a) regularly revisiting social justice issues as they exist and emerge, (b) investigating the induction and praxis of new teachers, and (c) mentoring new graduates so that the experience is meaningful and infused with social justice.
A Cross-Case Analysis of Three Social Justice-Oriented Education Programs
Author: Rodriguez, Mariela A.
Date: 2010-05-00
Type: Journal Articles
Subjects: Social Justice,Administrator Education,Leadership Training,Program Development,Best Practices,Program Content,College Programs,Curriculum Evaluation,Content Analysis,Performance Factors

This cross-case analysis was based on three main questions that addressed three social justice-oriented education programs. The three questions were: 1) What critical elements underlie programs that prepare professionals for social justice? 2) What can we learn from these programs in support of educational-leadership programs whose aim is to prepare leaders for social justice? and, 3) What types of resistance have these programs perhaps faced in their preparation of leaders and educators for social justice? Each pair of authors analyzed the cases. Then we developed a "meta-consensus table" that combined all three cases for each of the three questions listed above. We then sorted the categories into themes within each meta-consensus table. Each theme was presented within the discussion of each of the three aforementioned questions. This was followed by a general discussion of the results. First, it was evident that program faculty played a key role in program development and implementation. Second, it is vital that social justice serves as the focus for all courses within a preparation program, rather than just select courses. Third, the variety of program structure across the three cases demonstrates the need for continued conversations about the most effective delivery method for individual programs and the students that they serve. Fourth, the importance of student recruitment to the program was an important component that sought to extend the existing social justice orientation of potential program candidates. The last section described resistances that were faced within the three cases. Forms of resistance came from students, faculty, and university administrators. We concluded the cross-case analysis by offering recommendations to overcome the resistances, and to encourage administrator preparation programs to place social justice at the core of student recruitment, program development, and program delivery.
Raising Standards for Tomorrow's Principals: Negotiating State Requirements, Faculty Interests, District Needs, and Best Practices
Author: Reed, Cynthia J.
Date: 2010-10-00
Type: Journal Articles
Subjects: Best Practices,State Standards,Alignment (Education),State Regulation,Research Needs,Program Design,Principals,Administrator Education,Partnerships in Education,Barriers,Performance Factors,Program Evaluation,College Programs,Organizational Development,Program Development

Many states are mandating reforms in university-sponsored principal preparation programs, but faculty and school system personnel often have concerns about the prescriptive nature of state mandates related to these reforms. Auburn University served as one of four pilot principal preparation program redesigns in Alabama, a process that took over two years. Redesign efforts involved negotiating state requirements, faculty needs and research interests, school district needs and interests, best practices, and common sense. The re-design was developed and is being implemented in partnership with seven school districts. In this article we interrogate the issues, challenges, and successes faced throughout one university's principal preparation program redesign process, offering reflections, insights, and lessons learned for others currently engaged or soon to be negotiating competing agendas for how they should prepare principals.
It Takes More than a Village: Inviting Partners and Complexity in Educational Leadership Preparation Reform
Author: Brooks, Jeffrey S.
Date: 2010-10-00
Type: Journal Articles
Subjects: Instructional Leadership,Leadership Training,Masters Programs,Partnerships in Education,School Districts,State Departments of Education,Stakeholders,Outcomes of Education,Program Evaluation,Educational Change

Heeding the advice of Young, Petersen, and Short (2002), the Educational Leadership Program at Auburn University included a variety of stakeholders in the reform of its preparation program. Collaborative partnerships were formed with school districts, local and state educational agencies, and with a variety of other educational stakeholders. This paper discusses how various stakeholders were involved in the redesign process. Insights gained from this process may be instructive to other programs as they consider involving multiple stakeholders while facilitating change in their own programs. (Contains 3 figures and 2 footnotes.)