ethanporcaro/eric-fulltext-meta huggingface dataset:
Social Justice: A Model for Unraveling the Ethics of Administrative Discourse
Author: McKerrow, K.
Date: 2006-00-00
Type: Journal Articles
Subjects: Social Justice,Ethics,Discourse Analysis,Educational Administration,Administrator Attitudes,Educational Attitudes,Role of Education,Administrator Role,Teacher Role,Curriculum,Models

This article attempts to capitalize on the current efforts to examine the traditional discourse, to consider one that focuses on ethics, to examine resistance to alternative discourses, and to provide a tentative educational administration curriculum model that reflects ethics at the core of everything that is taught in educational administration preparation programs. We begin with an examination of the administrative narrative as it informs current discourse. We discuss the roles of administrative condescension and educator complicity in perpetuating the narrative. Finally, we present an educational administration curricular model using Phenix's (1964) Realms of Meaning in an attempt to satisfy the requirement that ethics move to the center of the educational administrative narrative.
The Realisation of Quality in Inviting Schools in the United States of America
Author: Steyn, Gertruide
Date: 2006-00-00
Type: Journal Articles
Subjects: Educational Quality,Qualitative Research,Program Implementation,Sustainability,Program Descriptions,Recognition (Achievement),Educational Philosophy,Educational Administration,Administrative Principles,Leadership Role,Total Quality Management,Teacher Collaboration,Empowerment,Professional Development,Interviews,Principals,Administrator Attitudes,Teacher Attitudes,Consultants,Elementary Secondary Education

Providing quality education is the single most important issue in education today. Advocates of Invitational Education (IE) maintain that the effective implementation of its philosophy can lead to quality education in schools. This article describes a qualitative study of how inviting schools in the United States of America succeed in implementing and sustaining IE, thereby providing quality education. The study was done in selected schools in New Mexico and Kentucky in the United States of America that had previously received the prestigious International Award for Invitational Education. The purpose of Inviting school awards is to recognise schools, districts, and universities throughout the world that exhibit the philosophy of IE (Inviting School Award Program 2005). The findings reveal that adherence to IE principles also revealed adherence to Quality Management (QM) principles, which are, the key role of leadership; focus on the customer; teacher collaboration, and empowerment; continuous improvement; and professional training.
A Personal Account of Efforts to End School Segregation in a Southern School System
Author: Harris, Anthony
Date: 2006-00-00
Type: Journal Articles
Subjects: School Segregation,School Desegregation,Desegregation Litigation,Junior High Schools,United States History,Educational History,Personal Narratives,African Americans

The Brown Decision, whose 50th Anniversary was observed in 2004, was a landmark case that ended the doctrine of separate but equal. During the observation of the anniversary, many pundits reflected on the political, social, and historical significance of Brown. This article takes a different approach in reflecting on the importance of Brown. A historical context is provided that reveals the conditions that existed in the south prior to and after the Brown Decision. The author tells the poignant and moving story of his first hand experience in desegregating a previously all-white junior high school twelve years after the Brown Decision. Conduct by students, teachers, and administrators had a direct affect on his experience as one of five black children to end school desegregation in a small Mississippi town.
The Culture Audit: A Leadership Tool for Assessment and Strategic Planning in Diverse Schools and Colleges
Author: Bustamante, Rebecca M.
Date: 2006-00-00
Type: Journal Articles
Subjects: Audits (Verification),Institutional Evaluation,Strategic Planning,Prosocial Behavior,Achievement Gap,Organizational Culture,Global Approach,Student Needs,Cultural Awareness,School Policy,Program Effectiveness,Student Diversity,Conflict Resolution,Institutional Mission,Higher Education,Elementary Secondary Education,Educational Practices,Curriculum,Student Characteristics,Faculty Development,Teaching Methods

This module is designed to introduce educational leaders to an organizational assessment tool called a &quot;culture audit.&quot; Literature on organizational cultural competence suggests that culture audits are a valuable tool for determining how well school policies, programs, and practices respond to the needs of diverse groups and prepare students to interact globally. Data gathered from culture audits can guide school and community-wide strategic planning efforts to close achievement gaps, promote prosocial behaviors, and develop global competencies.
Evolution of a Department as a Community of Learners
Author: Achilles, Charles
Date: 2007-00-00
Type: Journal Articles
Subjects: Communities of Practice,Departments,Group Dynamics,Educational Development,Educational Practices,Organizational Change,Organizational Culture,Organizational Development,Organizational Climate,Scholarship,Knowledge Base for Teaching,Faculty Development,Educational Strategies,Universities

The 2002/2003 Seton Hall University (SHU) ELMP (Education Leadership, Management and Policy) Department objectives included developing a &quot;learning community&quot; or Community of Learners (COL) framework for ELMP to advance a research and scholarship culture and have a &quot;researchable&quot; element. The Department developed a framework and concept paper to get started. Secondly, such a plan should be useful to meet NCATE Standard 5 to document faculty qualifications, performance and development. The ELMP working draft drew heavily from Boyer (1990) Scholarship Reconsidered to expand traditional ideas of &quot;scholarship&quot; and blend them into the COL. ELMP faculty reviewed and revised the paper and incorporated the COL in the ELMP Strategic Plan (8/05). This paper explains the evolution of the COL, including the rationale, denitions and outcomes from the pilot usage. Initial indications are that ELMP faculty, students, and others are working collaboratively in the COL, which is the basis of expanded scholarship efforts.
A School Leader's Guide to Improving the Achievement, Assimilation, and Involvement of Montagnard Children
Author: Jazzar, Michael
Date: 2007-00-00
Type: Journal Articles
Subjects: Asian Americans,Vietnamese People,Ethnic Groups,Academic Achievement,Acculturation,Student Participation,School Administration,Student Improvement,Guides,Foreign Countries

Following an illustrious introduction to the Montagnards and their plight and flight to the United States, this study explores the education, assimilation, and future development of Montagnard students into American schools. A guide for school leaders is presented within this study to assist the Montagnard students in overcoming obstacles and achieving success in school. The successful implementation of this school leader's guide to improving the achievement, assimilation, and involvement of Montagnard children presented in this study is contingent upon the school leaders' understanding of the unique Montagnard culture and other conditions as identified within this study.
Effective Participatory School Administration, Leadership, and Management: Does It Affect the Trust Levels of Stakeholders?
Author: Gamage, David
Date: 2006-00-00
Type: Journal Articles
Subjects: School Administration,Participative Decision Making,Trust (Psychology),Stakeholders,Leadership Effectiveness,Administrator Effectiveness,Questionnaires,Correlation,Statistical Analysis,Public Schools,Foreign Countries,Elementary Schools,Secondary Schools

This paper reports upon a study on the effectiveness of participatory school administration, leadership and management (PSALM) as perceived by 282 stakeholders in one school division in the Philippines. The study also examined the correlation between the indicators of PSALM effectiveness and the trust levels of the stakeholders. Questionnaires were used to gather data and responses were tabulated and analyzed using the SPSS. Findings show that the following indicators of PSALM effectiveness were significantly related to the stakeholders' levels of trust: usefulness of committee structure, satisfactory composition of the advisory school council (ASC), adequacy of information for ASC decision-making, adequacy of time for doing ASC business, ASC influence on teaching and learning, and overall ASC functioning. It is suggested that school leaders wishing to enhance the levels of trust among the stakeholders in their schools should consider these indicators of PSALM effectiveness in carrying out their leadership duties and responsibilities.
Theories of Educational Management
Author: Bush, Tony
Date: 2006-00-00
Type: Journal Articles
Subjects: Educational Administration,Leadership Styles,Leadership Qualities,Transformational Leadership,Educational Theories,Theory Practice Relationship,Models,Collegiality,Participative Decision Making,Organizational Culture,Efficiency,Educational Objectives

Educational management is a field of study and practice concerned with the operation of educational organizations. The present author has argued consistently (Bush, 1986; Bush, 1995; Bush, 1999; Bush, 2003) that educational management has to be centrally concerned with the purpose or aims of education. These purposes or goals provide the crucial sense of direction to underpin the management of educational institutions. Unless this link between purpose and management is clear and close, there is a danger of &quot;managerialism ... a stress on procedures at the expense of educational purpose and values&quot; (Bush, 1999, p. 240). &quot;Management possesses no super-ordinate goals or values of its own. The pursuit of efficiency may be the mission statement of management--but this is efficiency in the achievement of objectives which others define&quot; (Newman &amp; Clarke, 1994, p. 29).
Examining Equity in Texas Public School Funding
Author: Bingham, Wayne
Date: 2007-00-00
Type: Journal Articles
Subjects: Educational Finance,Financial Support,Educational Equity (Finance),Public Schools,Resource Allocation,School Districts,Attendance Patterns,Elementary Secondary Education,Correlation,Socioeconomic Influences,Statistical Analysis,Equal Education,Funding Formulas

This research examined the level of equity of the public school funding system in Texas that in September of 2004 was held to be unconstitutional by a state district judge. The study also introduces a mechanism, referred to as the Revenue-to-Population Index or RTP Index, which compares funding equity within the unconstitutional system among 1031 public school districts in Texas. The index utilizes the total funds available to the school district and the school districts' weighted average daily attendance (WADA). Data suggest a level of inequity within the unconstitutional funding system with regards to accessibility of state funds for PK-12 schools within Texas, as measured by the Gini-coefficient and the coefficient of variation. Additionally, data indicates an extremely wide (0.85 to 2.91) differentiation within the RTP Index, further documenting a degree of inequity of the public school funding system. A graphical representation suggests a high correlation between property wealth per WADA and revenue per WADA. This condition indicates a violation of the central principal of fiscal neutrality. The processes cited in this paper provide a system that can be used to correct disproportionate funding levels for PK-12 students across Texas, in compliance with legislative objectives and in full-compliance with the directives of the courts.
Creating Meaningful Online Discussions
Author: Harris-John, Mary
Date: 2006-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Web Based Instruction,Higher Education,Online Courses,Web Sites,Social Networks,Discussion Groups,Electronic Mail,Animation,Video Technology

As educators in higher education, we face many challenges, but probably none like that of teaching online. While institutions of higher education have enjoyed a long history of traditional teaching and learning, the realities of providing an environment tailored to the needs and interests of today's adult learners is a very real and timely issue. Many institutions have pursued online instruction as a means of competing in today's marketplace, while addressing the unique needs of the current generation of degree-seeking adults who have family, community, and work commitments--in other words, whose time is highly structured and virtually controlled by a wide variety of factors. Thus, Web-supported instruction is becoming much more commonplace in colleges and universities (Lindner, Dooley &amp; Murphy, 2001). Web-based courses are being used increasingly by instructors to optimize the delivery of instruction and instructional materials. These include: Web pages, chat rooms, discussion groups, e-mail, animation, streaming video, etc.
Moving from the Superintendency to the Professorship: Ten Easy Steps to Move Your Cheese for Better Aging
Author: Bird, James
Date: 2007-00-00
Type: Journal Articles
Subjects: Superintendents,College Faculty,Faculty Mobility,Career Change,Tenure,Research Universities,Interviews,Skill Development,Career Development,Decision Making,Academic Rank (Professional)

After serving 31 years as a school administrator, the last 16 as a superintendent, the author entered a career transformation by pursuing a tenure-track position in a research university. Following a calling to share acquired field experiences with the next cadre of school administrators, the writer outlines the process used to successfully compete for a university position. How-to preparation strategies, interview skills, and career decision-making processes are detailed. The article concludes with descriptions of differences encountered between being a prestigious superintendent and being a neophyte assistant professor. Demographics indicate that the number of retiring school executives may exceed the number of interested entering administrators. The latter need the experiential knowledge base of the former and the university seems ideally suited for such teacher/learner exchanges.
Marla Rules
Author: Hassenpflug, Ann
Date: 2006-00-00
Type: Journal Articles
Subjects: Assistant Principals,High Schools,Women Administrators,Decision Making,Power Structure,English Teachers,Department Heads,Interpersonal Relationship,Leadership Role,Case Method (Teaching Technique)

Assistant high school principal Elise Abbott is disturbed by the autocratic decision-making of the interim principal Marla Richardson. She meets with Marla to discuss Marla's approval of the English department chair's removal of master teacher Alice Tremont from gifted/talented courses. The chair reassigned the courses to herself. Although the department chairs are supervised by the principal, the English department teachers are supervised by Elise. Prior to being named interim principal, Marla had been an assistant principal. She and Elise had both been selected as assistant principals two years earlier. Both of them had taught for years in the English department. Until Elise became an assistant principal, she had been the English department chair. This case is designed to provoke student discussion about power, decision-making, and the relationships among school personnel. Students are encouraged to reflect on their own assumptions about power and leadership as they consider the conduct of the assistant principal and principal.
Teaching and Learning in an Online Degree Program: A Review of One Program
Author: Cook, Vickie
Date: 2007-00-00
Type: Journal Articles
Subjects: Online Courses,Electronic Learning,Academic Degrees,Best Practices,Web Based Instruction,Multiple Intelligences,Universities,Educational Trends

This article reviews current best practices of online learning and teaching. Considerations to the following topics are discussed: What does it take to excel in the online environment? How are multiple intelligences utilized in the online classroom? How can learning objectives be met by using best practices in online learning? How are the art of teaching and the act of learning online reflecting the practices at the University of Illinois Springfield. The implications of online learning and its practical application to connect students with teachers through a global venue are explored.
A Superintendent's Final Announcement!
Author: Jazzar, Michael
Date: 2006-00-00
Type: Journal Articles
Subjects: Superintendents,Administrator Attitudes,Leadership Styles,Participative Decision Making,Cooperation,Governance,Conflict Resolution,School Policy,Competence,Board Administrator Relationship,School Closing,Urban Schools,School Districts

Superintendent Gillet, lacking sensitivity to the environment of the school, allows issues to surface without resolving them within the context of the prevailing climate. He discovers the hard way that shared decision making, collaboration, and other participatory governance models should be implemented for resolving divergent issues. Rather than being adversarial, confrontational, and steadfast in his way of thinking, Superintendent Gillet should have turned to more cooperative and non-confrontational approaches. Communication from the superintendent was absent. Instead of using policies to defend his position, he should have involved people in shaping their positions.
Offering Graduate Courses for Educational Leaders: Refining Teaching Modes and Approaches Towards Best Practices
Author: Gamage, David
Date: 2006-00-00
Type: Journal Articles
Subjects: Graduate Study,Teaching Methods,Educational Benefits,Best Practices,Instructional Improvement,Program Development,Curriculum Development,Educational Administration,Specialists,Leadership Training,Masters Programs,Qualitative Research,Statistical Analysis,Interviews,Foreign Countries

This paper is based on the researcher's experiences as a graduate student, a senior academic teaching and auditing graduate classes. He has engaged in teaching and research at 31 universities. In his over 35 years of experience, he has developed some of the most effective graduate courses, attracting students from 30 overseas countries. Courses are offered both on-campus and off-campus. These courses received high student evaluation ratings and appreciations, ranging from 4.0 to 4.9 on a 5 point scale. In 1989, the researcher commenced teaching in a faculty with academics, solely dedicated to graduate level teaching. But by 2005, due to keen competition for graduate students and the need to pay full-fees, he has become the only academic having full-time work, at graduate level, at a School of Education comprising over 80 full-time and part-time academics.
Performance of Charter Schools in Missouri
Author: Bratberg, William
Date: 2007-00-00
Type: Journal Articles
Subjects: Charter Schools,Academic Achievement,State Legislation,Comparative Analysis,Grade 7,Grade 8,Mathematics Achievement,Communications,Public Schools,Traditional Schools,Scores,Standardized Tests,Hypothesis Testing,Quasiexperimental Design,Statistical Analysis

Since the passage of the first Charter School Law in Minnesota in 2001, there have been many studies that have examined the effect of Charter schools on student achievement with very mixed results. The Missouri legislature passed legislation in 1998 permitting the establishment of charter schools in a metropolitan school district or in an urban school district containing a city with a population greater than 350,000 inhabitants. In effect this limited the charters to St. Louis and Kansas City. This article provides a comparison of the student achievement of seventh and eighth grade students in communication arts and mathematics in Missouri charter schools with the achievement of seventh and eighth grade students in regular public schools in St. Louis and Kansas City, as measured by the statewide assessment.
Analyzing the Leadership Behavior of School Principals
Author: Bulach, Clete
Date: 2006-00-00
Type: Journal Articles
Subjects: Principals,Administrator Behavior,Leadership Styles,Human Relations,Trust (Psychology),Decision Making,Instructional Leadership,Conflict,Correlation,Measures (Individuals),Test Reliability,Construct Validity,Teacher Surveys,School Culture,Educational Environment

The authors describe various methods of measuring a principal's leadership behavior. They have developed a new survey instrument that can be used to analyze the leadership behavior/style of a principal. The instrument consists of 49 positive and negative behaviors that measure how a principal interacts with staff in the following five leadership domains: human relations, trust/decision making, instructional leadership, control, and conflict. A correlation coefficient of +0.95, as measured by the Cronbach alpha, was obtained indicating the instrument has excellent reliability. Reliability on each of the five factors ranges from a high of +0.86 to a low of +0.81. The instrument has adequate construct validity in terms of those behaviors principals practice that teachers like or find offensive (as reported by 375 teachers). The behaviors measured by the survey are listed along with the average response of the teachers who responded to the survey. The authors also describe some results with the first use of the survey in a Louisiana study where a +0.95 correlation was found between scores on the leadership behavior survey and scores on a culture and climate survey. The authors conclude that the survey can be used to measure a principal's leadership behavior, as an early indicator of what is happening to a school's culture and climate and eventually student achievement.
Utilizing Distance Education in Your Professional Development
Author: Cox, Ed
Date: 2007-00-00
Type: Journal Articles
Subjects: Distance Education,Professional Development,Student Surveys,Student Attitudes,Student Participation,Attendance,On Campus Students,Gender Differences,Comparative Analysis

In 2002, Educational Leadership distance education students at Ball State University were surveyed (Sharp &amp; Cox, 2003). In 2004 distance education classes from Ball State University and the University of South Carolina were given the same survey. The purpose was to see if there were any different points of view between the studio groups and the groups at the remote sites and whether there were any changes in opinion between the 2002 and the 2004 survey. All 360 students in the 8 classes completed the survey in 2004. There was a substantial increase in the participation of students in distance education classes between 2002 and 2004. Students also become more accepting of the call-in features utilized in these classes. Students viewed attendance taking as less necessary in 2004. Less than 2% of the students in each survey thought the technology was a big problem and males and females participated equally in the distance education problem in both surveys. The overwhelming reason for taking distance education continued to be convenience.
Defying Gravity
Author: Boske, Christa
Date: 2007-00-00
Type: Journal Articles
Subjects: Poverty,Administrator Role,Case Studies,Instructional Leadership,Leadership Training,Administrator Education,Urban Schools,Principals,Disadvantaged Schools,Educational Environment,At Risk Students,Teamwork,Educational Improvement,Leadership Responsibility,Case Method (Teaching Technique)

This case study covers a wide variety of challenges facing administrators as they make an effort to improve the learning environments of impoverished communities. It may be used in an introductory course for aspiring school leaders and practitioners in the eld of school leadership. This case also presents myriad complex organizational issues that may be used in educational leadership programs.