1969 Chapters
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Medium 9781475817478

Performance Assessment in the Preparation of Educational Administrators: A Journey

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

WILLIS FURTWENGLER1, *
CAROL FURTWENGLER1

ABSTRACT: This article describes a process to assess student performance in educational administration preparation programs. In 1992, faculty in a Midwestern university developed and began testing a leadership expertise performance assessment system. The system includes five performance rubrics, job-related criteria, and multiple evidences for determining leadership expertise. Applications of the faculty’s use of the performance assessment system are presented.

Educational administration programs that adopt outcome performance criteria must develop or find ways to assess each student’s performances toward attaining those outcome standards. The educational administration faculty at a Midwestern university recently confronted this assessment requirement. The department had initiated two all-new, field-based programs for educational administration preparation. The programs were designed to help students become expert leaders who meet job-related criteria similar to those subscribed to by state agencies and national organizations, However, the faculty lacked a performance assessment system necessary to determine the student’s proficiency in meeting the standards of expert leader.

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Medium 9781576336823

Level 2: High School_Q-Z: Praxis I Commonly Confused Words

Ace Academics Ace Academics ePub
Medium 9781576336410

"R" Words: GED Essential Vocabulary

Ace Academics Ace Academics ePub
Medium 9781475817102

Relating Theory to Practice: Instructional Leadership and the Principal

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

DWILLIS G. WALLMAN1

ABSTRACT: This is a period of change with new challenges for the leaders of schools. The opportunity to be creative and innovative in the approach to organizing and administering programs for teaching and learning is available today as never before. This paper includes leadership and management issues as they impact the principal’s daily work as an instructional leader.

Finn (1990) referred to the old paradigm of education as a “process and system, effort and intervention, investment and hope” (p. 586). The primary thought was: just try harder. However, a new paradigm of education is being thrust upon schools and school leaders. “Result achieved, the learning process that takes root when the process has been effective” (p. 586). Finn proposed a new definition of education in terms of what is attempted, as product instead of process. Principals have been taught to use a set of behaviors, strategies, and methods to observe teaching and learning. Likewise, teachers have been taught teaching strategies and the process of teaching. An aura has developed around the processes of teaching and learning, as it has been “off­limits” to use outcomes for evaluating teaching and learning. Assessment has been used to adjust strategies within the accepted processes, in the appropriate facility during the existing school day, and with the materials and resources provided. Teachers have tended to view learning in relationship to the processes and reject the notion that they can intervene in matters outside the school.

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Medium 9781442267763

Museums in a Troubled World: Renewal, Irrelevance or Collapse?

Collections AltaMira Press ePub

by Robert R. Janes. From the Museum Meanings Series. London and New York: Routledge, 2009. 208 pp. ISBN: 978-0-415-46300-3

Reviewed by Anna Heineman, Adjunct Professor of Art History, University of Florida, Gainesville, Florida; FAD 233, School of Art + Art History, PO Box 115801, Gainesville, FL 32611; (641) 990-0950; email: anna.m.heineman@gmail.com

Museums today face issues of relevance, social and economic issues, and funding like never before. Robert R. Janes, museum professional of thirty-five years, detailed the growing challenges for museums in his book entitled, Museums in a Troubled World: Renewal, Irrelevance or Collapse? Throughout the book, Janes analyzes the importance of museums, yet explores their struggle of remaining relevant in a time of environmental and economic change. Janes’s highly pointed, yet well researched perspectives and suggestions come from his nearly four decades of work as a museum director, author, consultant, editor, board member, and volunteer. This insider’s perspective guides readers — both museum professionals and attendees — to help steer museums back on a relevant path.

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Medium 9781576336045

ACT Exam Essential Vocabulary: "C" Words

Ace Academics Ace Academics ePub
Medium 9781475819328

Elementary Teacher Candidates’ Understanding of the No Child Left Behind Legislation

Teacher Education and Practice R&L Education ePub

STACY REEDER

JULIANA UTLEY

ABSTRACT: Within the next decade teacher preparation programs will be replete with teacher candidates who have experienced the implementation of the No Child Left Behind legislation in their K–12 schooling experience. However, most current teacher candidates graduated from their K–12 schooling experience before the legislation was implemented in schools. These same teacher candidates will enter their career facing the full impact of the legislation, with an increased focus on standards, high expectations for all teachers and all students, and the burden of evidence to prove quality teaching. The purpose of this study was to examine elementary teacher candidates’ understandings of No Child Left Behind legislation. The results indicate that teacher candidates have little knowledge about the act but rather have many questions and fears about its impact on schooling and their future teaching.

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Medium 9781576336977

"B" Words: SSAT-ISEE Essential Vocabulary

Ace Academics Ace Academics ePub
Medium 9781608681624

3. The Passion Key

Eric Maisel New World Library ePub

Chapter 3

THE PASSION KEY

Many creative people and most would-be creative people are interested in their artistic projects but not passionately interested in them. There is a huge difference here, and a big problem.

Mere interest does not sustain motivational energy, and it isn’t a match for the obstacles that arise as you try to create. You need passionate interest in order to generate energy and to see you through the rigors of creating.

Passion and its synonyms — love, curiosity, enthusiasm, excitement, and energy — are vital to the creative process. Though it is possible to create without passion, your art will suffer, and the likelihood of your continuing over the long haul is greatly reduced. Opt for passionate work. Lukewarm work will not really sustain you.

If I had to tease out the key motivator that fuels the artist’s journey, it would be passion. Passion creates and restores mental energy. Many people feel mentally tired a lot of the time and don’t realize that nothing creates mental energy or restores it when it has drained away better than love, enthusiasm, and curiosity.

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Medium 9781475817348

Reconstructing the Teacher-Administrator Relationship to Achieve Systemic Change

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

WENDY POOLE1

ABSTRACT: The transition from hierarchical to collegial relationships between teachers and administrators is examined within the context of a school district that implemented a new model of teacher supervision and evaluation. This new model called for teachers to assume responsibility and accountability for their individual professional growth, and it called for administrators to facilitate and coach teachers to become self-directed and self-evaluating. This transition required teachers and administrators to reconstruct meanings about the teacher-administrator relationship. Meanings constructed by teachers and administrators are examined, along with the interpretive process through which individual and shared meanings developed. Several implications for research and practice are provided.

A constructivist image of schools has recently emerged, within which students and teachers are viewed as active constructors of their knowledge. Within educational leadership theory, the constructivist perspective generally has focused on studies of school culture, and most of these have presented an integrationist perspective (Martin, 1992) which describes school administrators as cultural leaders. Few studies have focused on cultural change-in-action within schools that includes teachers as active participants in the interactive process that leads to the construction and reconstruction of meaning within schools. As a result, cultural leadership is often portrayed as the craft of manipulating cultural understandings to promote the administrator’s personal vision within the school. Such an image overestimates the influence of school administrators, and falsely depicts teachers as relatively passive participants in the construction of meaning.

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Medium 9781475817386

The “Special Relationship” Doctrine and School Officials’ Duty to Protect Students from Peer Sexual Harassment

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

DAVID P. THOMPSON1

ABSTRACT: Students who allege to be victims of peer-inflicted sexual harassment have increasingly relied on the “special relationship” doctrine to attempt to hold school officials individually liable under federal constitutional law for failing to protect students from peer harassment. Applied to schools, student plaintiffs generally argue that compulsory attendance laws create a “special relationship” between students and school officials, thereby placing on school officials an affirmative duty to protect students from harassment as a violation of students’ due process rights under the federal constitution.

Primarily through the review of case law, this doctrine is examined as it applies to school officials’ duty to protect students from peer sexual harassment. This examination determined that the special relationship claim has been and will likely continue to be an ineffective avenue for students to redress peer sexual harassment claims; however, due to other legal developments briefly mentioned, school officials are advised not to disregard peer harassment claims.

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Medium 9781576336786

Suffixes: O-Z: Praxis I Word Roots

Ace Academics Ace Academics ePub
Medium 9781475817409

New Principals in an Urban Bureaucracy: A Sense of Efficacy

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

KAREN OSTERMAN1

SUSAN SULLIVAN2

ABSTRACT: As principals assume their roles in an urban bureaucracy, what are some of the personal and organizational factors that support or restrict their efforts to bring about school change? Based on interviews with newly appointed principals, this study concludes that external and internal factors interact to influence leadership behavior. External factors, particularly role models, district expectations, and personal and organizational support, influence principals’ sense of self-efficacy. This internal factor, in turn, appeared to play an important mediating role influencing principals’ interpretation of the organizational context and their problem-solving processes.

Over the last twenty years, efforts to improve the quality of education at the school level have focused on the principal as one of the most important figures in school reform (Edmonds, 1979; Brookover and Lezotte, 1979; Teddlie and Stringfield, 1993). It is widely accepted that educational change requires leadership and that the leadership of the principal is essential if change is to occur at the school level.

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Medium 9780253012111

1. Geographies of the Holocaust

Indiana University Press ePub

Alberto Giordano, Anne Kelly Knowles, and Tim Cole

THE HOLOCAUST DESTROYED COMMUNITIES, DISPLACED millions of people from their homes, and created new kinds of places where prisoners were concentrated, exploited as labor, and put to death in service of the Third Reich’s goal to create a racially pure German empire. We see the Holocaust as a profoundly geographical phenomenon, though few scholars have analyzed it from that perspective.1 We hope this book will change that by demonstrating how much insight and understanding one can gain by asking spatial questions and employing spatial methods to investigate even the most familiar subjects in the history of the Holocaust.

At its most fundamental, a geographical approach to the Holocaust starts with questions of where. Print atlases of the Holocaust, for example, have focused on the location of major concentration camps and Jewish ghettos, the routes of train lines used to transport prisoners to the camps, and the journeys of individual survivors, such as Primo Levi’s path as he sought his way home after being liberated from Auschwitz.2 Other examples include maps of where people were arrested, where they were sent, where they were murdered. The facts of location are basic to understanding any historical event. In the case of the Holocaust, such facts are exceedingly voluminous, because the Nazis kept detailed records of their operations and because many people who were caught up in the events as victims or bystanders recorded where their experiences took place.

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Medium 9781475817188

Educational Leadership: A New Vision and a New Role within an International Context

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

DAVID H. REILLY1

ABSTRACT: The worldwide condition of education is not well according to many observers of the international scene. In many countries, including the United States, continuing reform and change of education is a way of life. A new vision of leadership is necessary if educators are to achieve results that are considered successful by most societies. This paper addresses two levels of educational leadership within the context of an international mission for education.

During the past fifty years, the profession of education has been in an increasing state of disrepute and disarray according to the plethora of national and state reviews and reports issued on its condition. This condition has been particularly publicized in the United States. Many, if not most, educators and those concerned with improving education in the United States are knowledgeable of the efforts to reform education that have occurred since the 1983 publication of A Nation at Risk (National Commission on Excellence in Education, 1983). However, these efforts are only the latest of a long history of attempts to improve educational outcomes (Elmore and Mclaughlin, 1988).

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