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Chapter 6: Racing Commission

Lorie Rubenser and Gloria Priddy University of North Texas Press ePub

Chapter 6

Racing Commission

Introduction

The racing of horses and dogs has a long and distinguished history, with horseracing often referred to as the sport of kings. In fact, both sports have centuries of history. Horseracing may be one of the oldest sports known to man, with its beginnings before the written word.1

Many of the same issues that arise with other professional sports have occurred within the world of racing. Gambling, doping, and other illegal practices require regulation in order for any sport to maintain integrity with fans. In the state of Texas, these issues have become the work of the Texas Racing Commission.

History of the Position

While there are many similarities in the issues surrounding the racing of dogs and horses, their evolutions were quite separate. A brief history of both sports may therefore be instructive.

Greyhound Racing:

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Exploring Connections between Teacher Efficacy and Principals’ Leadership Behaviors

Rowman & Littlefield Publishers ePub

KRISTINE A. HIPP1
PAUL V. BREDESON.*

ABSTRACT: This paper reports the results of an exploratory investigation of the connections between principals’ leadership behaviors and teachers’ sense of efficacy in selected middle schools currently involved in building-level change efforts. Our findings indicate that there is a significant difference between general teaching efficacy (GTE) and personal teaching efficacy (PTE), the two dimensions that define the construct of teacher efficacy. When asked to interpret principals’ leadership behaviors, there was a significant difference between teachers’ and principals’ perceptions of principals’ leadership behaviors. Finally, the principal leadership behaviors most strongly related to GTE were models behavior, provides contingent rewards and inspires group purpose. Modeling behaviors and providing contingent rewards were also significantly related to PTE. Implications for further research, for principal preparation, and for administrative practice are discussed.

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Medium 9781442267664

The John and Mildred Putnam Sculpture Collection: Patronage and the Role of a Campus Sculpture Collection

AltaMira Press ePub

Evelyn Kiefer-Roulet

Assistant to the Director, The John and Mildred Putnam Sculpture Collection, Case Western Reserve University, Cleveland, Ohio 44106, evelyn.kiefer@case.edu

Abstract     Case Western Reserve University in Cleveland Ohio is fortunate to be one of the few colleges and universities in the United States to have a permanent collection of world class sculpture. The thirty seven sculptures included in the John and Mildred Putnam Sculpture Collection as of 2008 are situated in buildings and outdoor locations where they can be experienced casually as part of everyday life rather than bei ng located in a campus gallery or museum. This insures that campus sculpture en riches the learning environment for students, faculty, and visitors alike. All are works of 20th or 21st century sculpture, and because contemporary art can be intellectually challengi ng and controversial, such a collection is particularly appropriate to a learning environment for its ability to spark dialogue. The John and Mildred Putnam Sculpture Collection was created th rough the patronage of Peter Putnam. A generous but enigmatic arts patron, Peter Putnam was born in Cleveland and graduated from Princeton University with a Ph.D. in physics.

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Implementing Active Learning Reform in the Maldives: Challenges and Opportunities

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Rhonda Di Biase

ABSTRACT: Many countries are adopting child-centered active learning reforms as they strive to improve the quality of primary education. Consistent challenges can be found in the implementation of similar, global reforms. These issues are discussed here within the following framework: the cultural appropriateness of such reforms; the extent to which active learning is understood and implemented; the inconsistencies between active learning and test-driven assessment; the training and preparation of teachers for the changing pedagogy; and the availability and use of learning resources that support active learning. This article examines these challenges and potential solutions in the Maldivian context.

Child-centered learning is a feature of many primary school reform agendas as nations strive to meet Education for All goals by 2015. These goals have led to increased attention on the provision of quality education in many developing countries. This focus on quality often involves a major shift in the pedagogical behavior of teachers (Cummings & Williams, 2008). In many systems, large numbers of teachers are struggling to implement this new pedagogy. This process is complex; it cannot simply be mandated from central ministries. The purpose of this article is to discuss the challenges within this process, along with potential strategies to address the barriers to successfully implementing this reform in the Maldives. This should be of interest to readers in other nations as they strive to implement similar child-centered learning reform. Many developing countries are facing the dual challenge of expanding provision of primary education while attending to educational quality and a greater focus on learner-centered pedagogy.

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Medium 9781475816457

“She Made Us Principals”: A Case Study of a Female Principal Who Pushed 12 Teachers to Principalship

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Rina Barkol

The aim of this article is to attain insight into the issues of empowerment and motivation in principalship in general and in feminine leadership at schools in particular. It presents a case study of a woman principal who “bred” 12 principals during 12 years of principalship, most of them in her last 5 years on the job, in the middle of the 1990s. This case study is based on data collected during 3 years, during which I was deeply involved in her school as an organizational consultant. The principal investigated is part of a constantly growing majority of women principals in Israel in the state-secular Jewish section. The analysis focuses, therefore, on the gender aspect of leadership and mentoring in education. In this article, I deal with two questions: First, how did the principal behave as a leader? Second, how did she act as a mentor of potential principals?

Following this introduction is a discussion of relevant theories regarding principalship, leadership, and mentoring. I then present the study and its findings. Finally, I link findings with theory and emphasize the unique contribution of this study to the understanding of leadership and mentoring in education.

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