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Descriptors:
Change Agents; Governance; Foreign Countries; Leadership Responsibility; Administrator Role; Board Candidates; Governing Boards; National Surveys; Administrator Attitudes; Questionnaires; Secondary Schools; Interviews; Observation; Case Studies; Administrator Responsibility; Educational Administration

Abstract:
The research reported here analysed the role of the chair of the school governing body in England, drawing on a national survey of governors and the study of governing in 30 schools. The role encompassed: being a governor; appointing and working with the head teacher; acting as a change agent; active participation in the school; organising the governing body; dealing with complaints; working with parents; and chairing meetings. We discuss the role and the way it is experienced and conclude that the position of chair is substantially under-played; given insufficient status; and is a significant educational and community leadership responsibility. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Focus Groups; Educational Technology; Cooperative Education; Leadership; Administrators; Influence of Technology; Technology Integration; Vocational Education; Qualitative Research; Administrator Attitudes; Beliefs; Interviews; Mixed Methods Research; Surveys; Content Analysis; Educational Change; Program Development; Scoring Rubrics; Questionnaires; Professional Development; Technology Planning; Educational Policy; Case Studies; Rural Schools; Suburban Schools; School Organization

Abstract:
The purpose of this qualitative study was to examine how the technology beliefs of New York State Career and Technical Education Board of Cooperative Education Services administrators influenced their leadership behaviors. The participants were from a purposive selection from five suburban and rural Boards of Cooperative Education Services in New York State. All of the career and technical education (CTE) administrators participated in in-depth interviews and provided data related to the transition process of antiquated CTE programs into 21st-century technology-supported CTE learning environments. To assist in triangulation, the participants completed a self-reflective survey developed by the International Society for Technology in Education to identify their perceived technology competencies. And a document review was conducted that examined classroom observations, administrator evaluations budget expenditures for technology hardware, software, and teacher professional development. Analysis of data determined the 21st-century CTE administrator is a self-taught "technology immigrant," whose technology beliefs and perceptions have little influence on the transition process of CTE programs. The study results revealed a dichotomy between the technology beliefs and perceptions of the CTE administrators and the actual frequency and efficacy of classroom technology. Recommendations for future research and practice included exploring the relationship between student achievement and a CTE technology-supported environment as well as the implications and value of bring-your-own-device (BYOD) technology policies. The following are appended: (1) Administrator Self-Reflective Survey; (2) Permission to Use ISTE [International Society for Technology in Education] Rubric; (3) Interview Questions; (4) Focus Group Questionnaire; (5) Invitation Letter; (6) Informed Consent Form; (7) IRB [Internal Review Board] Approval; and (8) Analysis of Research Findings. (Contains 2 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Leadership; Educational Change; State Legislation; Program Implementation; Critical Theory; Educational Policy; Interviews; Audits (Verification); Phenomenology; Administrator Attitudes; Change Strategies; Social Justice; Politics of Education; Educational Administration; Equal Education; Policy Analysis; State Policy; Educational Legislation

Abstract:
This study investigated educational leaders' critical evaluations of California's landmark contemporary school equity legislation "Williams v. the State of California". Qualitative interview analysis indicated that leaders perceived the equity measure to be necessary but insufficient in advancing the larger project of educational justice. Hence, policy directives governed by political expediency ultimately fall short in ushering disruptive change. Renorming the privileged hierarchy of the leadership class was central to fomenting change. Participants argued that leadership practice for educational justice required leaders to transgress normative structures that hurt the children and the communities they serve, whether those norms resided within the school, within themselves, or within the dominant power structure. Critical issues and leadership implications are forwarded. (Contains 7 notes and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Education; Educational Policy; Vocational Education; Leadership; Postsecondary Education; Government Role; School Role; Teacher Role; Administrator Responsibility; Empowerment; Power Structure; Educational Administration; Leadership Responsibility; Interviews; Public Policy

Abstract:
Together with the former Polytechnic sector and General Further Education Colleges, Sixth Form Colleges have witnessed major change since the enactment of the Further and Higher Education Act (1992). Change within the post-compulsory education system has taken place on different levels in the UK: at the macro level with change manifest in the structural relationships between the State, the sectors of the post-compulsory education system and individual institutions; at the meso level with changes that have taken place within the Sixth Form College sector; and at micro level within individual institutions through the redefinition of roles and responsibilities. This research was concerned with an investigation into how teachers in Sixth Form Colleges viewed the practice of "leadership". It is a term that has been promoted by Central Government as it has re-engineered the education system and presented as a critical factor in raising performance levels within the education system. (Contains 3 figures and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Leadership; Principals; Superintendents; Educational Change; School Districts; Central Office Administrators; Strategic Planning; Educational Policy; Administrative Organization; Administrative Policy; Administrative Principles; Organizational Culture; Administrative Change; Organizational Change; Cooperation; Decision Making; Interviews; Qualitative Research; Administrator Attitudes; Leadership Training; Communication Problems; Organizational Communication; Barriers; Educational Administration

Abstract:
There is no shortage of scholars that believe that traditional, top-down leadership is antithetical to facilitating the improvements that must be made to the American educational system if all children are to achieve academically. These scholars call for distributive, facilitative, and/or collaborative leadership, yet little is known about how school district leaders can facilitate organization-wide shifts in decision-making practices. Additionally, the study of district leaders is usually limited only to school superintendents. There is a lack of research into the role and influence of the top central office administrators that superintendents directly supervise. These top central office administrators assist superintendents in a number of important tasks, including managing the day-to-day work of the district, evaluating school-site leaders, strategic planning, generating administrative procedures, and recommending policies to the school board. This action research project followed the efforts of one superintendent and his top district administrators as they began efforts to transform the culture of their district to one that encouraged collaborative decision-making. The project utilized qualitative data obtained through individual interviews with the superintendent, all the members of the district's executive leadership team, and half of the district's 25 school principals. These interviews were conducted approximately seven months into a Facilitative Leadership training initiative that included all administrators. The study found a high degree of support amongst all administrators for making more district decisions in a collaborative manner. However, success in increasing the prevalence of collaborative decision-making was limited by the superintendent and district office administrators sending mixed signals to the principals, the challenges of administrators finding time to meet together, and administrators continuing to view their roles in hierarchal ways. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Federal Aid; Accountability; Educational Finance; State Agencies; Student Records; Privacy; Information Security; Confidentiality; Federal Legislation; Agency Cooperation; Educational Cooperation; Statewide Planning; Federal Regulation; State Regulation; Educational Improvement; Educational Policy; Data; Data Analysis; State Policy; State Programs; Federal Programs; Educational Indicators; Postsecondary Education; Federal State Relationship

Abstract:
This letter is submitted to comment on the U.S. Department of Education's (ED) proposed revisions to the American Recovery and Reinvestment Act's (ARRA) State Fiscal Stabilization Fund (SFSF), as published in the September 23, 2011, Federal Register. Overall, the Data Quality Campaign believes the proposed changes strike a sensible balance: they maintain a commitment to advancing states' efforts to collect and use data for continuous improvement and richer accountability while making adjustments that reflect states' realities on the ground. The proposed changes would give states the flexibility and time to ensure their data systems and reported metrics are high quality and useful to stakeholders. They also provide an opportunity for federal policymakers to further align federal policies, and for states to further leverage federal funding opportunities to address critical data capacity needs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Secondary Schools; Teacher Supervision; Foreign Countries; Instructional Leadership; Public Schools; Educational Practices; Best Practices; Performance Factors; Barriers; Staff Development; Supervisor Qualifications; Supervisory Methods; Change Strategies; Position Papers; State Officials; Principals; Secondary School Teachers; Questionnaires; Interviews; Administrator Attitudes; Teacher Attitudes; Program Attitudes; Politics of Education; Educational Policy; Educational Administration

Abstract:
This article reports some findings of study regarding practices and procedures of internal instructional supervision in public secondary schools in Kenya. The findings are part of a large-scale project undertaken in Kenya to determine the perceptions of headteachers, teachers and senior government education officers regarding the practices of internal instructional supervision and staff development in Kenyan public secondary schools. Findings indicated that instructional supervision was viewed as a process of checking other people's work to ensure that bureaucratic regulations and procedures are followed and that loyalty to the higher authorities is maintained. The benefits of supervision practices included facilitating students' academic performance, improving the quality of teachers and teaching, and enabling instructional supervisors to monitor teachers' instructional work. The major problems frustrating the practices of instructional supervision were those associated with a lack of consistency, questionable supervisor practices and lack of resources. Suggestions for change included developing clear policies on instructional supervision and providing needed resources, feedback and follow-up support. (Contains 3 tables and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational Administration; Educational Change; Vocational Education; Leadership; Network Analysis; Educational Innovation; Administrator Characteristics; Theories; Politics of Education; Intellectual Disciplines; Case Studies; Administrative Principles; Educational Environment; Educational Policy; Interviews; Questionnaires; Administrator Role

Abstract:
This article examines the significance of materiality for management and leadership in education using resources provided by actor-network theory (ANT). Espousing the idea that human interactions are mediated by material objects and that these objects participate in the production of practices, ANT affords thinking management and leadership in a somewhat different way. Drawing on empirical data collected over the course of examining management and leadership in vocational education institutions in Australia and innovation and change in Australian schools, it is argued that educational management is primarily to be seen not in terms of the intrinsic capabilities or potentialities of managers and leaders but rather enactments of management. It can, with profit, be conceptualized as a field of practices constituted and enacted contingently by people and objects in complex networks. Moving educational management from individual attribute to contingent enactment makes it possible to study its specific workings including how it operates to produce, and also challenge, the generalizing logics of market and economism that characterize contemporary education (Ball, 2007). It makes visible mundane and material forms of power that frequently go unrecognized yet can serve crucially to make this challenge. (Contains 8 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Administration; Instructional Leadership; Literature Reviews; Bibliometrics; Gender Issues; Ethnic Diversity; Educational Practices; Cultural Influences; Research Needs; Leadership; Ethnicity; Educational Policy; Periodicals; Social Discrimination

Abstract:
As part of the special edition recognizing the 40th anniversary of "Educational Management Administration & Leadership" this article reviews the coverage of leadership and diversity issues in the journal. The majority of articles concerning diversity have focused on gender, with attention turning to the wider concept of diversity since the year 2000. This article considers two main aspects: the impact of diversity on becoming a leader and the impact of diversity on the practice of educational leadership. The article finishes by raising some of the debates around diversity and suggesting areas for further research and publication. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Special Education; Educational History; Educational Research; Research Design; Teacher Education; Federal Legislation; Educational Legislation; Individualized Education Programs; Public Education; Response to Intervention; Reading Difficulties; Learning Disabilities; Disability Identification; Educational Change; Academic Standards; Team Teaching; Regular and Special Education Relationship; Mental Retardation; Developmental Disabilities; Attention Deficit Hyperactivity Disorder; Emotional Disturbances; Behavior Disorders; Communication Disorders; Deafness; Partial Hearing; Blindness; Partial Vision; Neurological Impairments; Head Injuries; Autism; Pervasive Developmental Disorders; Multiple Disabilities; Severe Disabilities; Gifted; Student Evaluation; High Stakes Tests; Academic Accommodations (Disabilities); Educational Policy; Educational Administration; Leadership; Special Education Teachers; Teacher Effectiveness; Reading Instruction; Writing Instruction; Arithmetic; Word Problems (Mathematics); Mathematics Skills; Science Instruction; Social Studies; Physical Education; Vocational Education; General Education; Access to Education; Daily Living Skills; Independent Living; Adults; Postsecondary Education; Parents; Organizations (Groups); Resilience (Psychology); Family Relationship; Early Intervention; Infants; Toddlers; Preschool Children; Prevention; Risk; Ethnicity; Gender Differences

Abstract:
Special education is now an established part of public education in the United States--by law and by custom. However, it is still widely misunderstood and continues to be dogged by controversies related to such things as categorization, grouping, assessment, placement, funding, instruction, and a variety of legal issues. The purpose of this 13-part, 57-chapter handbook is to help profile and bring greater clarity to this sprawling and growing field. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. Key features include: (1) Comprehensive Coverage; (2) Issues & Trends; (3) Categorical Chapters; and (4) Expertise. This book is an appropriate reference volume for anyone (researchers, scholars, graduate students, practitioners, policy makers, and parents) interested in the state of special education today: its research base, current issues and practices, and future trends. It is also appropriate as a textbook for graduate level courses in special education. This volume contains 13 parts. Part I, Historical and Contemporary Issues in Educating Exceptional Learners, contains: (1) A History of Special Education (Michael M. Gerber); (2) Contemporary Issues (James M. Kauffman, C. Michael Nelson, Richard L. Simpson, & Devery R. Mock); (3) Statistics, Data, and Special Educational Decisions: Basic Links to Realities (James M. Kauffman & John Wills Lloyd); (4) Designing Rigorous Group Studies in Special Education: Common Understandings of Efficacy, Effectiveness, and Evidence Standards (Lana Santoro, Russell Gersten, & Rebecca A. Newman-Gonchar); and (5) Special Education and Teacher Preparation (Margo Mastropieri, Tom Scruggs, & Sara Mills). Part II, Legal Aspects of Special Education, contains: (6) The Individuals with Disabilities Education Act: The Evolution of Special Education Law (Mitchell L. Yell, Antonis Katysiannis, & M. Renee Bradley); (7) Free Appropriate Public Education (Mitchell L. Yell & Jean B. Crockett); (8) Individualized Education Programs for Children with Disabilities (Barbara D. Bateman); and (9) Least Restrictive Environment (Michael Rozalski, Jason Miller, & Angie Stewart). Part III, The General Education Context of Special Education, contains: (10) Responsiveness to Intervention Models for Reducing Reading Difficulties and Identifying Learning Disability (Rollanda E. O'Connor & Victoria Sanchez); (11) Standards-Based Reforms and Students with Disabilities (Martha L. Thurlow & Rachel F. Quenemoen); (12) Co-Teaching for Students with Disabilities: A Critical Analysis of the Empirical Literature (Bryan G. Cook, Kimberly A. McDuffie, Linda Oshita, & Sara Cothren Cook); and (13) General and Special Education Are (and Should Be) Different (Naomi Zigmond & Amanda Kloo). Part IV, Categorical Issues in Special Education, contains: (14) Intellectual and Developmental Disabilities (Edward A. Polloway, James R. Patton, & Marvalin A. Nelson); (15) Learning Disabilities (Paige C. Pullen, Holly B. Lane, Kristen E. Ashworth, & Shelly P. Lovelace); (16) Attention-Deficit/Hyperactivity Disorder (Karen J. Rooney); (17) Emotional and Behavioral Disorders (Timothy J. Landrum); (18) Communication Disorders (Filip Loncke); (19) Deaf and Hard of Hearing Students (Jean F. Andrews, Pamela C. Shaw, & Gabriel Lomas); (20) Blind and Low Vision (George J. Zimmerman & Kim Zebehazy); (21) Traumatic Brain Injury (Renee Lajiness-O'Neill & Laszlo A. Erdodi); (22) Current Issues and Trends in the Education of Children and Youth with Autism Spectrum Disorders (Maureen A. Conroy, Janine P. Stichter, & Nicholas Gage); (23) Multiple and Severe Disabilities (Susan Bruce); and (24) Special Gifts and Talents (Carolyn M. Callahan). Part V, Assessment of Students with Disabilities, contains: (25) High-Stakes Testing and Accommodations (Jennifer H. Lindstrom); and (26) Academic Progress Monitoring (Sheri Berkeley & Paul J. Riccomini). Part VI, Policy and Administration of Special Education, contains: (27) Conceptual Models for Leading and Administrating Special Education (Jean B. Crockett); (28) Fiscal Policy and Funding for Special Education (Tom Parrish & Jenifer Harr-Robins); (29) Using Professional Standards to Inform Leadership in Special Education (Mary Lynn Boscardin); and (30) Factors Influencing Special Education Teacher Quality and Effectiveness (Bonnie S. Billingsley). Part VII, Instructional Issues for Students with High Incidence Cognitive Disabilities, contains: (31) Reading (Paige C. Pullen & Deanna B. Cash); (32) Writing and Students with Disabilities (Steve Graham & Karen R. Harris); (33) The Development of Arithmetic and Word-Problem Skill Among Students with Mathematics Disability (Lynn S. Fuchs, Sarah R. Powell, Pamela M. Seethaler, Paul T. Cirino, Jack M. Fletcher, Douglas Fuchs, & Carol L. Hamlett); (34) Science and Social Studies (Tom Scruggs, Margo Mastropieri, & Lisa Marshak); (35) Physical Education (Luke E. Kelly & Martin C. Block); (36) Career and Technical Education (Maureen A. Schloss & Philip L. Gunter); and (37) Technology and Academic Instruction Considerations for Students with High-Incidence Cognitive Disabilities (Cheryl A. Wissick & J. Emmet Gardner). Part VIII, Instructional Issues for Students with Low Incidence Cognitive Disabilities, contains: (38) Educating Students with Significant Cognitive Disabilities: Historical Overview and Future Projections (Fred Spooner & Fredda Brown); (39) Systematic Instruction of Students with Severe Disabilities (Erik Drasgow, Mark Wolery, James Halle, & Zahra Hajiaghamohseni); (40) Instructional Contexts (John McDonnell); (41) Access to General Education Curriculum for Students with Significant Cognitive Disabilities (Mike L. Wehmeyer); and (42) Preparing Students with Significant Cognitive Disabilities for Life Skills (Stacy K. Dymond). Part IX, Transition of Adults with High Incidence Disabilities, contains: (43) Transition to Post Secondary Education (Joseph W. Madaus & Manju Banerjee); (44) Choice Patterns and Behaviors of Work-Bound Youth with High Incidence Disabilities (Jay W. Rojewski & Noel Gregg); and (45) Transition to Independent Living, David Scanlon (Jim Patton, & Marshall Raskind). Part X, Transition of Adults with Low Incidence Disabilities, contains: (46) Preparing Students with Low Incidence Disabilities to Work in the Community (Katherine J. Inge & M. Sherril Moon); and (47) Preparing Students with Low-Incidence Disabilities for Community Living Opportunities (Jane M. Everson & Meghan H. Trowbridge). Part XI, Parent and Family Issues in Special Education, contains: (48) Parent Organizations (H. Rutherford Turnbull, III, Karrie Shogren, & Ann P. Turnbull); (49) Resilience in Families of Children with Disabilities: Risk and Protective Factors (George Singer, Christine Maul, Mian Wang, & Brandy Ethridge); and (50) Promoting Family Outcomes in Early Intervention (Don B. Bailey, Jr., Melissa Raspa, Betsy P. Humphreys, & Ann M. Sam). Part XII, Early Identification and Intervention in Exceptionality, contains: (51) Advances in Theory, Assessment and Intervention with Infants and Toddlers with Disabilities (Carl J. Dunst); (52) Early Intervention and Prevention of Disability: Preschoolers (Kathleen Marshall, William H. Brown, Maureen A. Conroy, & Herman Knopf); (53) Frameworks for Guiding Program Focus and Practices in Early Intervention (Patricia A. Snyder, Tara W. McLaughlin, & Maria K. Denney); and (54) Early Identification and Intervention in Gifted Education: Developing Talent in Diverse Learners (Catherine M. Brighton & Jane M. Jarvis). Part XIII, Cultural and International Issues in Special Education, contains: (55) Ethnicity and Exceptionality (Dimitris Anastasiou, Ralph Gardner, III, & Domna Michail); (56) Gender and Exceptionality (Martha J. Coutinho & Donald P. Oswald); and (57) International Differences in Provision for Exceptional Learners (Dimitris Anastasiou & Clayton Keller). 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