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Descriptors:
Administrator Education; Web Sites; Electronic Publishing; School Administration; Social Networks; Internet; Social Capital; Leadership; Secondary School Students; Administrators; Web 2.0 Technologies; Case Studies; Educational Administration; Elementary School Students; Inquiry

Abstract:
Purpose: The purpose of this study is to advance the preparation of prospective school administrator students by extending the Web 2.0 application of blogging to discover students' strengths and successful leadership experiences. During the blogging process, students reflected on and responded to appreciative inquiry (AI) blog posts that encouraged reflective responses highlighting and identifying their inherent leadership strengths and successful leadership experiences. Design/methodology/approach: A qualitative case study model was used to explore the reflective blog contributions of prospective school administrators to discover patterns in the blogging data by grounding the study in an AI theoretical research perspective. A bounded case study delimited the scope of the study to participants who were: masters or doctoral students in a school administration preparation program at a large Midwestern United States research extensive university; and enrolled in four graduate administrative preparation classes taught using reflective blogging over three instructional quarters. Findings: The Web 2.0 application of appreciative inquiry blogging: confirmed personal strengths and successful leadership experiences; bolstered a supportive learning environment; confirmed the students' history of successful leadership experiences; and increased social capital among students. Social implications: Future research using AI in Web 2.0 applications can influence the positive preparation of school administrators by preparing them to lead schools in an evolving digital world. Researchers may examine how an AI blogging Web 2.0 application contributes to changing personal perceptions of contemporary deficit views of schooling to what is possible in light of stakeholders' strengths. Originality/value: The importance of integrating Web 2.0 applications into educational administrator preparation programs is critical in an age where elementary and secondary school students live in a Web 2.0 world and build social networks with peers throughout the globe. Moreover, the evolving global workplace demands fluency in Web 2.0 applications. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Educational Assessment; Focus Groups; Inspection; Leadership; Institutional Evaluation; Self Evaluation (Groups); Capacity Building; Administrators; School Administration; Accountability; Educational Policy; Policy Analysis

Abstract:
This paper attempts to provide an overview of the key assumptions underpinning the "Whole School Evaluation" (WSE) inspection policy developed in Ireland since 2003. Beginning with a documentary analysis the paper argues that the capacity to generate useful self evaluative data in schools was seen as being at the heart of the model of school evaluation proposed by the Department of Education and Science. It further suggests that while the rhetoric of self evaluative capacity building has been key to the emerging system the lack of a meaningful structural response within schools means that this has remained aspirational. The latter part of the paper seeks to test this contention, examining the research base in the area of school evaluation and inspection in Ireland and conducting a number of targeted focus groups with school leaders. For the most part the initial contention is confirmed although there is a sense that there may be significant new pressures emerging in the near future that could cause the whole system to be revisited and perhaps be radically overhauled. An initial indicator of these potential changes can be seen in the emergence of a refined WSE Management, Leadership and Learning inspection policy which has yet to be widely implemented. 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 Styles; Leadership; Expertise; Leadership Role; Higher Education; Leaders; Campuses; Registrars (School); Facilitators (Individuals); School Personnel; Administrators; School Administration; Student College Relationship

Abstract:
There are many hundreds if not thousands of registrars--unsung leaders in U.S. higher education who often may be "unseen" but who are both quite present and surprisingly influential. Leadership styles among them vary somewhat, but many of them practice what the author calls "inconspicuous" leadership. "Inconspicuous" is not the same as "silent" or "acquiescent." Leadership requires confidence, which, unfortunately, may on occasion be misconstrued by the insecure as self-importance or arrogance. Nevertheless, it is important to be confident about one's expertise and not hesitate to share it with others. Why, then, do so many registrars not believe themselves to be influential institutional leaders? The author opines that the answer lies in how leadership is often defined, and suggests that registrars need to assess and strengthen their leadership roles and envision how their role can contribute even more to the campus environment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Social Justice; African American Students; Urban Schools; Gifted; Federal Legislation; Educational Psychology; Culturally Relevant Education; School Psychologists; Critical Theory; Academic Achievement; Outcomes of Education; School Counseling; Resilience (Psychology); Student Needs; Males; Adolescents; Special Education; Discipline; Disproportionate Representation; Educational Trends; Vocational Education; Mathematics Instruction; Scientific Literacy; Administration; Educational Policy; School Administration; Leadership; School Community Relationship; African American Family; Family School Relationship; High Achievement; College Students; Goal Orientation; Racial Identification; African American Achievement; African American Education

Abstract:
"African American Students in Urban Schools" offers readers a critical yet comprehensive examination of the issues affecting African American students' outcomes in urban school systems and beyond. Across disciplines including teacher education, school counseling, school psychology, gifted education, career and technical education, higher education, and more, chapters use theoretical and conceptual analysis and research-based evidence to examine the unique challenges facing urban African American students and illustrate what can be done to help. This book will enable readers to better understand many of the complex and multifaceted dilemmas faced by today's urban school systems and will motivate readers to make a commitment to improve urban schools for the betterment of African American students. This book contains the following: (1) Foreword: A Long-Needed and Refreshing Book (Donna Y. Ford); (2) Confronting the Dilemmas of Urban Education: The Scope of the Book (James L. Moore III and Chance W. Lewis); (3) Urban Education in the 21st Century: An Overview of Selected Issues That Impact African American Student Outcomes (Chance W. Lewis, Terah Venzant Chambers, and Bettie Ray Butler); (4) Meeting the Academic and Social Needs of Urban African American Students: Implications for School Counselors (Cheryl Holcomb-McCoy and Beverly Booker); (5) Nurturing Resiliency Among African American Adolescent Males: A Focus on Writing (Alfred W. Tatum); (6) Special Education and Disciplinary Disproportionality of African American Students (Gwendolyn Cartledge, Lenwood Gibson Jr, and Starr E. Keyes); (7) Trends and Patterns of Career and Technical Education for Urban African American Students (Edward C. Fletcher Jr.); (8) Salient Factors Affecting Urban African American Students' Achievement: Recommendations for Teachers, School Counselors, and School Psychologists (Desiree Vega, James L. Moore III, Caroline A. Baker, Nikol V. Bowen, Erik M. Hines, and Barbara O'Neal); (9) Developing Culturally Relevant Classrooms for Urban African American Students (H. Richard Milner IV); (10) Using Culturally Relevant Pedagogy and Social Justice to Understand Mathematics Instructional Quality in an Urban Context (Robert Q. Berry III and Temple A. Walkowiak); (11) Bridging the Culture of Urban Students to the Culture of Science: The Roles of Culturally Relevant Pedagogy, Discursive Identity, and Conceptual Continuities in the Promotion of Scientific Literacy (Bryan A. Brown, Matthew Kloser, and J. Bryan Henderson); (12) Urban School Administrators: A Grassroots Approach to No Child Left Behind Mandates (Christopher Dunbar Jr and Laura McNeal); (13) The Fast and the Serious: Exploring the Notion of Culturally Relevant Leadership (Floyd D. Beachum and Carlos R. McCray); (14) Reaching Out: Partnering With the Families and Communities of African American Urban Youth (Mavis G. Sanders, Gilda Martinez-Alda, and Michelle D. White); (15) Inside Information on High-Achieving African American Male College Students (Fred A. Bonner II and John W. Murry Jr.); and (16) In the Pursuit of Excellence: Examining the Effects of Racial Identity on African American College Students' Academic Orientations (LaTrelle D. Jackson, W. Max Parker, and Lamont A. Flowers). 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:
Private Schools; Tenure; Leadership; Best Practices; Administrative Change; Change Strategies; Supervision; Accountability; Boards of Education; Personnel Policy; Administrator Role; Administrators; Administrator Effectiveness; Leadership Effectiveness; School Effectiveness

Abstract:
How long does it take to become an effective board chair at an independent school? One year is certainly not enough. A typical two- or three-year term provides enough time in office to learn the role and start making progress in some critical area, but not enough time to develop any semblance of mastery. Then the chair's term is over and the board goes through another leadership transition. This churning process can hinder the board's effectiveness, weaken the school, and exhaust the head. Many independent school leaders that the author encounters have started to question that pattern. They ask, "What is the ideal practice for board chair tenure? Do you recommend two- or three-year terms? How about renewing for a second term?" The author's response examines the issue from three distinct angles: (1) Renewable terms for board chairs; (2) Board chair tenure and head longevity; and (3) Supervision and accountability. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Caring; Academic Achievement; Management Development; Instructional Leadership; Principals; Leadership Training; Leadership; School Effectiveness; Administrator Role; School Culture; Curriculum Design; Academic Standards; Capacity Building; Simulation; Mathematics Achievement; Reading Achievement; English; Language Arts; Outcomes of Education; Program Effectiveness; Comparative Analysis; Matched Groups; Cohort Analysis; School Administration; Economically Disadvantaged; Special Needs Students; Limited English Speaking; Standardized Tests; Statistical Analysis

Abstract:
School leaders are increasingly being asked, whether by rhetoric or policy, to measurably improve student achievement. The resultant need to assist school leaders in their ability to improve teaching and learning for all students in their schools led to the establishment of the National Institute of School Leadership's (NISL's) Executive Development Program. The NISL program emphasizes the role of principals as strategic thinkers, instructional leaders, and creators of a just, fair, and caring culture in which all students meet high standards. The current national focus on the importance of effective, instructional leadership has, in turn, led to calls for principal evaluation to be tied directly to student achievement (Davis, Kearney, Sanders, Thomas, and Leon, 2011). Within this milieu, effective and proven principal leadership development programs are crucial. (Contains 3 tables and 2 figures.) [This report was produced by the Center for Educational Partnerships, Old Dominion University.] 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 Needs; Governance; Special Education; Questionnaires; Administrators; Program Effectiveness; School Administration; National Surveys; School Law; Alignment (Education); Educational History; Administrator Role; Educational Policy; Organizational Effectiveness; Coordination; Coordinators

Abstract:
In England, the governing body of each school has duties in relations to special educational needs (SEN), and these have recently been extended. It is common practice for responsibility for this area to be delegated to an individual governor or subgroup of governors. Clearly, such arrangements are dependent upon an effective relationship between the governing body, and the staff of the school, in particular the special educational needs coordinator (SENCO) who is responsible for coordinating SEN provision. There is a lack of recent relevant research and the perspectives of the SENCOs are under-represented. This research examines those relationships using data gathered via an electronic questionnaire completed by a national sample of SENCOs (n =191). While examples of good practice exist, the intentions of the national policy are only partly realized in many schools, with a gap existing between policy and reality. (Contains 12 tables and 1 note.) 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:
Multicultural Education; Learning Disabilities; School Administration; Administration; Social Organizations; Educational Change; Special Education Teachers; Leadership; Principals; Administrators; Special Education; Academic Achievement; Cultural Differences; Federal Legislation; Models; Teaching Methods; Educational Improvement; Cultural Pluralism

Abstract:
This article addresses the important topic of culturally proficient/responsive school administrators for culturally and linguistically diverse (CLD) students with learning disabilities (LD). Culturally proficient/responsive school administrators with knowledge and strong leadership skills in multicultural education are essential to impact school change. Key factors--social organization, commitment, vision, leadership roles, etc.--impacting school administration effectiveness are discussed. The perspective of schools as (a) professional learning communities, (b) culturally proficient/responsive school administrators, and (c) principals and leaders who work cohesively with general and special educators is advocated. Lastly, the role of culturally proficient/responsive principals and the implementation of IDEIA requirements are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Urban Schools; Ethnography; School Culture; Elementary Schools; Leadership; Leadership Effectiveness; School Administration; Principals; Interviews; Observation; Educational Change; Change Strategies; Administrator Role; Case Studies; Discourse Analysis; Field Studies

Abstract:
Scholars of educational change agree that leaders need to develop a vision, build capacity and ensure ownership of change by staff. We argue that understanding the actual work that leaders must do in order to convert these categories into action, requires a social practice approach. Taking the notion of sense-making as a social practice, drawn from the scholarship of Karl Weick, a case study of the sense-making for change in Holly Tree primary school is developed. The meta-narrative of the school is underpinned by four elements: (1) the school as innovative, this makes sense of continued and sustained change; (2) we do things our way, this makes sense of continued professional knowledge construction; (3) child-centredness, this provides the value base against which decisions to change can be made; and (4) we are a family, this governs the processes through which changes are developed and owned. The paper argues on the basis of this exemplar that a sense-making approach may offer an explanatory middle ground between descriptions of characteristics of change, and the situated work of school leaders. (Contains 1 table and 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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