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Descriptors:
Cultural Awareness; Cultural Pluralism; Study Abroad; Instructional Leadership; Practicums; Internship Programs; Graduate Students; Outcomes of Education; Administrator Education; Educational Administration; Attitude Change; Student Attitudes; Mixed Methods Research; Foreign Countries

Abstract:
Developing globally minded citizens has become a national push and a stated priority for many higher education institutions in the United States. This article focuses on one university's efforts to develop globally minded school leaders who are accepting of and comfortable with diversity. The University of North Carolina Wilmington has created an international practicum for master's and doctoral-level students in the Educational Leadership Department. This study focuses on the outcomes of this international practicum. Data from this mixed methods study are presented on participants' shifts in attitudes about cultural diversity as measured by the Miville-Guzman Universality Diversity Scale survey and interviews. The article also provides suggestions about processes and experiences necessary to support and facilitate participants' shifts to embrace diversity and global perspectives. (Contains 2 tables and 3 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:
Homosexuality; Phenomenology; Focus Groups; Social Attitudes; Social Behavior; Social Theories; Hermeneutics; Educational Administration; Administrators; Interviews; Fear; Social Bias; Administrator Education; Policy Formation; Anxiety; Emotional Response

Abstract:
Purpose: The article's purpose is to highlight a national qualitative study that generated a model for understanding how society's actions and attitudes affect and inform the lived experiences of lesbian/gay (LG) educational leaders. Research Methods/Approach: Three bodies of literature informed the methods of the study: queer legal theory, critical phenomenology, and poststructural hermeneutics. Seventeen volunteer participants identified as out or closeted LG educational leaders and replied via e-mail (to a safe contact) to a national invitation to participate. To provide anonymity, a virtual laboratory allowed participants to interact anonymously through the use of focus groups, interviews, written responses, and private/public messaging tools. Data analysis was conducted after themes or categories emerged and data was coded and categorized. Findings: The findings culminated in conclusions illustrated in the "Cycles of Fear" model. First, study participants moved from silence to voice and back again, with varying intensity. Second, participants move beyond oppression was extremely difficult. Third, participants conquered fear and oppression, thereby creating gains. Fourth, experiences of fear were integrated into participants' very being--their identity. Fifth, as leaders' strength/visibility increased, society's homophobic fears created increased intolerance and hostility. Finally, when a new fear cycle began, the leaders became stronger and more resilient. Implications for Research and Practice: The discussions, conclusions, and the model drawn from this study's findings are instructive for (a) LG educational leaders who have had very little support in their professional and personal lives, (b) leadership preparation programs/professors that/who in the past have ignored this populations' existence and oppression, (c) policy makers, and (d) further research--the model can serve as a data analysis tool for future studies, and the anonymous research design could be duplicated to lower the risk for LGBT participants. (Contains 1 table, 1 figure, and 9 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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Administrator Education; Business Administration Education; Alumni; Graduate Surveys; Job Satisfaction; Research Reports; Employment Opportunities; Employment Potential; College Outcomes Assessment; Work Environment; Educational Benefits; Educational Attitudes; Masters Programs; Longitudinal Studies; Annual Reports; Compensation (Remuneration); Salary Wage Differentials; Occupational Information; Cohort Analysis; Scheduling; Input Output Analysis; Task Analysis

Abstract:
How successful was the class of 2012 at securing employment after graduation? What does a "typical day" of work look like for graduate business school alumni? What impact do job tasks and work environments have on job satisfaction? How do alumni assess the value of their graduate management degree? The findings in the 2013 Alumni Perspectives Survey report answer these questions and others that address current economic and regional trends affecting alumni of MBA and other business master's programs. The Alumni Perspectives Survey, conducted in September 2012 by the Graduate Management Admission Council[R] (GMAC[R]), is a longitudinal study of respondents to the Global Management Education Graduate Survey, the annual GMAC exit survey of graduate management students in their final year of business school. This 13th annual report includes responses from 4,444 alumni who graduated from the classes of 2000 through 2012, including 834 members of the class of 2012. (Contains 16 figures, 8 tables and 61 footnotes.) [Contributions provided by Paula Bruggeman, Veronica Sinz, Gregg Schoenfeld, Michelle Sparkman Renz, and Lawrence M. Rudner.] 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 Training; School Culture; Principals; Administrator Education; Institutional Mission; Educational Objectives

Abstract:
Written in a down-to-earth and people-first style, this book is for principals and aspiring school leaders. Caposey shares insightful advice and meaningful examples for building a healthy school culture. Learn the essential strategies that will help you transform and improve your school by embodying a service mindset and focusing on supporting the mission and vision, the professionals in the building, the students, and the community as a whole. This is also an ideal guide for students in a principal preparation course--demonstrating how a culture of support is at the heart of all successful school improvement efforts. The table of contents includes the following: (1) Fostering a Culture of Support; (2) The Vision, Mission, and Goals; (3) The Professionals; (4) The Students; and (5) The Community. 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; Instructional Leadership; Mentors; Program Development; Leadership Training; Administrator Education; Program Descriptions; Assistant Principals; Government School Relationship; Administrator Attitudes

Abstract:
In times of uncertainty, university faculties have a duty to prepare school leaders to handle complexity, as the number of variables in the educational system and the interactivity of variables increase exponentially. The Leaders in Education Program (LEP) is a 6-month full-time program at the Singapore National Institute of Education (NIE, which is a part of Nanyang Technological University). The LEP aims to prepare especially selected vice-principals and ministry officers in Singapore for school leadership. The LEP is a collaborative effort between the NIE and the Ministry of Education, an example of a university-government partnership in program development. This article describes the efforts of the LEP in developing the ability of school leaders to deal with complexity. It also examines in detail one particular component of the LEP, the Creative Action Project, to illustrate how this is done in practice, and analyzes the views of participants on their learning through the project. 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:
Inclusion; Social Justice; Special Education; Administrator Education; Educational Administration; Educational Change; Instructional Leadership; Leadership Training; Schools of Education; Equal Education; Role; Standards; Curriculum; Administrator Role

Abstract:
Over the past two decades, colleges of education along with a number of national organizations and specialized professional associations have sought to improve educational administration programs through the incorporation of a broad policy framework designed to develop socially just leaders. Central to the growth of these new leaders is a commitment to acknowledge and embrace difference and to create educational spaces within which all children can learn. As the notion of social justice within education has been evolving, certain students, particularly those with disabilities, have been railing against persistent inequities within schools. Special education has emerged as one of the most litigious issues that school leaders must confront in their daily practice. Nevertheless, content related to special education and special education law has been a long neglected area within university-based administrator preparation programs and has been strangely absent in conversations relevant to the creation of administrator preparation programs that embrace a social justice model of leadership. Beginning with the current literature base of social justice and leadership preparation in special education and special education law, and using the recently revised Educational Leadership Constituents Council Advanced Programs in Educational Leadership Standards for building-level administrators for context, this article proposes an imperative to include curriculum content and leadership training that embraces and honors the inclusion of students in K-12 special education programs and enables building-level administrators to fulfill their role as socially just leaders. 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:
Higher Education; Problem Based Learning; Administrator Education; Business Administration Education; Undergraduate Study; International Education; Teaching Methods; Experiential Learning; Discovery Learning; Risk Assessment; Foreign Countries; Investment; Economic Factors; Political Influences; Political Issues

Abstract:
This article draws from the current literature to examine problem-based learning (PBL) as a management education tool, and provides an example of how to incorporate PBL into an undergraduate international management course. Also included are an explanation of, and specific guidelines for, a PBL exercise focused on the analysis of "country risk" (political/economic risks) for potential foreign direct investment. Additionally, the benefits and unique challenges of successfully implementing this type of exercise are discussed. (Contains 1 figure.) 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:
Partnerships in Education; Principals; Urban Schools; College School Cooperation; Agency Cooperation; Administrator Education; Management Development; Leadership Training; Interviews; Observation; Alignment (Education); Feedback (Response); Program Effectiveness; Group Dynamics; Performance Factors; Educational Practices

Abstract:
Partnerships between universities and school districts are increasingly being identified as a means to overcome the difficulties of preparing the next generation of urban high school principals. This article examines the development of such a multiorganizational partnership with a large urban school district, two universities, and a national educational organization. The partnership development is analyzed against a framework of dimensions of effective collaborations. Data include interviews and observations and are analyzed using qualitative methods. Findings indicate that challenges in multi-institution partnerships are inevitable. However, the overarching focus on a common goal, defined responsibilities, authentic communication, alignment of common interests, and dynamic receptiveness to ongoing evaluative feedback enables the sustenance of an effective program. 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:
Social Justice; Administrator Education; Figurative Language; Content Analysis; Social Distance; Program Evaluation; Leadership Training; Prompting; Writing (Composition); Critical Literacy; Models; Transformational Leadership; Graduate Study; Reflection; Equal Education; Self Evaluation (Individuals)

Abstract:
We conducted a content analysis of 34 statements of interest submitted by applicants applying for admission to an education leadership preparation program. The purpose of the analysis was to understand their orientations toward social justice. Using Kumashiro's (2000) and Apple's (2001) discussions of antioppressive education, we identified three practices in the candidates' treatment of the writing prompt concerning leadership related to "Othering": ignoring, marginalizing, and mentioning. The fourth practice--embodying, or evidencing through practice, a social justice orientation--we identified in statements submitted by a few applicants (n = 7). This article centers on the analysis of the applications of these seven candidates through the metaphor "needle in a haystack". Through conducting a secondary-level analysis to extrapolate the knowledge, skills, and dispositions of critical literacy and elicit our collective perceptions of what constitutes social justice leadership, we found the social justice orientations--"or needles"--for which we searched. This self-reflexive approach to research reflects the model of program evaluation that we are developing called "self-assessment for equity". We provide recommendations for faculty interested in improving their program's capacity to identify, prepare, and sustain social justice leadership. 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:
Homosexuality; Social Bias; Social Attitudes; Adolescents; High School Students; Educational Environment; Advocacy; Family Involvement; Program Effectiveness; Social Support Groups; School Safety; Student Diversity; Administrator Role; Males; Administrator Education; Bullying; Consciousness Raising

Abstract:
Acceptance of gay, lesbian, bisexual, transgender, and queer (GLBTQ) adolescents in high schools is growing. Yet, the experience of this family suggests that creating and maintaining a safe environment for GLBTQ students requires constant vigilance, even in the best of environments. As school administrators face competing pressures from stakeholders, GLBTQ advocacy is often left to the students, unlike other types of diversity advocacy based on race, culture, or gender. This case describes how one family chose a "safe" school and struggles to keep it so. The case challenges education administration students to experience school through the eyes of a young man who is gay, and his family, and to determine what is adequate student support. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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