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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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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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Descriptors:
Higher Education; Leadership; Foreign Countries; Strategic Planning; Facilities Management; Educational Administration; Professional Autonomy; Administrator Role; Colleges; Case Studies; Governance; Professional Development; Semi Structured Interviews; Department Heads

Abstract:
Middle-level academic managers play a central role in university management; however, their roles are not always clear and straightforward. Although this research subject has been comprehensively investigated in the last 40 years, most studies are western-biased. This study examines the roles of Heads of Department in a newly established university in Vietnam to fill this literature gap. Through 24 interviews and document analysis, the study finds that the main task areas of the Heads of Department centre on programme management, academic staff management and facilities management. Other areas such as strategic management and budget management appear to be neglected. The paper supports the findings of the existing literature that Heads of Departments' responsibilities vary in detail and the roles demanded are governed in large measure by departmental contexts. The study concludes that the Heads of Department enjoy a low level of autonomy and also act more as managers than as leaders. It is recommended that an enhanced leadership role should be given to the Heads of Department so that they can perform to the best of their ability, hence improving university performance. (Contains 1 table 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:
Conflict; Foreign Countries; Politics of Education; Correlation; Political Attitudes; Violence; Conflict Resolution; Power Structure; Educational Philosophy; Educational Administration

Abstract:
This article examines the contentious relationship between education and the Maoist insurgency in Nepal, analyzing the political intrusion on the education sector before and after the multi-party polity was restored in 1990, and the violent experiences of teachers and students during the decade-long conflict (1996-2006). It argues that the end of the conflict in 2006 has merely reduced the tangible attacks on education, as the political interference in the education system continues. During the post-accord transition, schools symbolize power centres in the community which provide a space for multi-party political scuffles. 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; Activism; Educational Change; Active Learning; Elementary Schools; Oral History; Interviews; Case Studies; Change Strategies; Educational Administration; Administrators

Abstract:
In 2007, Activity Based Learning (ABL), a child-centered, activity-based method of pedagogical practice, transformed classrooms in all of the over 37,000 primary-level government schools in Tamil Nadu, India. The large scale, rapid pace, and radical nature of educational change sets the ABL initiative apart from most school reform efforts. Interested in understanding how this movement achieved such success, we conducted oral history and ethnographic interviews, as well as an extensive review of reform documentation, to develop a historical case study of the ABL initiative. In this article, we present one of the findings of this study, arguing that the pursuit of ABL in Tamil Nadu was characterized by varied types of bureaucratic activism. State-level administrators, whom we consider bureaucratic activists, engaged strategies for change that combined both movement-building tactics and the conventional tools of administrative power. These reformers became pedagogical experts, expended considerable time and effort promoting the method, and engaged in a participatory, grassroots approach to pursuing the ABL reform within the state education sector. The egalitarian spirit with which ABL was promoted appeared to contribute to a moral authority and good will that generated support even when administrators used traditional tools of bureaucratic power, including top-down mandates, to institutionalize the reform. Ultimately, we argue, in their bureaucratic activism to change the government schools these administrators contributed to visible shifts in the nature of bureaucratic practice itself. 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:
Elementary Education; Illiteracy; Slavery; Foreign Countries; Social Change; Letters (Correspondence); Educational History; United States History; Civil Rights; Access to Education; Social Systems; Conflict; Poverty; Racial Bias; Social Bias; Educational Administration; Administrative Organization; Public Officials

Abstract:
The objective of this article is to analyse the process of institutionalisation of public elementary schooling associated with the political organisation of the constitutional monarchy and the legislation regarding citizen rights and prerogatives in Brazil, especially in the province of Minas Gerais, during the nineteenth century. During this century, two characteristics in Brazil were significant: the existence of a constitutional monarchy from 1822 to 1889 and the continuity of slavery until 1888. Paradoxically, the development of the idea of citizen rights and duties, and steps taken to provide access to elementary school, coexisted with these characteristics. Education was considered a decisive step for the effective implementation of social change. My hypothesis is that the new political structure also led to a new dynamic of interdependence between rulers and ruled as constituents of the civilising process underway. Even so, this was an extremely tense process whose results fell short of those intended by the elite governing authorities; by the end of the nineteenth century, Brazil still had an illiteracy rate of 85%. In order to understand this situation, an analysis of situations and conflicts present in the process of implementing public elementary education is essential. Important among these are poverty, ethnic and racial prejudice, political decentralisation of elementary education administration, disputes among local politicians and the definition of teachers as public servants and funding of school supplies. For this study, documents consulted included government reports, laws, official letters and correspondence among government officers, parents and teachers. The main theoretical concepts used were Norbert Elias' sociological theory for analysis of the civilising process and the dynamics of interdependence in the organisation of society, and the characteristics of postcolonial society discussed by Hilda Sabato, Marcelo Caruso and Miriam Dolhnikoff. (Contains 1 table and 27 footnotes.) 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:
Females; Educational Administration; Expertise; Educational Experience; Scholarship; Gender Differences; Women Faculty; Networks; Communities of Practice; Educational History; Foreign Countries; International Education; Gender Issues; Teaching (Occupation)

Abstract:
An examination of recent gender scholarship demonstrates how a gendered lens has contributed to the debates on society, the state and education. Using local and international examples mostly from about 1880 to 1930, this paper will investigate how gendered perceptions coloured the provision of education, what we mean by "the state" and how much and what type of education it and other bodies have provided for females in different contexts. Following this, it will examine the growth of women in teaching, the challenges and limitations which beset them, the opportunities that were opened up to them and how far they and other women achieved authority and/or expertise in education in schools, colleges, educational administration and management, or as leaders and thinkers. This will illustrate the gendered thinking underlying much state education, but also show women as agents, building up networks and communities of women involved in education in multifarious ways, including transnational education. At the same time it can be seen that this has often belied imperialistic imperatives and ethnic condescension. Moving between local examples from Birmingham and Britain and international examples principally from English-speaking scholarship, the importance of gender history is argued because it reveals educational experiences and tiers of educational initiatives, practice and administration often neglected yet significant in education, while at the same time raising new questions. It does not just bring females into history, but understands history in a different and deeper way. (Contains 102 footnotes.) 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:
Governance; Educational History; Federal Government; Pedagogical Content Knowledge; Social Change; Educational Administration; Expertise

Abstract:
The consolidation of the Argentine Federal Government by the 1870s aimed to modernise local society, establish state institutions and reach political stabilisation. Building a modern schooling system articulated both utopia and bureaucracy by establishing the use of knowledge as an instrument of social intervention, vindicating and legitimising the concept of rational control. This approach established the formal and material bases for the constitution of a field of pedagogical knowledge on one hand, and a field of bureaucratic knowledge on the other. These two fields approached the articulation of regulating devices of the educational system in distinctive ways. While normalist pedagogical knowledge involved a set of instructions on schooling, the bureaucratic knowledge of inspectors resulted in regulation of the schooling process. (Contains 34 footnotes.) 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 Technology; Leadership; Content Analysis; Literature Reviews; Scholarship; Educational Administration; Educational Indicators; National Standards; Meta Analysis; Electronic Libraries

Abstract:
To date, no systematic analysis of the current body of literature has aimed to understand the extent to which school technology leadership is being investigated. This review of the literature presents a content analysis of articles published from 1997 through 2010 housed in the Education Resource Information Center (ERIC) database on the topic of school technology leadership. We structured and conceptually framed our analysis around the National Educational Technology Standards for Administrators (NETS[middle dot]A). Based on our content analysis, 37 articles had any focus on technology leadership as defined by the NETS[middle dot]A. Although we found all indicators of the standards were covered to some degree, there was a glaring lack of in-depth research around this topic. In fact, nearly 68% of the articles were simply descriptive in nature. We determined that Standard 4: Systemic Improvement and Standard 5: Digital Citizenship were least studied in the current body of literature. We conclude that more scholarly efforts need to focus on topics germane to the technology standards for school leaders. (Contains 3 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:
Higher Education; College Faculty; Organizational Development; Organizational Change; Foreign Countries; Faculty Development; Professional Associations; Response Rates (Questionnaires); Teacher Surveys; Context Effect; Accountability; Student Diversity; Technological Advancement; Technology Uses in Education; Interdisciplinary Approach; Teacher Characteristics; Teacher Responsibility; Teacher Role; Technology Integration; Leadership; Educational Administration

Abstract:
Faculty development has been evolving in focus and form over the past five decades. Originally organized around sabbatical leaves, faculty development now offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals. As both faculty members and faculty developers with over fifty collective years of experience in higher education in the United States and internationally, the authors believe faculty development is a key strategic lever for ensuring institutional quality and supporting institutional change in higher education. With higher education institutions and the faculty within them facing new challenges and opportunities, what is the future of faculty development? In this article, readers are pointed to innovations in faculty development that are appearing on the horizon, in the context of changes and challenges confronting higher education institutions. Thoughts about the structures and processes in the practice of faculty development that need attention and some of the pressing issues in the field as a profession are shared. This analysis is drawn from the authors' previous research and writing, as well as the work of others, concerning academic work and workplaces, faculty careers, and faculty development. In particular, this article draws substantially on findings from an in-depth study of faculty development professionals in North America. In that study, developers from the United States and Canada who were members of the oldest and largest professional association for faculty development scholars and practitioners in North America, the Professional and Organizational Development (POD) Network in Higher Education, were surveyed. Formed in 1974, POD's membership currently includes faculty developers from some forty countries, with the largest membership in the United States and Canada. From its outset, POD's purpose has been to support improvement in higher education through faculty, instructional, and organizational development activities. In this article, findings of the study are drawn from to highlight the issues that should be addressed through faculty development in the future. A few issues concerning the study require special note. The survey was sent to the full POD mailing list of members (999 names). Completed surveys were received from 494 developers at 300 higher education institutions in the United States and 31 institutions in Canada, resulting in an overall response rate to the survey of 50 percent. Thirty-nine percent of the respondents were men, and 61 percent were women. Understandably, this census of faculty developers does not necessarily represent the scope and proportion of all faculty developers, but it is representative of the membership of the field's largest professional organization in North America. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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