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Descriptors:
Leadership; Superintendents; Best Practices; Correlation; Educational Improvement; Administrator Role; Governance; Administrator Attitudes; Leadership Effectiveness; Leadership Role; Organizational Change; Educational Planning; Strategic Planning; Online Surveys; Questionnaires; Educational Practices; Professional Education; Operations Research; Critical Incidents Method

Abstract:
The purpose of this study was to explore the relationship between superintendent leadership and the operational processes of school improvement. School district superintendents (N = 226) from six southeastern states were surveyed concerning their leadership authenticity and school improvement practices. Descriptive statistics, analyzes of variance, Pearson correlation coefficients, and structure equation modeling were used to analyze the data. A significant and positive relationship was found between superintendent levels of leadership authenticity and their districts' use of best practices in the school improvement process. Implications for practice in academic professional preparation programs, for practicing administrators, and for governing boards are discussed. (Contains 3 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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Instructional Materials; Geography; Elementary Secondary Education; Geography Instruction; Educational Strategies; Change Strategies; Educational Planning; Partnerships in Education; Educational Improvement; Improvement Programs; Educational Needs; Needs Assessment; Instructional Development; Research Reports; Integrated Curriculum; Behavioral Objectives; Educational Objectives; Curriculum Development; Academic Standards

Abstract:
The National Geographic Society, the Association of American Geographers, the American Geographical Society, and the National Council for Geographic Education partnered to outline a "road map" for long-term strategies to improve K-12 geography education. The partner organizations assembled three committees to create synthesis reports, each of which examined and made recommendations for an area of geography education that is critical to improvement. These areas include education research, assessment, and instructional materials and professional development. The recommendations for each report revolve around advancing a common goal; presenting an approach to geography education that balances "knowing geography" with "doing geography." Articles summarizing two of these reports (Schell et al. this issue; Wertheim et al. this issue) are included in this issue of "The Geography Teacher." This short overview is designed to provide background for those two articles. 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 Planning; College Credits; Developmental Studies Programs; Career Exploration; Community Colleges; Two Year College Students; Remedial Instruction; Mathematics Instruction; College Mathematics; Enrollment Rate; Academic Persistence; Academic Achievement; Outcomes of Education; Observation; Semi Structured Interviews; Holistic Approach; Program Evaluation

Abstract:
Originally designed for students who test into at least two levels of developmental education in a particular subject area, FastStart is a compressed course program model launched in 2005 at the Community College of Denver (CCD). The program combines multiple semester-length courses into a single intensive semester, while providing case management, career exploration, and educational planning services. This report discusses the development of FastStart, its program features, and student perspectives, and it presents findings from a quantitative analysis of the FastStart math program. The authors find that participation is associated with higher rates of enrolling in and passing college-level math courses but not with increased persistence or with increased accumulation of college-level credits. The analysis suggests that FastStart makes it possible for students to complete the developmental math sequence and required gatekeeper math course more quickly than would otherwise be possible, without harming other long-term academic outcomes. The report also analyzes pedagogical features of FastStart drawn from classroom observations and interviews. (Contains 11 figures, 5 tables, and 18 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:
Community Colleges; Careers; Two Year College Students; College Role; Labor Force Development; Job Skills; Skill Development; Academic Degrees; Educational Attainment; Educational Planning; Career Planning

Abstract:
The importance of community colleges has never been as recognized by the country's state and national elected officials as it is today. Community colleges are viewed as an essential, if not the most essential, resource in addressing the economic and workforce development needs of many regions and communities across the country. This paper examines several challenges community colleges will need to address to meet workforce development demands and reach their full potential in preparing community college students for jobs and careers. The challenges identified are driven by ACT's accumulated data sets that illuminate three important workforce pipeline gaps: "skill", "degree target", and "planning". While the recommendations are not intended to be definitive answers, they are meant to contribute to the discussion, suggesting ways to help light the path for community colleges and to be responsive to changing workforce development needs. (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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Disabilities; Cognitive Ability; Intelligence; Educational Planning; Norm Referenced Tests; Special Education; Incidence; School Psychologists; Severe Disabilities; Children; Intelligence Tests

Abstract:
Students with severe and low-incidence disabilities comprise a heterogeneous population that often presents a challenge to the professionals charged with evaluating their skills and abilities. This is especially true in conducting a valid assessment of the cognitive ability of these children. Often, school psychologists are limited to the use of published norm-referenced tests (Fagan & Wise, 2000) that provide limited meaningful information to be used for educational and treatment planning and programming (President's Commission on excellence in Special Education, 2002). While these assessments can produce a comprehensive picture of intellectual functioning for most typically developing children, it is much more difficult to obtain a valid picture of overall cognitive functioning and to delineate relative strengths and weaknesses for children with severe and low-incidence disabilities. Utilizing commonly used cognitive assessment tools with these students may not provide meaningful data that can be used for educational planning and programming. It is extremely important that the assessment tools are appropriate to the population because the information related to cognitive skills is vital in educational planning and a significant component of treatment evaluation (Delmolino, 2006). This article provides a review of the literature examining a variety of tests of cognitive ability that can be used with students with severe and low-incidence disabilities. Recommendations for assessment practices for a range of specific low-incidence disabilities are described. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Planning; Foreign Countries; Colleges; Reputation; Social Networks; Internet; Institutional Mission; Instructional Leadership

Abstract:
Being distinctive has not always been critical for universities in the U.K. Until recently, significant economic and political forces--largely public funding and regulation--had pushed higher education institutions as a whole toward homogeneity. What is distinctiveness? For some, it's synonymous with being unique. What makes an organization distinctive is fundamentally its mission and strategy. Define what the institution wants to accomplish and excels at and one will uncover its distinctiveness. Being distinctive is not an end in itself. It gives students a reason to choose a university, yes. But being distinctive is about delivering what the institution has promised and ensuring that what it does and says contributes to its strategic goals. It's unlikely that an institution will have just one special thing that makes it distinctive. It's much more likely there will be a combination of factors, such as courses, location, and institutional personality. The whole process of establishing distinctiveness is not an easy or quick exercise; reputations are longstanding, and embedding change takes time. However, some of the most successful examples involve intelligent leaps, either a great insight into an organization based on data or perhaps new compelling communications that encapsulate big ideas. Distinctiveness must be real because universities are comprised of intelligent people who can see through unsubstantiated claims. Social media is reducing message control, so if an institution doesn't deliver or "make it real," the discrepancy ultimately will be exposed. Distinctiveness also must be rare because if another institution can easily replicate a position, it loses its advantage. And finally, it must be relevant because there is little point in highlighting qualities that do not matter. 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 History; Educational Change; Elementary Secondary Education; Educational Quality; Educational Planning; Educational Trends

Abstract:
Borrowing educational institutions and ideas from the past and from other contemporary education systems is a significant part of the educational history of many nations. Many of the current nations continue to probe the past for pleasure or insights, while some nations seek to erase much of their educational past. Further, an increasing number of contemporary governments and educational leaders actively seek to improve or redesign their educational programmes by borrowing current educational ideas, programmes, and institutions from other countries. This Introduction recognizes the legitimacy of multiple definitions of the term "world-class" but limits discussion to basic education. Thus, the focus here is on pre-university schooling. Attention will be given to the measurement of quality as an integral component of world-class education, approaches to its planning, and discussions of relevant contemporary issues and trends. (Contains 5 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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Educational Change; Foreign Countries; Higher Education; Economics Education; Teaching Methods; Lecture Method; Seminars; Educational Planning; Case Studies; Student Evaluation; Competency Based Education

Abstract:
The participation of Spain in the European Higher Education Area (EHEA) involves a number of important challenges for academics. Adapting to an educational model that is characterised by competence-based teaching is a difficult task, yet it is of paramount importance in the context of current reforms. In an educational system in which the traditional lecture prevails, learning-centred teaching represents a major cultural change with significant consequences. The objective of this study is to offer economics lecturers some practical techniques for use in the classroom. Specifically, it includes suggestions for the planning, preparation and teaching of lectures, seminars, tutorials, case studies, debates, and computer-based learning. It also provides practical advice on student assessment. (Contains 8 figures 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:
Hispanic American Students; Educational Planning; Institutional Mission; Institutional Characteristics; Position Papers; Program Content; Change Strategies; Institutional Advancement; Readiness; Educational Assessment; Educational Indicators; Information Policy; Institutional Role; College Choice; High School Graduates; College Bound Students; Educational Trends; Predictor Variables

Abstract:
This article seeks to identify and assess the readiness of "Potential" Hispanic-Serving Institutions (HSIs)--institutions located within Latino communities projected to increase the number of Latino/a high school graduates. Institutions are described based on evaluation of institutional missions, planning documents, programs, and marketing strategies--resulting in three institutional categories: unaware, aware, and committed institutions. (Contains 5 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:
High Schools; Advanced Placement; School Culture; School Counselors; Gifted Disabled; Talent; High School Students; Parent Attitudes; Teacher Attitudes; Counselor Attitudes; Dual Enrollment; Goal Orientation; Testing Accommodations; Educational Planning; College Attendance

Abstract:
Twice-exceptional students, those who have disabilities and display areas of gifts or talents, frequently spend their high school years with a focus on their disabilities. Using semistructured interviews, this study explores the perceptions of parents, teachers, and guidance counselors regarding participation of twice-exceptional students in Advanced Placement (AP) and for-college-credit classes. The supports and barriers for students with disabilities participating in AP and for-college-credit classes were identified. Additionally, participants included six college students who had taken AP and/or for-college-credit classes while still in high school. The results of this study indicated that school culture and early placement decisions affect enrollment in AP and for-college-credit classes for the twice-exceptional student. Inconsistencies between students' goals and transition planning and inconsistent implementation of test and environmental accommodations were documented. (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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