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Descriptors:
Foreign Countries; Developing Nations; Profiles; Human Resources; Capacity Building; Principals; Elementary Schools; Secondary Schools; Educational Change; Instructional Leadership; Educational Legislation; School Administration; Program Implementation; Program Effectiveness; Rating Scales

Abstract:
In 1999 Thailand passed an ambitious national educational law that paved the way for major reforms in teaching, learning and school management. Despite the ambitious vision of reform embedded in this law, recent studies suggest that implementation progress has been slow, uneven, and lacking deep penetration onto classrooms. Carried out ten years after the launch of the reform law, the current research sought to expand on these earlier studies by examining the capacity of Thailand's principals to lead reforms in teaching and learning. The study developed a national profile of principal instructional leadership using a Thai Form of the "Principal Instructional Management Rating Scale" (Hallinger, 1994). The overall profile of 1195 primary and secondary school principals suggested a moderate level of engagement in two dimensions ("Creating a School Mission and Developing a Positive School Learning Climate") and a lower level of activity on the dimension, "Managing the Instructional Program". The results provide preliminary evidence which suggests that a more systematic human resource strategy is needed in order to ensure that Thailand's key school leaders have the knowledge, skills and motivation needed to support changes in teaching and learning envisioned in the nation's education reforms. (Contains 3 tables and 2 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:
Testing; Objective Tests; Social Studies; Standardized Tests; Curriculum Development; School Administration

Abstract:
The American Historical Association's (AHA's) Commission on the Social Studies was a compilation of prominent scholars who, from 1929 to 1934, investigated social studies education in American public schools in order to provide some cohesive recommendations for teachers. The AHA Commission had a controversial ending, with one of its members, University of Iowa curriculum professor, Ernest Horn, leading a protest against the Commission's final summary volume. This historical inquiry unveils that the cause of controversy revolved around the use of objective testing (now known as standardised testing) in the social studies curriculum, resulting in two duelling camps within the Commission: those who were against the use of objective testing and those who promoted its use. The Commission, therefore, became the battleground for one of the first debates on the role of standardised testing in the school curriculum. (Contains 2 figures and 100 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:
Foreign Countries; Developing Nations; School Administration; Gender Differences; Females; Teacher Education; Educational History; Politics of Education; Natural Disasters; Inclusion; Secondary Education; Administrator Effectiveness; Teacher Leadership; Staff Development; Educational Technology; Technology Integration; Principals; Educational Change; Instructional Leadership; Males; Foreign Policy; International Education

Abstract:
Successful school leadership is an issue currently being debated up and down Caribbean territories. Key issues in the ongoing debate include: students' outcomes and participation in the regional Caribbean Secondary Examinations (CSEC); teacher recruitment and retention; teacher training and continuing professional development (upgrading); and parental involvement. These issues point to leadership at various levels, whether in its exercise or in its influence, and are examined within and across national and regional education systems. Particular attention is given to debates around improving outcomes for students, teacher development and the role of the principal in leading school improvement. A source of debate about practice of school leadership in the Caribbean surrounds the issue of gender. Where are men in teaching? Where are men in leadership positions and positions of responsibility? Unlike in some countries where, for example, men tend to hold more leadership positions than women, especially at the secondary phase of education, in the Caribbean this is not the case: there are more female teachers at every level and more female teachers occupy leadership positions at every level. Within this book, gendered leadership as practised and enacted in the Caribbean is examined from religious, social, historical and political positions, pointing to a clear political dichotomy. There is no unitary definition of what can count as school leadership in the Caribbean, despite clear similarities of practices and approaches. What this volume argues, however, is that within the Caribbean region there are many similarities of experience for the practice and exercise of school leadership which draw on a common framework of teacher training, a common language and a common socio-political history that existed well before the formation of CARICOM through British colonisation. This book does not dwell on the period of British colonisation but discusses the extent to which this period in Caribbean history has influenced the practice of school leadership today, most notably in areas such as curricular and teacher training models. Education in emergency situations, such teaching and learning in severe weather conditions such as hurricanes, is also spotlighted. As a whole, the themes in this edited volume proffer an evidence-based approach to contemporary issues in school leadership in the Caribbean and extend the current literature in the field. Following a foreword by Peter Earley, this book contains these papers: (1) School Leadership in the Caribbean: approaches and development (Paul Miller); (2) School Leadership for Sustainable Education: reflections on Montserrat (Gertrude Shotte); (3) School Leadership and Inclusive Education in Trinidad and Tobago: dilemmas and opportunities for practice (Launcelot Brown and Jennifer Lavia); (4) From Management to Leadership: the case for reforming the practice of secondary education in Guyana (Raj Beepat); (5) High-Performing Jamaican Principals: understanding their passion, commitment and abilities (Disraeli M. Hutton); (6) Teachers as Leaders: building the middle leadership base in Jamaican schools (Dian McCallum); (7) Leadership and Staff Development: a tool kit for Caribbean principals (Charmaine Bissessar); (8) Every Click Matters: leadership and followership in ICT education in Jamaica (Paulette Watson); (9) Together We Can: sharing the burden of leadership (Livingston Smith); and (10) The Political Dichotomy of School Leadership in the Caribbean: a multi-lens look (Paul Miller). 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:
Teacher Effectiveness; Adult Learning; Professional Development; Assistant Principals; Principals; School Administration; Instructional Leadership; Academic Achievement; Observation; School Culture; Educational Environment

Abstract:
In the updated third edition of this highly successful book, leadership expert, Sally Zepeda offers savvy advice to both new and seasoned principals and assistant principals. You get practical tools and strategies, along with real-world examples to help you improve teacher effectiveness and boost student achievement. This edition features valuable resources for teacher evaluation and professional development programs, including: (1) Tools and procedures for conducting classroom observations and pre- and post-observation conferences; (2) How-to steps for assessing the culture and climate of your school; (3) Strategies to address marginal teaching; and (4) Techniques to support adult learning and professional development. 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:
Minority Group Children; Educational Change; Charter Schools; School Administration; Urban Education; Student Attitudes; Student Behavior; Achievement Gap; Progress Monitoring; Empowerment; Discipline; Personal Autonomy; Minority Group Students

Abstract:
Urban minority children are increasingly being educated at public schools run by charter management organizations (CMOs) characterized by a highly rule-ordered and regulated environment. These rules, enforced through continuous streams of reinforcements and penalties, while contributing to a tight focus on academics and a safe culture, have associated costs. The article scrutinizes four CMO commonalities, along with their implications: the pervasive adult monitoring of students, targeting behaviors tangential to learning, attributing independent agency to children who deviate, and student derogation by adults. It is concluded that rules can indeed be protective, but if not counterbalanced with opportunities for genuine choice and personal agency, the rules may quell students' desires and shrink their aspirations. A blanketing emphasis on obedience can create conditions for accepting instruction, but alone, it is dangerous, for students will not have developed their own compass to resist negative models. (Contains 3 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:
Adolescents; Technology Uses in Education; Secondary Education; Poverty; Scholastic Journalism; Class Activities; Learning Activities; Teaching Methods; Teaching Experience; Cost Effectiveness; School Administration; Social Support Groups; Social Networks; Web Sites; Rural Education

Abstract:
Research showing adolescents' ever-increasing use of digital devices, combined with calls from governmental officials to incorporate more technology into classroom activities, prompted this survey of Arkansas scholastic journalism advisers. The goal was to determine how they used digital communication devices in their teaching. Results showed lack of funding, lack of teacher experience, and lack of administrative permission suppressed use of several devices, while student-owned devices were used for a variety of journalism-related purposes. (Contains 2 tables and 56 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:
Leadership; Foreign Countries; Expertise; Educational Policy; School Administration; Accountability; Educational Change

Abstract:
In this article, we argue that leadership of schools is a form of performance that has become ritualised and routinised through the official scripting of policy texts that mandate how leadership of schools should occur. Our interrogation of recent policy scripts in Australia reveals that there is limited scope for leadership in schools to occur as accountability mechanisms and policy directives codify the professional expertise that leaders are required to possess, act out and act on. 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:
Interests; Special Education; Leadership; Ethics; Decision Making; Principals; Empathy; School Administration; Phenomenology; Disabilities; Semi Structured Interviews; Vignettes; Student Needs; Elementary Schools; Administrator Responsibility

Abstract:
Purpose: Given the increasing role of the principal in the administrative and supervision of special education programs and services, this research examines how elementary principals interpret their experience of leadership decision making as a moral activity in relation to the Ethic of the Profession and Model for Students' Best Interests. Method: A phenomenological-like research method was used to capture administrators' perspectives involving moral practice and ethical decision making as it relates to students with disabilities. The primary data collection strategy was participant interviews by means of purposeful sampling. Findings: Findings challenge the Ethic of the Profession's injunction, "the best interests of the student," as a central guiding moral principle in decision making. Evidence exists that the expression does hold some insight as a maxim to guide behavior, especially when principals decide for one student against all or most students within special education contexts. Theoretical Implications: Participants indicated a distinction and clear difference between the best interests of one student and the best interests of students as a group. Participants viewed the work of deciding and acting in the best interests of the student body as being qualitatively different than working and acting in the best interests of individual students. Practical Value: Dynamic ethical thinking expressed by most school leaders in this study involved a thick and rich combination of rule referencing; maximizing benefit and promoting nonmoral good; assessing one's character, motivation, and disposition and responding with empathy and personal investment; being reflective; and maintaining an open posture. Classification: This is a work of empirical research. (Contains 1 table and 2 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 Change; Work Environment; Human Resources; Middle School Teachers; Teacher Persistence; Faculty Mobility; Middle Schools; Secondary School Teachers; Teacher Surveys; Case Studies; Prediction; Statistical Analysis; School Administration; Discipline; Principals; Educational Environment; Urban Schools

Abstract:
This paper synthesizes findings from the Research Alliance's investigation of teacher turnover in New York City's public middle schools. These years are widely recognized as a critical turning point for students, and the NYC Department of Education (DOE) is pursuing a range of middle school improvement initiatives. The stability of the middle school teaching force has the potential to facilitate or complicate these efforts, yet there have been few studies of the rates and patterns of teacher turnover in the City's middle schools. This study provides the most current, comprehensive look at middle school teacher turnover to date. Drawing on a range of data sources--including DOE human resource records from the last decade, a survey of over 4,000 full-time middle school teachers, and in-depth case studies in four middle schools--this paper examines how long middle school teachers remain in their schools, how long they intend to stay, and what predicts whether or not they leave. It also explores how various aspects of teachers' work environment may influence these decisions. Among the key findings: Among middle school teachers who entered their school during the last decade, more than half left that school within three years--significantly higher than the rates seen for elementary and high school teachers. Of the teachers who leave, most exit the NYC public school system altogether, and only about 1 in 10 transition to another grade 6-8 school. The findings point to several strategies that may be useful for increasing middle school teachers' lengths of stay. The following are appended: (1) Description of Data Sources and Samples; (2) Methods; and (3) Who Are Middle School Teachers in NYC? (Contains 4 tables, 9 figures, and 48 notes.) [This report was produced by the Research Alliance for New York City Schools.] 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; Secondary Schools; Private Schools; Conflict Resolution; School Administration; Board Administrator Relationship; Teacher Administrator Relationship; Principals; Secondary School Teachers; Secondary School Students; Trustees; Questionnaires

Abstract:
This study investigated perceived CRSs (conflict resolution strategies) for the resolution of conflicts in non-government secondary schools in Benue State, Nigeria. Three research questions and three hypotheses guided this study. Proportionate stratified random sampling technique was used in drawing 15% of the population which gave a total of 500 respondents. The instrument used was CRSs questionnaire. This was used to collect data from respondents comprising principals, teachers, proprietors, and students. A four-point scale was used for the ratings of the respondents. Mean and "SD" (standard deviation) were used to answer the research questions. "T"-test statistic was used to test hypotheses 1 and 2, while a one-way ANOVA (analyses of variance) was used to test hypothesis 3 at significance level of 0.05. The major findings of the study are unnecessary interferences with the administration of the school by the proprietors and arbitrary increase of school fees by the school management, among others, constitute major sources of conflict. Findings on strategies for resolving conflicts include: agreeing on the procedure taken for the resolution of conflicts, encouraging parties to work together, taking staff and students' comments and suggestions, and involvement of school disciplinary committee and public complaint commission, among others. Based on the findings, recommendations were made. (Contains 6 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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