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Ivory, Gary; McClellan, Rhonda; Hyle, Adrienne E. – Educational Considerations, 2009
In this article, the authors propose that pragmatism is a perspective with great promise for understanding and researching the work of small district superintendents and developing the abilities of both pre-service students and in-service practitioners to do that work. They maintain, based on their reading of focus group interviews with small…
Descriptors: Critical Theory, Focus Groups, Instructional Leadership, Superintendents
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Davila, Gilbert – Educational Considerations, 2009
All students have the right to a quality education. At the same time, future principals will likely face the challenge of educating the most diverse student body since the turn of the 20th century. In this commentary, the author provides principals, new and experienced, with the means to navigate successfully the challenges of meeting the…
Descriptors: Principals, Elementary Secondary Education, Administrator Responsibility, Administrator Role
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Rodriguez, Mariela A.; Murakami-Ramalho, Elizabeth; Ruff, William G. – Educational Considerations, 2009
Principals in urban settings serve elementary schools often densely populated with highly mobile, ethnically diverse, and economically disadvantaged students. Due to the changing landscape of increasing accountability issues required by the "No Child Left Behind Act (NCLB)" (2001), principals must adjust the mission of the school…
Descriptors: Social Justice, Federal Legislation, Economically Disadvantaged, Accountability
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Johnstone, Christopher J.; Dikkers, Amy Garrett; Luedeke, Amalia – Educational Considerations, 2009
The purpose of this study was to determine to what extent superintendents' leadership practices are influenced by the contemporary focus on the "No Child Left Behind Act" of 2001 (NCLB). The authors hypothesized that a national policy as pervasive as "NCLB" would have an impact on how superintendents lead, and they sought to…
Descriptors: Federal Legislation, High Stakes Tests, Accountability, Instructional Leadership
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Wasonga, Teresa A.; Christman, Dana – Educational Considerations, 2009
This study explored the strategic use of negotiating as a tool for creating and enhancing democratic communities. A total of 44 principals from four elementary schools, two middle schools, and one high school, provided data for this study. Results found that within schools, principals used certain skills to negotiate bureaucratic roles, and…
Descriptors: Democracy, Principals, Elementary Secondary Education, Educational Improvement
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Miller, Teresa Northern; Salsberry, Trudy A.; Devin, Mary A. – Educational Considerations, 2009
This study of the superintendent focus group interviews from the "Voices 3" project adds to the research base with regard to the range and nature of the types of power experienced or used by superintendents. Using the French & Raven/Andrews & Baird model of seven types of power, the authors analyzed superintendents'…
Descriptors: Focus Groups, Leadership Training, Superintendents, School Districts
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Obiakor, Festus E.; Beachum, Floyd D.; Williams, Darrell; McCray, Carlos R. – Educational Considerations, 2006
With increased debates over various aspects of special education, it has become apparent that multicultural leadership is needed to prepare school administrators and teachers to design effective special education programs. In this article, the authors discuss several aspects of administering successful programs for multicultural students. To be…
Descriptors: Special Education, Ethnic Diversity, Special Needs Students, Leadership
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Jefferson, Anne L. – Educational Considerations, 2006
In the academic world, there is an assumption of reasonable administrative conduct. In fact, to ensure such conduct, universities, like other public institutions, may have collective agreements to reinforce this assumption. However, in some cases, the university as employer can very quick off the mark should any faculty member wander into what it…
Descriptors: College Faculty, College Administration, Case Studies, Work Environment
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Ashbaker, Betty Y.; Morgan, Jill – Educational Considerations, 2006
The No Child Left Behind (NCLB) Act of 2001 provided a clear mandate to school administrators to provide additional training for professional and paraprofessional staff. With its requirement that school districts must ensure that all staff are "highly qualified" for the roles assigned to them, it leaves no room for excuses or…
Descriptors: Federal Legislation, State Regulation, Supervision, Disabilities