Volume 5, Number 2
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Activity variations #1 and #2 pertain to a school building level leader. Please note that the information in "The setting" part of activity variation # 1 consists of 7 items while "The setting" part of activity variation #2 consists of 10 items. The differences between variations #1 and #2 focus on how the school building level leader is confronted by the information contained in the "Today's events" section of each activity.
Activity variations #3 and #4 pertain to a school district level leader. Please note that the information in "The setting" part of activity variation # 3 consists of 8 items while "The setting" part of activity variation #4 consists of 10 items. The differences between variations #3 and #4 focus on how the district level leader is confronted by the information contained in the "Today's events" section of each activity.
Each team is to independently review and then use the written information provided to them in their respective version of the activity they received to: (1) identify the leadership issue(s) they believe the leader faces; (2) determine which ISLLC standard(s) they believe should provide over-arching structure for the leader as he/she prepares to address the identified issue(s); (3) develop and justify a strategy (or strategies) they believe the leader should use to address with the issue(s); (4) identify consequences that might occur as a result of the leader implementing the strategy (or strategies) they developed; and, (5) prepare, present, and explain to the class all of their responses for each of items (1) - (4) as listed directly above.
AVAILABLE AT: http://cnx.org/content/m34300/latest/
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Abstract: In this study, the researchers examined the graduation rates and attendance rates over a two-year time period (i.e., 2004–2005 and 2005–2006) for students enrolled in traditional or alternative academic high schools in the State of Texas. Through collection of statewide data using the Texas Education Agency Academic Excellence Indicator System, graduation rates and attendance rates were compared between students enrolled at traditional high schools with at least 70% at-risk students and students enrolled at alternative academic high schools (i.e., a minimum of 70% of at-risk students have to be enrolled). In all four analyses, traditional high schools with at least 70% at-risk students had higher graduation rates and higher attendance rates than did students in the sample of alternative academic high schools. Implications of the findings are discussed.
AVAILABLE AT: http://cnx.org/content/m34077/latest/
Keywords: alternative schools, student achievement, graduation rates, attendance rates
| Full Text | [ ] | 203 kB |
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Abstract: Instructional leadership faculty in the College of Education at the University of South Alabama in Mobile, Alabama, worked with local school district superintendents and other stakeholders to redesign its leadership curriculum to teach the knowledge and skills instructional leaders need to improve student achievement. The capstone experience of the redesigned curriculum was a semester-long internship during which residents practiced leadership behaviors under the supervision of a mentor principal in a school setting. Residents completed 18 authentic assignments during the semester; mentors offered formative feedback on each of them. The new curriculum was evaluated with The Leadership Practices Inventory, the PRAXIS II examination, and surveys completed by mentors and residents. The results are conclusive: aspiring school administrators learn to become leaders when they practice leadership behaviors in a school setting under the supervision of a mentor for an extended period of time.
AVAILABLE AT: http://cnx.org/content/m34358/latest/
Keywords: instructional leadership, program renewal, school administration
| Full Text | [ ] | 162 kB |
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Abstract: This paper explores the changing contexts of a globalized world, international development and their impact on educational practices focused on higher education institutions. Globalization has influenced the educational philosophy and classroom practices all over the world. Over the past two decades, significant economic and political changes have affected education. The forces associated with globalization have altered the context in which educators operate, and profoundly changed ones experience in both formal and informal education. Schools, colleges and universities have, for example, become sites for branding and the targets of corporate expansion. Many policymakers automatically look to market solutions. The impact and pervasiveness of these forces of globalization means traditional universities are in a period of marked transition.
AVAILABLE AT: http://cnx.org/content/m34497/latest/
Keywords: Globalization, Higher Education, Investment, Leadership, Policy
| Full Text | [ ] | 170 kB |