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The Prospects of State Directed Reform in Education
Get PDFv, 152 leaves. Advisor: A.P. JohnsonThe problem. To improve policymaking in Iowa, the intent of this study was to inform legislators and others in the policy process about the implementation of this state's accountability
legislation. This study was one of seven funded by the FINE Foundation in support of this goal.
Specifically, the problem was to analyze factors that assisted in translating policy mandates into action at the local level. The perceptions of those responsible for implementing were described and recommendations made for future educational policy design.
Procedures. Qualitative methodology was chosen because of the contextual perspectives it provides. Twenty-seven teachers, administrators, and board members were selected from three
active school districts and asked five research questions. Through open-ended interviews and
document review, the role of implementation variables and policy consequences were analyzed
to develop conclusions, implications, and recommendations.
Findings. Six themes emerged from the interviews and document reviews. They included: (a) a culture of ldcal change that existed prior to the state policy; (b) perceptions of policy intent; (c) how the policy impacted the school; (d) barriers to implementation; (e) unintended consequences of the policy; and (f) recommendations to legislators.
Conclusions. Six conclusions became evident: (a) the intent of HF 2272 was decidedly unclear; (b) all of the districts in this study were beneficiaries of prior leadership in change;
(c) regardless of intent, the policy increased bureaucracy and decreased professionalism; (d) the
policy failed to increase citizen participation; (e) the policy redefined success; and (f) if
legislators intend to provide continuous improvement in Iowa education, they need to be more attentive to their policy-making role.
Recommendations. Recommendations to policymakers included: (a) don't abandon schools: create feedback systems between statehouse and the schoolhouse; (b) create a legislative response to accommodate the varying capacities of Iowa schools; (c) increase the likelihood of long-range planning or turn the responsibility over to someone who can; (d) honor capacity where it exists and create capacity where it does not exist
"The Academic mission and copyright law: are these values in conflict?"
No full textMarcia W. Keyser is currently an instructional librarian at Cowles Library at Drake University. She is also responsible for teaching an Information Literacy course. Marcia can be contacted via email at [email protected] the academic mission of a university is to foster teaching and research, and the purpose of copyright is to "promote the sciences and useful arts," where is the conflict? It is in the day-to-day use of copyrighted materials, and the growing enforcement of anti-infringement policies. When professors and students use readings, graphs, images, recordings or publications in any format, someone is likely to be paying a copyright clearance fee. In some circumstances, such a fee is not necessary but it is paid out of fear or misunderstanding of the law. In other circumstances, it is the result of overzealour enforcement of clearance fees or of stringent anti-infringement policies. This presentation will outline several situations in which copyright enforcement has interfered with the academic mission at a typical institution of higher education. Examples include prohibited uses of articles or graphics from licensed electronic databases; overpriced course readings provided via commercial copy-shops or via E-reserves; computer security research; campus film series; and some dubious educational efforts produced by copyright enforcemnet advocates. It will conclude with a look at two potential solutions: better licensing, and open access publishing.Center for Intellectual Property, University of MD-University College, Adelphi, Maryland, June 10-11, 200
Is the Wheel Unbalanced? A Study of Bias on Zoning Boards
Get PDFThis article describes an empirical study of the occupational composition of zoning boards in Iowa. The study finds that both zoning adjustment boards and planning commissions are heavily weighted toward white-collar professionals; labor and agricultural interests are significantly under-represented. Moreover, the study finds that boards are heavily populated with those who stand to gain from property development. The study recommends that legal restrictions on board appointments be tightened to ensure a better cross-section of the community is represented
"The Role of the theological faculty in the universities of North American and Europe, 1957-1958: a survey and report"
No full textJohn Emory McCaw, Professor Emeritus, Drake University A.B. Drake University; B.D. University of Chicago; D.D. Butler University; Fellow, Union Theological Seminary, N.Y.C. Interchurch Council, University of Chicago,1941-2; Student Christian Foundation, Southern Illinois University, 1943-45; Department of Student Work, Christian Church, 1945-50; Divinity School and Department of Religion, Drake,1950-82. Seatlantic Grants through Association of Theological Schools: 1957, " Role of Theological Schools in Universities; 1966 "Catholic Protestant Relations in America". Please note that the pagination of the original text (180 pages), as indicated in the table of contents, is different from the PDF format (150 pages).This report on the survey of "The Role of the Theological Faculty in the Universities of North America and Europe, 1957-58", as informal and unscientific as it was, may still serve as a benchmark for a contemporary study of the "Role" nearly a half century later. Each institution studied may look at itself and see what has happened. Denominations may also see whether the university setting for at least part of ministerial training is pertinent. The difference between the study of religions and the training of clergy within a specific confession may be noticed in the contrast between yesterday and today. Now, such a study could be conducted electronically and would not require much, if any, travel. This report can also be mined for anecdotes which tell of the personal life and interestes of many who at one time were well known theologians as well as persons in other fields, few of whom yet survive. 1957-58 was also a time when decisions being made still ricochet into the present. As I studied my notes I amazed myself at some of the almost predictive observations I was led to make after visiting with persons who shared unusual and inclusive information. (text taken from author's preface)John McCaw is Professor Emeritus in the Religion Department at Drake University. His wife, Maxine Gamb McCaw edited, proofread and typed this text. His email is [email protected]
THE EFFECTS OF WORK ROLE TRANSITION ON SURVIVOR RESPONSES TO LAYOFFS
No full text117 leavesThis study explored the layoff experience of ten survivors of downsizing who as a result of corporate restructuring transitioned into different jobs, examining how the participants responded to the role transition and the effect it had on their downsizing experience. In addition, the research attempted to determine if and where the participants fit within the model of survivor responses to layoffs as suggested by Mishra and Spreitzer (1998). Using qualitative inquiry, in-depth semi-structured interviews were employed for data collection to uncover the participants' experiences while a two-question survey was used to determine their placement in the Mishra-Spreitzer model. The results of this research suggests that the downsizing experiences of these ten individuals were negatively impacted by a lack of trust in the organization's leadership coupled with a lack of clear, consistent, and frequent communications from that leadership. The research also identified the positive impact local managers could have on employees' attitudes toward their job and the organization in general if the local managers shared information and demonstrated they valued and
appreciated those in their charge. The role transition experienced by these participants initially had a negative effect on their thoughts and attitudes toward the organization and their reaction to downsizing, however these negative effects seemed to diminish over time. The model of survivor responses to downsizing as suggested by Mishra and Spreitizer found 8 of the 10 participants thought they fit the response type in which they were placed, the remaining 2 participants did not believe they fit the response type .
Recommendations for future study could include a look at communications at various levels within the organization, a comparison look at role transition through the use of a control group, and a quantitative reexamination of the Mishra and Spreitzer (1998) model
A Study of Web-Based Distance Learning Perceptions and Concerns of Superintendents and High School Prinicipals in Iowa
No full textix, 188 leaves. Advisor: Jack A. Gerlovich.The problem: This study was designed to identify the perceptions and concerns of superintendents and high school principals in the state of lowa
related to Web-based distance learning. In addition, it will provide an inventory of
Web-based distance learning taking place in K-12 schools in lowa. No research currently exists on the concerns school leaders have about Web-based distance learning and how this might affect the facilitation of this innovation.
Procedures: Qualitative measures combined with a quantitative data gathering instrument were used to identify perceptions and concerns of
superintendents and high school principals and to compile an inventory of Web-based distance education efforts among public school districts in lowa. The survey included all superintendents and high school principals in the state of
lowa. The three instruments used were the Web-based Inventory Questionnaire,
the Open-Ended Statement of Concerns Questionnaire, and the Change
Facilitator Stages of Concern Questionnaire.
Findinqs: Nearly half of the superintendents stated they knew of some type of Web-based distance learning course being offered by their district, but the student enrollment figures showed that Web-based distance learning is still in its beginning stages and enrollment in lowa lags compared to national figures. Students are taking courses predominately for college credit. Administrators' main concern focused on studen/teacher interactions. School administrators are overwhelmingly in the stage of awareness.
Conclusions: School administrators are unaware of the implications specific to Web-based distance learning and relate best to this innovation by
comparing it to the traditional classroom. Administrators have concerns about other issues and priorities besides the facilitation of Web-based distance learning.
Recommendations: An effort should be made by Iowa's school leaders to increase their awareness and knowledge about Web-based distance learning.
Without dialogue taking place regarding Web-based distance learning, the restraints of traditional teaching models will be very difficult to break. Effort should be made to address school administrators' major concerns identified in
this research and to identify needs of students, besides the college bound, that might benefit from a Web-based format
The consumption of television programming: development and validation of the connectedness scale
Get PDFAndrew T. Norman is a professor of marketing in the College of Business and Public Administration at Drake University. He can be contacted at [email protected] consumption of television programming is of particular interest to consumer researchers because of the potential influence of television characters as referent others. Connectedness characterizes the intensity of the relationship(s) that viewers develop with television programs and their characters. We describe a threephased
research program that develops and presents preliminary validation of a measure of connectedness. We differentiate connectedness from the related but distinct constructs of attitude and involvement. The potential of the connectedness scale to further our understanding of the consumption of television programming
and its psychological and sociological effects on viewers are articulated and tested in a series of studies
Law School Enters the Matrix: Teaching Critical Legal Studies
No full textCritical legal theory should be more widely taught as a useful way of analyzing the law. Recent critiques of CLS do not diminish its usefulness as a tool for teaching critical thinking. Many professors, however, find it difficult to convey the essential concept of CLS in a way students can grasp. This article suggests that the popular movie "The Matrix" may provide a method of explaining critical theory to students
Comprehensive School Improvement Mandates : The Challenge For Iowa's Small Schools
No full text161 leavesThe problem. The problem of this study was to describe how educators from Iowa's small
districts understood the intent of House File 2272 and how they implemented that
legislation. Further, this study sought recommendations from educators for legislators to consider in making future policy. This was one of seven studies of 2272 sponsored by the
FINE Foundation.
Procedures.
Qualitative methodology was selected for this study to gather contextual perspectives.
Semi-structured interviews were conducted, data transcribed and coded, and district
documents collected and reviewed. Site reports were provided to participant districts to
serve as a member check.
Findings.
Cross-site findings included; (1) while accepting the intent of increased
accountability, educators suspected legislative biases against small schools; (2) leadership provided the supports to facilitate successful implementation; (3) HF 2272 did not hinder community relations and perhaps enhanced them; (4)assessment became more
formalized and districts more data-driven; (5) barriers of time and money existed, but
change issues and teacher turnover were also formidable; (6) unintended consequences
included increased educator workloads, a narrowing of curriculum, and a perception that
policymakers disrespected educators; and (7) a call for greater voice for educators in
future policy decisions was heard.
Conclusions.
Conclusions drawn: (1) efforts prior to 2272 paved the way for successful implementation of that law, (2) central office leadership was key to implementation, (3) going beyond compliance required addressing barriers skillfully, (4) legislative intent and
suspected motive sent conflicting messages to educators, (5) adaptation was a way of life in small schools, and (6) policymakers must provide resources if deep reform is the goal. Recommendations. In the broadest terms, educators wanted legislators to understand that if the legislature was to reform education in Iowa, they had to first gain a significantly more refined understanding of schools and the governance of the system that they wish to change. As important, to make a convincing effort that their efforts were not just politically motivated, they had to show support for the reform effort
A Study of the Condition of "Good Work" in Educational Leadership in Iowa
No full textiv, 180 leaves. Advisor: Sally Beisser.Extending the research of Gardner, Csikszentmihalyi, and Damon (2001) in the fields of genetics and journalism and pursued because "we are convinced that the challenge of good work confronts every professional today" (p. ix), this study focuues on the question of what it means to carry out good work - "work that is both excellent in quality and socially resposible - at a time of constant change" (p ix) in the field of educational leadership.
This study is qualitative in nature, combining features from the traditions of grounded theory and ethnography to provide a thick and rich description of good work in educational leadership in Iowa. One central research question, "What does it mean to carry out 'good work' in the professional realm of educational leadership in Iowa today?" guided the study. Over 120 pages of data were collected from semi-structured interviews of 10 high-profile, influential educational leaders from the state of Iowa. These leaders were specifically selected through a collaborative identification process with School Administrators of Iowa. Data analysis and verification included searching for themes through the processes of open, axial, and selective coding; triangulation; member checks; and interpreting the data to make sense of the findings. The resulting findings were written in an ethnographic narrative style to present a meaningful, contextual description of the discoveries and to provide the opportunity for authorial "voice".
This study found that good work (defined in terms of excellence and ethics) exists for these 10 educational leaders through the building of relationshps, leadership, focusing on student need and achievement, moral purpose, decision-making, transparency of processes, and accountability. Their efforts to carry out good work are supported by professional organizations, strong relationships, influential individuals, high expectations, effective communication, integrated personal belief systems, and personal efficacy. Efforts to do good work are challege by resource limitations, political mandates and accountability systems, systemic and societal changes, and subtle shift to a market based educational system, and the continual struggle to determine the "greater good" in any given circumstance.
Fundamentally, those who choose educational leadership as a profession do so for a greater good; to make a difference in the lives of children, subsequently shaping the future of our society and even the world. It is the conclusion of this study, that despite the incresing challenges, prominent educational leaders in Iowa are engaging in high quality work in a socially responsible manner. As a result, the perception prevails that the future of educational leadership is an optimistic one