IEJLL: International Electronic Journal for Leadership in Learning
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Perceptions of College Faculty Regarding Outcomes Assessment, 13(2)
No full textThe perceptions of college faculty regarding outcomes assessment were explored using a qualitative interview research approach. Three faculty members at a liberal arts college in the United States were interviewed about their understandings, reactions to, and concerns regarding the assessment movement. Faculty members differed in their understandings of assessment and articulated a number of concerns with the current emphasis towards implementing assessment in higher education. Faculty understood assessment to be a primarily quantitative endeavor and a means of accountability as well a process of identifying learning objectives. In addition, faculty expressed resistance to the idea of assessment and perceived it to be a distraction rather than an important aspect of the teaching-learning process. Some faculty thought that the growing importance of outcomes assessment was indicative of a lack of trust in the ability of faculty to competently perform their duties. Implications of these findings for engaging faculty in the assessment process are discussed
Examining the Invisibility of Girl-to-Girl Bullying in Schools: A Call to Action, 13 (6)
No full textEducational Leaders’ Challenges in Creating Equitable Opportunities for English Language Learners, 13(3)
No full textThe purpose of this position paper was to explore the challenges faced by principals in
creating equitable opportunities for English language learners (ELLs) in the United States. We
questioned “To what extent are educational leaders encouraged to create environments that value
cultural diversity and the promotion of English language learners?” Our inquiry was prompted
by the dearth of research in the U.S. supporting multicultural programs, coupled with the
resistance of and minimal efforts by legislators to support policies that promote the improvement
of ELLs. Using a review of literature, and informed by scholars who have examined the
“Americanization” phenomenon, we analyzed state and federal educational policies focused on
the promotion of ELLs. We considered whether these policies, intended to help students, are not
in fact hindering educational leaders’ efforts to create environments in which multiculturalism is
valued
Alberta\u27s Student Teacher Practicum: A Legal Analysis of the Statutory and Regulatory Framework, 13(1)
No full textIn 2005, a total of approximately 2, 915 student teachers were placed for practicum[i] purposes in Alberta’s schools by the five Alberta universities which offer teacher preparation programs leading to the Bachelor of Education degree: the University of Alberta,[ii] the University of Calgary,[iii] the University of Lethbridge,[iv] King’s University College,[v] and Concordia University College of Alberta.[vi] That number of placements was not unusual and indeed may increase if other institutions are accredit by the Alberta Government for the provision of teacher preparation.[vii]
The legal framework for the student teacher practicum is based upon Alberta’s statutes and regulations as well as agreements between the Government of Alberta and the above mentioned institutions. Moreover, the Alberta Teachers’ Association (ATA)[viii] has entered into an agreement with the universities regarding matters related to cooperating teachers,[ix] and seconded teachers.[x] However, an examination of the legislation and various documents disclose some areas of concern.
This paper is based upon Alberta’s legislation and documents which are relevant to student teachers’ practicum and addresses the above mentioned concerns by, a) describing the practicum framework, b) analyzing the implications of that framework, and c) recommending legislative amendments, agreements between the parties, and lastly, the creation of school districts’ policies. This paper does not address questions surrounding the legal rights and responsibilities of student teachers - which would include a further examination of both federal and provincial legislation and in particular, institutional policies and procedures. Those areas are currently being researched by the author
Exploring Diversity in Higher Education Management: History, Trends, and Implications for Community Colleges, 13(4)
No full textAs college and university campuses direct their efforts to include more diverse populations of students, campus leaders must consider whether there is merit in having a diverse population of administrators as well. The issue is of particular importance to the community college sector, since it is a primary point of entry into higher education for both traditional and nontraditional students.
The issue of diversity at the community college administrative level will be explored through discussions on the history of community colleges and management theory, the changing demographic in higher education, and how the changes affect community college administration
Building the Foundations for Data-Based Decision Making: Creating Consensus on Language and Concepts, 13(5)
No full textData Based Decision Making (DBDM), the process of gathering, analyzing, applying,
and sharing data in order to promote school improvement, has recently become a prominent
process in the quest to assist students in attaining educational success and helping schools
meet accountability benchmarks (Wayman, 2005; Poynton & Carey, 2006). This manuscript
presents a pilot study undertaken in a Mid-Atlantic state to discern foundational
understandings of DBDM by school staff. Results from the study reveal a lack of clarity on
the foundational underpinnings of DBDM, as well as a lack of assessment literacy
The ‘R’ Word in Teacher Education: Understanding the Teaching and Learning of Critical Reflective Practice Under Construction, 13(7)
No full textSelf Perceptions of Standards Acquisition during the Principal Internship, 12(5)
No full textThe intent of this study is to learn about principal intern perceptions of their grasp of the identified state principal standards for Colorado. A non-experimental comparative approach was used for this inquiry. Interns were trained to use an online journaling process called Journey Mapping. On a six point scale they rated themselves on their knowledge of the state standards. This was done throughout the academic year of the principal internship. Scores were analyzed initially, midway, and finally. Participants indicated an equal amount of learning for each of the intervals and showed significant growth. There was not a statistically significant difference between male and female participants or varying levels of years of experience
Slipping the Yoke of the Heroic Paradigm: Looking for Quantum Leadership, 12(21)
No full textIn this paper we argue that understandings and practice of leadership continues to be constrained by adherence to the “heroic” image, even in depictions of distributed and transformational leadership. We advocate making space for quantum leadership, those instances of direction-setting that emanate from the demos rather than its representatives. We present quantum leadership as resulting from the un-choreographed interactions of individuals anywhere in a group – many nudges that, in the aggregate, determine the direction of group activities and dispositions. It is leadership regulated not by bureaucratic control structures but decisions by individuals as to how they will interact with others. It is a type of leadership that has been overshadowed by the heroic paradigm
