IEJLL: International Electronic Journal for Leadership in Learning
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Mission Statements of Private Universities and Public Universities: A Multi-Stage Mixed Analysis
No full textMission statements for the top 50 private universities and the top 50 public universities in the United States were examined to determine the extent to which their themes were similar or dissimilar in nature through use of a multi-stage mixed analysis. In the initial qualitative analysis, 15 themes were determined to be present among the sample: Leadership, Citizenship, Cultural Diversity, Life-long Learning, Excellence in Teaching, Excellence in Research, Creativity, Critical Thinking, Academic Achievement, Collaboration, Community Focus, Technology, Christian Focus and Spiritual Focus. Following the transformation of qualitative data into quantitative data into an inter-respondent matrix, all possible subsets discriminant analysis revealed six themes that differentiated public from private universities. Findings were compared and contrasted with previous studies of mission statements Implications of these findings are discussed
Bullying, School Violence and More: A Research Model, 12(19)
No full textThe objectives of this paper are twofold. First, a research model, namely, Model for the Study of Bullying and Other School Violence, is proposed, outlined, and delineated, arguing that this model is theoretically grounded and empirically validated by reviewing the related literature. In this model, five major components are proposed that are involved in the bullying-related studies. These components are: social, physical, affective, curricular and extracurricular, and school violence variables. The interrelationships among these components with the emphasis on bullying-related school violence are also presented based on the related literature. Second, an empirical study is conducted and the result is reported to partially assess the proposed model. Using a cross-sectional study of students in the seventh through twelfth grades in a Middle Western community, the interrelationships among the factors specified in the theoretical model were studied. Canonical correlation and regression procedures were used for the data analysis. Results of the analysis support the proposed model and are discussed in relation to the practical implications
Can Law Become Curricula\u27s Guidance Counselor?, 12(1)
No full textThis article asserts that curricula, a living text, ought to take into consideration the virtues of fairness, justice, and integrity as found in law, in order to judge controversial issues of curriculum. This assertion is argued through a comparison of jurisprudence and pedagogy, as well as law and curricula. Dworkin\u27s (1986) contention of "law as integrity" is used to frame the discussion from the perspective of law. Utilizing Wiggins and McTighe\u27s (1999) conception of "enduring understanding", tests of soundness regarding controversial curriculum are considered for examination to determine curriculum\u27s integrity
The Interactive Effects of Race and Teacher Self Efficacy on the Achievement Gap in School, 12(11)
No full textThis article investigated the interactive effects of race and teacher self efficacy on the achievement gap in math scores for one middle school. A modified teacher self efficacy scale was used to measure the teaching self efficacy of the students’ teachers. Two Way Analysis of Variance (ANOVA) procedures showed a main effect for the teacher self efficacy on the students’ scores on each benchmark test. Statistically significant interactive effects were found for student ethnicity and teacher self efficacy. The findings showed that students with highly efficacious teachers earned higher test scores than did students with teachers of a low self efficacy. These findings have serious implications for addressing self efficacy’s role in bridging the achievement gap in schools
Preserving the Learning Environment: Leadership of Time, 12(16)
No full textConcerns about effective use of school instructional time have been evident for many years. The more stringent demands of the newer accountability mechanisms have obligated educators to renew efforts to optimize the teaching and learning process. This study addressed the nature and extent of classroom instructional time erosion by external intrusion. More than 200 principals and assistant principals in 149 schools and 12 Louisiana school districts participated in a self-administered survey. The results indicate that encroachment upon instructional time remains problematic in many schools and that the leadership to adequately address the circumstance may be lacking
An Investigation of Technology Avoidance Effect Into Higher Education Environments: Some Empirical Evidence of Marketing Students\u27 Background and Their Use of Personal Computers Outside the Academic Culture, 12(2)
No full textThe major objective of this study was to test a research hypothesis in order to explain the technology avoidance effect in higher educational environments. We addressed the core research themes of our study using a survey. Our intention was to test marketing students\u27 perceptions in order to investigate the potent influence of a climate of non-innovation towards the empowerment of the technology avoidance effect in higher educational environments. We introduce the following definition for technology avoidance in this study: "A behavioral intention not to use a personal computer, where technology-based factors and personal factors are central in influencing the avoidance of technology. The behavioral intention not to use a technology derives the belief that there is no expectation that the technology will enhance job performance." From the statistical analyses it is clear that marketing students with different frequencies of Information Communication Technology (ICT) use and marketing students from different educational environments, three small business schools, present a very different set of perceptions and behavioral intentions. Based on the tests, we have accepted the research hypothesis, which means technology avoidance exists when an innovative culture does not exist. The research results showed us that technology-based factors and personal factors strength the technology avoidance effect in higher educational environments
Leadership Tensions and Dilemmas, 12(17)
No full textResults from the Tasmanian Successful School Principal Project (SSPP) survey concur with the four major leadership tensions and dilemmas identified in a background literature review. These tensions and dilemmas relate to internal/external control, ethic of care/responsibility, and an emphasis on professional/personal as well as leadership/management. The results also offer new insights. These insights include differences in the effects of the tensions and dilemmas based on principal qualifications, experience and gender, school size, socio-economic status (SES) and organisational capacity, and student social and literacy/numeracy success adjusted for school SES
K-12 technology audit: Lessons for school leaders, 12(6)
No full textThis article synthesizes findings from a technology audit to evaluate technology use and integration in the district of a moderate-sized suburban school district in a mid Atlantic state in the U.S. Survey and interview data were analyzed from administrators, teachers, students, and school board members. This district had in place a detailed technology plan yet half of the teachers and one third of administrators surveyed had no knowledge that the plan even existed. Issues such as access, pressure to cover content for standardized testing, and a strained relationship between the Information Technology department and the faculty emerged as barriers to effective implementation. Perhaps the greatest obstacle exposed by the audit was the district\u27s lack of vision to fuel growth, innovation, and risk-taking. Implications are discussed
Principals’ Openness to Change in Malatya, Turkey, 12(8)
No full textWhen change is deemed necessary, principals’ attitudes towards changes are significant for successful restructuring of schools. This study aimed to ascertain the extent to which principals in Malatya, Turkey, are open to change. A questionnaire was administered to 156 elementary and secondary school principals in Malatya, Turkey. This questionnaire consisted of 18 items describing and measuring principals’ openness to change on three dimensions: affective, cognitive, and behavioral. Results showed that principals were eminently open to the changes in every dimension regardless of demographic characteristics