IEJLL: International Electronic Journal for Leadership in Learning
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Review Essay: K-12 Web Pages: Planning & Publishing Excellent School Web Sites by Debra Logan & Cynthia Beuselinck, 6(15)
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Two Cheers for Standardized Testing, 6(2)
No full textThis paper is addressed primarily to those educators skeptical of or outright hostile to the regime of standardized testing facing schools, children, and teachers
The central theme of the paper is that standardized testing today is often used to attack or punish educators and/or schools, but that educators should not on that ground oppose testing; it is the use, not the test, that we should oppose. The tests, I will argue, are potentially liberating tools that can enhance both equity for the poor and democratic governance in general.
I also argue that the harmful effects attributed to testing are (1) not the consequence of testing at all, but evidence of educational difficulties that long pre-dates the tests, and (2) if tests do follow from the tests in some sense, they do not do so inevitably
What Can Be Done About Bullying? Students Speak Out, 6(23)
No full textStudents in one private school in southeastern Ontario were surveyed twice in two consecutive years on the topic of bullying and harassment. This article presents their solutions to overcome bullying, differentiating between what teachers can do and what students can do about it. Although much has been written on the topic of bullying and harassment, few studies are available that describe the students’ solutions.Yet, as the “stakeholders” of this issue are all students, it seems self-evident that they should be involved in its resolution. Moreover, with the focus on bullying prevention moving from the bully to the victim, and now to the peer group, suggestions from the student populace should be solicited and should have an even greater impact upon educators’ strategizing. The secondary students’ solutions are compared with those in the extant bullying literature and then briefly critiqued in terms of feasibility, fairness, and public choice
Teacher Professional Development and the Role of the Teacher Librarian, 6(12)
No full textRecent media coverage focused attention on a perceived “crisis” in Canada’s school libraries. Research findings in the U.S. have consistently shown positive relationships between student achievement and the presence of well-staffed and well-stocked school libraries. In Alberta, Canada, the number of qualified teacher-librarians has decreased drastically over the last twenty years. A web-based survey of 170 Alberta elementary teachers, and follow-up telephone interviews with fourteen teachers, revealed that 60% of respondents’ schools had no teacher-librarian. As a result, teachers acknowledged a need for increased professional support in selecting materials, planning instructional units, and accessing resources
Review Essay: Ghosts in the Machine: Women’s Voices in Research with Technology by N. Yelland and A. Rubin (Eds.), 6(18)
No full textStudent Reflection as a Tool for Assessing Standards, 6(25)
No full textWith the heavy emphasis on standards in education, maintaining an educational program that meets these standards and is yet fulfilling and meaningful to future educational professionals can be challenging. Through the use of reflective practice, one university is successfully implementing such a program—one that meets the state of Texas’ rigorous standards for school administrators, meets NCATE’s standards for educator preparation programs, and meets the unique needs of all students. This article describes the reflective practices used by this department to meet high standards successfully
Professional Development and the Adoption and Implementation of New Innovations: Do Teacher Concerns Matter? 6(5)
No full textAlthough the trend today is leaning toward including teachers in the decision-making process, policymakers have historically tended to design professional development activities based on skills and knowledge they assume teachers need, rather than allowing teachers to identify their needs and concerns when designing new programs. Research suggests that successful implementation of new programs depends on teachers’ participation and comfort level. Concerns theory reports that at the early stages of an innovation, teachers’ concerns tend to be more personal. As personal concerns are resolved, teachers tend to be more concerned about the application (task and the impact of the innovation). This study examines the importance of taking teacher concerns into consideration when planning professional development activities for new innovations using a sample of seventy-nine teachers from two rural school districts in Ohio who elected to participate in a two-week training session on SchoolNet computers and networking applications. The Stages of Concern Questionnaire (SoCQ), teachers’ weekly reflections, and journal responses provided the data. Results suggest that as teachers became more familiar with SchoolNet technology, there was a shift in concerns from personal to task and impact concerns
Governance and Accountability: Improving the Effectiveness of University-Provided Teacher In-service, 6(8)
No full textThis study was undertaken to assess the effectiveness of a university-provided teacher in-service program. Using Integrated Inquiry, data were obtained from expert practitioners delivering courses for a faculty of education during a summer session. Results indicate that the current system is an appropriate organizational model for the professional development of teachers. Curricula is updated regularly; professors and course instructors collaborate in course development; and teachers engage in experiential activities and reflection that effectively integrates theory and practice. Racial, cultural, and gender issues are addressed, although additional training in these areas is required and support materials are needed. Concerns were raised about the scarce resources allocated by the university to teacher development and the limited role of faculty in the professional development of teachers
Strengthening Family-School Relationships: Being in a Community of Inquiry with Grade 1 Teachers, 6(14)
No full textMost communities of inquiry are formed to meet specific school or district goals. This on grew as part of a larger research project. Over a six month period, we worked with Grade 1 teachers from schools in high poverty environments who had small classes. We have used Hord’s (1997) five characteristics to document the developments that helped form us into a community of inquiry on enhancing teaching for small Grade 1 classes