IEJLL: International Electronic Journal for Leadership in Learning
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Educational Partnerships: "What\u27s the News?" 3(20)
No full textWhat have we learned about Educational Partnerships from the 1998-99 IEJLL theme series? The 14 articles that were published provide a range of perspectives on university-school partnerships, school-community-business partnerships, and collaborations among three or more institutions. In this closing article, we offer our interpretations of some of the important issues raised by the series, such as the evolving nature of partnerships, the significance of a broad concept or "big idea" as a partnership focus, the impetus provided by technology, the impact of varying forms of leadership, and the potential consequences of conflicting purposes and ethics among partners
Assistive Technology Use and Abandonment among College Students with Disabilities, 3(23)
No full textThe use of assistive technology by college students with disabilities is a necessary tool to enhance their academic success. Many individuals with disabilities, however, discontinue use of their technology. Discontinuance represents a waste of functional abilities and a disadvantage to college students with disabilities. The purpose of this study was to report the rate of use and abandonment of assistive technology among college students with disabilities. Fifty-three college students with various disabilities participated in a survey on assistive technology device use and abandonment across the domains of home, school, recreation, leisure, hearing, vision, and mobility. Results showed that a total of 51 devices were abandoned across all domains. School was the domain with the highest rate of use and the second highest rate of abandonment. The mobility domain represented the second largest number of devices used and the largest number of devices abandoned. These findings demonstrate that college students are using assistive technology devices for school and mobility. However, they are also abandoning them at a high rate
Spirituality and the Principalship: Leadership for the New Millennium, 3(11)
No full textA large number of aspiring principals coming out of our leadership preparation programs each year, possessing skills in school law, school finance, organization, planning, evaluation, and technology, are at best informed educational managers. Professors in principal preparation programs find leadership more subjective than previously thought, more difficult to define, and virtually impossible to measure objectively. This article reviews the leadership literature and suggests that effective leadership is much more that a set of skills or competencies, and is related to a leader\u27s character, beliefs, morals, values, emotions, and spirit. To lead our schools and their communities into the new millennium, principals must strengthen the correlation between organizational success and their spiritual development
Realities Of Outcomes-Oriented Accreditation, 3(13)
No full textOutcomes-oriented accreditation is the newest form of accountability facing schools and universities across America. It specifies a process which includes needs assessment, identification of student achievement goals, development of strategies to meet the goals, collection of data, and analysis/interpretation for ongoing planning and implementation purposes. Issues which have emerged as potentially being problematic include development of trust, buy-in to the data-driven model, and lack of preparedness on the part of many teachers to be involved. Although outcomes-oriented accreditation is sound conceptually, the reality of implementation presents numerous challenges
Approaches to Comparology, 3(15)
No full textEducation authorities are increasingly looking beyond their own boundaries for ways to enhance their own education system. This tendency is reinforced by the amount of information - national and comparative - which is available through surveys and online. At the same time, authorities in the UK have criticised the quality of comparative research. This article explores some of the particular constraints on conducting comparative studies and suggests ways of minimising their effects, whilst managing the expectations of users of such research
Two Studies of Teacher Learning, 3(3)
No full textTeachers need to develop new informational and technological skills, as well as feelings of competence and confidence, in order to help their students to use the Internet for learning. To develop these skills and dispositions, teachers need support for their learning and a user-friendly technological infrastructure. This article reports findings related to teacher learning from two phases of an ongoing program of research investigating Internet use in Alberta schools. Teachers\u27 experiences as they learned about the Internet were examined through school-based projects and through a provincial survey. The findings suggest that important aspects of technical support and learning support are lacking for many Alberta teachers
Insights From a Sequence of Educational Partnerships That Spanned a Quarter Century, 3(10)
No full textAn unprecedented set of circumstances in Northeastern Ontario encouraged individuals from five different types of educational agencies to try to work together over a long period of time toward the improvement of educational practice. The prerequisite for involvement in any newly-initiated project was the willingness to use the conceptual products developed in previously completed projects as a starting point for current project thinking. The result was a long sequence of "conceptually cumulative partnerships" that generated a comprehensive set of schemes for the analysis and development of curriculum and instruction. Although several of the products of these partnerships have shown remarkable durability and interpretive power, to date they have had limited impact on educational practice on a broad scale. Implications are drawn for the recently-initiated round of attempted partnerships among social "helping" agencies who hope to integrate the impacts of their individual programs on human development and empowerment
Classroom Management and Caring: A Primer for Administrators and Teachers, 3(24)
No full textClassroom management in America remains controversial. Given that different philosophies and approaches are preferred, a systematic study pertaining to characteristics of effective practices seems relevant. This paper provides an historical account of classroom management, reviews the extant literature, and elaborates on issues associated with effective classroom management approaches that are important for administrators and teacher to consider
Review Essay: Points of Viewing Children\u27s Thinking: A Digital Ethnographer\u27s Journey, 2(8)
No full textThis is a review of Ricki Goldman-Segall\u27s Points of Viewing Children\u27s Thinking: A Digital Ethnographer\u27s Journey, New York: Lawrence Erlbaum Associates, 1998, 285 pages, $29.95 (U.S.-paper) ISBN 0-8058-2431-6 (cloth) ISBN 0-8058-2431-4 (paper)
Meeting the Challenge of Information Technology Through Educational Partnerships: A Case Study, 2(11)
No full textThis paper describes how one Canadian high school developed partnerships with the district, the provincial department of education, the community, federal government agencies, and a university faculty of education and how these partnerships contributed to its success as it introduced technology across the curriculum. This high school is recognized nationally and provincially as an outstanding school with exceptional leadership in dealing with multiple changes. Using a design adapted from Lieberman (1995), we conducted a case study whereby working with school administrators and teachers, we explored how change has occurred. We chose our methodology based on an assumption that collaboration with school personnel was essential if we were to understand how change occurs, how leadership is provided, who the leaders are, and how obstacles are overcome along the way