IEJLL: International Electronic Journal for Leadership in Learning
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Cultivating Teaching Partnerships: A Glimpse Into Queen\u27s New Teacher Education Program, 2(12)
No full textThe new teacher education program at the Faculty of Education, Queen\u27s University, Kingston, features an extended practicum in the fall. After a week at the Faculty, teacher candidates arrive at associate schools where they spend the rest of the term learning about teaching and schools, except for a two-week return to the campus for further course work. The focus of the program is an extended collaboration between schools and the Faculty of Education. Such a partnership is rich with potential, but is not without its difficulties. In this paper, two liaisons, one from a school and the other from the Faculty, describe their experiences in the first year of the new program and make recommendations to strengthen future partnerships
Official Perspectives of Some Australian Fundamentalist Schools, 2(5)
No full text"Train up a child in the way he should go and when he is old he will not turn from it". Proverbs 22:6 (From the Prospectus of Son Centre Christian School Ltd.)
In 1986 Peshkin published "God\u27s Choice - The Total World of a Christian Fundamentalist School." It was an account of Bethany Baptist Academy, a school encompassing one doctrine, one truth and one way. Peshkin (1986) observed that Bethany represented "the fastest growing segment of American education ... reputed to be opening at the rate of two and then three and four new schools per day ... " He continued that there remains "the question of what kind of alternative the fundamentalist Christian school offers". Erickson (in Peshkin , 1986) noted that the book would be "particularly useful as an antidote to the profound ignorance of fundamentalist schools that lies behind much public and private policy today." In Australia Anderson (1993) observed that the previous decade had witnessed a rapid growth of fundamentalist schools although as yet these constitute fewer than 2 per cent of the total. With the changes announced in the Australian Federal Budget of 1996, fundamentalist Christian schools may increase in numbers for conditions governing their establishment were relaxed.
We know little about Australian fundamentalist Christian schools and face the question Peshkin confronted, namely "what kind of alternative the fundamentalist Christian school offers?" This paper examines official perspectives of fundamentalist schools in one of Australia\u27s oldest cities and an Australian rural town. The paper focuses on the influence of faith on the three areas of enrolments, reason for enrolment and curriculum
Review Essay: Evaluating ESL Software for the Inclusive Classroom, 2(6)
No full textThis ESL software review essay represents a modest departure from conventional reviews. The essay proposes a series of criteria for making informed decisions about the process of selecting ESL software to support integrated classroom teachers meet the demands of inclusive classroom teaching. Our reason for writing such an article stems from our belief that classroom teachers and administrators play a distinctly different role in an inclusive educational model. They are required to access expertise from a variety of areas outside of their own. They are invested with the responsibility of making informed decisions in those areas. And they are faced with the complexity of managing a small staff of para-professinals, volunteers, parents and students, as part of their daily lives in the inclusive classroom setting. Our goal in this article is to assist teachers and administrators with this process by providing some principles and procedures that we have found useful in determining the best fit between our classrooms and available software. In addition to the criteria, we have included a range of ESL software series evaluations as a starting point
Program Survival Can Depend on Partnerships: Technology Education in Nova Scotia, 2(14)
No full textAs a result of the government closure of the Nova Scotia Teachers College in July of 1997, the province of Nova Scotia was without a Technology Education teacher-preparation program. After considerable deliberation over a period of two years, the government awarded the right to offer a new program to Acadia University in the spring of 1998. The proposal, which as finally accepted, demonstrates a unique partnership between Acadia University and Horton District High School. Practical aspects of technology education will be taught on-site at the newly constructed technology-rich high school with the balance of the program to be offered at Acadia University, home of the recent laptop initiative coined the "Acadia Advantage." The partnership represents the culmination of several years of leadership challenges spanning the university, public school and government settings
Assessing the Efficacy of an Experimental Alternative Middle School: A Case Study, 2(13)
No full textThe Alternative Middle School represented a collaboration between two school districts, city governments, a post secondary school, and a university. Findings revealed that although career awareness was one of the original three goals set for the school, student outcomes in this area were marginal. This is significant since the school was purposefully situated on the university\u27s research farm in order to enrich students\u27 contact with the world of work.
Perceptions of school climate and level of operational support greatly influenced the school stakeholders. The research protocol and the results obtained herein may suggest useful direction for the establishment and assessment of similar schools
Inquiry and Collaboration: Supporting the Lifelong Study of Learning and Teaching, 2(7)
No full textA study of 809 educators from across the United States illuminated basic themes of instructional leadership with particular attention to six elements of effective staff development that lead to powerful impacts on teachers
Successful Educational Reform: Lessons for Leaders, 2(9)
No full textSchool systems across North America are struggling to bring about educational reform in a climate of relentless change and diminishing resources. This paper presents findings from a three-year study examining how a new high school successfully implemented educational reform using innovative strategies such as creating a culture of change, valuing collaboration and shared leadership. The lessons learned from this new high school are important to educational leaders looking to implement reform in their schools
Croaks from the Lily Pad: Towards the Provision of a Peer Mentoring Program for Principals, 2(1)
No full textA recent survey sought to identify the professional development needs of principals in Nova Scotia, as perceived by those principals. In this article are explored three findings which arose from that study. First, it is reported that most of the professional concerns reported by the principals can be seen to have emanated from extrinsic factors. Second, ways in which a peer mentor program might be one means for principals to meet their professional development needs are identified and discussed. Third, strategies by which a university education department might facilitate the development of such a program are presented
On-Line But Off Course: A Wish List For Distance Educators, 2(3)
No full textWhile it is unrealistic for distance education developers to build on-line environments which can meet the specific learning needs of each course participant, it is not unreasonable for course developers to become cognizant of ways to design more "tolerant" on-line environments--environments which can accommodate the greatest number of learners. This paper presents a wish list created for World Wide Web-based course instructors who are developing courses to be delivered entirely over the Internet. As part of an 87-item checklist, both technical and non-technical recommendations are provided which detail ways to build and facilitate better on-line courses