IEJLL: International Electronic Journal for Leadership in Learning
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Educational Partnerships: Moving From Visions to Realities, 2(10)
No full textThree guest editors of articles addressing the theme "Educational Partnerships: Moving from Visions to Realities" introduce a series of theme articles. The series had its origin in a symposium on educational partnerships held at Nipissing University early in 1997
Excessive School District Superintendent Turnover: An Explorative Study in Texas, 1(6)
No full textStudies conducted over the last 10 years indicate that the average national turnover rate for superintendents is 13.5%. In Texas the rate has increased from near 15% in 1992 to almost 19%. This study of the 183 professionals who left the superintendency in Texas after the 1994-95 school year shows that changes in employment positions often involve poor working relationships with school boards. Some superintendents exited that role. A high level of stress may perhaps be linked with this exiting phenomenon. The study points to needs for improved training in superintendent preparation programs and board training, and to a need for further study of both turnover and exiting
Learning Accountability in Tasmania: The Move from Command to Neo-Pluralist Politics, 1(5)
No full textCommand politics may be defined as the reconciliation of interests solely through central government. Neo-pluralist politics may be defined as the reconciliation of interests through multiple processes and institutions which co-exist and, therefore, share forms of limited government. In Tasmania, the public school system has traditionally resisted federal accountability initiatives driven by resource politics. Simultaneously, however, it has strictly controlled the local politics of accountability with bureaucratic structure and "self-managed" school planning processes. It has tried to both resist and yet insist on forms of command politics. This paper argues that this approach is unsustainable and shows, in fact, that it is not being sustained in the views of stakeholders. The evidence presented suggests instead that the unrequited demand for more communitarian forms of accountability and professionalism in Tasmanian public school communities is inconsistent with command politics. It also appears that neo-pluralist methods of reaching policy settlements are gradually being generated
Public Education in the 21st Century, 1(1)
No full textoai:ojs.pkp.sfu.ca:article/9As educators ponder what the future may hold for public education, we need to remember that changes in schools are often responses to changing social, political, and economic conditions--and that these conditions in turn result from technological developments. With more social diversity (related to technological changes in production and other aspects of life), education will also be more diversified. No one knows how future schools will be governed or paid for, but we can expect greater variety than at present. Farsighted educators are anticipating this trend and leading it.
Aside from the public policy aspects of education, we can detect trends almost certain to change education. They are greater use of information technology to locate and transform information and increased understanding among educators of the human brain and internal cognitive processing. These will not be restricted to public education, but will influence learning wherever it takes place
Why Different Countries Do Better: Evidence From Examining Curriculum and Assessment Frameworks in 16 Countries, 1(3)
No full textThe recent publication of the findings from the Third International Mathematics and Science Study (TIMSS) has stirred the UK press and politicians into criticisms of the education service for lagging behind the performance of other countries. This paper looks at five levels of response to international comparisons. Drawing on the preliminary findings of a review of the aims, values, educational structures, internal school organisation, and curriculum and assessment frameworks in 16 countries, it then provides some contextual indicators for the TIMSS results in four areas:
1. Educational aims and values,
2. Regulation of the curriculum,
3. Curricular breadth and balance, and
4. Student assessment and progression
Emotional Intelligence and Student Behaviour, 1(2)
No full textSchool performance league tables place pressure on teachers to meet explicit targets in terms of student achievement and behaviour. Experience has shown that external reinforcement models of behaviour management are inadequate because they take insufficient account of the individual\u27s contextual framework and, by conditioning students to respond to the teacher\u27s expectations, they may undermine students\u27 ability to set and meet appropriate behavioural standards independently.
This article outlines some strategies, drawn from the work of Gibbs (1995), which have been used to develop students\u27 social and emotional maturity and to contribute to a positive learning climate in the classroom.
The authors would welcome feedback from teachers in other countries who have tried this approach
What Do International Comparisons Really Tell Us? 1(4)
No full textUntil recently, governments world-wide have shown limited interest in international comparisons of achievement. Nevertheless, studies carried out during the past 30 years have made an impact on educational policy and practice in some countries; some examples are given in this paper.
The Third International Mathematics and Science Study (TIMSS), which tested in 1995, has attracted both political and media interest across the world. TIMSS has raised many questions for educators and policymakers. This summarises the main results of the TIMSS survey of 13-year-olds and poses the question: why was the performance of students in England so much better in science than in mathematics? The results of TIMSS have, no doubt, given rise to similar questions in other countries