IEJLL: International Electronic Journal for Leadership in Learning
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It’s About Time: Productive Pedagogues and Professional Learning Communities, 10(12)
No full textThe role of teachers as pedagogues is examined with a view to teachers producing their own learning in professional learning communities. As professionals learning together in community, it is time for teachers to emerge as productive pedagogues who can reshape their own as well as students’ learning outcomes
Spirituality and the Intellectual Development of College Students: The New Leadership Challenge in Higher Education, 10(13)
No full textThe focus of this study is how educational leadership can respond to the emerging spiritual culture amongst college students in the United States as documented by the recent study published by the University of California – Los Angeles (UCLA) Higher Education Research Institute (HERI). The suggestion in this work is that the evolving notion of spiritual intelligence (SQ) is one way to meet this leadership challenge. Within this framework, SQ is critically analyzed, and a prescriptive model for leadership in institutions of higher education is presented as a means to conceptualize nurturing college students’ spirituality within the academy
Spirited to Leadership: Caribbean Educational Leaders Share Their Stories, 10(17)
No full textThrough long interviews with five outstanding male educational leaders, the authors share their stories and primary lessons on leadership development. The stories portray leadership as being perceived primarily as an evolutionary process characterized by family and teacher nurturance, community and spiritual centeredness, and responsive caring. This study aims, primarily, to share the stories of these exemplary leaders. Secondly, the researcher hopes that the findings and conclusions might contribute to the discussion on how such responsive and effective leaders evolve. The researchers emphasize the celebratory purpose of the study, and caution against generalizations to leadership theory
Separate is Inherently Unequal: Rethinking Commonly Held Wisdom, 10(23)
No full textModern educational reform owes much to the legal team and educational leaders who fought to make equal educational opportunity a reality for Black students in the United States of America. Their efforts helped to dismantle American apartheid; a.k.a. Jim Crow, a system of allocating human and civil rights according to assigned or assumed ‘racial’ classifications. The 1954 Supreme Court concluded that the doctrine of “separate but equal”, initiated in 1896 under Plessy, has no place in public education and separate educational facilities are inherently unequal. Since the 1954 decision of Brown v. Board of Education Topeka, Kansas “separate is inherently unequal” has been the mantra used by advocates of desegregated schools. The purpose of this research is to question commonly held wisdom promoting the idea that if things are separate, they must be unequal. Integration, it follows, is then sought as the solution to the problem of inequality. I argue that we abandon such reductive logic and focus our energies on battling the racism that results in segregation. Seeking integration to overcome segregation without addressing racism does not solve the problem of unequal educational opportunity
A Collaboration of Community Educators Follows Crisis in Cincinnati: Two Museums and a University Join Forces to Promote Understanding, 10(26)
No full textThis paper focuses on how community educators might collaborate to help break the cycle of frustration, failure, and violence that shadows many disadvantaged inner-city African American students. It suggests that persistent, race-based inequities in urban areas are a major factor in this syndrome. These causes are proposed to be disparity in education, housing, economic opportunity, and political representation. The paper suggests that a deeper understanding of these ongoing issues is a key to educating these particular students. Specifically, it explores a collaboration between Cincinnati Museum Center, The Arts Consortium of Cincinnati, and the University of Cincinnati College of Education following violence in the city in 2001, and it traces some impacts of that effort
Changing an Adult Learning Environment as Viewed from a Social Learning Perspective, 10(1)
No full textThis article reports observations of teachers’ collaboration within an inner city elementary school located in western Canada. The study traces the school’s development as a learning organization, focusing on the interplay between individual – the level at which learning and action actually occur – and social learning – a conceptual tool for considering how people learn and work together – in the teachers’ professional development, and on the factors that contributed to the school’s social learning. The principal’s support fostered teachers’ collective learning regarding unfamiliar pedagogical methods. Staff attitude surveys provided indications of increasing staff satisfaction with the work environment, professional development opportunities, and decision making compared to satisfaction in previous years. The latter section of the article formulates conclusions regarding aspects of individual and social learning among teachers in the school, as well as suggestions of interest to teachers who wish to adapt to complex educational issues collaboratively
School System Evaluation: A Generative Approach, 10(6)
No full textAn invitation to explore innovative practices in program and system evaluation in a medium-sized school jurisdiction of approximately 11,000 students has resulted in a model with generative characteristics. This paper will describe the process, and several of the outcomes, when a generative evaluation approach is used to assess the effectiveness of key components of a school system. In addition, it will highlight characteristics that distinguish this type of evaluation from more conventional forms
From Scientific Management to Social Justice...and Back Again? Pedagogical Shifts in the Study and Practice of Educational Leadership, 10(21)
No full textThis article presents an historical overview of pedagogical orientations of school leadership in the United States, and then considers issues facing contemporary educational leaders in this context. Our survey begins with a consideration of the early influence of Frederick Taylor and ends in the present day, a time when the fields of practice and scholarship in educational leadership collectively stand at a critical, yet not unprecedented, crossroad—the intersection of social justice and scientific management
(Re-) Constructing a Movement for Social Justice in Our Profession, 10(31)
No full textThe purpose of this article is to describe the emergence of the New DEEL (Democratic-Ethical Educational Leadership) and the role it is attempting to play in confronting the excesses of the current accountability movement typified by massive standardized testing and No Child Left Behind legislation in the United States. This article depicts the choice facing the field of educational leadership that pits a top-down control regime, modeled after corporations on the one hand against a progressive, democratic-ethical alternative on the other hand. A brief account of the historic traditions of the latter and its ties to the cause of social justice is also offered. Representing the democratic-ethical tradition in this era, The New DEEL movement, originating in university departments of educational leadership and policy studies in the US, Canada, Australia, is portrayed. This account includes the New DEEL’s mission, emerging set of educational leadership skills, and recent accomplishments
Ethics and Social Justice within the New DEEL: Addressing the Paradox of Control/Democracy, 10(33)
No full textThis paper addresses the ethical and social justice implications of an educational movement called, The New DEEL (Democratic Ethical Educational Leadership). In particular, this paper emphasizes the ethical underpinnings of this movement by focusing on the paradox in the form of the dyad of control/democracy. This important paradox is developed through a discussion of the profound contradictions between the accountability thrust and the democratic emphasis in schools, particularly in the United States. The paper attempts to grapple with the inconsistencies within the paradox and provides some suggestions for coping with the challenges of blending these two very different and opposing concepts together during a very turbulent era. It also attempts to illuminate what a New DEEL moral educational leader might value, especially in the area of social justice, as well as how he or she might guide an organization