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Medium 9781475811889

Educational Leadership and Technology Integration: An Investigation Into Preparation, Experiences, and Roles

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

LYNNE SCHRUM
LYNDSIE M. GALIZIO
PATRICK LEDESMA

ABSTRACT: This research, looking through the lens of Fullan (1991) regarding the complexity of implementing school wide change, sought to explore preparation and requirements of new administrators with respect to the integration of technology by first gathering data regarding licensure and course requirements from state departments of education and educational institutions. Overall, most states and institutions do not require any formal preparation in understanding or implementing technology for instructional purposes, and likely their graduates are not prepared to implement technology systemically in their school. Given that these data were remarkably uniform and next researchers sought to gather experiences, training, and perspectives of technology-savvy administrators as to how they learned what they know and how they lead their schools in the 21st century. We learned that administrators do learn on their own, have a dedication to these changes, and promote their staff members’ implementation through professional development, by modeling its use, and purposefully setting goals for their school.

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Medium 9781538114025

Engendering Hope

Pro Ecclesia Rowman & Littlefield Publishers ePub

Engendering Hope

A Response to M. Kinzer, G. McDermott, and G. D’Costa

Thomas G. Weinandy, O.F.M., Cap.

I want first to acknowledge that I am honored that Mark Kinzer, Gerald McDermott, and Gavin D’Costa considered my essay worthy of comment. They, far more than I, are knowledgeable in Jewish-Christian relations. Moreover, they have studied the biblical, theological, ecclesial, cultural, and political issues to a far greater degree. When I began to contemplate the importance of the Jews within the Body of Christ, I knew very little, but thanks to scholars such as these (as well as my good friend, the late Fr. Peter Hocken), my knowledge has grown and matured over the years in the making of my essay (and in the longer years of questing for a publisher). Yet I am far from being their academic equal. In responding to their very charitable, insightful, and challenging comments, I will address some of the major issues they have highlighted—some of which have been noted by more than one of the respondents.

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Medium 9781475817133

School Reform and Schools as Organizations

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

DONALD J. WILLOWER1

ABSTRACT: The organizational characteristics of schools stack the deck against reform. Teacher norms and values put a premium on time, autonomy, and order, whereas student norms and values are oriented to peer rather than school concerns. These norms and values stem from the school’s organizational characteristics.

Because most reforms make demands on teacher time, channel or reduce teacher autonomy, and disturb current routines, they are often unsuccessful. Chances for success will improve when context is taken into account or when reforms directly address organizational features that inhibit change.

Most proposals for school reform pay little or no attention to the organizational setting within which the fate of their recommendations will be determined. Given to making startling, media-oriented reports on the state of education, a host of commissions and other reform groups have so far, to put it generously, had negligible effects on what goes on in schools.

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Medium 9781475816198

Articles

International Journal of Educational Reform Rowman & Littlefield Publishers ePub

ROGER KAUFMAN

Professor and Director, Office for Needs Assessment and Planning

The Florida State University, Tallahassee, FL 32306-2022

The past, present, and future of education documents the relentless shift

Education’s past could be fairly characterized by good intentions. Improvement has long been the rallying cry, but instead we have gotten innovation without positive consequences. In the last decade we have seen rolling focuses in classrooms and teaching from segregation to desegregation, from the three Rs to the reform in curriculum that emphasized choice over substance, from a sole focus on “in seat” hours to flexible scheduling and team teaching, from diversity concepts to voluntary resegregation, from tests to testing to assessment to portfolios, from behaviorism to cognitivism to Constructivism to pragmatism, from narrow presentation of facts to the widening of our performance improvement horizons, from a splintered focus on individual performers to literally adding value to the entire world. Education has moved from a preoccupational focus on “how” to now also include “what results to achieve” and an additional concern for “why” improved performance at all can and should emerge.

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Medium 9781538101391

Engaging the Materiality of the Archive in the Digital Age

Decker, Juilee Rowman & Littlefield Publishers ePub

Engaging the Materiality of the Archive in the Digital Age

Mark Tebeau

Associate Professor, School of History, Philosophy, & Religious Studies, Arizona State University, Tempe, AZ, Mark.Tebeau@asu.edu

AbstractThis article asks how public audiences are negotiating the material world of archives and artifacts in the digital age. The digital age would seem to have diminished the physical experience of the archive and artifact, creating a world of pure information. However, the binary of virtual and physical obscures more than it explains. In recent years, digital tools have begun to reconnect public audiences to the physical world in sometimes surprising ways. This article draws examples from interpretive projects using mobile devices, crowdsourcing in museum environments, and explorations of digital audio to show how physical experiences of cities, museums, and sound have taken on greater interpretive weight and salience as a result of digital interventions. Finally, it considers the implications of such digital interventions for curatorial practice, asking how digital tools can accentuate the ways that history is both contained in and expressed through material archives and artifacts.

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