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|Teacher Education and Practice||R&L Education||ePub|
PATRICK M. JENLINK
What I think about is the incredible extent to which people do not look at one another, do not do so in most communities and especially on my own campus; the extent to which we—professors and students alike—act as though we do not see one another and are not seen, act in such a way as to make ourselves and others invisible. And that seems scary to me, something to be afraid of. Is that perhaps what the invisible man is finally most afraid of—that terrible tendency in all of us to inflict invisibility on others and in some sense to choose it? Why do we do this? What is it we’re so afraid of? The discomfort of being and feeling human?
—Slatoff (1989, p. 36)
Our society, among many others, categorizes people according to both visible and invisible traits . . . to deduce fixed behavioral and mental traits, and then applies policies and practices that jeopardize some and benefit others.
—Nieto (2004, p. 36)
Arguably, the problem of escaping oppressive forms of social recognition is typically one of liberation from particular forms of ‘recognition’, a process which demands the critical scrutiny of social relations and in the attempt to transform these relations, the withholding of recognition from those aspects of social identities implicated in inequality.See All Chapters
John E. Heyning
President of the Natural Science Collection Alliance and Deputy Director of Research and Collections at the Natural History Museum of Los Angeles Country, 900 Exposition Blvd., Los Angeles, CA. 90007 (email@example.com). Opinions in this article represent those of the author and may or may not reflect that of the individual NSC A members.
Curators laid off, collections mothballed or transferred to other institutions, university museums shut down entirely—natural science collections and associated programs of specimen-based research are in crisis. The situation is typically characterized as a financial crisis, the result of an economic downswing that affects virtually every sector of society. However, resources for research and collections programs are often slashed disproportionately. Thus, the crisis is not a straightforward financial crisis per se, as the disproportional loss of monetary support is a symptom of the deeper crises swirling around these collections. Unless the underlying causes of these crises are more widely understood and rectified, collections-based institutions will continually suffer excessively during economic hard times.See All Chapters
|Teacher Education and Practice||R&L Education||ePub|
Teaching Transformed: Achieving Excellence, Fairness, Inclusion, and Harmony
Roland G. Tharp, Peggy Estrada, Stephanie Stoll
Dalton, and Lois A. Yamauchi
Boulder, CO: Westview Press, 2000. 274 pp.
ISBN No. 0813322693
Kathryn Kinnucan-Welsch, University of Dayton
It is so simple: “All school reform has one final common pathway: instructional activity.” With this bold statement, the authors of Teaching Transformed: Achieving Excellence, Fairness, Inclusion and Harmony, Roland Tharp, Peggy Estrada, Stephanie Dalton, & Lois Yamauchi (2000, p. 1) introduce to the reader the underlying theoretical and practical premises of how we can achieve the four goals highlighted in the title of the book in our increasingly beleaguered and diverse schools.
The authors ground their vision of transformed classrooms in sociocultural theory as a theory of development (Vygotsky, 1978) and vision of learning that acknowledges that assisting learners to higher levels of performance in the zone of proximal development is the very essence of teaching and learning (Tharp & Gallimore, 1988). Building on the frame of scoiocultural theory, Tharp et al. develop the premise in Teaching Transformed that multiple and diverse activity settings emanating from a shared value system within a social context will result in achieving the goals that have dominated the discourse of school reform in recent decades: excellence, fairness, inclusion, and harmony. Although the development of the origin and substance of these four goals is limited in the text, the authors make a clear and compelling case that reform efforts have typically emphasized one goal resulting in counterproductuve results for the other three goals. Can we achieve all four goals simultaneously? Yes, through quality instructional activity. It is so simple.See All Chapters
|Collections||Rowman & Littlefield Publishers||ePub|
Curator of Collections & Exhibits, Museum of Early Trades & Crafts, 9 Main Street, Madison, New Jersey 07940; email: firstname.lastname@example.org
Abstract This essay examines five historic structures two mills, a library, a custom house and a retirement community that have been converted to serve as museums. Each case study looks at the building location, building ownership and interpretation of the structure.
How many historic buildings can you think of that serve as museums? Depending upon where you live, I am sure many come to mind—the house where George Washington slept, the historic house that is the headquarters for the local historical society, the preserved colonial, antebellum, or Victorian home of your town’s founding family, et cetera. Now try to think of any preserved historic structures other than houses that serve as museums in your local area. This selection becomes more difficult. If you are from an area that has preserved its industrial past, perhaps there is a factory that has been turned into a museum, but it is just as likely that those factories were either torn down or turned into residential or new commercial spaces as industrial areas underwent revitalization. Maybe a well-known military campaign was fought in your local area, and some remnants of the fortifications remain; they may be preserved and interpreted as part of a greenspace or larger museum space. But what about more conventional everyday historic buildings: libraries, custom houses, or early mills? Does your town have any of these buildings and how have they been put to use?See All Chapters
|JOURNAL OF SCHOOL LEADERSHIP||Rowman & Littlefield Publishers||ePub|
PEGGY C. KIRBY1
ABSTRACT: Efforts to restructure schools typically include broadening decision-making arenas to include teacher input. Principals, however, have not been prepared to share leadership roles with their faculties, nor have researchers examined the characteristics of principals who are willing and able to empower teachers.
Leader authenticity has been associated with more open climates in schools. In this study, the authors examined the relationship between principal authenticity and faculty empowerment in 30 high schools. One aspect of teacher empowerment—expanding teacher knowledge—was significantly related to leader authenticity. Implications for principal and teacher preparation programs as well as principal selection are discussed.
Although recent calls for educational reform argue for more autonomy at the school site, there is little empirical research suggesting how best to shift decision-making power to teachers and site administrators. Conceptual arguments, how-to guides, and testimonials from practitioners are our only “evidence” of the success of school empowerment (David, 1989). Effective schools’ research has posited the principal as a key element in sustained school achievement. The principal’s ability to organize and coordinate the work life of the school shapes the school environment, which in turn affects student achievement (Heck, Larsen and Marcoulides, 1990). Given, however, that principals have unique leadership styles and that no one style appears to be most effective (DeBevoise, 1984), it becomes difficult to assist administrators who are attempting to empower their faculties.See All Chapters