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Medium 9781475848533

Knowing Leadership: Students of Color (Re)considering Togetherness with Leaders and Authority Figures

Murakami, Elizabeth; Tran, Natalie Rowman & Littlefield Publishers ePub

Ty-Ron M. O. Douglas

Jennifer M. Beasley

Emily R. Crawford

Juan A. Ríos Vega

Cayce McCamish

Knowing Leadership:

Students of Color (Re)considering Togetherness with Leaders and Authority Figures

Abstract: Drawing on Bauman’s (1995) conceptualization of various forms of togetherness and Giroux (2005) and Anzaldúa (2007) explication of border theory, this paper presents findings of a research study that investigates how students of color come to know leaders and authority figures. Findings suggest that students identified “leaders” in part based on their relationships and connections with them and the perceived benefit of such connection. Family members and teachers were considered leaders when students’ relationships with them reflected Bauman’s (1995) “being-for” perspective, as characterized by positive role modeling and empathy. In schools, teachers—rather than school administrators—were most often described as leaders. These relationships were commonly associated with disciplinary issues and the enforcement of rules, and a colorblind system. Implications suggest that relationship characteristics in the borderlands of schools influence the perception of effective school leadership and school authority for students of color.

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Medium 9781538119983

“An Unusual Phenomenon”

Decker, Juilee Rowman & Littlefield Publishers ePub

“An Unusual Phenomenon”

The Women’s Work Sub-Committee at the Imperial War Museum and How It Recorded What Women Did during the Great War

Sarah Paterson

Librarian, Library and Research Room Services, Imperial War Museum, London, England,

Abstract The Imperial War Museum was formed in 1917 to be both a memorial to and a place of record of every type of British and Commonwealth activity that took place during the First World War. It was a total war that created massive social upheaval. Women played an increasingly active role as the war progressed, and the Women’s Work Sub-Committee was established to record the female contribution. It was active primarily between 1917 and 1920 and gathered exhibits, uniforms, documents, publications, photographs, and artwork and commissioned models by female artists to demonstrate what women had done. This period coincided with the peak activity of women’s work and its rapid decline, and there was a determination to ensure that what had happened would be permanently remembered. The resulting collection is unique in capturing an intense, brief period when women worked together for the common good in a national emergency. How it has been utilized, studied, and displayed over the past century is informative. After 1918, women may have reverted to domestic roles, but there was never any doubt that they were an important resource, and in 1939, there was considered no need to systematically collect material about women, as they were factored into the war effort from the start.

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Medium 9781538114025

Retrieval, Repair, and the Possibility of a Christian Humanism

Pro Ecclesia Rowman & Littlefield Publishers ePub

Retrieval, Repair, and the Possibility of a Christian Humanism

Hans Frei and George Lindbeck as Theologians

Joseph L. Mangina

It has become customary to associate the names of Hans Frei and George Lindbeck with the exercise of charity in theological discussion. It was Frei, after all, who coined the phrase “generous orthodoxy,” his shorthand for a theology poised somewhere between the liberalism of The Christian Century and the evangelicalism of Christianity Today.1 Anyone who knew these two men will testify to their kindness, their graciousness, and their insistence on the charitable reading of opponents. Especially in the highly polarized cultural and political climate of our own time, their warm Christian humanism stands out as a model to be emulated.

But we should also not fool ourselves: Frei and Lindbeck could at times be highly polemical. On the big issues confronting Christian theology in their day, they thought they were right—that their views were best poised to secure the faithfulness and liveliness of catholic tradition as it moved into the future. Whatever else “post”-liberalism may be, it surely involves the judgment that modernist Protestant theology got some important things wrong.

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Medium 9781475848861

Development of a Theoretical Model for Achieving Inclusion in Schools . . . Mario S. Torres Jr., Jean Madsen, Wen Luo, Yuhong Ji, and Elisabeth Luevanos

Russo, Charles J. Rowman & Littlefield Publishers ePub

Development of a Theoretical Model for Achieving Inclusion in Schools

Mario S. Torres Jr.

Jean Madsen

Wen Luo

Yuhong Ji

Elisabeth Luevanos

ABSTRACT: School systems are in the midst of dealing with changing demographics. It is assumed schools play an important role in addressing the varying educational, cultural, and social needs of an increasingly diverse group of members (Holme, Diem, & Welton, 2013). In response authors reviewed multiple inclusive models and frameworks relevant to schools with changing demographics. The scale was based on three meta-constructs: leadership capacity, organizational justice, and performance outcomes. The School Inclusion Survey used in this study employed robust scales to ascertain inclusiveness. An exploratory factor analysis (EFA) and Cronbach’s α for subscale reliability, in addition to confirmatory factor analysis, were employed to evaluate the construct validity of the inclusion model. While the school inclusion model is exploratory, it is believed schools can use this tool to gauge organizational inclusiveness and develop strategies to address gaps or weaknesses to address the needs of their changing demographics.

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Medium 9781475837575


Journal of Evidence-Based Practices for Schools Rowman & Littlefield Publishers ePub

Invited Paper

Applying Implementation Science to the Development of a Self-Regulation Intervention for Students with Significant Behavior Problems

A Proactive Approach

Donna Spencer Pitts

Michelle M. Cumming

Ann P. Daunic

Alyssa L. Scafidi

Stephen W. Smith

Kristen M. O’Brien

Courtney E. Allen

ABSTRACT: The effective use of evidence-based practices in educational settings is an ongoing concern, and there is growing consensus that desired outcomes are achieved only when programs are implemented thoughtfully and thoroughly. To encourage the integration of research findings into interventions that are feasible and usable within authentic settings, researchers in the field of implementation science have identified key drivers that promote effective implementation. We assert that educational researchers must incorporate core components of implementation science as they develop interventions and not just at the implementation stage. In this article, we provide an account about developing and piloting a self-regulatory intervention for adolescents with emotional and behavioral disorders, through the lens of implementation science. We introduce the intervention, outline the implementation framework that guided our development work, provide examples of barriers encountered, and discuss how we used implementation drivers to analyze and make adjustments to the curriculum for successful delivery.

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