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Medium 9781475811971

Forty Acres and a Mule: A Critical Audit of California’s Williams Legislation Implementation and the Implications for Educational Leaders



ABSTRACT: This study investigated educational leaders’ critical evaluations of California’s landmark contemporary school equity legislation Williams v. the State of California. Qualitative interview analysis indicated that leaders perceived the equity measure to be necessary but insufficient in advancing the larger project of educational justice. Hence, policy directives governed by political expediency ultimately fall short in ushering disruptive change. Renorming the privileged hierarchy of the leadership class was central to fomenting change. Participants argued that leadership practice for educational justice required leaders to transgress normative structures that hurt the children and the communities they serve, whether those norms resided within the school, within themselves, or within the dominant power structure. Critical issues and leadership implications are forwarded.

After signing into legislation the settlement reached in Williams v. State of California, Governor Schwarzenegger remarked,

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Medium 9781475817164

Shared Decision Making: Moving from Concerns about Restrooms to Concerns about Classrooms

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub


ABSTRACT: While some schools dive head first into shared governance, others struggle with issues and processes that frustrate both faculty and administrators. Here the author describes selected experiences of four schools at various stages of implementation of a shared leadership model in an effort to identify factors that facilitate meaningful involvement. Propositions are offered regarding issues for shared governance, the structure and composition of leadership teams, and the collection and use of information.

Faculty empowerment is often narrowly construed as participation in decision making. A more inclusive definition–one that includes the enabling aspect of the term–can assist educators in anticipating possible negative consequences of decision participation. Maeroff (1988) argued that empowerment required elevating teachers in terms of status, knowledge, and access to decision making. Decision participation alone does not equal power. Empowerment also requires professional training and new levels of respect. Maeroff viewed in-service training as an appropriate vehicle for elevating teachers’ status and knowledge.

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Medium 9781442267886

Different Approaches to Caring for Historic Collections Case Studies from the National Trust

Collections Rowman & Littlefield Publishers ePub

Barbara Wood

Curator (South West), Devon Office, Killerton House, Broadclyst, Exeter, EX5 3LE England; email: Barbara.

Abstract The “National Trust for Places of Historic Interest or Natural Beauty” (NT) is called upon daily to address such questions at over 300 historic houses which form part of its holdings of buildings, countryside and coast. This paper will consider five case studies which demonstrate different methods of presentation and conservation of collections in the historic house context. None are traditional museums, but all are places that are exploring new ways of thinking and may perhaps appeal to less traditional historic house audiences or be relevant to different communities. All have been the focus of internal discussion to define management and interpretative processes relevant to the individual property which place conservation and interpretation at the core of the visitor experience. All use the “real thing” as the foundation for the offer that they make, yet have been required to debate and identify what the “real thing” actually means in the context of their property.

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Medium 9781475816358

From Policy Into Practice: The Effects of Principal Preparation Programs on Principal Behavior

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Halil Isik

The purpose of this article is to evaluate the effectiveness of principals who have undergone administrative training compared to those who have not. The article begins with a discussion of the status of principal-ship in various contexts. It then reviews the potential impact of the new policy on principal training in Turkey and the literature regarding the effects of principal training programs. The methodology, results, limitations, and the conclusions are presented.

The principal is a crucial factor in a school regarding both evidence and experience (Gunraj & Rutherford, 1999). The current status of educational administration both as an academic field and as a profession in practice differs from one country to another. The reasons for the differences may be many, but mainly they can be attributed to cultural, political, and socioeconomic differences. For example, Turkey has a very centralized educational system, whereas it is decentralized at the systemic level in the United States and Britain.

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Medium 9781475817126

High Retention Rates, No Dropouts among Hispanic Students in California High Schools

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub


ABSTRACT: One of the nation’s most serious problems is the high dropout rate among Hispanic students in public school systems throughout the country. The consequences to youth who drop out and to the nation’s economic and social well­being is obvious. The investigator has collected data and looked at school systems throughout California with low dropout rates among Hispanic students. Programs and factors which have a positive influence on retention and keep students from dropping out have been identified. Other pertinent data that have been investigated, including academic achievement, staffing patterns, discipline programs, and leadership correlate well with low dropout rates.


Rapidly changing demographics, in California and in the rest of the nation, are creating a crisis for educational systems and educational leaders. Among the new faces that arrive at the doors of our educational institutions are ever increasing numbers of immigrant children. The new wave of immigrants, which adds to an already large minority population, are creating ever greater challenges for our educational leaders. According to the Association of California School Administrators (1988) the minority student population in California’s public schools has been changing rapidly for 20 years and at the present time California’s schools are composed mostly of minorities. The Association of California School Administrators also states that the greatest increases in minority student populations are among Asians and Hispanics. Asian students will increase from 7% of the student population in 1980 to about 14% by the year 2000. Hispanic students will make up one-third of the total student population. By the year 2000, over 24% of our total population in California will be Hispanics, and the Hispanic student population will be 36%.

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