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Medium 9781442267855

A Case Study in Dealing with Old Loans from the Kentucky Historical Society

Collections Altamira Press ePub

Deborah Rose Van Horn

Registrar, Kentucky Historical Society, 100 W. Broadway, Frankfort, KY 40601; phone: 502-564-1792 x4418; email: Deborah.

Abstract Recently, the Kentucky Historical Society (KHS) went through a database migration that created unforeseen data problems. During the migration, many of the accession records were lost or “merged” due to the existence of a double numbering system. This numbering system was created when the Kentucky Military History Museum (KMHM) and its collections were treated as a separate museum from the 1970s–1990s. Due to these data problems, KHS has undertaken a project to process the files, record by record, and to re-enter the accession information for accuracy purposes. During this process, several old loans were discovered. This article will focus on the double numbering issue and the old loans discovered in the KHS and KMHM accession files. The KHS is currently employing several means to resolve these issues, including contacting the owners, attempting to contact any potential heirs, and trying to obtain ownership through the Kentucky laws regarding old loans in museums. As evidenced in the case studies presented here, it’s possible to find the problem records in accession/loan files and solve them!

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Medium 9781475811926

A Systems Approach to Effectiveness in Catholic Elementary Schools: A Replication and Extension

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub



ABSTRACT: This study replicated an earlier study conducted by Tarter and Hoy (2004) in which an open systems model was used to test a series of hypotheses that explained elements of school performance. Four internal system elements (structure, individual, culture, and politics) of the school were used to explain two sets of school outcomes (student achievement and teachers’ assessment of overall school effectiveness) in a sample of 110 Catholic elementary schools in one Northeastern city. Correlational and multiple regression analyses were used to test the relationships. The results of this study further confirmed the usefulness of this model in understanding the factors that contribute to quality in elementary schools.

The current emphasis on school accountability has spawned increased efforts to assess the effectiveness of schools. Fear concerning the inability of the nation’s schools to adequately educate all children has prompted many to seek alternatives, such as private schools, charter schools, vouchers, and homeschooling. In addition, most of the information regarding the condition of American schools has been based on assessments that were exclusively focused on public schools. Bryk, Lee, and Holland (1993) state that many of the reform efforts that have been recommended for public schools were already in existence in Catholic schools, but, unfortunately, those schools were left out of the investigations. The authors argue that reform efforts such as “increasing academic course requirements for graduation, community service programs, and extending more control to individual schools, teachers, principals, and parents” (p. 55) have existed for some time in Catholic schools. Others, such as McEwan (2000), argue that even when comparisons have been made between Catholic schools and public schools, the findings have been inconclusive due to methodological concerns.

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Medium 9781475824179

Notes From the Guest Editor

Journal of School Public Relations Rowman & Littlefield Publishers ePub


Throughout history, the degree of public concern with education has varied. Egyptians, Greeks, and Romans all had prescribed rituals and approaches to the curriculum they believed their children should learn to be good citizens. Formal schooling has been the hallmark of stable societies, but although it implies stability, it is responsible for maintaining continual learning and growth to enhance and support the community at large. We have seen over the past decade the advent of more and more accountability to ensure a new generation is prepared for life in the 21st century. Interest in education grows in response to negative evaluations of the readiness of youth. To prepare the next generation, schools and universities must have appropriate, relevant curriculum that transmits the culture, values, and vision of the community.

Effective schools recognize the nature of schooling’s impact on the community. They give everyone in the community the opportunity to invest in the success of the children within the educational system. Parents have an immediate interest in the quality of their children’s schools and universities and often step up to participate in various aspects of these schools. However, community members and business people, at times, do not realize that they too have a stake in the success of the school’s students. The community’s interest results from the investments that community members make through their taxes/tuition and from the need that they recognize for a well-educated generation of youth who will become successful and will contribute as members of society (Davies, 1991).

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Medium 9781475815122

Imperial Hubris: The Dark Heart of Leadership

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

Duncan Waite

Imperial Hubris: The Dark Heart of Leadership

ABSTRACT: Technical fixes are likely not going to address what ails our schools. This article takes up a more elemental dysfunctional dynamic at the heart of many of our schools and other organizations and institutions: imperial hubris. Imperial hubris, as discussed here, is basically the arrogance and sense of entitlement exhibited by some leaders. But as imperial hubris is socially constructed, it is a much more complex phenomenon than that. The characteristics, processes, and effects of imperial hubris are discussed, along with some of the historical antecedents and present-day influences—including managerialism, corporatism, and corporativism—that have contributed to the current state of affairs.

Leadership is, above all else, relational. And relationships in schools—from classroom relationships between students and teachers to teacher–administrator relationships to school–community relationships—influence everything else that teachers and other school leaders seek to accomplish through schooling. But until and unless we recognize the true nature of in-school relationships, with an eye to improving them, school improvement will be forever hobbled and student academic achievement a mere fraction of what it could be.

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Medium 9781475824148

High Touch in a High-Tech World

Journal of School Public Relations Rowman & Littlefield Publishers ePub


ABSTRACT: In a world of high tech and low touch, it is easy for public relations programs to stray from tried-and-true interpersonal strategies long associated with solid communication planning. New technologies allow communications professionals to quickly send e-mails and telephone calls to selected groups. Social media sites provide users immediate information, including video and photos from an endless variety of sources. The list of technology options grows and grows. However, even with so many technology tools available to communicators, formal plans must include strategies using important person-to-person research and targeted communications. For the Ritenour School District, such plans, incorporating high technologies and high touch, resulted in significant improvements.

When a majority of voters throughout the country celebrated the 2008 presidential election of Barack Obama, voters in the Ritenour School District in suburban St. Louis, Missouri, overwhelmingly passed a $50 million bond issue that had been defeated just a few months earlier in April 2007. Ritenour’s most recent bond issue victory was the latest in a succession of victories starting in 1990 when the district began an aggressive renovation program of all its facilities—six elementary schools, two middle schools, one high school, and an administrative center. The November 2008 bond issue, the seventh bond election in 18 years, secured the funding for a new state-of-the-art 750-seat auditorium and music classrooms at the high school, a new 13-classroom school for early-childhood education, and several other smaller projects, including a wireless network throughout the district and new instructional technology for classrooms. But the bond issue victory brought success to another area—the district’s communications plans. These plans focused on strategies based on important demographic research, and they targeted communications that used a variety of technology tools, such as e-mail newsletters, rapid-notification telephone calls, and social media websites. The centerpiece of the plans was research-based, strategic personal communication opportunities. The mix of both quantitative and qualitative research, plus the use of electronic and person-to-person communications, resulted in not only a solid Election Day victory but several district improvements before the election. Personal communication with students and families months before the November election resulted in their making several recommendations, which were also incorporated into the new bond issue package.

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