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Medium 9781475817119

Administrator Competency Testing: Issues, Considerations, and Recommendations for Preparation Programs and Policymakers

Rowman & Littlefield Publishers ePub

ULRICH C. REITZUG1

ABSTRACT: An increasing number of states require successful completion of an administration-specific competency examination prior to initial administrative certification (Reitzug, in press-a). Given the controversies that have surrounded student and teacher competency testing, it is imperative that programs preparing educational leaders, and policymakers recommending legislation, consider the issues involved with competency testing prior to taking actions that may not be in the best interests of those they purport to serve. This paper discusses these issues, suggests questions competency testing raises for administrator preparation programs, and makes recommendations for policymakers.

Analysts have noted that the educational reform movement has consisted of two waves with conflicting foci. The first wave was characterized by tougher standards (Passow, 1989, p. 16) and on “reducing uncertainty” by “tightening bureaucratic controls” (Bacharach and Conley, 1989, p. 311). During the second wave the reform focus shifted from standards, standardization, and control to decentralization, recognition of uncertainty, and empowerment (Bacharach and Conley, 1989; Conley, 1990; Passow, 1989).

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Medium 9781475819267

An Empirical Examination of Gender Stereotype From the Result of National Board Certification

R&L Education ePub

JIANJUN WANG, TRACY W. SMITH, AND J. STEVE OLIVER

ABSTRACT: The National Board for Professional Teaching Standards is designed to recognize accomplished teachers in the profession. Validity of National Board certification hinges on a fundamental concern whether confounding factors other than teaching performance have contributed to the certification outcome. In particular, gender stereotypic influence is examined in this study, using a large-scale national database in four subject areas. Besides confirming gender differences in the scoring outcomes, the results suggest that the outcome difference was subject specific. Male candidates outperformed their female counterparts in science despite the stereotypic view of teaching as a female occupation. However, female candidates consistently received higher scores in so-called nonmasculine subjects, such as English and social studies.

Certification by the National Board for Professional Teaching Standards (NBPTS) is an important initiative to recognize accomplished teachers across the United States. Currently, nearly 50,000 teachers have achieved National Board Certified Teacher (NBCT) status. Other professional organizations, such as the National Council for Accreditation of Teacher Education and the Interstate New Teacher Assessment and Support Consortium, are taking steps to align their accreditation processes with the National Board standards (Goldhaber, Perry, & Anthony, 2003). As a result, the state licensing systems that are designed to set minimum standards for novice teachers are using standards Similar to those of the NBPTS, which were developed to delineate what accomplished teachers should know and be able to do for advanced certification (Margolis, 2004).

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Medium 9781475816068

Effective Island, Effective Schools: Repairing and Restructuring in the Singapore School System

Rowman & Littlefield Publishers ePub

LESLIE SHARPE

Professor, Policy and Management Studies Division, Nanyang Technological University, National Institute of Education, 469 Bukit Timah Road, Republic of Singapore 259756

S. GOPINATHAN

Dean, School of Education, Nanyang Technological University, National Institute of Education, 469, Timah Road, Republic of Singapore, Singapore 259756

The last few years have seen a radical process of “restructuring” of school systems taking place in many industrialised countries (Beare and Boyd, 1993). A major impetus for this restructuring is undoubtedly economic—that schools have been perceived by governments as not serving the needs of the economy and in some ways actually being responsible for economic decline. Countries such as the U.S. and the UK, where schooling and industry had for many years been clearly separated, and where issues of equity and justice had dominated educational discourse, were, in the late seventies and eighties forced to place economic efficiency at the top of their agendas (Silver, 1994). Moreover, in the U.S., the publication of A Nation at Risk (National Commission on Excel lence in Education, 1983) articulated a causal linkage between economic decline and schooling and provided the ideological justification for education to be taken out of the hands of professional educators. Education had entered the realm of “High Politics” and erstwhile attempts at “repair” were replaced by a fundamental “restructuring” of the internal and external environments of school systems (Guthrie and Koppich, 1993; Murphy, 1991).

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Medium 9781475817447

Holmes versus Traditional Teacher Candidates: Labor Market Receptivity

Rowman & Littlefield Publishers ePub

I. PHILLIP YOUNG1,*

JAMES L. JURY2

SUSAN BON REIS3

ABSTRACT: Paper credentials similar to those found in most college placement files were used to create 12 hypothetical teacher candidates. Contents of these credentials were varied systematically to reflect all combinations of college preparatory institutions (Holmes vs. Traditional), type of educational degree (BA vs. MA), and chronological age of teacher candidate (29 yrs, 49yrs, or control). For each experimental condition senior high school principals (n = 360) were selected at random from all public school districts in the United States, assigned at random to a specific experimental condition, and requested to evaluate a hypothetical teacher candidate as if screening for a vacant position in their building. Fixed effect analyses of variance revealed a statistically significant interaction involving type of educational degree x chronological age. Holmes prepared candidates were perceived to be similar to traditional candidates and equally likely to be extended an offer to interview.

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Medium 9781475836790

The Status of Universities in China: The Awkward Defendant from the Special Power Relation to Being Constrained

Rowman & Littlefield Publishers ePub

The Status of Universities in China

The Awkward Defendant from the Special Power Relation to Being Constrained

Liying Rong

ABSTRACT: In China, higher education administrative litigation started from mid-1990s. The case Tian Yong v. University of Science and Technology Beijing (USTB) in 1998 marked the beginning of such litigation. Since then, students have gone to the court to challenge higher education institutions for disputes over enrollment, school management, degree certificates granting, etc. This wave of lawsuits gradually gained momentum and attracted widespread social attention. When we reflect on this phenomenon, we can find the driving forces behind the emergence of higher education litigation, mainly, are institutional reforms and social structure changes. The establishment of relevant system requires the joint efforts of law practitioners and theorists to conscientiously study the objective laws in higher education and the rule of law in China, thus making a contribution to the higher education relief system.

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