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Medium 9781475836158

School Administration Manager: Redefining the Principal’s Role as an Instructional Leader

Rowman & Littlefield Publishers ePub





School Administration Manager

Redefining the Principal’s Role as an Instructional Leader

ABSTRACT: In response to an increasing emphasis on instructional leadership and school achievement, the School Administration Manager (SAM) model was introduced as a change strategy to release principals from managerial responsibilities so that more time can be devoted to instructional leadership. The study collected and analyzed survey and focus group interview data to evaluate the impact of SAMs on principals’ management and instructional leadership. In addition, the study examined if school level (elementary or middle school) affects the impact of SAMs. Results illustrate SAMs have a positive impact on management and instructional leadership and the impact was stronger at the middle school level.

KEY WORDS: Instructional Leadership, School Administration, School Leadership, School Level, Mixed Methods

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Medium 9781475834123

Notes from the Editor

Rowman & Littlefield Publishers ePub

Notes from the Editor


In this issue of the Journal of School Public Relations, we decided to highlight previously published articles that had an impact on the field and were widely read. Selecting just a few publications from among the many high quality articles published over the years was not an easy task. I owe a very special thank you to two graduate assistants, Brienne McDaniel and James Holt, who tirelessly reviewed articles and contributed their time and efforts to put together this special issue.

The first two articles explore the relationship between schools and parents employing qualitative and quantitative research methods. In “The Role of Trust in Strengthening Relationships Between Schools and Latino Parents,” Young, Rodriguez, and Lee studied an urban elementary school that served a predominately Latino and low-income community for a full year to examine the implications and effects of trust and distrust on parental involvement. The authors highlight the difference between trust and the concept of respeto, a form of respect in traditional Latino communities that includes a level of deference to authority, and they discuss strategies for building trust in home-school relations.

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Medium 9781475819540

Selected Canadian Preservice Teachers: An Analysis of Values

R&L Education ePub


ABSTRACT: Value orientations of university students enrolled in an Ontario pre-service training program (education) were examined via gender and qualification program (division). The Rokeach Value Survey was administered to more than 100 university students in Ontario, Canada. Results indicated that there were differences in the value orientations of each gender and within some divisions. The examination of terminal and instrumental values revealed a number of convergences within divisions and within gender, which has been noted herein.

Our motivation and aim in this study was linked to a need to explore human values. We believed that the need to address human values is obvious, if we agree that “having a clear sense of what one values or counts as important, and living a life in accord with these values is something worth pursuing” (Katz, 2003, p. 11). To see the value in a study of values illuminates something about the authors and perhaps even the reader of such a study. To be aware of your own values is to be aware of your own “standards” of overt and covert behavior. The day-to-day practice of living a good life may require a person to follow these inner standards (values) to be content. Indeed, a “person’s choice of values and standards must be authentic; they must be true to who the person is as a person” (p. 11). Hence, to clarify and articulate values through research such as this can help educators, in this case, illuminate what matters to them while learning about who they are in contrast to others, as well as institutions and organizations that may list values to make public what they value and work to emulate (Katz, 2008).

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Medium 9781475837520

The Memorandum

Rowman & Littlefield Publishers ePub

The Memorandum



In the fall of 2014 I began drafting a memorandum. The impetus behind this effort was grounded upon a series of longitudinal observations, reflections, readings, and conversations with colleagues, students, and in-service educators on the topic of neoliberalism and its intrusion into the field of public education. My work takes place in the context of teacher preparation. When I undertook the writing of the memorandum I had been working at my university, a regional, medium-sized state institution, for eleven years. I had been in the “field,” that is, in partner public schools, on a consistent basis over the years in the course of administering an internship bloc and thus felt reasonably grounded in the state of affairs in Texas public education. Houston, as many who follow public school’s ups and downs know, was the site of the “Texas miracle” that catapulted the standards-based, high-stakes accountability brand of education onto the national stage. Houston is two and a half hours down the road from my workplace and roughly one-third of my university’s students hail from the Houston area.

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Medium 9781475815900


International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Richard P. Manatt

America’s K–12 schools need fixing, as do the departments and colleges of education (ed schools, collectively). So why not restructure both at the same time? That’s the conclusion of the Holmes Group, a consortium of nearly 100 American research universities committed to making our programs of teacher preparation more rigorous and connected to both liberal arts education and pedagogical research. The Holmes Group believes that Professional Development Schools (PDSs) will do the job.

The Professional Development Schools constitute a ratcheting up of standards as well as a true reform initiative. The PDS is also a “partnership.” The campus changes envisioned by the Holmes Group, e.g., arts and sciences background, knowledge about learning, and in-school practice teaching that is well coached, are joined with research projects conducted at the school or district level to add to all educators’ knowledge about how to make schools more productive.

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