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Medium 9781475816464

School-Based Crisis Intervention: Its Effectiveness and Role in Broader Crisis Intervention Plans

International Journal of Educational Reform Rowman & Littlefield Publishers ePub

Julie Q. Morrison, Charles J. Russo, and Timothy J. Ilg

The tragic violence at Columbine High School in Littleton, Colorado, on April 20, 1999, initiated what could be considered a school-shooting epidemic (Gladwell, 2002) in the years that followed. In the 22 months following Columbine, there were 19 separate incidents of school violence patterned on those shootings and conceived among students in American schools (10 of the 19 incidents were foiled before the plans were initiated). The passage of time has not assuaged the threat. In the week marking the seventh anniversary of the Columbine school shooting, 14 students were arrested in four separate incidents in Kansas, Mississippi, Washington, and Alaska for plotting a school massacre.

These recent incidents of school violence have led to a heightened awareness of the need for effective crisis intervention in schools (Canter & Carroll, 1999; Cunningham & Sandhu, 2000; Larson & Busse, 1998; Poland, 1994; Poland, Pitcher, & Lazarus, 1995; Riley & McDaniel, 2000). Crisis in the context of a school has many unique features related to the social structure and sense of community within schools (Allen et al., 2002). A school crisis exposes children and staff to threat, loss, and trauma that undermine the safety and stability of the entire school (Johnson, 2000).

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Medium 9781475830293

Notes from the Editor

Bon, Susan Rowman & Littlefield Publishers ePub

Notes from the Editor

SUSAN C. BON

In this issue of the Journal of School Public Relations, authors address an array of topics that impact the decisions made by public school leaders. As explained previously, the journal has expanded its scope to promote success in the increasingly competitive journal publication market and respond to emerging issues in education that impact school public relations professionals. This wider lens includes six critical areas that are central to public school and higher education administrators: public relations, school and community relations, community education, communication, conflict management/resolution, and human resources management. I would like to invite all prospective authors to consider how their scholarly work fits in the Journal of School Public Relations given the expanded scope of topics.

The scope of issues that schools are expected to address and manage has increased dramatically. Many of these issues present significant challenges and potentially lead to poor or strained relationships between schools and local communities. In particular, educators and school leaders must build positive relationships with parents and communities and find ways to bridge the divides between the school and community over complex issues. In this issue, the authors address many of the complex issues that potentially lead to disconnect between school and community and also provide thoughtful advice about handling these challenging issues emerging in our public schools and communities.

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Medium 9781442274150

THE END: A SYMPOSIUM ON ESCHATOLOGY

Mangina, Joseph Rowman & Littlefield Publishers ePub

THE FORK IN THE (FINAL) ROAD: UNIVERSALIST AND ANNIHILATIONIST ESCHATOLOGIES—AND WHAT ULTIMATELY DIVIDES THEM

Roberto De La Noval

Alternative eschatologies are on the rise these days. Not that they ever truly disappeared, but recent proponents of nontraditional eschatologies are producing works of great sophistication and theological depth, worthy of renewed consideration. Take, for instance, Paul J. Griffiths’s celebrated recent (2014) work on eschatology, Decreation: The Last Things of All Creatures.1 Here we meet a robust, unshy, fully fleshed out Catholic vision of the traditional four eschata: death, judgment, heaven, and hell. The book manages to be in many respects uncontroversial even while proving itself provocative (an impressive feat in its own right), yet beyond his imaginative reconfiguration of traditional Catholic teaching, Griffiths also accomplishes with his book a sustained and compelling theological argument for annihilationism or conditional immortality. This conclusion of his study rides on the back of a convincing development of Augustinian anthropology and hamartiology. Griffiths argues that Augustine, for all his genius and rigor, simply could not take the final step required by the logic of his own theology to affirm that the final condition for unrepentant sinners is not eternal torment, but rather their final and irrevocable descent into nonbeing—the ultimate endpoint of a miserable history of sin and rejection of God.

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Medium 9781475832143

Education Policy in Leadership Practice: “Accountability Talk” in Schools

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

REBECCA LOWENHAUPT

JAMES P. SPILLANE

TIM HALLETT

Education Policy in Leadership Practice

“Accountability Talk” in Schools

ABSTRACT: Over the last few decades, high-stakes accountability has become commonplace in education policy both in the United States and internationally. In this paper, we consider the role of school leaders and “accountability talk” in implementing this shift through a case study of one urban school principal’s talk during a period of reform. Consistent with broader policy discourses, the 650 instances of principal rhetoric in 14 elementary school meetings reflected issues of standardization and assessment through rational appeals to logic (logos). However, the principal’s “accountability talk” also relied on rhetorical sequences that wove these rational appeals together with moral (ethos) and emotional (pathos) claims, thereby connecting the accountability paradigm to more established discourses associated with the educational profession. We argue that school principal’s talk is a primary means through which broader institutional changes and local work practices become coupled together, often in ways that blend apparently competing models of organization. As such, accountability talk should be of both empirical and theoretical interest for scholars studying school leadership and education reform.

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Medium 9781475811728

Beyond Relativism to Ethical Decision Making

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

Keith D. Walker

J. Kent Donlevy

Beyond Relativism to Ethical Decision Making

ABSTRACT: This article examines the ethical conundrum of educational decision makers when faced with a plethora of conflicting value-based decisions. It offers an analysis of a well-known fable as the foil to demonstrate the problematic nature of ethical relativism and postmodern ethics in resolving that conundrum, while advocating the use of five core commitments that enable reasonable, consistent, and justifiable warrants for ethical choices.

In North American postmodern society, schools are increasingly called to respond to meet the needs and demands of the multiple voices in their communities, not just to listen to those of the powerful and the ordinary classes but to listen and empower those who have been muted by time and circumstances beyond their control. That response is to seek social justice, equity in its various forms, and fundamental fairness for all. Yet, at the same time, educational funding issues are inevitably tied to local, provincial, or state politics, which seem to demand that administrative decision making be based on pragmatism, financial expedience, and the political spin of the day. The issue for educational administrators is how to adjudicate among the various desires of constituents and how to defend that adjudication in the public forum. We assume that all administrators hope to be referred to as having acted ethically in deciding priorities subsequent courses of action, but is there sufficient consensus about constitutes ethical conduct in today’s social world?

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