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Medium 9781475823912

Taking the Reins: An Interview With Marsha Chappelow

Journal of School Public Relations Rowman & Littlefield Publishers ePub


ABSTRACT: In an interview conducted shortly after assuming the presidency of the National School Public Relations Association, Marsha Chappelow shared her insights and vision for the association. Her vision stresses the importance of ensuring that the association remain a relevant resource for school district leaders as the expectations on schools intensify and multiply. School public relations programs are a necessity rather than a luxury for contemporary schools as support for public education wanes. Chappelow discusses her goals as president and the priorities of the association.

Founded in 1935, the National School Public Relations Association (NSPRA) supports school administrators by providing school communication training, products, and services. The work of the NSPRA focuses on advancing education through responsible communication utilizing practical, proactive approaches to solving school district communication problems. Leadership of the NSPRA remains responsive to the changing educational landscape by engaging in a strategic planning process that results in its updating the association’s mission, goals, and objectives every 2 years.

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Medium 9781475824193

A Public Relations Nightmare: ACLU Class Action Lawsuit Exposes Inaccurate and Inequitable High School Graduation Rates

Relations, Journal of School Public Rowman & Littlefield Publishers ePub


ABSTRACT: Florida’s decision to equate a GED to a high school diploma undermines the attempt of No Child Left Behind to close the achievement gap, while infringing on the public’s trust. Public trust fosters a culture of systemic equity and social justice, which are necessary for academic excellence (Byrk & Schneider, 2003). Florida’s code of ethics for educators and school administrators, under 6B-1.001, identifies truth, excellence, and the attainment of knowledge as the primary objectives of its educational system (Florida Department of Education, n.d.). However, the state’s definition and subsequent calculations of a high school graduate fall short of these principles. If Florida’s educational system is to be successful, school officials must create and maintain the public’s trust. Only with accurate data are teachers and administrators in a position to evaluate whether teaching and learning in high schools are improving and to identify who is progressing and who is at risk of dropping out. Ironically, while Florida is one of the few states to possess the longitudinal data system required to assess graduates as mandated by No Child Left Behind, one of its school districts was the first in the nation to be formally accused of overestimating its graduates. This study investigated Florida’s definition of a public high school graduate and the efforts of school officials to address a perceived breach of the public’s trust—a public relations nightmare.

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Medium 9781475816099


International Journal of Educational Ref Rowman & Littlefield Publishers ePub


Edith Cowan University, Pearson St., Churchlands, WA 6018, Australia


Curtin University of Technology, GPO Box U1987, Perth, WA 6001, Australia


The historian Simon Schama tells a story about China’s premier Zhou En-lai. Asked what he thought was the significance of the French Revolution, Zhou En-lai is reported to have answered, “It’s too soon to tell” (Schama, 1989, xiii). In many ways, Australia’s grand experiment with school restructuring is a bit like that. Even before it was over, officials from the unions, employers, and governments which sponsored the National Schools Project were looking for proof that it had succeeded in reforming work organisation in Australian schools. Our view is that it is too soon to tell about the impact of Australia’s National Schools Project. Schools are among society’s most stable institutions. Consequently, attempts to restructure schools ought to proceed on the understanding that the significance of a school reform strategy is unlikely to be known within a single budget cycle.

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Medium 9781475819069

The Review Process and Beyond

Teacher Education and Practice R&L Education ePub

Raymond A. Horn, Jr., Associate Editor


The Review Process and Beyond offers advice on how to move efficiently through the publication review process. The developmental philosophy of Teacher Education and Practice (TE&P) is explained along with an overview of the review process, the role of the editors, the role of the reviewers, author preparation for the review process, and the role of the author in the post-review process.

This article is the result of my reflection on the multiple roles that I play in the publish or perish process that guides promotion and tenure in the scholarly community. I am involved in this process as author, reviewer, and editor. In an earlier issue of Teacher Education and Practice (14(2)), I provided commentary on how to get published. In this article, I will elaborate on the publication process by discussing the current publication philosophy of TE&P, an overview of our review process, author preparation for the review process, the role of the reviewer, the author in the post-review process, and the role of the editors. Hopefully, this insight into the workings of TE&P will be helpful to others who are beginning their involvement in the publish-or-perish process.

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Medium 9781475819168

Teachers in the Trenches: Teacher Education, Technology Integration, and the Creation of Technology-Enhanced Environments

Teacher Education and Practice R&L Education ePub


ABSTRACT: An urgent need exists in teacher education programs to discern how technology-enhanced instruction with a constructivist orientation can be utilized in the design of dynamic, powerful learning communities. This article provides a conceptual framework that augments understanding of the effectiveness of technology infusion in teacher education. The model sets the stage for systemic changes in the education enterprise in the design of technology-enhanced learning environments. In addition to providing a plausible perspective for researchers, the final section is devoted to discussion for future directions.

The infusion of technology into teacher education programs continues to be a daunting task, as current applications have yet to indelibly impact teaching and learning. Despite great strides in incorporating technology into education, we still fail to provide a dynamic, convenient, robust, and reliable technology support structure for all educators and students (Means, 2000). Therefore, teacher preparation programs are investigating how best to equip preservice and in-service candidates with the requisite skills to design, analyze, synthesize, and evaluate information pertinent to instructional technology. Research finds that each new technological advance results in a new educational trend with a different focus. For example, a shift in focus from computer-assisted instruction (CAI) and LOGO programming to productivity tools, hypermedia, the Internet, the World Wide Web, PowerPoint presentations, and threaded discussions were evident in past years. The trend was using general-purpose application packages such as word processing, spreadsheets, and database software for school assignments. Becker (1999) asserts that technology learning activities are prominent in education. However, a national survey of 4,100 teachers found that in the 1997–1998 school year, the most commonly assigned use of technology was still word processing (Ravitz, Becker, & Wong, 2000).

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