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Medium 9781475817492

Problem-Based Learning in Educational Administration: Enhancing Learning Transfer

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub


ABSTRACT: This paper presents a model for learning in an educational leadership preparation program. The model depicts various types of teaching and learning strategies that should be included in preparation programs in order for students to learn declarative, procedural, and contextual knowledge. Specifically, the paper describes four types of problem-based learning (PBL). Grounded in research on group problem solving, reflective thinking, problem complexity, and feedback and assessment, PBL has considerable potential to increase the transfer of learning. The paper maintains that real and simulated PBL afford students opportunities to learn all three types of knowledge. Two examples capturing the process of how PBL can be used are offered.

For forty years, researchers in educational administration have discussed the importance of problem solving in the preparation of educational leaders. In 1958, Hemphill argued that “leadership and group problem-solving are central concerns of administration” (p. 85). Ten years later in a paper presented at the seventeenth UCEA Career Development Seminar held in Portland, Oregon, Keith Goldhammer urged school administrators to become clinicians (i.e., to learn and practice their skills on real problems). He recommended that preparation programs afford future administrators opportunities to apply their individual experiences and knowledge to the identification of educational problems and the search for solutions to those problems. Goldhammer (1968) called for preparation programs to be constructed with the following components: “knowledge-building experiences, skill-building experiences, diagnostic experiences, experiences in the application of knowledge and data to concrete situations, experiences in the interpretation of knowledge and its ‘reduction’ for the specific application to discrete problems and communities” (p. 181). In treating their students as clinicians, Goldhammer suggested that administrator preparation programs focus on actual problems encountered in educational settings.

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Medium 9781475817423

Working Through the “Riddle of the Heart”: Perspectives of Women Superintendents

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub


ABSTRACT: Advice from successful women superintendents is useful for other women aspiring to the position or wishing greater success while in the position. The purpose of this non-traditional paper is to share such advice in a way that is useful to those who want or need it. Toward that end, this paper presents the results of a qualitative study that is focused on specific methods for success that were gathered in interviews with women superintendents. Interpretations that cut across the narratives are expressed through the metaphoric framework provided by Carlos Castaneda's (1981, 1987) principles of power that govern the riddle of the heart. Rather than a typical conclusion, the paper ends with the results experienced after practicing the principles governing the riddle of the heart and how these results can be found in the practice of the women superintendents in the study.

It is a case of choosing your wars carefully and staying out of battles.

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Medium 9781475837544


Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Educational Technology and Teacher Education Programs

A Geographic Information Systems Study

Caitlin Riegel and Yonghong Tong

Abstract: As technology continues to play a major role in education, the ability for pre-service teachers to effectively utilize technology becomes increasingly important. Accreditation bodies like the Council for the Accreditation of Educator Preparation (CAEP) work to ensure that institutions offering teacher education programs meet technology standards; however, literature suggests teachers working in the field are still exceedingly underprepared to utilize technology. In this study, data collected by the U.S. Department of Education and the National Center for Education Statistics regarding technology preparation within teacher education programs in the United States was mapped and analyzed using geographic information systems (GIS) software. Undergraduate programs were found to prepare teachers to a “major extent” to use technology, an average of 9.48 percent of the time, graduate programs 16.37 percent, professional development activities 23.04 percent, training 25.35 percent, and independent learning 46.31 percent. These findings suggest that more technology preparation is needed for pre-service teachers.

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Medium 9781442267855

The Louisiana State Museum’s Loan Resolution Project History, Methodology, and Results

Collections AltaMira Press ePub

Katherine Hall Burlison

Curator of Decorative Arts, Louisiana State Museum, 751 Chartres St, New Orleans, LA 70116; phone: 504-568-5463;

Abstract A team of dedicated staff recently completed a two-year project that resolved over 7,000 loans at the Louisiana State Museum. These included loans that had been left in the museum’s care for long periods of time and had never been returned or reclaimed; loans whose lenders had passed away and that had never been claimed by heirs; or institutional loans from institutions that no longer exist. Several factors came into play including a lack of proper documentation going back to the museum’s founding over 100 years ago, changes in accessioning practices, and collections moves. This article will discuss the history of the various issues related to long-term loans at the museum, the methodology of the project, and some results and lessons other museums and archives professionals might take away from our experience.

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Medium 9781475811728

Diversity, Power and Influence: Multiple Perspectives on the Ethics of School Leadership

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

Ulrich C. Reitzug

Diversity, Power and Influence: Multiple Perspectives on the Ethics of School Leadership

ABSTRACT: The intersection and clash between prevailing norms of schooling and increasing sensitivity to diversity raises a host of previously ignored ethical considerations for school administrators. These ethical issues remain largely invisible to many school leaders and thus are addressed only minimally or inadequately. This paper explores ethical issues of diversity, power and influence that are embedded in leadership and school practices. Ethical criteria suggested by various perspectives are examined and an argument is presented that ethical issues can be more thoroughly addressed by using criteria from multiple perspectives. It is only when ethical issues of diversity are explicitly addressed that leadership and schools can become moral and empowering.

In today’s schools, there is an increased sensitivity to diversity. Sensitivity to diversity recognizes cultural differences due to race, ethnicity, gender, and class, as well as opinion differences due to varying beliefs concerning appropriate educational practice. Evidence of sensitivity to cultural diversity is found in practices such as multicultural curricula, while evidence of sensitivity to diversity of belief is found in shared decision-making interventions such as site-based management. In many ways, however, schools continue to operate in the same manner they always have. Cultural norms of school policies and practices remain those of the white, middle-class culture, and empirical data on site-based management implementation points to a continuation of top-down principal leadership (see Reitzug and Capper, 1992).

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