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Medium 9781475819403

Editorial: Dare Teacher Education Build a New Social Order?

Teacher Education and Practice Rowman & Littlefield Publishers ePub

PATRICK M. JENLINK

We live in difficult and dangerous times—times when precedents lose their significance. If we are content to remain where all is safe and quiet and serene, we shall dedicate ourselves, as teachers have commonly done in the past, to a role of futility, if not positive social reaction. Neutrality with respect to the great issues that agitate society, while perhaps theoretically possible, is practically tantamount to giving support to the forces of conservatism. . . .

To refuse to face the task of creating a vision of a future America immeasurably more just and noble and beautiful than the America of today is to evade the most crucial, difficult and important educational task.

—Counts (1932/1978, p. 51)

Arguably, the United States and the educational systems that provide the infrastructure for our society are more fragmented, uncertain, and politically polarized than at any time in recent history (Apple, 2002; Giroux, 2003a, 2003b; Kellner, 2004; Shulman, 2003). Contemporary public schools are hallmarked by rigid ethnic, racial, and class segregation, not only between schools, but also within (Anyon, 1997; Mickelson, 2003). Adding to these tensions, schools are equally hallmarked by politics of gender and sexual orientation (Lugg, 2003). The manifold pressures of accountability are growing both in number and in scope, within and across all educational systems. The frightening reality is that public schools are too often characterized by an inequitable social order and the erosion of their educational function in preparing students for democratic life and citizenship responsibilities. Scholars such as Michael Apple (2000) and Joel Spring (2000) contended that public schools have consistently functioned to reflect, reify, and replicate society, advantaging the dominant culture at the expense of those cultures perceived to be subordinate.

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Medium 9781475837513

Starting at the Beginning

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Starting at the Beginning

An Intuitive Choice for Classroom Management

Justin D. Garwood, Alene H. Harris, and Jonathan K. Tomick

ABSTRACT: Teachers’ actions in the first 3 days of school set the stage for student success throughout the academic year. Classroom management continues to be one of the more pressing concerns for both preservice and in-service teachers. Recent research in classroom management has identified evidence-based practices, but the research-to-practice gap remains. This study reports on the implementation of a research-based classroom management professional development program focused on the beginning of the school year. To increase teacher buy-in and fidelity of implementation, 22 teachers were trained to deliver the program in their respective schools within a southeastern school district. Results of survey data from 347 teachers suggest that teachers made changes in their approach to starting the school year and that these changes were associated with increased teacher efficacy and fewer off-task and disruptive student behaviors. Implications for professional development and teacher education are discussed.

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Medium 9781475815917

An External Evaluation of Systemwide School Reform in Chicago

International Journal of Educational Reform Rowman & Littlefield Publishers ePub

D. WILLIAM QUINN, MONICA STEWART and JERI NOWAKOWSKI

North Central Regional Educational Laboratory

1900 Spring Road

Oak Brook, IL 60521-1480

The first external systemwide evaluation of Chicago’s school reform was packed into a three-month period, January through April of 1992. The evaluation, conducted by the North Central Regional Educational Laboratory for the 1990-91 school year, presented both practical and conceptual problems in assessing massive school reform. Chicago is the largest city in the State of Illinois, educates approximately one-fourth of all Illinois students, employs over 42,000 persons excluding substitutes, and spends two plus billion dollars annually in educating over 400,000 students.

The North Central Regional Educational Laboratory (NCREL) evaluation (Nowakowski, Stewart and Quinn, 1992), was commissioned by the Chicago School Finance Authority, a review body charged with statutory oversight of reform legislation.

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Medium 9781475817133

Principals for America 2000

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

SCOTT D. THOMSON1

ABSTRACT: School leadership is essential to achieving the America 2000 goals outlined by President Bush. Current preparation programs, however, fail to provide principals with the knowledge and skills required to lead schools effectively amid a rapidly changing environment. Without effective school site leadership, schools cannot meet the challenge of improved outcomes.

Most current attempts to improve preparation programs reflect ad hoc adjustments and timidity, rather than a genuine redesign effort. They fail to develop the leadership skills, the understanding of instructional environments, and the group process competencies required of principals today.

The National Policy Board for Educational Administration, formed to design and disseminate new models for preparing school administrators, has developed a structure for preparing principals that responds to the new realities of the workplace. The framework, described in Principals for Our Changing Schools, focuses upon the leadership skills and understandings important to creating with teachers a good instructional environment, and the process and political skills essential to building family and community coalitions in support of this mission. Current Policy Board work includes the commission of writing teams to identify the core knowledge and skills, and the performance standards for the 21 "performance domains" in the framework.

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Medium 9781475824162

Notes From the Editor

Relations, Journal of School Public Rowman & Littlefield Publishers ePub

THEODORE KOWALSKI

As the author of a widely used text on school public relations (PR) and the editor of this journal, I am often asked, why do public schools need to engage in PR? The query stems from a narrow and incorrect conceptualization—one that views PR as simple persuasion, press agentry, or even propaganda.

For more than five decades now, scholars have emphasized that PR is really about relationships. In the business world, these associations are external and internal. External relationships involve associations between company employees and customers; internal relationships involve associations between and among company employees. Applying to PR to colleges and schools therefore entails relationships between educators and other stakeholders and relationships between and among educators working in the same institution. Although persuasion is an acceptable PR objective, if done ethically, it is certainly not the sole purpose. Thus, this journal is dedicated to publishing research and best practices that affect internal and external relationships in education institutions. Its primary foci remain general public relations, school and community relationships, human resources management, communication, community education, and conflict management–resolution.

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