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Medium 9781442229174


Pro Ecclesia Rowman & Littlefield Publishers ePub

Robert W. Jenson

Richard John Neuhaus died Thursday, January 8, 2009, and was buried Tuesday, January 13, at the Church of the Immaculate Conception on East Fourteenth Street in Manhattan, where he had served since becoming a Catholic priest. It is a medium-sized, reverently worn-down structure.

At the time I was more or less crippled by a slipped disk, but my wife, Blanche, and I left from Princeton at 6:30 for the 10:00 service, warned we must be there early indeed if we hoped for pew space. We had to make it, for Richard's death left a hole in our world that could be surveyed only from within the gathering of God's people around his body. The friends and acquaintances we joined after the service—on the street and then at Richard's neighborhood Italian restaurant—all felt the same vacancy. Even so, when the restaurant's door opened we would turn, involuntarily expecting Richard to walk in and take over as usual.

In newspapers, blogs, and journals, Father Neuhaus's achievements/ nefarious schemes have since been richly celebrated/unveiled, and I will not go over the whole ground again. He was beyond any doubt the premier public theologian of his time, if by “public theology” one means genuinely theological interpretation of public structures and events, itself done in public. Of course, many who have called for “a public theology” took fright when they met the real thing—as against, say, a talk show about spirituality.

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Medium 9781475816747

University Autonomy: The Ethiopian Experience

International Journal of Educational Reform Rowman & Littlefield Publishers ePub

Demewoz Admasu Gebru

ABSTRACT: This article discusses and analyzes the state of university autonomy in Ethiopia at a time when the country has embarked on massive expansion of the sector, and universities are established out of urban centers based on regional equity. Legislative provisions and case study reports were reviewed, and lived experiences documented with emphasis on academic, financial, staffing, and governance matters. Following, generalizations were made in order that the country benefits out of the sector.

The government of Ethiopia (since 1991) has embarked on rapidly expanding higher education and universities based on equitable regional distribution. This is enshrined in major legislative provisions such as the Education and Training Policy (1994), the Constitution (No. 1/1995, FDRE), and the Higher Education Proclamation (No. 351/2003). Aimed to provide Ethiopians access to public education, the number of public universities has increased to 31 today from 2 in 1991. This enormously expanding system not only brought varied expectations (in creating knowledge, improving equity, and responding to various stakeholders), but also put considerable pressure on universities. Added to these were globalization, internationalization, and regionalization of knowledge. In all, universities need to adapt to a more complex environment. These head to shortage of research funds, lack of requisite profile of academic staff, and increasing competition for meager resources, among others. In order to raise their competitive edge in this highly competitive environment—both local and international—university autonomy plays a pivotal role in Ethiopia, one of the least developed countries in Sub-Saharan Africa. This is because institutional autonomy grants universities freedom to exercise alternative strategies in order to fulfill missions more effectively.

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Medium 9781475812015

Leading Learning: First-Year Principals' Reflections on Instructional Leadership




ABSTRACT: This qualitative study examined the instructional leadership perceptions of four first-year principals. Findings illuminate five themes drawn from the data: definitions of instructional leadership, challenges that first-year principals faced, how these principals addressed these challenges, how the novice principals plan to enact their instructional leadership during the second year on the job, and an unexpected theme—perceived insider advantage. This study contributes to a better understanding of the instructional leadership challenges that first-year principals face, and it highlights implications for preparation programs and district initiatives that might contribute to more effective support to novice principals as they enact instructional leadership.

The most recent Schools and Staffing Survey, published by the U.S. Department of Education (Battle & Gruber, 2009), reported that 34% of participating principals had 2 or fewer years of experience. This is not a dramatic increase over the 30% of new-to-role principals reported on the survey in 2000; however, the conditions and complexity of the principal’s role have shifted dramatically in the intervening 10 years. These changes are due in part to an increased focus on accountability since the passage of the No Child Left Behind Act (Mintrop & Sunderman, 2009).

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Medium 9781475824056

Supporting Preservice Teachers’ Collaboration With School Leaders

Journal of School Public Relations Rowman & Littlefield Publishers ePub


ABSTRACT: To meet state and national standards, preservice special education training programs include content on communicating and collaborating effectively with school administrators. To incorporate modeling in teacher training, preservice special education programs must structure collaboration throughout the content of the program and provide field experiences that meet the challenges of establishing appropriate types of communication for collaborative endeavors. This study found that the clinical practice experiences of 29 preservice special educators were linked to the course content of their collaboration classes. Special education teacher candidates collaborated and communicated with school administrators mostly about student assessments, placements, and progress. Participants also stated that their conversations with administrators focused on teacher observations and evaluations. These communicative and collaborative activities with administrators occurred primarily during faculty meetings, special education department meetings, and individualized education plan meetings. Although the topics, as well as the strategies, that participants used in their communication met the standards, it did not always translate into collaboration. Results suggest that the connection between fieldwork experiences and course content is essential in creating links between theory and practice.

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Medium 9781475810554

An Analysis of Instructional Facilitators’ Relationships With Teachers and Principals

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

Bret G. Range

John C. Pijanowski

Heather Duncan

Susan Scherz

David Hvidston

An Analysis of Instructional Facilitators’ Relationships With Teachers and Principals

ABSTRACT: This study examines the perspectives of Wyoming instructional facilitators, concerning three coaching constructs—namely, their instructional leadership roles, teachers’ instructional practices, and the support that they receive from principals and teachers. Findings suggest that instructional facilitators were positive about their instructional leadership roles and about the support received from principals yet were neutral concerning teachers’ autonomy about instructional practices. Instructional facilitators highlighted their roles in mentoring, coaching, and data analysis. Significant differences were found concerning the perceptions of technology instructional facilitators and high school instructional facilitators about their leadership roles, teachers’ instructional practice, and support received from principals.

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