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IJER Vol 25-N2

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The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research.
IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world.
Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

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6 Articles

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Doing the Work or Sharing the Work? The Educational Leadership Program Coordinator’s Role . . .

ePub

Doing the Work or Sharing the Work? The Educational Leadership Program Coordinator’s Role

Donald G. Hackmann
Carolyn L. Wanat

ABSTRACT: Using distributed leadership as a theoretical framework, this study investigated the educational leadership program coordinator’s duties in selected research universities, through interviews of 11 coordinators and 9 department chairs. Coordinators and chairs agreed that a significant time commitment was necessary for coordinators to provide oversight to the leadership preparation program. Most coordinators did not have job descriptions to delineate their duties, and few incentives were provided. Coordinators sometimes asked their chairs to intervene to ask faculty colleagues for help with programmatic responsibilities. This study concludes with recommendations to provide structure to and support for the educational leadership program coordination role.

KEYWORDS: leadership preparation, educational leadership, academic leadership

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Perceptions of Culturally Responsive Leadership Inside and Outside of a Principal Preparation Program . . .

ePub

Perceptions of Culturally Responsive Leadership Inside and Outside of a Principal Preparation Program

Stephen P. Gordon
Erin Ali Ronder

ABSTRACT: This was a qualitative study with the purpose of describing and comparing how culturally responsive leadership (CRL) was perceived by different types of educators inside and outside of a Master’s program in educational leadership focused on social justice and CRL. Participants included new-to-the-program students, end-of-program students, and school administrators who had not attended the Master’s program. Two interviews were held with each participant, and themes for each type of participant were identified and compared. End-of-program students generally had more sophisticated conceptions of CRL than new students or school administrators.

KEYWORDS: culturally responsive leadership, social justice leadership, equity, leadership preparation

Since the turn of the century, both the cultural diversity of our public schools and the pressure to meet the educational needs of a multicultural society have increased significantly. Unfortunately, educators’ knowledge and practice have not progressed in response to the nation’s increasing diversity. Rusch (2004) argues, “Processes and practices in schools suggest that educator knowledge about equitable social relations is missing or scant. In fact, professional practices based on the privileges and traditions of a longstanding maleocentric and meritocratic society are common” (p. 20). The lack of knowledge about diverse cultures has led to deficit views of nondominant cultures and failure to meet their educational needs (Mills & Keddie, 2012; Skrla & Scheurich, 2001). Deficit views have resulted in low expectations, inadequate resources, poor academic achievement, and high dropout rates for students belonging to marginalized groups (Ahram, Fergus, & Noguera, 2011; Brown, 2004; Hoff, 2008, Swanson, 2004a, 2004b).

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Passed Along: Black Women Reflect on the Long-Term Effects of Social Promotion and Retention in Schools . . .

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Passed Along: Black Women Reflect on the Long-Term Effects of Social Promotion and Retention in Schools

Lynnette Mawhinney
Decoteau J. Irby
Erica S. Roberts

ABSTRACT: Biographies and personal narratives are important for helping us understand how individuals make sense of their experiences and lives. This article explores the educational life histories of two adult Black women that we call Lauren and Shantel. Although both women graduated from US high schools, neither received the basic education and learning supports that would prepare them for successful adulthoods. This study demonstrates the long-term cumulative effects of social promotion and retention on the life outcomes of poor people of color and underscores the importance of prioritizing both students’ academic and socioemotional needs.

KEYWORDS: retention in schools, social promotion, educational life histories

In an era of high-stakes testing, educational researchers, policymakers, practitioners, and other stakeholders have grown increasingly concerned about the harmful effects of both social promotion and retention of students. Social promotion is the practice of moving students to the next grade regardless of their academic abilities. Often used as a means to ensure struggling students remain with students in their age group, social promotion frequently does significant harm to students academically and socioemotionally (Jimerson et al., 2006). Their inability to keep up with the material shakes the students’ confidence; they lose interest in school and lack motivation, and, unlike what most studies show (Carifio & Carey, 2010), some still drop out.

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An Examination of Mental Health Promotion Within International Schools and Current Reform Practices That Can Benefit Third Culture Kids . . .

ePub

An Examination of Mental Health Promotion Within International Schools and Current Reform Practices That Can Benefit Third Culture Kids

Sharon K. Munn
Thomas G. Ryan

ABSTRACT: The rising prevalence of adolescent mental health problems has created a need for increased public health programming in schools. Globalization and the expansion of the International Baccalaureate programs have led to higher numbers of Third Culture Kids (TCKs) attending international schools worldwide. Our review highlights unique characteristics of TCKs and presents a tactical blueprint to meet mental health needs. The first step was to develop an overview of existing mental health promotion practices implemented in national schools across the globe and the research that influenced their development. A second step was to provide suggestions for the application of these blueprints and resultant programs within international schools.

KEYWORDS: mental health, International Baccalaureate, health programming

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Communication as a Mediator Between Principal Leadership and Teacher Professional Learning in Hong Kong Primary Schools . . .

ePub

Communication as a Mediator Between Principal Leadership and Teacher Professional Learning in Hong Kong Primary Schools *

Li Lijuan
Philip Hallinger

ABSTRACT: This study attempted to identify communication as a human relational “path” through which principal leadership influenced teacher professional learning. The data was collected from a sample of 970 teachers from 32 Hong Kong primary schools. Online survey was administered, with two questionnaires to measure teacher perceptions of principal leadership and school capacity. Baron and Kenny’s (1986) four-step causal process for mediation analysis was employed and integrated with bootstrapping method. Further significance of the mediating effects of communication was tested, and the sizes for both the direct and indirect effects in the relationship were made explicit. The findings affirmed the role of communication as a mediator in the relationship between principal leadership and teacher learning.

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A Critical Discourse Analysis of Media Coverage of Shanghai Students’ Performance in the 2009 Program for International Student Assessment . . .

ePub

A Critical Discourse Analysis of Media Coverage of Shanghai Students’ Performance in the 2009 Program for International Student Assessment

Haigen Huang
Peggy Placier

ABSTRACT: This study discussed how Shanghai students’ performance in the 2009 Program for International Student Assessment was related to its social context. We used a critical discourse analysis approach to identify discourses underlying the students’ performance. Our analysis of texts from different sources both in the United States and China revealed that nationalism, knowledge economy, and neoliberalism were major underlying discourses. The study also showed that media reports tended to focus on the comparison of Program for International Student Assessment (PISA) scores of different countries and oversimplified the ranking, which might impede discussions of problems in the educational systems of these countries.

KEYWORDS: Shanghai 2009 PISA, globalization, nationalism, knowledge economy, neoliberalism

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