Blazing New Trails: Preparing Leaders to Improve Access and Equity in Today's Schools. The 2011 Yearbook of the National Council of Professors of Educational Administration

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Sonst. Personen	Alford, Betty J. (Hrsg.); Perreault, George (Hrsg.); Zellner, Luana (Hrsg.); Ballenger, Julia W. (Hrsg.)
Institution	National Council of Professors of Educational Administration
Titel	Blazing New Trails: Preparing Leaders to Improve Access and Equity in Today's Schools. The 2011 Yearbook of the National Council of Professors of Educational Administration
Quelle	(2011), (367 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-8854-3252-6
Schlagwörter	Educational Administration; College Faculty; Professional Associations; Yearbooks; Management Development; Online Courses; Distance Education; Partnerships in Education; School Community Relationship; Politics of Education; Teacher Leadership; Principals; Work Environment; Special Education; Burnout; Problem Solving; Rural Schools; Administrator Responsibility; Administrator Role; Administrator Effectiveness; Hispanic American Students; Socioeconomic Status; Low Income; High Achievement; Administrator Attitudes; Teacher Attitudes; Mixed Age Grouping; Case Studies; Laboratory Schools; Self Efficacy; Values Education; Suburban Schools; School Districts; Educational Change; Instructional Leadership; Leadership Styles; Curriculum Development; Error of Measurement; State Programs; Testing Programs; Compliance (Legal); High Schools; Test Results; Economic Climate; Economic Impact; Social Justice; Public Education; Cultural Awareness; Tenure; Mentors; Change Agents; Early Childhood Education; Social Support Groups; Achievement Gap; Academic Achievement; Equal Education; Access to Education; Colorado; Illinois; Montana; Texas; United States + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Fakultät; Yearbook; Jahrbuch; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Hochschulpartnerschaft; Educational policy; Bildungspolitik; Lehrerfunktionsstelle; Principal; Schulleiter; Arbeitsmilieu; Special needs education; Sonderpädagogik; Sonderschulwesen; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Problemlösen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Socio-economic status; Sozioökonomischer Status; Niedriglohn; Lehrerverhalten; Jahrgangsübergreifende Gruppe; Case study; Fallstudie; Case Study; Laborschule; Self-efficacy; Selbstwirksamkeit; Werterziehung; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; School district; Schulbezirk; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Führungsstil; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Messfehler; Regierungsprogramm; High school; Oberschule; Wirtschaftslage; Ökonomische Determinanten; Soziale Gerechtigkeit; Öffentliche Erziehung; Cultural identity; Kulturelle Identität; Amtszeit; Beschäftigungsdauer; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Social support; Soziale Unterstützung; Schulleistung; Access; Zugang; Bildungszugang; USA
Abstract	This is the 2011 Yearbook of the National Council of Professors of Educational Administration (NCPEA). This Yearbook contains five parts. Part I, Invited Chapters, includes: (1) NCPEA President's Message, 2011 (Gary W. Kinsey); (2) Shadows and Images II (Lloyd Duvall); and (3) Micropolitics in the School: Teacher Leaders' Use of Political Skill and Influence Tactics (Donald J. Brosky). Part II, Critical Issues in Shared Leadership, includes: (4) Complexities in the Workload of Principals: Implications for Teacher Leadership (Caryn M. Wells, C. Robert Maxfield and Barbara A. Klocko); (5) Professional Learning Communities: A Feasible Reality or a Chimera? (Ronald A. Lindahl); (6) Superintendent Leadership as the Catalyst for Organizational Learning: Implications for Closing the Achievement Gap (Victoria L. Kelly and George J. Petersen); (7) Special Education Director Burnout in Montana (Debra Lynn Ferris and William G. Ruff); (8) Superintendent Decision-making and Problem-solving: Living on the Horns of Dilemmas (Walter S. Polka, Peter R. Litchka, Frank F. Calzi, Stephen J. Denig and Rosina E. Mete); and (9) The Administration of Special Education Programs in Rural Schools: The Roles and Responsibilities of Educational Administrators (Michael K. Redburn and William Ruff). Part III, Critical Issues in Promoting Academic Achievement, includes: (10) The Effective Practices and Beliefs of School Principals in High Achieving Hispanic Majority Mid-Level Schools (Johnny Briseno, Sandra Harris and Jason Mixon); (11) Creating Shared Meaning in High Performing, Low Socioeconomic Urban Elementary Schools: Going Extra, Above, and Beyond (JoAnn Danelo Barbour and Olga Pacot); (12) Increasing Student Success in Rigorous Courses: Promising Practices in Reform Identified by a School-University Partnership (Betty J. Alford); (13) Principals and Teachers Stated Beliefs as Compared with Their Perceptions of Multiage Implementation (Dean Halverson and Ruth Ann Tobey Brown); and (14) Distinguishing Practices for Administrators: A Case Study of a University's Lab Settings' Journey to Academic Excellence (Gloria Gresham). Part IV, Critical Issues in School Improvement, includes: (15) Self-Efficacy and Principal Involvement in Character Education (Robert Tatman, Stacey L. Edmonson and John R. Slate); (16) Navigating the Politics of Change in a Suburban School District: A Phenomenological Study (Emily Reichert and Mike Boone); (17) Redefining Curriculum Leadership for Principals: Perspectives of Texas Administrators (Sandra Stewart and Janet Tareilo); (18) Structured Inequity: The Intersection of Socioeconomic Status and the Standard Error of Measurement of State Mandated High School Test Results (Christopher H. Tienken); (19) The Social Justice Implications of the Deteriorating U.S. Economy on Public Schools in Selected U.S. School Districts in Colorado and Illinois (John W. Hunt and Gregory N. Pierson); and (20) Experiences with PTELL in Six Illinois School Districts: Leadership Perceptions and Student Performance (Keven D. Forney, Neil Sappington and Guy Banicki). Part V, Critical Issues in Educational Leadership Preparation, includes: (21) Preparing Future School Leaders to Foster Site Level Cultural Proficiency: Investigating the Work of Successful Schools First-hand (Kathryn Singh); (22) Shifting From a Face-to-Face to an Online Educational Leadership Program: A Case Study (Ross Sherman, Vance Vaughn, Peggy B. Gill, Wesley Hickey and Genie B. Linn); (23) Service to the Profession: The Forgotten Element of Tenure and the Importance of Faculty Mentoring (Janet Tareilo); (24) Blazing a New Trail for the Educational Turnaround Leader (Rayma L. Harchar, Mitzi P. Trahan and Janet G. Broussard); and (25) Developing and Supporting Early Childhood Teacher Leaders: A Leadership Project Connecting University, Community and Public School Resources (C. Robert Maxfield, Julie Ricks-Doneen, Barbara A. Klocko and Lisa Sturges). An author index is included. Individual papers contain tables, figures, references and appendices. (ERIC).
Anmerkungen	NCPEA Publications. Available from: National Council of Professors of Educational Administration. Web site: http://www.ncpeaprofessors.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10