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Are School Boards An Effective Means Of School Governance? A Micropolitical Perspective, Jane Clark Lindle
Are School Boards An Effective Means Of School Governance? A Micropolitical Perspective, Jane Clark Lindle
Publications
Kentucky has witnessed many changes in educational administration. An assessment of those changes, with a focus on school boards, was done. School boards are not efficient bodies and this is not a problem. If efficiency was the top concern, then minimizing time and costs would be dominant and schools would suffer. School boards are not particularly elite or expert forums and but this is preferable since such boards are forums for public interest. Finally, school boards are regarded as democratic, but by no means are they apolitical. Boards are the middle ground between public and private interests; the focus on …
Emerging Issues With The Predictive Applications Of The Gre In Educational Administration Programs: One Doctoral Program's Experience, Jane Clark Lindle, James S. Rinehart
Emerging Issues With The Predictive Applications Of The Gre In Educational Administration Programs: One Doctoral Program's Experience, Jane Clark Lindle, James S. Rinehart
Publications
Little information exists as to the efficacy of using the Graduate Record Examination (GRE) as a predictor of success for nontraditional students' graduate studies. Since many students in doctoral education programs are nontraditional matriculants, an investigation of the relationship between GRE scores and student success in one such program is discussed. Records of 74 doctoral students enrolled in educational administration since 1992 were obtained to examine the independent variables. A questionnaire was used to collect faculty perceptions of student scholarship (potential) as the dependent variable. The results indicated three significant predictors of student scholarship potential: grade point average, analytic score …
Can State Reform Shape The Culture And Definition Of Professionalism In Schools?, Jane Clark Lindle
Can State Reform Shape The Culture And Definition Of Professionalism In Schools?, Jane Clark Lindle
Publications
When Kentucky established a comprehensive reform of its schools in 1990, it targeted the nature of professional culture, norms, and activities in education. To explain this reform movement, a narrative analysis of research reports targeting various aspects of the 1990 Kentucky Education Reform Act is reported here. The focus is on identified elements of professionalism: a requisite knowledge base, performance of a social service, broad powers of discretion in performance of a job, and collegial controls on admittance and retention in the profession. The research employed a form of narrative analysis and represents the first step in a synthesis of …
How Does A Principal Use Kentucky's High Stakes Assessment To Monitor And Improve Student Learning?, Ora Cobb Jr, Jane Clark Lindle, James S. Rinehart
How Does A Principal Use Kentucky's High Stakes Assessment To Monitor And Improve Student Learning?, Ora Cobb Jr, Jane Clark Lindle, James S. Rinehart
Publications
This paper explores Kentucky's Education Reform Act (KERA) for improving at-risk students' scores to see if the strategies in one middle school improved standardized and state-performance-based assessment results. The study encompasses two purposes: to use a forced-entry regression model to detect which independent variables were predictors of success for "at-risk" students on the Kentucky Instructional Results Information System (KIRIS), and to offer an analytic model for principals to use in examining the impact of specific school reform initiatives and selected intervention strategies. The paper offers a literature review that discusses Effective Schools research, explains the background for KERA and KIRIS, …
Balancing Change And Understanding In Literacy Research Through Formative Experiments, David Reinking, Janet Watkins
Balancing Change And Understanding In Literacy Research Through Formative Experiments, David Reinking, Janet Watkins
Publications
Discusses formative experiments in literacy research. Outlines six components of a formative experiment. Offers an example of a formative experiment and describes establishing a pedagogical goal, specifying and justifying an intervention, collecting data, adapting the intervention in light of data, unanticipated effects, and changes in the educational environment. Discusses strengths and limitations of formative experiments in literacy research.