Education Commons^™

Friendships And Retention At A Historically Black University: A Quantitative Case Studyno Title, Mondrail Myrick, John Gipson, Donald Mitchell

Small Town Student Privacy: Too Easy To “Connect The Dots?", T. Mattocks

T. C. Mattocks

No abstract provided.

Educational Genocide: Examining The Impact Of National Education Policy On African American Communities, Christopher Knaus, Rachelle Rogers-Ard

Christopher Knaus

Abstract This paper clarifies the cumulative impact of the current national education policy on African-American children, which ultimately aims to limit local control of urban schools. The authors argue that urban schools in the United States are increasingly required to rely upon temporary teachers who are trained to implement a curriculum focused on standardized testing. The No Child Left Behind Act and the current Duncan administration’s approach to closing (and re-opening) schools combines to further exclude low-income community involvement in local schools. These efforts to control the development, hiring, and evaluation of local educators further expands educational racism that silences …

Impact Of The Economic Downturn On Schools, Robert Mccord, Noelle Ellerson, K. Jordan, Teresa Jordan, Richard Lemons, T. Mattocks, Toby Melver, Margaret Orr

T. C. Mattocks

In Fall 2008, in response to the recent economic downturn, as evidenced in state budget shortfalls, federal buy‐outs and interventions, and a series of additional events characterizing a slowing, stagnant economy, AASA examined the impact on school districts across the nation. While there are regional differences, the findings of AASA’s Economic Impact Survey, presented here, demonstrate that superintendents in every part of the country are subject to the realities of the economic downturn. While this benchmark data cannot predict a trend, it is difficult to deny that superintendents, in increasing numbers, are confronted by the looming financial crisis that threatens …

Zero Tolerance: Balancing An Uncertain Expulsion Policy, Robert Mccord, James Hager, T. Mattocks

T. C. Mattocks

The article tests the common understanding of zero tolerance expulsion policies and in doing so balances the manner in which the policy is being implemented with the role of the Federal Courts as the arbitrator of disputes arising out of the use of the policy as a deterrent. The authors identify the important issues, review recent legal challenges and offer analysis of the implications for school administrators.

Lawyering Up: Finding The Right Legal Counsel For You And Your School District, T. Mattocks

T. C. Mattocks

No abstract provided.

African-American Principals In The Midwest: Voices Of The Sojourner Principal, David Brown

David C. Brown

In an era of accountability and high standards for public schools, some African American principals decided to work in predominantly white schools. Their experiences were challenging because they were racial newcomers in schools with students different from their own race. In this case study, 12 African-American principals and assistant principals in one Midwestern state described their experiences working in schools with fewer than 20 percent African-American students. In semi-structured interviews, participants discussed motivations, perceptions, and experiences serving as principals in predominantly white schools. Three primary research questions were investigated: How do African-American principals in predominantly white schools describe their daily …

Looking Back, Looking Forward: How The Economic Downturn Continues To Impact School Districts, Robert Mccord, Noelle Ellerson, K. Jordan, Teresa Jordan, Richard Lemons, T. Mattocks, Margaret Orr

T. C. Mattocks

This study is the fourth in a series of studies conducted by the American Association of School Administrators on the impact of the economic downturn on schools. Collectively, the findings of the AASA Economic Impact Study series demonstrate that school districts in every part of the country are subject to the realities of the economic downturn. While this benchmark data cannot predict a trend, it is difficult to deny that the financial crisis is increasingly threatening the progress schools have obtained and the stability they have enjoyed in the past. This latest study, “Looking Back, Looking Forward: How the Economic …

The Manifest Unwisdom Of The Aaup As A Collective Bargaining Agency: A Dissenting View, Sanford Kadish, William Van Alstyne, Robert Webb

Sanford Kadish

This Article addresses the current proposal for the American Association of University Professors to enforce the collective bargaining rights of its individuals. This paper advocates that the AAUP's principle resources and focus has always been centered in academia, and the organization is better equipped to advise other entities employing collective bargaining, rather than affect such change on its own.

Leveraging Resources Across Units And Universities To Address Academic Literacies And Research Skills In Ontario Graduate Students, Melanie Mills, Elan Paulson

Melanie Mills

Managing Distance And Lifelong Learning [Conference Proceeding Chapter], Connie Fulmer

Connie L. Fulmer

No abstract provided.

Managing Accountability Innovations In Distance-Learning Programs [Conference Proceeding Chapter], Connie Fulmer

Connie L. Fulmer

No abstract provided.

Maximizing The Potential Of Information Technology For Educational Management: Strategies For Interfacing The Technical Core Of Education [Conference Proceeding Chapter], Connie Fulmer

Connie L. Fulmer

No abstract provided.

Developing Information Systems For Schools Of The Future [Conference Proceeding Chapter], Connie Fulmer, F. Frank

Connie L. Fulmer

No abstract provided.

Impact Of Information And Communication Technology. On The Management Of Future Schools [Conference Proceeding Chapter], M. Makela, A. Tatnall, P. Nolan, Connie Fulmer

Connie L. Fulmer

No abstract provided.

Training Educational Managers To Use Information Systems: A Three Phase Approach [Conference Proceeding Chapter], Connie Fulmer, F. Frank

Connie L. Fulmer

No abstract provided.

A Model For Building Knowledge For Professional Practice [Book Chapter], Rodney Muth, Thomas Bellamy, Connie Fulmer, Michael Murphy

Connie L. Fulmer

No abstract provided.

Rethinking Learning Cultures: Themes From Educational Leadership Cohort Stories [Book Chapter], Connie Fulmer, R. Marcano

Connie L. Fulmer

No abstract provided.

Conceptual Foundations For Principal Leadership [Book Chapter], Thomas Bellamy, Rodney Muth, Connie Fulmer

Connie L. Fulmer

No abstract provided.

Principal Accomplishments: How School Leaders Succeed, Thomas Bellamy, Connie Fulmer, Michael Murphy

Connie L. Fulmer

Responding to the increasing demands on school leadership, this timely book outlines a comprehensive model for re-organizing knowledge and guiding action to improve student learning. The authors take a fresh approach to the principalship by focusing on four accomplishment areas, creating sustainable goals, developing a strategic focus, practicing effective action, and building social and civic capital. They show why these accomplishments are important to a principal's success and how they can be achieved

Administrator Preparation And School Information Systems: Facing The Paradox [Book Chapter], Connie Fulmer

Connie L. Fulmer

No abstract provided.

Using Graduate Learning Style Preferences As A Tool For Improving Teaching And Learning In Educational Leadership Programs [Book Chapter], Connie Fulmer

Connie L. Fulmer

No abstract provided.

Design Elements For Meaningful Clinical Practice Experiences: The Core Of Preparation Programs [Book Chapter], Connie Fulmer, Rodney Muth, Ken Reiter

Connie L. Fulmer

No abstract provided.

Critical Friends’ Perspectives On Problems Of Practice And Inquiry In An Edd Program [Book Chapter], Deanna Sands, Connie Fulmer, Alan Davis, Shelley Zion, Nancy Shanklin

Connie L. Fulmer

No abstract provided.

Investigating Distributed Leadership In Professional Development Schools: Implications For Principals, Schools, And School Districts [Book Chapter], Connie Fulmer, C. Basile

Connie L. Fulmer

No abstract provided.

When Motivation Hits Rock Bottom [Book Chapter], Connie Fulmer

Connie L. Fulmer

No abstract provided.

Developing A Reflective Practice Of Professional Development, Connie Fulmer

Connie L. Fulmer

An alternative approach to the traditional methods of professional growth is the development of a "reflective practice." The learning process in reflective practice begins with the examination of an individual's own actions and contrasting the actions to the ideal or intent of the practice. The process results in behavioral changes that improve professional performance.

Unpacking The Evidence Of Gender Bias, Connie Fulmer

Connie L. Fulmer

The purpose of this study was to investigate gender bias in pre-service principals using the Gender-Leader Implicit Association Test. Analyses of student-learning narratives revealed how students made sense of gender bias (biased or not-biased) and how each reacted to evidence (surprised or not-surprised). Two implications were: (1) the need for leadership programs to help students identify and unpack gender bias, and (2) to provide new leaders with strategies to confront and reduce gender bias in the organizations in which they will lead. A model for identifying, confronting, and reducing gender bias is presented as scaffolding to help educational leadership faculty …

Enrollment Projections: Factors And Methods, Thomas Glass, Connie Fulmer

Connie L. Fulmer

Outlines the importance of enrollment projections for informed decision making in educational organizations. Discusses births, migration, and holding power as the three major factors that affect school populations. Describes in detail the cohort survival ratio technique, presents a sample calculation, and mentions alternative methods.

Five Ideas For Reframing The Principalship, Thomas Bellamy, Connie Fulmer, Rodney Muth

Connie L. Fulmer

Schools, and especially principals, are challenged constantly to improve learning outcomes for students. We advance five ideas that should help principals address these challenges: (a) student learning "plus," (b) school accomplishments, (c) organizational context and depth of repertoire, (d) social and political context, and (e) leadership as an annual cycle.