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Full-Text Articles in Education
What Is Rigor?: A Qualitative Analysis Of One School’S Definition, Heather Bower, Joelle Powers
What Is Rigor?: A Qualitative Analysis Of One School’S Definition, Heather Bower, Joelle Powers
Academic Leadership: The Online Journal
In an era of increasing accountability, school administrators and faculties often find themselves amid a plethora of best practices and strategies aimed at improving students’ academic achievement. In the midst of these discussions, school culture is often hailed as the key to creating effective schools because it defines how people within a particular school are to behave and what they are to value (Stolp & Smith, 1995). Furthermore, it allows administrators to draw attention to some of the culture’s most important aspects: its values, beliefs, and assumptions that create the school’s vision for excellence (Stolp & Smith, 1995). Malloy (2005) …
E Is For Elephant, J Is For Jackass: The Role Of Politics In Education, Michael Miles
E Is For Elephant, J Is For Jackass: The Role Of Politics In Education, Michael Miles
Academic Leadership: The Online Journal
K-12 institutions find themselves under the realm of No Child Left Behind. A central question is, “What does this really mean in terms of the educational world?” State legislatures are more and more influencing the organization and operation of institutions of higher education. It seems that the roles assumed by individuals in education and the roles assumed by individuals in politics have taken drastic, if not cataclysmic changes. No Child Left Behind and state-mandated funding formulas (to mention only a few) are not the only times in which educators and institutions have found themselves inundated by politics. The days of …
Rethinking Education From First Principles, Carolyn Osborne
Rethinking Education From First Principles, Carolyn Osborne
Academic Leadership: The Online Journal
The resulting project was “What Difference Does Instruction Make?” I asked students to collect data on their students, record the nature of instruction given, and then collect data following the instruction. They were to analyze the differences between the pre- and post-instruction data. The project was made flexible to accommodate the variety of field placements they could experience, so they could do their project on a single student, on a small group, or on the whole class. The instruction in the project could be on any topic and did not have to be taught by the student him or herself; …