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1.
This article explores the implementation of various K–12 one-to-one computing initiatives to determine if patterns exist. These initiatives are funded in times of limited resources and constitute a serious investment in technology for the schools and districts adopting them. The goals of this study were to understand how and why one-to-one computing initiatives are being implemented, how these initiatives are funded and supported, and expectations or assumptions of stakeholders that are driving adoption of this type of technology. The results suggest that these school districts, and those like them, will face many challenges—some financial, some technical, and some procedural—as they work to integrate technology into instruction and assessment. Common themes or challenges identified from this work, and linked with previous research, include leadership and vision, funding, teacher professional development, and project evaluation. 相似文献
2.
《Peabody Journal of Education》2013,88(2):156-169
Any serious debate or discussion about the No Child Left Behind Act's prospects for success in rescuing students, who historically have not been well-served by the nation's public schools, must include the important voices of local school superintendents, who are charged with implementing the many disparate elements of the law's main provisions. As might be predicted, those voices are not unanimous in their support for this historic federal education policy measure. Though some superintendents view the law as a helpful and supportive part of overall school reform strategy building on local and state accountability initiatives, others see it as a punitive and draconian measure designed to build the case for vouchers and other private sector provider schemes by arguing that public schools have failed in many communities in America. This discussion concludes with the fervent hope that federal policy researchers in the next decade will focus both attention and resources on the many unresolved questions of implementation associated with this landmark measure. 相似文献
3.
David W. Thomas Edward A. Holdaway Kenneth L. Ward 《Journal of Personnel Evaluation in Education》2000,14(3):215-240
Careful evaluation of principals can help school systems to ensure that they have effective principals and effective schools. This study investigated policies and practices used by school systems in Alberta, Canada, to evaluate principals. Nearly all the superintendents in Alberta and a sample of recently appointed principals participated in the study. Three sources of data were used: (1) policy documents supplied by superintendents; (2) questionnaires completed by superintendents and principals; and (3) interviews with ten superintendents and ten principals. The results revealed substantial diversity among practices of principal evaluation, several constraints upon effective evaluation, the complexity of the evaluation function, substantial differences between the opinions of superintendents and principals about the importance of evaluation purposes, and the potential for positive effects for school districts of this evaluation activity. 相似文献
4.
This paper is based on a systematic literature review relevant to classroom integration of computer technologies in schools. The purpose of this review is to gain an accumulated view of uses, impacts and implementations of 1:1 computing initiatives for school children. Unlike previous reviews this study is not limited to certain countries or certain technologies. It includes any devices used in 1:1 computing (not just the PC), and schools worldwide. The paper investigates the themes being researched regarding 1:1 use in schools as well as exhibits some which are not yet being researched but should be important to investigate. The study finds mixed results including positive, negative and no-effects. The findings of this review are expected to be useful both for academics as well as policy makers for gaining insights for further research and successful educational policy reforms. 相似文献
5.
Aimee Howley Megan Eliason Rhodes Jacqueline J. Yahn 《Peabody Journal of Education》2014,89(5):619-638
The school district is the fundamental administrative unit of schooling in the United States and the superintendent the lead official. The nature and the challenges of this position, however, vary across the landscape. Because most superintendents lead rural districts, the challenges facing those districts are the ones that typically bedevil the superintendency overall (perhaps a surprising thought to many readers). From this vantage, we theorize such challenges overall, and illustrate the theory with three episodes: (1) the continuing threats of school and district consolidation; (2) the arrival of ethnic diversity in previously all-White rural places; and (3) the leasing of school lands for mining, with a focus on hydraulic fracturing (“fracking”). 相似文献
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7.
ABSTRACT The contribution district superintendents can make to school effectiveness and improvement is a neglected area of research in Australia. Research in the US suggests four ways in which superintendents impact on school improvement: the evaluation of principals and auditing of schools; the matching of school and district goals; the provision of informal support for principals; and the appointment and positioning of principals. Within an Australian setting of devolution to school‐based management, evaluation assumes major importance at school level and at district superintendent level in the pursuit of school effectiveness and improvement. An evaluation of the performance of two superintendents in Western Australia took place in 1990. It focused on superintendent performance within one key accountability area, the provision of principals’ professional development. The evaluation procedures and results are described and analysed, and implications are drawn for improving district superintendent evaluation as a means of enhancing school effectiveness and improvement. 相似文献
8.
In spite of continuing investigations, researchers have yet to satisfy practitioners, policy‐makers and the international research community about production of a defensible collection of important indicators for gauging school effectiveness. The research project described in this article had four major purposes: (a) to investigate and compare the perceptions of principals, teachers and area superintendents about the overall effectiveness of schools and effectiveness on specific dimensions; (b) to assess and compare the perceptions of these educators about the importance of the specific dimensions for overall effectiveness; (c) to assess the association between principals’ perceptions of effectiveness on, and importance, of these dimensions; and (d) to probe school‐level differences about the two types of organizations. Perceptual data were obtained from elementary and junior high school principals throughout Alberta, Canada, as well as from teachers and area superintendents in one major city. Schools were rated as most effective in maintaining an appropriate school climate, while the most important dimensions involved climate (elementary), and morale, climate and acknowledging achievements (junior high). Factor analysis produced eight underlying indicators, but it also demonstrated the complexity of the effectiveness construct. Comparisons of effectiveness and importance highlighted some important but least effective areas, such as encouraging academic success and maximizing staff satisfaction. Practical and research implications are elucidated. 相似文献
9.
Knudson BG 《American annals of the deaf》2003,148(1):49-55
Data on selected characteristics of superintendents of American residential schools for the Deaf were gathered in a 1999 survey. The resulting profile of superintendents of residential schools was then compared with a profile of superintendents of public elementary and secondary schools that had been compiled in 1992 by the American Association of School Administrators. The study population consisted of the lead administrators of the 72 residential schools for the Deaf in operation in the United States at the time of the survey. One particularly note-worthy finding was that these superintendents reported the same beliefs about their essential responsibilities that had been reported by superintendents of public elementary and secondary schools. The greatest disparity between the two groups of superintendents was in how they characterized their relationships with their governing boards: Generally, the residential school superintendents reported relationships that were less formal. The study, apparently the first attempt to profile superintendents of American residential schools for the Deaf, establishes a baseline for future studies of this kind. 相似文献
10.
Shirley M. Hord Deborah V. Jolly Sylvia E. Méndez‐Morse 《School Effectiveness & School Improvement》2013,24(2):110-130
ABSTRACT This paper contains a brief review of the research literature on superintendents’ leadership for school improvement as an introduction. Following that, the patterns of five superintendents’ leadership that evolved in five school improvement sites is reported; the activities in which the superintendents engaged in five quite different organizational settings is the focus. In addition, the strategies and events used by external assisters assigned to the sites to develop and enhance leadership behaviors are shared. The paper concludes with a short discussion of the unique conditions and influences on rural superintendents and their leadership for increasing educational effectiveness. 相似文献
11.
“External” Organizations and the Politics of Urban Educational Leadership: The Case of New Small Autonomous Schools Initiatives 总被引：2，自引：2，他引：0
Meredith I. Honig 《Peabody Journal of Education》2013,88(3):394-413
Members of organizations traditionally outside public school systems have begun to take on central, and in some cases internal, leadership roles and responsibilities in the implementation of ambitious educational improvement initiatives. How are these arrangements playing out in practice? This article explores that question with a 3-year qualitative investigation of the participation of two such organizations—a school reform support organization and a consortium of foundations—in the implementation of new small autonomous schools initiatives in Oakland (California) and Chicago. Using Malen's politics of implementation framework, this article reveals how external organizations influenced the implementation of district initiatives with significant consequences for both the reform strategy and their own ability to sustain their involvement in implementation over time. The article concludes with implications for the research and practice of educational leadership. 相似文献
12.
Joseph Murphy 《School Effectiveness & School Improvement》2013,24(4):349-375
Since the mid‐1980s, major efforts to reform education throughout the world have been unfolding under the banner of school restructuring. Central to this agenda for reform are alterations in the roles of all educational stakeholders. While a good deal of conceptual work, and some empirical analyses, have been devoted to the topic of role changes for teachers, administrators, parents, community members, and students at the school level, considerably less is known about the effects of restructuring on the role of central office administrators. By analyzing the perceptions of 74 chief executive officers about how restructuring is shaping the superintendency in Kentucky, the study reported herein helps address this gap in the knowledge base. Three themes emerge from the analysis: (1) an enhanced role for superintendents in developing community; (2) a redefinition of the type of leadership needed to administer empowered schools; and (3) a mighty struggle to help individual schools deal with the process of systemic change. 相似文献
13.
Jared Keengwe Gary Schnellert Chris Mills 《Education and Information Technologies》2012,17(2):137-146
The purpose of this study was to examine how 1:1 laptop initiative affected student learning at a selected rural Midwestern
high school. A total of 105 high school students enrolled in 10th–12th grades during the 2008–2009 school year participated
in the study. A survey instrument created by the Mitchell Institute was modified and used to collect data on student perceptions
and faculty perceptions of the impact of 1:1 laptop computing on student learning and instructional integration of technology
in education. Study findings suggest that integration of 1:1 laptop computing positively impacts student academic engagement
and student learning. Therefore, there is need for teachers to implement appropriate computing practices to enhance student
learning. Additionally, teachers need to collaborate with their students to learn and understand various instructional technology
applications beyond basic Internet browsing and word processing. 相似文献
14.
In the wake of Hurricane Katrina, Mississippi Gulf Coast superintendents were faced with changes in their communities, schools, and school districts of a magnitude that they could not have imagined. This narrative study was based on multiple interviews conducted in 2005 and 2006 of 7 Gulf Coast superintendents. The study investigated how these superintendents have responded to the devastation of Katrina and how they perceive their leadership roles to have changed as a result. The study found that the superintendents have changed their priorities and focuses and have drawn on their personal strength and resilience to serve the people in their school districts and their communities. 相似文献
15.
Dr. Allan C. Ornstein 《The Urban Review》1991,23(3):207-214
Superintendents and school board presidents from the 100 largest school districts in the nation were surveyed to determine the major problems confronting these education leaders. Both superintendents and school board presidents were in agreement on most concerns, including the top three major problems. They are in complete agreement that finance and related worries are the most important problems they face. The survey identified several critical variables, including the superintendents' age, gender, and experience; the school board presidents' gender and experience; and the school districts' size, geographical region, metropolitan setting, and ethnic student profile. 相似文献
16.
This chapter addresses evidence of leadership turnover in urban school systems and explains this leadership problem as emanating from the changing political ecology of urban school systems. The average tenure of urban superintendents is now 2‐5 years, coupled with a shortage of applicants for vacant superintendencies, indicating a crisis of legitimacy for many urban school systems. Demands for racial representativeness on school boards and among superintendents led to more African‐Americans in these positions, but responsiveness to these demands did not check still other demands for improved quality. The evolution from racial equity (integration and representativeness) to quality is reviewed. Most recently, business leaders have mobilized to demand improved quality. An analysis of events in Detroit, Atlanta and Milwaukee illustrates the difficulty these school systems have had managing these cumulative political demands. 相似文献
17.
Trey Fitch Earl Newby Victor Ballestero Jennifer L. Marshall 《Counselor Education & Supervision》2001,41(2):89-99
The authors examined the perceptions of future school administrators regarding the role of the school counselor. The study was designed to assist counselor educators and school counselors in identifying potential barriers that could interfere with establishing comprehensive developmental counseling programs that are supervised by principals and superintendents. Future administrators rated crisis intervention, assisting with transitions, and personal counseling as the most important duties of school counselors; however, some respondents identified administrative and disciplinary duties as significant ones for the counselor. 相似文献
18.
John Pearson 《Technology, Pedagogy and Education》2013,22(3):279-292
Abstract This article reviews the Hong Kong policy (1998) on information technology in education (ITE). Key proposals in the policy and the rationales presented for introducing new technology in schools are examined. It is suggested that initiatives presented would have been difficult to implement fully without more far-reaching changes in education policies and school practices. Now, other proposals for reform of education in Hong Kong have been released. The ways in which these recent proposals for reform support existing initiatives in ITE are identified and discussed. Available data on the implementation of ITE are also reviewed. It is suggested that while a comprehensive policy framework has now been developed, the ‘vision’ for ITE may take some time to be realised. 相似文献
19.
Christopher DeLuca Don Klinger Jamie Pyper Judy Woods 《Assessment in Education: Principles, Policy & Practice》2015,22(1):122-139
The purpose of this research was to examine the implementation of a professional learning project aimed at building educators’ knowledge and skills in assessment for learning (AfL) within two school districts in Ontario, Canada. Specifically, the research examined the value of a two-tier Instructional Rounds (IR) professional learning model. This professional learning model was unique because it engaged both teachers and principals in collaboratively learning and implementing AfL strategies in order to develop systemic capacity in assessment. In total, 12 principals, 48 teachers, two superintendents and two school district assessment consultants participated in the study. Data were collected through observations of IR sessions, classroom observations, interviews, IR session reflections and a post-project survey. Findings from this study report on positive changes in teachers’ and principals’ conceptions and implementation of AfL as well as on the value and challenges of IR as a professional learning model. The paper concludes with a discussion on developing systemic capacity in AfL through an IR model of professional learning. 相似文献
20.
Sofoklis Sotiriou Katherina Riviou Stephanos Cherouvis Eleni Chelioti Franz X. Bogner 《Journal of Science Education and Technology》2016,25(4):541-549
Education reform initiatives tend to promise higher effectiveness in classrooms especially when emphasis is given to e-learning and digital resources. Practical changes in classroom realities or school organization, however, are lacking. A major European initiative entitled Open Discovery Space (ODS) examined the challenge of modernizing school education via a large-scale implementation of an open-scale methodology in using technology-supported innovation. The present paper describes this innovation scheme which involved schools and teachers all over Europe, embedded technology-enhanced learning into wider school environments and provided training to teachers. Our implementation scheme consisted of three phases: (1) stimulating interest, (2) incorporating the innovation into school settings and (3) accelerating the implementation of the innovation. The scheme’s impact was monitored for a school year using five indicators: leadership and vision building, ICT in the curriculum, development of ICT culture, professional development support, and school resources and infrastructure. Based on about 400 schools, our study produced four results: (1) The growth in digital maturity was substantial, even for previously high scoring schools. This was even more important for indicators such as vision and leadership” and “professional development.” (2) The evolution of networking is presented graphically, showing the gradual growth of connections achieved. (3) These communities became core nodes, involving numerous teachers in sharing educational content and experiences: One out of three registered users (36 %) has shared his/her educational resources in at least one community. (4) Satisfaction scores ranged from 76 % (offer of useful support through teacher academies) to 87 % (good environment to exchange best practices). Initiatives such as ODS add substantial value to schools on a large scale. 相似文献