Observing the Learner-Centered Class |
57 - 66 |
Michael Harris, Ph.D., Kettering University
Roxanne Cullen, Ph.D., Ferris State University
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[PDF] |
Colleges and universities across the country are struggling with the issue of accountability, especially with regard to student learning. One attempt to revitalize undergraduate education and to respond to the calls for change is defined by a shift in the dominant pedagogy to a learner-centered focus. If academic administrators are to promote and facilitate learner-centered education, they must understand the current research on how students learn and the resulting changes that that knowledge brings to the classroom. One of the many issues related to this paradigm shift for academic administrators is the question of faculty evaluation. How will the evaluation of teaching faculty evolve in this new paradigm? Of the many facets of faculty, classroom observation provides numerous challenges in the new paradigm. In this article, the authors consider how academic administrators might approach classroom observation in the new paradigm.
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To Test (or not) in Arena Settings |
67 - 78 |
Derick M. Kiger, Ed.D., Oconomowoc Area School District
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[PDF] |
Public schools face raised performance expectations on group-administered achievement tests. In response, educators have implemented various preparation strategies to ready students. However, the research community largely ignores the impact of setting on test performance. This randomized field trial assesses whether or not there were significant performance differences between two group test-taking conditions (classroom vs. arena) on the Wisconsin Knowledge and Concepts Exams. Participants included tenth-grade students from a medium-sized Wisconsin high school. Results showed no overall achievement advantage for classroom test takers. However, students in the top GPA quartile performed better in the classroom setting while students in the bottom GPA quartile performed better in the arena setting. Implications for school officials are presented.
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Enthusiastic Educational Leadership |
79 - 97 |
Jill Frymier Russell, Ph.D., Springfield College
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[PDF] |
A qualitative research study was conducted to explore the factors relating to enthusiastic and engaged educational leadership. The methodology included interviews of successful leaders in education at the elementary, secondary, and post-secondary levels, as well as a review of related research literature. The information gathered leads to the conclusion that enthusiasm and engagement with work is related to a collaborative leadership style, a strong work ethic, and alignment of personal and organizational missions. That is, educational leaders who (1) seek to achieve progress through collaboration, (2) exhibit a strong work ethic, and (3) clarify for themselves and others how the organizational mission aligns with personal mission are more likely, themselves, to be engaged and enthusiastic, while also promoting the same characteristics among those with whom they work.
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Challenges of the Public School Superintendency:
Differences by Tenure and District Location |
98 - 109 |
Daniel Trevino, Jr., Ed.D., LaFeria Independent School District
Richard T. Braley, Ed.D., Texas A&M University-Kingsville
Michelle Stallone Brown, Ed.D., Texas A&M University-Kingsville
John R. Slate, Ph.D., Sam Houston State University
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[PDF] |
In this study, the researchers examined current challenges faced by 46 public school superintendents in South Texas. Challenges faced by these superintendents which were investigated in this study were: political obstacles/governance; high stakes testing; curriculum and instruction; funding; student socio-economic status; student demographics; personnel ethics; a lack of highly-qualified teachers and paraprofessionals; a lack of educational diversity; and, student discipline. Through a survey completed by 46 public school superintendents in South Texas, statistically significant relationships were found between superintendent tenure and concerns about these challenges. Statistically significant differences were present in superintendents’ views about these challenges as a function of school district location. Implications of these findings are discussed.
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| Book Reviews |
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Accountable Teacher Evaluation! Toward Highly Qualified and Competent Teachers by Andrews, H. A. |
110 - 113 |
Reviewed by Diane Archer-Banks
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Critical Issues for Student Affairs: Challenges and Opportunities by Sandeen, A. and Barr, M. J. |
114 - 119 |
Reviewed by David Horton, Jr.
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Instructional Supervision Applying Tools and Concepts by Zepeda, S. J. |
120 - 123 |
Reviewed by Karen Melvin
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[PDF] |
