scholarly journals The Scott County School Board: A Case in Group Dysfunction

2018 ◽  
Vol 22 (1) ◽  
pp. 124-139
Author(s):  
William J. Heisler ◽  
Lesa L. Hanlin
Keyword(s):  
Educational Leadership ◽  
School Board ◽  
Ethical Behavior ◽  
Graduate Courses ◽  
The Past ◽  
Scott County

Over the past few years, the Scott County School Board has experienced a number of interpersonal and procedural issues during the conduct of its business. In addition to incivility of communication, the board has experienced conflict, challenges to its leadership, and questionable actions on the part of the board chairperson. This case raises a number of questions: What are the problems facing this school board and what can be done to improve its performance? What policies does a school board need and how should they be stated? How should perceived policy violations be handled? How much authority and discretion should a board chairperson have? This case can be useful in graduate courses to generate discussion of proper school board operations and ethical behavior in educational leadership and administration.

Nepotism and the Jackson County School Board

2017 ◽  
Vol 20 (2) ◽  
pp. 163-176
Author(s):  
William Heisler ◽  
Lesa Hanlin
Keyword(s):  
Educational Leadership ◽  
School District ◽  
School Board ◽  
Ethical Behavior ◽  
Unethical Behavior ◽  
Special Session ◽  
Graduate Courses ◽  
Jackson County ◽  
School Superintendent ◽  
District Leader

In 2015, the superintendent of the Jackson County School District revised the existing nepotism policy, and, subsequently, his wife was hired to a newly created position of director of innovation at a salary nearly twice the average paid to teachers in the district. Because of community reaction, the Jackson County School Board met in special session to address the situation. This case, presented in three sequential parts, raises a number of questions: When does nepotism exist? What constitutes unethical behavior on the part of a school district leader? How should a school superintendent react when confronted by alleged misconduct? How should a school board proceed when faced with community outrage? How can a school board regain public trust? This case can be useful in graduate courses to generate discussion of ethical behavior and the consequences of unethical behavior in educational leadership and administration.

scholarly journals What Can Sport Expertise Teach Us About Educational Leadership?

2008 ◽  
Vol 1 (2) ◽  
pp. 87-98
Author(s):  
A. E. Ted Wall
Keyword(s):  
Educational Leadership ◽  
Educational Leaders ◽  
Educational Settings ◽  
Graduate Courses ◽  
Cognitive Approach ◽  
Approach To Learning ◽  
Sport Expertise ◽  
Fast Pace

Interest in the development of leadership expertise in educational settings has significantly increased in the last decade. The heightened expectations and demands placed on educational leaders have resulted in the establishment of a variety of programs to help them cope with the fast pace of change. This paper describes a model of educational leadership expertise based on a cognitive approach to learning that has been used with participants in my graduate courses on educational leadership for over 10 years. The article suggests that this approach contributes to leadership effectiviness.

Systematic review of research on educational leadership and management in Latin America, 1991–2017

2017 ◽  
Vol 46 (2) ◽  
pp. 207-225 ◽  
Author(s):  
Felipe Aravena Castillo ◽  
Philip Hallinger
Keyword(s):  
Systematic Review ◽  
Latin America ◽  
Educational Leadership ◽  
Latin American ◽  
Knowledge Production ◽  
Empirical Studies ◽  
Research Capacity ◽  
Leadership And Management ◽  
The Past ◽  
Geographic Coverage

The purpose of this systematic review was to further our understanding of educational leadership and management (EDLM) knowledge production in Latin America. We conducted a “topographical review” of 48 articles from Latin America published in eight “core” EDLM journals published between 1991 and 2017. Data analysis focused on analyzing identified modal trends as well as highlighting variability in patterns of knowledge production. Notably, 75% of the studies had been published in the past 10 years, and 56% in the past five years. Geographic coverage was highly uneven across Latin America. While there were 19 articles from Chile, numerous Latin American societies were unrepresented in the database. Almost 80% of the corpus consisted of empirical studies and topical foci were highly diverse. Comparison of these results with findings reported in recent reviews of EDLM research from other developing societies yielded recommendations for enhancing research capacity and output in Latin America. A key limitation of the review was its exclusion of local language sources. This led to the further recommendation for Latin American scholars to undertake broader multi-language reviews of the EDLM knowledge base in Latin America.

Service Learning 201: Beyond the Basics

2008 ◽  
Vol 11 (1) ◽  
pp. 36-40 ◽  
Author(s):  
Lisa Schoenbrodt
Keyword(s):  
Service Learning ◽  
Communication Disorders ◽  
Undergraduate Curriculum ◽  
Speech Pathology ◽  
Community Agency ◽  
Community Partner ◽  
Graduate Courses ◽  
The Past ◽  
Introductory Class ◽  
University Training

Abstract Service learning is not a new concept in the field of education or communication disorders, involving a partnership that is formed between a community agency and a university training program. For service learning to effective, equal “buy in” is needed from all parties involved. Service learning is a natural fit in the area of communication disorders because the types of agencies involved and the types of experiences dovetail with the range of disorders in the population. In one department of Speech Pathology, we offered a variety of service-learning courses to students in training throughout their undergraduate curriculum, with different commitments in terms of time to service. In the past, our introductory level coursework involved brief experiences that were woven into the coursework, but was not the intensity of time or commitment that is required in graduate courses. In addition, with this introductory class, I had to consider the level of the student with little to no background with individuals with disabilities. These factors led us to design a service-learning course that incorporated time directly spent with the community partner agency on site and time spent indirectly planning an activity for clients at the community center.

scholarly journals Individuality, Freedom, and Community: Ella Flagg Young's Quest for Teacher Empowerment

2018 ◽  
Vol 58 (2) ◽  
pp. 175-198
Author(s):  
Jackie M. Blount
Keyword(s):  
Nineteenth Century ◽  
Educational Leadership ◽  
School Board ◽  
Public Service ◽  
Teacher Empowerment ◽  
Women's Work ◽  
Leadership Positions ◽  
National Network ◽  
Women’S Work ◽  
Suffrage Movement

After teaching shifted from men's to women's work in the second half of the nineteenth century, women pushed into newly created realms of educational leadership. They earned appointments to principalships and, buoyed by the growing woman's suffrage movement, they began winning elected superintendencies and school board positions. However, fearing that women might overtake men in running the schools, a multifaceted backlash movement emerged to rein in women's advancements. A tightly organized national network of influential male educators sought to centralize power, standardize and mechanize practices, and otherwise push women out of leadership positions while simultaneously making teaching an increasingly servile profession. Ella Flagg Young, Chicago's superintendent of schools who had long advocated for expanding women's public service, staunchly resisted this disempowerment of teachers. Instead, through her leadership, she vividly illustrated how schools might work if freedom, individuality, and community were truly honored.

scholarly journals The COVID States Project #72: School Board Elections

2021 ◽  
Author(s):  
Alauna Safarpour ◽  
Kristin Lunz Trujillo ◽  
Ata Uslu ◽  
David Lazer ◽  
Matthew Baum ◽  
...  
Keyword(s):  
Critical Race Theory ◽  
School Board ◽  
Controversial Issues ◽  
Election Cycle ◽  
The Past ◽  
Shenandoah Valley ◽  
Transgender Students ◽  
History Of ◽  
Run Up ◽  
School Board Elections

The COVID-19 pandemic and the backlash against Critical Race Theory have led to increased attention to school board elections. To better understand who votes in these elections and who attends school board meetings, this report examines the demographic characteristics of individuals who say they attended a school board meeting in the past 6 months and those who say they voted for school board at some point in the past year.Turnout in school board elections has historically been very low. Although comprehensive sources of turnout in school board elections are lacking, prior research has estimated turnout in select races to be between 3% and 12%, with even highly salient special elections unable to top 30% turnout. Between high rates of uncontested seats and a lack of salience for these hyper-local positions, school board elections have rarely garnered much attention in the history of American politics. This has changed in recent years, with controversial issues of virtual schooling, mask and vaccine mandates, rules for transgender students, and concerns about how history is taught propelling school board elections to the forefront of numerous news cycles in recent months. The increased attention and salience in school board elections are demonstrated by the spike in the number of school board members facing recall efforts in the 2021 election cycle: According to Ballotpedia, there were 90 recall efforts in 2021, the highest number observed in the 12 years they analyzed. Local news have reported spikes in school board turnout in the 2021 election cycle, with Southlake Texas, Centerville Ohio, Virginia’s Shenandoah valley, and numerous other locales, reporting higher than usual participation.In the run up to the November 2021 elections, rancorous school board meetings garnered national attention and

Hearing and Listening in a Typical Classroom

1997 ◽  
Vol 28 (3) ◽  
pp. 213-218 ◽  
Author(s):  
Catherine V. Palmer
Keyword(s):  
Hearing Loss ◽  
Hearing Impairment ◽  
School Board ◽  
Normal Hearing ◽  
Board Members ◽  
Classroom Teachers ◽  
School Board Members ◽  
Simple Description ◽  
The Past ◽  
Hearing Status

In the past, many educational audiologists dedicated the majority of their time to assessing the hearing status of students and providing listening solutions to those students with hearing loss. More recently, educational audiologists are positioning themselves (rightfully) as experts not only in hearing loss, but also in the acoustical environment for all students. In this role, audiologists are being called on to provide solutions for improving the listening environment in average classrooms that are full of students with normal hearing and with mild hearing impairment. Although Flexer, Wray, and Ireland (1989) and Crandell, Smaldino, and Flexer (1995) have recently provided excellent reviews of classroom listening for the hearing professional, there is a need for a simple description of classroom listening for the educator, administrator, and parent. To assist local educational audiologists and classroom teachers in obtaining technology to enhance the classroom listening environment, the following article has been developed for use with administrators, school board members, and parents. The style is purposefully "chatty," and some terminology is simplified for the target audience.

Public Health and the Law

2012 ◽  
Vol 40 (4) ◽  
pp. 1034-1039 ◽  
Author(s):  
James G. Hodge
Keyword(s):  
Public Health ◽  
Health Policy ◽  
Public Health Policy ◽  
Health Law ◽  
Graduate Courses ◽  
Public Health Law ◽  
The Past ◽  
Core Courses ◽  
The Law ◽  
Academic Study

Major advances, ground-breaking scholarship, and new programs in public health law over the past several decades have helped define and reform the field. The extent to which public health law is established as a distinct topic for graduate academic study, however, is uncertain. In the early 1990s, the numbers of academics whose work focused largely on public health law were few. Only a handful of schools of law, public health, and medicine regularly offered core courses in public health law (although many graduate courses in health law, bio-ethics, or public health policy featured select public health law topics). Collectively, these courses laid a strong foundation of instruction in public health law. Still, questions remain as to whether public health law has progressed as a topic of academic pursuit in American graduate institutions. Who is teaching core courses in public health law? Where are these courses taught? How are they designed and what specific topics are covered?

Sign in / Sign up

Export Citation Format

Share Document