K-12 Educational Leadership and Autism

2022 ◽  
pp. 88-103
Author(s):  
Judy Ruth Williamson
Keyword(s):  
Educational Leadership ◽  
Educational Leaders ◽  
Autism Spectrum ◽  
Children And Youth ◽  
Leadership Characteristics ◽  
Racial Groups ◽  
Roles And Responsibilities ◽  
Vice Principals ◽  
Continuous State ◽  
K 12

The Center for Disease Control (CDC) estimates that about 1 in 54 children have been identified with autism spectrum disorder (ASD). Autism occurs among all ethic, socioeconomic, and racial groups. With this nationwide prevalence, educational leadership, Principals, Vice Principals, and parents must be in a continuous state of learning about autism and the unique needs of their autistic learners. The chapter is dedicated to helping parents and educational leadership to understand each other's roles and responsibilities in regard to serving children and youth on the autism spectrum. First, the chapter will explore literature regarding unique leadership characteristics needed to support youth on the autism spectrum. Next, an overview of literature available regarding educational leaders' perspectives and strategies in supporting youth on the spectrum. Finally, suggestions and strategies for developing educational leaders that understand and cherish youth on the autism spectrum are given.

Teaching Ethics in Educational Leadership Using the Values–Issues–Action (VIA) Model

2019 ◽  
Vol 15 (2) ◽  
pp. 150-163
Author(s):  
Karen D. Jones ◽  
Hellen Ransom ◽  
Crystal R. Chambers
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Leadership ◽  
School Leaders ◽  
Ethical Dilemmas ◽  
Educational Leaders ◽  
Teaching Ethics ◽  
Education Programs ◽  
Ethical Decisions ◽  
K 12

Educational leaders are faced with multiple ethical decisions every day. This article presents the Values–Issue–Action (VIA) Model as a tool for developing ethical decisions in K-12 schools. The model is presented with three scenarios from K-12 education to practice using the model into practice. The model can be used by current school leaders and those in higher education programs developing future K-12 leaders. The model can also be used in school and district professional development to have leaders examine ethical dilemmas they face daily.

scholarly journals Helping Children to Learn at Home: A Family Project to Support Young English-Language Learners

2012 ◽  
Vol 29 ◽  
pp. 224 ◽  
Author(s):  
Mary-Anne Jasinski
Keyword(s):  
English Language Learners ◽  
English Language ◽  
Community Education ◽  
Children And Youth ◽  
Learning Needs ◽  
Complex Needs ◽  
Canadian Education ◽  
Evaluation Phase ◽  
K 12 ◽  
At Home

The Coalition for Equal Access to Education (CEAE) is a Calgary-based nonprofit organization committed to working with community, education, and government stakeholders to promote access to quality, equitable education and services for K-12 English-as-a-second-language (ESL) learners. CEAE is active in developing innovative projects, research publications, and informing policy and decision-makers on issues that affect education and services for children and youth. In addition, the organization engages in community development initiatives through literacy development support for ethnocultural children and youth, leadership training on active parental involvement, and promotion of systemic change and cultural competence. In its work to address the complex needs of ESL children, families, and the professionals who support them, the CEAE has developed Helping Children Learn at Home, a parents’ program that supports ethnocultural parents in creating healthy learning environments in the home, in understanding better and addressing their young children’s learning needs, learning about the Canadian education system, and contributing to decision-making processes in schools and in the community that affects their children’s educational success. This article describes the program and the pilot session completed in February 2011. The evaluation phase included feedback from the participants, the CEAE staff, and the curriculum developers in order to produce and publish a completed version of the document, which will be available for use by other agencies.

The Role of the Educational Leadership Program Coordinator (PC) in University–K-12 School District Partnership Development

2018 ◽  
Vol 15 (4) ◽  
pp. 241-260
Author(s):  
Lisa B. Coleman ◽  
Ellen Reames
Keyword(s):  
Educational Leadership ◽  
School District ◽  
Leadership Program ◽  
Preparation Programs ◽  
Program Coordinator ◽  
Partnership Development ◽  
Partnership Model ◽  
Educational Leadership Program ◽  
Educational Leadership Preparation Programs ◽  
K 12

The researchers explored educational leadership program coordinator (PC) roles in developing university–K-12 school district partnerships. Little is known in regards to the PC’s role in educational leadership preparation programs, and there is even less evidence of the PC’s role in K-12 school district partnership development. This burden appears to have fallen in the educational leadership PC’s wheelhouse. Using the Barnett et al.’s partnership model as the framework, the researchers examined the PC’s role. Facilitating and hindering factors of sustainable partnerships were identified and investigated. Study outcomes suggested the PC is the chief collaborator in fostering K-12 school district partnerships.

scholarly journals Navigating “Mixedness”: The Information Behaviours and Experiences of Biracial Youth in Australia

2018 ◽  
Vol 10 (2) ◽  
pp. 67-86 ◽  
Author(s):  
Indra Ayu Susan Mckie
Keyword(s):  
Racial Identity ◽  
Social Life ◽  
External Validation ◽  
Racial Climate ◽  
Racial Groups ◽  
Information Avoidance ◽  
Daily Experiences ◽  
Continuous State ◽  
Physical Features ◽  
Depth Interviews

It is generally understood that, ‘for those deemed white, the idea of race serves as a vast source of unearned privilege within all facets of life; for those deemed coloured, it means susceptibility to countless forms of prejudice and racism’ (Nuttgens 2010, p. 255). But what does this mean for a person with indistinguishable physical features, who is questioned daily, “where are you from?” or, even more dehumanisingly – “what are you? In the current racial climate of Australia, biracial second-generation Australians are left to choose between two or more identities on how to behave in attempts to fit binary racial groups and expectations (Shih & Sanchez 2009). This paper presents the data from six in-depth interviews with Asian biracial youth from across Sydney. The interviews explore how this group has confronted race while developing their own identities during adolescence, as well as how their understanding of being “mixed” has developed over time. In exploring this collective racial identity, I draw from my own racialised experiences to address emergent themes from my findings. Numerous displays of information behaviours emerged from the participant’s stories of isolation, belonging and resentment towards their racial mixedness. Information avoidance, browsing, seeking and satisficing were observed within their daily experiences of school, family and social life. Such practices informed how these individuals internalised their inherited intersection of racial persecution and privilege. Critical engagement with information behaviours theories justifies the modern notions of identity as a continuous state of reconstruction (Hall 1996) as the biracial participants of this study struggle to find balance with the external validation of others and their driving agency to be themselves.

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.

Breaking News: Utilizing Video Simulations to Improve Educational Leaders' Public Speaking Skills

2011 ◽  
Vol 6 (5) ◽  
pp. 234-249 ◽  
Author(s):  
Jennifer Friend ◽  
April Adams ◽  
George Curry
Keyword(s):  
Educational Leadership ◽  
Kansas City ◽  
Public Speaking ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
District Leaders ◽  
University Of Missouri ◽  
Breaking News ◽  
The University ◽  
Educational Leadership Preparation

This article examines specific uses of video simulations in one educational leadership preparation program to advance future school and district leaders' skills related to public speaking and participation in televised news interviews. One faculty member and two advanced educational leadership candidates share their perspectives of several applications of advanced technologies, including one-on-one video simulations with the instructor and collaborative peer review of video portfolios. Finally, the authors provide links to multimedia examples of these digital artifacts from an advanced educational leadership course, titled Effective Practices: Media, Government & Public Communications, offered at the University of Missouri-Kansas City.

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