25+ documents containing “School Leadership”.
We will pay $275.00 for this order!!
Length :3000 words
Assessment task 1 is related to module 1. In order to answer part (a) of this question you will need to have considered all the readings related to leadership and management (i.e. readings 1 and 2) and pursed the links recommended in that module. In addition there is a wealth of material available in journals and much is contained on the web. The better answers will refer to additional sources than just the readings referred to in the module.
Part (b) is directly related to readings 3 and 4 and the set text by Davies, The Essentials of school leadership. As in part (a) the use of other material from the library sources, journals and the web will enhance the depth of your answer.
(a) Describe the difference between leadership and management and comment critically on the way leadership and management is practised in your school. (I work in a large private girls secondary school)
(b) Davies contributors refer to several types of leadership which include, among others, transformational leadership, ethical leadership, strategic leadership, learning centred leadership, emotional leadership, poetic and political leadership etc. Select three leadership types as described by Davies, providing brief descriptions of the salient features of that form of leadership and comment on the application or use of that style of leadership in your school or institution.
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Answer this in 100 words:
Within a school, leadership often changes. Perhaps the greatest challenge for a school is sustaining the positive changes that are made after the leader leaves.
As a school leader, what steps would you take to ensure that the reform measures that your school has undertaken will outlast your tenure?
I will upload a pdf with directions for two 150 word essays as well as the one above. total of 400 words for order.
I will upload previous papers for your reference as well.
Customer is requesting that (Boethius) completes this order.
At least 4 of the sources must be from any combination of the following journals: Education Administration Quarterly, Journal of Educational Administration, Journal of School Leadership, International Journal of Leadership and Education. No more than 5 sources should be older than 10 years (i.e 15 sources should be from publications within the past 10 years). This is for a literature review so it needs to be very research driven. The emphasis of this section is on cognitive complexity. Please create subheadings that evolve from this topic as you see fit.
This dissertation will take the form of critical analysis aimed at creating a model of effective leadership in an international school setting. [An international school is to be identified as school which serves the needs of expatriate families in non-English speaking countries.] I am interested in identifying the attributes and behaviors of effective educational leaders, based on theory and current research, and how and why certain individuals succeed in creating leader-follower relationships that function to serve the interests of their institutions and their stakeholders. I hope to illustrate that the characteristics and behaviors that lead to success in international educational leadership are clearly identifiable, derive from numerous perspectives, and can be used to create a useable model of an efficacious leader-follower relationship. The analysis must present literature that will serve as the theoretical foundation of the problem and present detailed results of articles from educational journals, books, and other publications. Except for those sources used for purely historical background, sources should be less than 10 years old, and preferably within the past 5 years, and emphasis should be placed on the most recent. Included in the literature review should be who did the research, when, what type of research was conducted, by what research design and methodology, and other necessary details.
The dissertation should be 125 pages in length and divided into eight chapters.
The first chapter, the Introduction, should introduce the problem and its theoretical foundations, and state the purpose of the research and why it is important. The problem is essentially that the requirements of effective leadership in an international school setting are unique and not sufficiently or comprehensively researched. It should include a brief historical perspective and clearly state the objectives of the research. The research question should be presented, as well as its importance within the context of international educational, and what the dissertation will accomplish should be explained. The research question should be similar to: What are the character and behavioral traits of leaders that facilitate the creation of an effective leader-follower relationship in an international educational setting? Definitions of terms and limitations of the study should also be included. This chapter should be approximately 20 pages long.
Chapters 2 through 6 should each be approximately 14-16 pages long. These chapters should discuss:
Chapters 7 should be approximately 20 pages long. This chapter should pull together the findings laid out in chapters 2-6. This chapter should include the model that could be used by leaders in international education to produce an efficacious leader-follower relationship.
The final chapter, ?Summary and Discussion?, should be approximately 10 pages long. This chapter should restate the research question, summarize the general findings, place the findings within the larger context of international education, and discuss the implications of the work. Suggestions for further research should also be formulated.
Also required: Title page, abstract (2 pages max), table of contents, list of any tables, list of ant figures.
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There should be 40 sources cited in the bibliography and a sufficient number of quotations and citations within the text of the dissertation. If any of the following can be located and used, please do so ? though these should not be cited if they are not used.
De Blois, R. (2000). The everyday work of leadership. Phi Delta Kappan,
82, 1, 25-27
De Vries, Kets (1995). The leadership mystique. Leading and Managing, 1,
3, 193-210
Evans, R. (1996). The Human Side of School Change, San Francisco,
Jossey-Bass
Fawcett, G. et al (2001). Principals and beliefs-driven change. Phi Delta
Kappan, 82, 5, 405-410
Fink, E. & Resnick, L. (2001). Developing principals as instructional
leaders. Phi Delta Kappan, 82, 8, 598-610
Goldberg, M.F. (2001). The ability to persuade people to change.
Phi Delta Kappan, 82, 6, 465-467
Grace, G. (1995). School Leadership: Beyond Education Management.
London, The Falmer Press
Heifitz, R.A. & Laurie, D.L. (1997). The work of leadership. Harvard
Business Review, January-February, 124-134
Lashway, L. (1997). Multidimensional School Leadership. Bloomington,
Phi Delta Kappa Educational Foundation
Ogawa, R.T. & Bossert, S.T. (1995). Leadership as an organizational
quality. Educational Administration Quarterly, 31. 2, 224-243
Thomas, D.A. & Ely, R.J. (1996). Making differences matter: A new
paradigm for managing diversity. Harvard Business Review, September-October, 79-90
Wagner, T. (2001). Leadership for learning: An action theory of school
change. Phi Delta Kappan, 82, 5, 378-383
Weiss, C.H. & Cambone, J. (1994). Principals, shared decision making and
school reform. Educational Evaluation and Policy Analysis, 16, 3,
297-301
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Since this will be a ?one-of-a-kind? piece of research, is it possible to have the research notes?
Request Article Review and Critique for the following articles: Please articulate main points, interesting theory/focus/idea, synonomous/analogous, etc.. Respond in article review to the question for each Theme: (1) "characteristics of a good question or puzzle" and (2) "theory, what is it and why should we care?"
There are 10 articles, therefore please keep article review to around 1/2 to 3/4 page each.
THEME (1) Articles: Puzzles, asking questions:
1. John Brewer. 2005. Formulating Research Questions, in Foundations in Multimethod Research. Sage Publications.
2. Robert Behn. 1995. The Big Questions of Public Management. Public Administration Review 55 (4) 313 +
3. Steve Kelman. 2005. Public Management Needs Help. Academy of Management Journal 48 (6): 967 +
4. Harold Wolman. 1981. The Determinants of Program Success and Failure. Journal of Public Policy 1 (4): 433-464.
5. Glen Voss. 2003. Formulating Interesting Research Questions. Academy of Marketing Science Journal 31 (3): 356
6. http://users.ipfw.edu/blythes/teach/quest.htm.
THEME (2) Articles: Theory. What is it, how do we build it, and why?
1. Karen Locke, Karen Golden-Biddle, and Martha Feldman. Imaginative Theorizing in Organizational Research.
2. Helen Timperly. 2005. Distributed Leadership: Developing Theory from Practice. Journal of Curriculum Studies 37 (4): 395
3. Camburn, E. B. Rowan, and JE Taylor. 2003. Distributed leadership in schools: the case of elementary schools adopting comprehensive school reform models. Educational Evaluation and Policy Analysis, 25(4): 347??"373.
4. Gronn, P. 2003. Leadership: who needs it? School Leadership and Management, 23(3): 267??"290.
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Critical Thinking Questions Research three articles that focus on teacher/school leadership. Answer the following reflective questions that will require you to think and respond critically. In a one- to two-page paper, address the questions below, using specific examples from your professional experience and cite the three articles you found throughout the paper. What is a teacher leader? How can you lead your organization through your individual capabilities? What leadership principles would you draw on? What type of change will you implement in your organization or in a future organization? How will your research on teacher/school leadership help you to do this? Discuss the implementation of change as a teacher or educational leader. How is this different from managing change? Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.
1) Budget Reduction Plan
a) For the purposes of the Benchmark Assessment, you are a principal who has been told by the superintendent to cut the school budget. The information sheet, ?Budget Cuts,? located within the Additional Resources folder in Canyon Connect, provides content, context, and tools for completing this assignment, including details about your role as the principal and the School Budget Table (Budget Breakdown).
b) Use the School Budget Table (Budget Breakdown) as presented in ?Budget Cuts,? to fully develop a budget reduction plan that addresses the budget cuts required by the superintendent. Identify and describe the primary sources of revenue available to your school.
i) Maintenance and operations budget allocations
ii) Capital budget
iii) Soft Capital budget allocations
iv) Bonds
v) Federal grants
vi) State grants
vii) Title money
viii) Overrides
ix) Extracurricular fees
x) Tax credits
xi) Other
c) Identify the primary items paid for with each of the above mentioned sources of revenue.
d) Identify the source of each revenue stream (e.g., the maintenance and operations budget is funded by the state on a per-student basis from primary property tax; bonds are levies voted on by the community and paid for through a secondary property tax).
e) Identify the primary use of each source of revenue (e.g., the maintenance and operations budget is used to pay salaries or purchase consumable instructional supplies).
f) Identify what, if any, limitations are placed on each source of revenue (e.g., soft capital dollars cannot be used for salaries or stipends).
g) Identify which of the items above could be cut to meet the district requirements and from which revenue streams. Place your suggested cuts in the three areas below: Priority 1 will be cut first and Priority 3 will be cut last. Identify those cuts that afford the least impact to student learning.
i) Priority 1 areas
ii) Priority 2 areas
iii) Priority 3 areas
h) APA format is not required, but solid writing skill in APA style is expected.
2) Justification Essay: Meeting District Requirements
a) Identify those in a school who might be included in and excluded from the budgetary decision-making process. These persons would comprise a stakeholder team. Provide a rationale as to why you included/excluded each.
b) Write an essay (1500?1750 words) that discusses your justification for the items you choose to remove from the school budget and how you will meet the district requirements as you implement your plan of action. Consider the following:
i) How your plan will ensure that the appropriate stakeholders were involved in the process.
ii) How your plan will be implemented.
iii) How you identified the programs to be preserved.
iv) How your plan ensures the continued educability of all in spite of the budget reductions.
v) How your plan continues to embrace the district?s vision of high standards of learning.
vi) How your plan will be communicated effectively to staff, parents, students, and community members.
vii) How your plan will determine the effectiveness of the cuts over time.
viii) How your plan identifies alternative sources of funding to replace the funding lost.
Scenario:
You are the principal of a medium-sized high school in the suburbs of a large city. You are aware of a significant budget crisis looming throughout the state and are not overly surprised when you receive a call from the Superintendent to attend an emergency District Leadership Team Meeting. Upon arrival at the meeting, you are handed the following memo:
Memorandum:
From: Superintendent
To: Principals
Subject: Immediate Budget Cuts
As a result of significant budget reductions from the state Department of Education, this district will have to cut 20% of its maintenance and operations budget allocations and 30% of their soft capital budgets. Obviously, these reductions will significantly impact your current programming.
Action: All building principals are directed to go back to their respective campuses, collaborate with their school leadership teams and develop a comprehensive plan on how to accomplish these reductions from their existing operating budgets.
School Budget Break Down
Maintenance and Operations Budget Soft Capital Budget
Item Estimated %of the Budget Item Estimated % of the Budget
Salaries 80% Athletic Equipment
Administrative Salaries Text Book Adoptions
Support Staff Salaries Technology Equipment
Core Teacher Salaries Furniture and Desks
Elective Teacher Salaries Instructional Equipment
Extra Duty Stipends PE Equipment
Athletic Coaches Stipends
Instructional Supplies
Consumable Supplies
Professional Development
Purchased Services
Athletic Dues and Fees
Budgeting a School
Scenario:
You are the principal of a medium-sized high school in the suburbs of a large city. You are aware of a significant budget crisis looming throughout the state and are not overly surprised when you receive a call from the Superintendent to attend an emergency District Leadership Team Meeting. Upon arrival at the meeting, you are handed the following memo:
Memorandum:
Subject: Immediate Budget Cuts
As a result of significant budget reductions from the state Department of Education, this district will have to cut 20% of its maintenance and operations budget allocations and 30% of their soft capital budgets. Obviously, these reductions will significantly impact your current programming.
Action: All building principals are directed to go back to their respective campuses, collaborate with their school leadership teams and develop a comprehensive plan on how to accomplish these reductions from their existing operating budgets.
Use the table below to address the budgetary issues .
For some reason the table cant format on this-- I will send it as a resource
1st part of this assignment is to complete the Budget Reduction Plan (Table I will send in resource)
You are a principal who has been told by the superintendent to cut the school budget. Complete School Budget Table to fully develop a budget reduction plan that addresses the budget cuts required by the superintendent. Also, in essay form Identify and describe the primary sources of revenue available to your school. (Trenton Public School District in New Jersey)
Maintenance and operations budget allocations
Capital budget
Soft Capital budget allocations
Bonds
Federal grants
State grants
Title money
Overrides
Extracurricular fees
Tax credits
Other
Identify the primary items paid for with each of the above mentioned sources of revenue.
Identify the source of each revenue stream (e.g., the maintenance and operations budget is funded by the state on a per-student basis from primary property tax; bonds are levies voted on by the community and paid for through a secondary property tax).
Identify the primary use of each source of revenue (e.g., the maintenance and operations budget is used to pay salaries or purchase consumable instructional supplies).
Identify what, if any, limitations are placed on each source of revenue (e.g., soft capital dollars cannot be used for salaries or stipends).
Identify which of the items above could be cut to meet the district requirements and from which revenue streams. Place your suggested cuts in the three areas below: Priority 1 will be cut first and Priority 3 will be cut last. Identify those cuts that afford the least impact to student learning.
Priority 1 areas
Priority 2 areas
Priority 3 areas
Part 2 of Paper-Justification : (This should transition from part 1)
Identify those in a school who might be included in and excluded from the budgetary decision-making process. These persons would comprise a stakeholder team. Provide a rationale as to why you included/excluded each.
Discuss your justification for the items you choose to remove from the school budget and how you will meet the district requirements as you implement your plan of action. Consider the following:
How your plan will ensure that the appropriate stakeholders were involved in the process.
How your plan will be implemented.
How you identified the programs to be preserved.
How your plan ensures the continued educability of all in spite of the budget reductions.
How your plan continues to embrace the districts vision of high standards of learning.
How your plan will be communicated effectively to staff, parents, students, and community members.
How your plan will determine the effectiveness of the cuts over time.
How your plan identifies alternative sources of funding to replace the funding lost.
Id like both parts of the assignment to transition into each other, but Id also like reader to distinguish separation between the two parts of the assignment . Id like as much information and data as possible to be relevant to Trenton Public School Disrtict in Trenton, New Jersey.
Thank you
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Please kindly use the book" Differentiated Instructional Strategies in Practice" , By Gregory to write the papers if you have access to it. My field of study is "Library and Media" and not teaching.
Task 1: ( 1 page- 1 ref. )
Critically reflect on your work thus far. What have you learned about the uses of differentiated instruction in both the classroom and in professional development? How will you use what you have learned to benefit your organization or an organization that you will work for in the future?
Task 2: ( 2 pages- 2 ref. )
After reading Chapters II-5 through II-8 of Differentiated Instructional Strategies in Practice, you will answer the following reflective questions that will require you to think and respond critically. In a two- to five-page paper, address the following questions using specific examples from your professional experience and cite the book when possible:
What is a successful lesson framework composed of? How would this framework differ between two different content areas?
Why is it important to consider the background of the students and possible assessments used when designing a lesson? How does this lead to student achievement?
Reflect on the strategies you have learned thus far for differentiated instruction. Choose three of these strategies. Compare/contrast each strategy noting the differences and similarities in student achievement. Could any of these strategies be combined and if so, how will this impact student achievement.
Note: Please just make 2 - page ready, I will revise and add my own sentences to make the final draft ready.
Task 3: ( 1 page- 1 ref.)
Review Figure 80 in your reading. Describe a situation in your past experience where you implemented change or could have implemented change. How could you use this chart to increase the effects of this change? Was this change process a success? Based on your readings, how could you have increased the likelihood of success in this situation? Describe a situation that you have encountered where a supportive response may have increased your adaptability to change.
Task 4: ( 1 page- 1 ref. )
Change can be difficult for some. Think about a change you would like to see in your educational or work environment. How would you implement this change? Consider and discuss the possible resistance that you may encounter from your professional community. How would you support them throughout the change process? How would you overcome any resistance to the change?
Task 5: ( 1 page- 1 ref. )
Read the required article Asking the Right Questions (Reason, C. & Reason, L, 2007). Reflect on what you have learned about teacher leadership. How can you implement change within an organization? How do you manage this change outside of a designated leadership position?
Task 6: ( 1 page- 1 ref. )
Research three articles on teacher/school leadership. Answer the following reflective questions that will require you to think and respond critically. In a one- to two- page paper, address the following questions using specific examples from your professional experience and cite the three articles found throughout the paper.
What is a teacher leader? How can you lead your organization through your individual capabilities? What leadership principles would you draw on?
What type of change will you implement in your organization or in a future organization? How will your research on teacher/school leadership help you to do this?
Discuss the implementation of change as a teacher or educational leader. How is this different from managing change?
Task 7: ( 1 page - 1 ref. )
How does your work setting sustain morale and time commitments from employees in times of change? Is the current support in your workplace for change successful? What strategies for supporting change in your work environment would you provide to your administrators? Why did you select these strategies? Support your discussion with references from the required reading.
Task 8: ( 1 page- 1 ref. )
Identify a change currently occurring in your organization, providing a background for your classmates of the rationale behind this change. If you were assigned to support and manage this change, how would you do this? What would you do differently in managing and supporting this change? Provide rationale for your decisions based on the reading and one additional source.
Task 9: ( 1 page- 1 ref. )
Reflect on your study of differentiated instruction, professional learning communities, and teacher leadership. What steps and leadership principles would you use to implement, manage, and support the development of a professional learning community in your organization? What possible challenges would you face during this process? How would you address these challenges to achieve the desired result?
Taks 10: ( 5 pages, but 8 ref. )
During each week of this course, you will be researching and analyzing differentiated instruction and the leadership necessary to implement effective professional development for understanding differentiated instruction. Using the task 6 and the reflective questions as the foundation for this paper, identify an area of need for professional development for differentiated instruction at your worksite. In a minimum of an eight-page paper, research the needed professional development with attention to the objectives, assessments, strategies, and implementation of a professional development plan to address this need. Make sure to include leadership principles, choice of differentiated instruction for improvement, and key players involved at your site. For example, a school site would include parent groups, teachers, teacher leaders, school staff, and students. You should include research in your paper, identifying how these components are grounded in research and best practice.
Note: Please just make 5 - page ready, I will revise and add my own words to make the final draft ready.
Customer is requesting that (Assco5522) completes this order.
SUBDOMAIN 610.2 - GOVERNANCE, FINANCE, LAW, & LEADERSHIP FOR PRINCIPALS
Competency 610.2.6: Legal and Fiscal Operational Procedures - The graduate applies in practice knowledge of procedures for the operation of school organizations in compliance with legal and fiscal guidelines.
Objectives:
610.2.6-01: Analyze the impact of specified major court decisions on PK??"12 school leadership.
610.2.6-02: Analyze the impact of specified federal legislation on PK??"12 school leadership.
610.2.6-03: Analyze the impact of specified state legislation on PK??"12 school leadership in a school organization.
610.2.6-04: Propose a leadership solution or action for a given PK??"12 situation based on appropriate legislative and/or judicial action.
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Introduction:
Judicial activity has produced a sizable body of school law that educators should be familiar with if they wish to conduct themselves in a legally defensible manner. Those educators who fly by the seat of their pants or who act on the basis of what they think the law should be may be in difficulty if sufficient thought is not given to the legal implications and ramifications of their policies or conduct (LaMorte, 2008, p. xxv).
School principals have, as one of many areas of responsibility, leadership over fiscal and legal compliance within the school building. As such, major court decisions and legislation have an impact on the daily operations and practices of school instructional team leaders.
Task:
Note: You should refer to your case study school setting as you complete this task.
Write a brief essay (suggested length of 3??"5 pages) in which you:
A. Analyze the impact of New Jersey v. T.L.O. (469 US 325, 1985) by doing the following:
1. Explain the court decision in this case.
2. Analyze the impact of the court decision on the responsibilities of school principals.
B. Analyze the impact of Section 504 of the Rehabilitation Act by doing the following:
1. Explain the major premises of this federal legislation.
2. Analyze the impact of this federal legislation on the responsibilities of school principals.
C. Identify one example of your states legislation regarding public education.
1. Analyze the impact of this state legislation on the responsibilities of school principals.
D. Discuss the issues of tort liability on the part of school administrators for activities conducted in the school building by doing the following:
1. Explain what standard of care is owed students during the school day.
2. Propose a reasonable and legally defensible action for a school administrator to take regarding supervision of students before school hours.
E. Include all in-text citations and references in APA format.
Note: Please save word-processing documents as *.rtf (Rich Text Format) files.
Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.
Note: When using outside sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout Web link below.
Reference List:
Note: This reference list refers only to direct citations in the task above and may be different than those you need to complete the task. Consult your Course of Study for a list of suggested learning resources.
LaMorte, M. (2008). School law: Cases and concepts (9th ed.). Boston: Allyn & Bacon.
Rubrics:
1. LGT1 - 610.2.6-01-04
Web Links:
1. APA Handout PLEASE READ!! GUIDELINES TO APA FORMATTING.
2. Rubric Terms
Evaluation Method
A rubric is used in this Evaluation.
Name of rubric: LGT1 - 610.2.6-01-04 [View rubric]
Final scoring method: Score is automatically computed based on rubric criteria scores
Please respond to the following ten items in essay format using the following sources: Please respond in complete/concise/coherency from readings. One page for each item. Please use previous writer Jonsmom2. Use these sources and support and document your position when responding to each item. Make sure you use APA.
Thank you.,
Parkay, F. W., Anctil, E. and, Hass, G. (2010). Curriculum leadership: Readings for developing quality educational programs, 9th Edition, Allyn and Bacon, Needham Heights, Massachusetts.
Kowalski, T.J., Lasley II, T.J., and Mahoney, J.W. (2008). Data-driven decisions and school leadership: Best practices for school improvement. Pearson, Boston.
: Allen, Janet, Tools for Teaching Content Area Literacy, Stenhouse Publishers
Here are the items to respond to
:1. Identify and explain the each of the bases of curriculum
2. Describe how each of the basic philosophies of education influences curriculum.
3. Describe how you would use curriculum mapping to improve student learning.
4. How would you use the DART Model of data analysis to improve instruction?
5. How can the questionining and data collection process be used to enhance school improvement?
6. Define "data-driven decision making.
7. Describe the ways that student achievement data can be used.
8. Explain how the social forces should be considered in planning for teaching. Use examples to augment your explanation.
9. How can groups effectively make decisions, including data-based decisions, in schools?
10. Identify the aspects of human development that guide curriculum and describe how each aspect guides curriculum.
I request a background and literary review of the effects on students when they move from one school to another at a different stage and time to when the remaining cohort have joined the school. The New Zealand ministry of education suggests that there is a connection between student well-being and their academic attainment. The purpose of the research is to identify what schools may do to ensure that transitioning students are integrated into the school community effectively.
In addition to other suitable resources please also include references from the following:
Hattie, J. (2009) Making learning visible: A Synthesis of Over 800 Meta-analyses Relating
to Achievement. London: Routledge.
Noble, T, H McGrath, S Roffey, and L Rowling. (2008) A Scoping Study On Student
Wellbeing. Canberra: Department of Education.
Robinson, V, M Hohepa, and C Lloyd. (2009) School Leadership and Student Outcomes:
Identifying What Works and Why: Best Evidence Synthesis Iteration [BES].
Wellington: Ministry of Education.
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'Superheadism's Role in Fostering School Improvement
The United Kingdom's New Labour party has many Educational Policy
initiatives or trends intended to foster school improvement; explore the
role of "superheadism" (Headmasters)as part of the new labour policy
initiative/trends.
A. Find out as much as possible about the initiative.
(sources may include academic books, Green Papers/ White Papers,the TES
website and other media, "www. dfes.com.uk").
Names for Academic Books:
1. Effective School Management (Third Edition) by K B Everard and
Geoffrey Morris
2. Effective Educational Leadership by Bennett, Crawford and Cartwright
3.School Leadership for the 21st Century a competency and knowledge
approach by Brent Davies and Linda Ellison
4.Leadership for tomorrow's schools by Anne Jones.
B. Provide a description of of the policy initiative. or trend -in this
case it is "superheadism"- including its origins and relationship to
other New Labour education policies ( other new labour policies include,
for example: (Naming and Shaming trend/ The Role of OFSTED in School
Improvement)
C.Provide a discussion about the likely success or otherwise of the
initiative or trend referring to any directly-relevant research findings
and to the SESI Literature and/or its critiques.
D. The essay should have an appropriate introduction and conclusion. '
And the following links or clips might help as well:
.
MANAGING COLLEGES AND UNIVERSITIES
Issues for Leadership
Edited by Allan M. Hoffman Randal W. Summers Foreword by Dean L. Hubbard
BERGIN & GARVEY Westport, Connecticut ● London
-iii-
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Questia Media America, Inc. www.questia.com
Publication Information: Book Title: Managing Colleges and Universities: Issues for Leadership. Contributors: Allan M. Hoffman - editor, Dean L. Hubbard - author, Randal W. Summers - editor. Publisher: Bergin & Garvey. Place of Publication: Westport, CT. Publication Year: 2000. Page Number: iii.
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The Practitioners Dilemma: Understanding and Managing Change in the Academic Institution
John S. Levin
College and university administrators have no easy chore. The pervasive call for planned change in the academic institution is resisted by the culture of the academy, a culture that is weighted heavily toward preservation and maintenance of the status quo, particularly the belief system of faculty and those administrators who moved from faculty ranks ( Adams 1976; Dill 1982). Additionally, the very nature of managerial work has entrenched qualities such as decisiveness, action, and control that predispose managers to favor change, indeed to stimulate change and characterize environments as turbulent or dynamic ( Crouch, Sinclair, and Hinte 1992; Mintzberg 1989, 1973). Yet the structure and patterns of managing in the modern organization require an approach that is both superficial in its understanding of organizational life and occasionally dysfunctional because of its insistence on control and the acquisition of power to maintain control ( Mintzberg 1989).
Among the many views about managing organizational change in the academic institution, two strike the practitioner with experiential realism. The first is that confrontation with change and its companions, contradiction and ambiguity, is endemic to management ( Quinn 1991). The second view is that the significance of change is socially constructed, invented, or fabricated by managers and organizational participants and based upon preexisting interpretations and understandings of organization ( Crouch et al. 1992; Ferris, Fedor, and King 1994; Morgan 1986). Unfortunately, within organizations there may be no consensual meaning or understanding of organizational behaviors, thus change whether planned or unplanned may be accompanied by diverse and conflicting values, judgments, and interpretations ( Bergquist 1992; Morgan 1986).
The dilemma for managers of the academic institution is that they are charged with responsibility for organizational action, yet the meaning and ultimately the values of action and its outcomes are subject to interpretation and dispute. Managing the academic institution in the 1990s is not a journey into the unknown, but it is a struggle not unlike jousting with windmills or opposing a dragon in mortal combat, or even facing demons within.
This chapter is based upon a review of research on managing change in academic organizations, with emphasis on administrative and management science literature and on higher education literature. The purpose here is to clarify concepts of the management of change in higher education and to identify not only forces of change but also approaches to the understanding of and coping with change. What are assumptions about the academic institution that may affect the understanding and management of change? How is organizational change conceived of in the academic institution? What are the forces of change that influence the academic institution? What are organizational responses to forces of change? And, how could the management of organizational change be reconceived and practiced differently in order to enable higher education institutions to survive and even improve in their functioning?
Scholars and practitioners for over a decade now have claimed that a management revolution is under way not only in business and industry but also in higher education. To what extent is this claim compatible or at odds with several important assumptions about higher education institutions? For example, the collegial concept of the academic institution that portrays academic institutions as academic communities, with self-governing scholars, is under attack not only as the role of faculty becomes more entrepreneurial but also as relationships among faculty change as increased competition for scarce resources exacerbates collegial and even civilized relations. On the one hand, the assumption of self-governing scholars suggests that administrators or managers are superfluous; on the other hand, changes in expectations for faculty and consequent behaviors suggest that management has a strategic and critical role to play in the academy, particularly in guiding and managing faculty behaviors.
?
? Title Page
? -Contents
? -Foreword
? -Introduction
? -1: Organizational Structure, Management, and Leadership for the Future
? -References
? -2: The Practitioners Dilemma: Understanding and Managing Change in the Academic Institution
? -References
? -3: A Memorandum from Machiavelli on the Principled Use of Power in the Academy
? -Acknowledgments
? -References
? -4: Higher Education Management in Theory and Practice
? -References
? -5: Successfully Managing Higher Education Consortia/Partnerships
? -References
? -6: The Financing of Higher Education
? -References
? -7: The Process of Setting Tuition in Public University Systems: a Case Study of Interaction Between Governing Board and Campus Management
? -References
? -8: Collective Bargaining
? -References
? -9: Student Development: Its Place in the Academy
? -References
? -10: Managing with Diversity in Colleges and Universities
? -References
? -11: Managing Evaluations in Higher Education
? -References
? -12: Evaluating Collegiate Administrators
? -Reference
? -Index
? -About the Editors and Contributors
SCHOOL ADMINISTRATION
Persistent Dilemmas in Preparation and Practice
Edited by Stephen L. Jacobson Edward S. Hickcox Robert B. Stevenson
PRAEGER Westport, Connecticut London
-iii-
Questia Media America, Inc. www.questia.com
Publication Information: Book Title: School Administration: Persistent Dilemmas in Preparation and Practice. Contributors: Edward S. Hickcox - editor, Stephen L. Jacobson - editor, Robert B. Stevenson - editor. Publisher: Praeger Publishers. Place of Publication: Westport, CT. Publication Year: 1996. Page Number: iii.
? -Title Page
? -Contents
? -Preface
? -I Understanding Educational Dilemmas
? -1 Reforming the Practice of Educational Administration Through Managing Dilemmas
? -2 Managing Dilemmas In Education: The Tightrope Walk of Strategic Choice in Autonomous Institutions
? -Conclusion
? -Notes
? -3 Persistent Dilemmas In Administrative Preparation and Practices in Underdeveloped and Developing Countries
? -Conclusion
? -Acknowledgment
? -II Societal and Ethical Dilemmas in School Administration
? -4 Administering for Diversity: Dilemmas in Multiethnic Schools
? -Conclusion
? -Notes
? -5 Suspended Morality and the Denial of Ethics: How Value Relativism Muddles the Distinction Between Right and Wrong in Administrative Decisions
? -Conclusion
? -6 Imagination and Character in Educational Administration
? -III Organizational Dilemmas in School Administration
? -7 Monetary Incentives and the Reform of Teacher Compensation: A Persistent Organizational Dilemma
? -Conclusions
? -Note
? -8 Performance Related Pay and Professional Development
? -Conclusion
? -9 Equity and Efficiency: Tensions in School-Based Management in England and Wales
? -Conclusion
? -Notes
? -IV Role Dilemmas of School Leaders
? -10 Principals' Dilemmas: Intraorganizational Demands and Environmental Boundary Spanning Activities Jack Y. L. Lam
? -Conclusion
? -11 New Principals' Experiences With Leadership: Crossing the Cultural Boundary
? -Conclusion
? -12 The Dilemmas of Exercising Political Leadership in Educational Policy Change
? -V Dilemmas in The Professional Development of School Administrators
? -13 Problem-Based Learning as an Approach to the Professional Development of School Leaders: A Case Study
? -14 Boundary Mentoring: A Solution to the Persistent Dilemma of How to Educate School Administrators
? -Conclusion
? -Notes
? -Acknowledgments
? -15 The Need for Mentoring in a Developing Country
? -Conclusion
? -VI Dilemmas of Shared Leadership in Decentralized Schools
? -16 Reframing Educational Leadership in the Perspective of Dilemmas
? -Conclusion
? -Notes
? -17 Devolution and the Changing Role of the Principal: Dilemmas and a Research Agenda
? -Conclusion
? -18 Knowledge-In-Use: Reconceptualizing the Use of Knowledge in School Decision Making
? -Conclusion
? -Acknowledgment
? -References
? -Index
? -About the Contributors
1
Reforming the Practice of Educational Administration through Managing Dilemmas
Larry Cuban
I begin by outlining my argument. Without a practical understanding of the value conflicts deeply rooted in educational administration and the varied ways practitioners have learned to tame these perpetual struggles, schools and districts will continue to be administered as they are and face dim prospects for engaging in either meaningful or substantial reform. Such a practical understanding constitutes knowledge and survival skills for those principals and superintendents who hope to continue in their posts and, of equal importance, to improve their schools and districts.
To extract that essential knowledge and apply those survival skills requires disentangling value conflicts that are deeply embedded in the practice of educational administration, reforming schools, and reconciling their competing claims. Hence, I will first distinguish among the common types of dilemmas facing administrators over the purposes of schooling, over strategies in making improvements, and in ascertaining results. Then I will analyze the fundamental dilemma of conflicting role expectations that generates these more obvious and visible struggles. By concentrating on the tight coupling between surface and underlying dilemmas, I will argue that attention to both in preparation programs and for practicing administrators will help principals and superintendents figure out more clearly what they can and cannot do as administrators and why. In analyzing the dilemmas that administrators face, I hope to provide a more realistic platform for reshaping the practice of educational administration and coping with school reform.
-3-
Questia Media America, Inc. www.questia.com
Publication Information: Book Title: School Administration: Persistent Dilemmas in Preparation and Practice. Contributors: Edward S. Hickcox - editor, Stephen L. Jacobson - editor, Robert B. Stevenson - editor. Publisher: Praeger Publishers. Place of Publication: Westport, CT. Publication Year: 1996. Page Number: 3.
11
New Principals' Experiences with Leadership: Crossing the Cultural Boundary
Robert B. MacMillan
People inside and outside of school settings have preconceived ideas about the principal's role -- ideas that are based on their previous experience with individuals in that role and on community and societal expectations and assumptions. Unfortunately, unless they are principals themselves, these individuals have limited means to test their understanding of principals' work. Even candidates for the principalship who have acquired a knowledge of the role through experience in other positions and through administrative training programs do not have knowledge of administration in practice or of the increasing complexity of the role created by the meshing of contextual variables in unexpected ways ( Cuban, 1994).
Newly appointed principals face a difficult dilemma: while learning to be administrators and how to cope with the complexity of the role, beginning principals often must do so without the luxury of time to reflect on what they are learning (for example, Roberts, 1992b). During entry, then, beginning principals face the difficult task of confirming or rejecting their preconceptions of administration while adjusting to new sets of responsibilities and expectations.
At the same time, new principals must try to unravel the complexities and implications of the culture of their new schools ( Schein, 1989: 299) and make decisions based on their understanding of that culture. To be judged effective by teachers and other stakeholders, however, these decisions must be acceptable, or at least understandable, within the context of their organization ( Blau, 1964: 201-202).
-137-
Questia Media America, Inc. www.questia.com
Publication Information: Book Title: School Administration: Persistent Dilemmas in Preparation and Practice. Contributors: Edward S. Hickcox - editor, Stephen L. Jacobson - editor, Robert B. Stevenson - editor. Publisher: Praeger Publishers. Place of Publication: Westport, CT. Publication Year: 1996. Page Number: 137.
Outstanding School Administrators
Their Keys to Success
Frederick C. Wendel, Fred A. Hoke, and Ronald G. Joekel
PRAEGER Westport, Connecticut London
-iii-
Questia Media America, Inc. www.questia.com
Publication Information: Book Title: Outstanding School Administrators: Their Keys to Success. Contributors: Fred A. Hoke - author, Ronald G. Joekel - author, Frederick C. Wendel - author. Publisher: Praeger Publishers. Place of Publication: Westport, CT. Publication Year: 1996. Page Number: iii.
?
? -Contents
? -Introduction
? -1: Educational Philosophy
? -Summary
? -References
? -2: Values
? -Summary
? -References
? -3: Visionary Leadership
? -Summary
? -References
? -4: Institutional Leadership
? -Summary
? -References
? -5: Commitment
? -Summary
? -6: Interpersonal Relations
? -References
? -Summary
? -7: Innovation and Quality
? -Summary
? -References
? -8: Risk Taking
? -9: Communication
? -Summary
? -References
? -10: Selection
? -11: Personal Development and Professional Organizations
? -References
? -Index
? -About the Authors
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A new way of bringing schools together is being encouraged by ministers, reports Jim Kelly
Tuesday December 16, 2003
The Guardian
Labour is beginning to grapple with a very big idea. The problems faced by schools in cities continue to defy most of the reforms that have been thrown at them since the party came to power in 1997. The failure of this government to break the link between poverty and underachievement, highlighted last month by David Bell, chief inspector of schools, prompts a question: are schools, the traditional building blocks of education, up to the job?
"I don't think the urban comprehensive, or any urban school, can really meet all the needs of the pupils inside it," says Professor Tim Brighouse, the man credited with turning round Birmingham's schools, and now installed as the first commissioner of the capital's school system. So if the school in its classic form is not the answer, what is? The answer is, apparently, "collegiates" - groups of schools working together.
But this was not Labour's first answer. Originally ministers wanted to group schools into "federations". Legislation to support federations - complete with presiding superheads and single governing bodies - formed part of the last Education Act. Federations could range from informal partnerships to single "corporate" bodies - in effect single, multi-site schools. But Charles Clarke, the education secretary, is not fond of complex, structural solutions. He said he wanted to see a more informal, locally driven culture of collaboration.
There is another reason for Clarke's wary stance. Taken to the logical limit, a federation would be able to impose a single admissions policy on an area, requiring parents to apply to the group, not their favoured school. Clarke, anticipating middle-class uproar and electoral suicide, has said he will not allow this. Nor for that matter will he let federations report exam results "corporately", instead of individually.
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Clarke's caution disappoints those who think federations were the right answer. The logic behind this view is brutally simple. A single admissions point for several schools would help to reverse the damage done by the urban hierarchy. "The creation of escalators of schools ... will take some schools down as others rise," says Professor Brighouse. Competition between schools, hardly the desired hallmark of a post-comprehensive system, would be impossible inside a federation. Exam results could be published for the group, not the individual schools, undermining the hierarchy and forcing the best schools to help the others to improve.
But Clarke will not have federations - at least not in their most extreme form. Instead, a different idea is being harnessed to Labour's reform agenda - the secondary school "collegiate". Unlike the federation, this is based on developing the differences between schools, but within a close-knit, cooperative group. There is no suggestion of a superhead, or the "takeover" of poorly performing schools by super-performers. Governing bodies may inch together over time, but no mergers will be imposed. Again, Downing Street is enthusiastic. Collegiates were endorsed by Tony Blair, the prime minister, during the recent announcements about the future of London's secondary sector.
Collegiates are emerging fast, in large numbers, and are able to "cherry-pick" bits of the law on federations that suit their ambitions. They may well prove as radical as the "hard" federations Clarke opposed, but he appears ready to live with their proliferation because they offer a real chance of helping Labour to deliver on three flagship policies - breaking the link between underachievement and disadvantage, offering a much wider 14-19 curriculum, and making the specialist schools system much more responsive to parental choice.
The Oaks Collegiate Academy, Birmingham, was set up when Professor Brighouse was chief education officer for the city. It has been operational for a year. It embraces six very different schools, including high-status former grammars, a special school, and two that recently emerged from special measures. Several of them do not serve their local communities but rely on pupils being bussed across the city. They have come together because they are different, not because they are the same.
Progress in the first year has been fast. Already they are developing a single post-16 offering for their pupils. The next phase will see pupils moving school, at least for part of the week, post-14. Dave Beards, the academy's full time coordinator, says the schools already collaborate on curriculum, training days, textbooks and teachers. The organisation gets ?100,000 from the government, ?150,000 from the philanthropic Gatsby Foundation, plus 1% of each school's annual budget. "That is going to have to go up," says Beards.
The idea is to offer parents and children the best the six schools have to offer, and in the process break down the existing pecking order as standards rise. The collegiate is based on mutual self-interest. "This is very different from a federation," says Graham Ridley, head of Selly Oak, a special school with beacon status. "The big idea here is that we are all very different. A school is a lovely thing in itself. This is an organic approach. A lot of what goes on does not go through the heads - two-thirds of what is happening I don't know about. Federations were about engineering a structure - this is more like gardening."
The academy's big problem is geography. The schools are spread across a large area of suburban Birmingham. The heads, who meet regularly, as do governors, are considering a joint timetable that would leave students post-14 on their "core site" for two days, with two days for taking up options at other sites, and leave Fridays for work-related vocational education. The collegiate has burgeoning links with an innovative skills-training centre called Quinzone, which teaches craft trades. There are also plans to use computers more widely. The academy has its own IT manager, as well as three advanced skills teachers it can deploy across the organisation, with plans to expand that to a team of 18-20.
With joint access to IT systems, teaching staff, and assets like libraries, labs and workshops, the six schools are much better placed to respond to two big government initiatives - the widening of the post-14 curriculum and the need to bring order to the sometimes haphazard specialist schools system. Critics of specialist schools say that their "focus" - on one of a series of subjects ranging from technology to languages, business to manufacturing - means local parents have little choice. What if a child is fascinated by performing arts but ends up at an engineering college? Physically swapping pupils post-14 offers a way out of this conundrum.
"We are a specialist technology college," says Lesley Brooman, head at Dame Elizabeth Cadbury, one of the schools in the Oaks Collegiate Academy: "We can look to Frankley for performing arts, Bournville for business and enterprise. Meanwhile, Lordswood is applying for specialist sports college status and we are very short of facilities for those activities." She sees a range of other benefits to membership of the collegiate, from professional development for staff (using the collegiate's own centre at Selly Oak), to joint bids for government cash. "Before, we were all competitive little industries, spending goodness knows what on things like marketing. Now, we don't have to reinvent the wheel six times."
But will the collegiate try to push ahead to single admissions at 11? Many of those involved in the movement believe this is inevitable as resources - for example language teachers and labs - become linked to certain sites. Brooman says any changes must be carefully managed and will rely on progress in raising standards at all the schools. "The notion of belonging is very important to children - especially at 11-14," she says.
The model emerging at the Oaks is one of children entering a "home school" at 11, spending much of their time at other schools 14-16, and then entering a common sixth form. But such is the speed of developments that single admissions may one day be common at collegiates. "My dream is that one day there would be single admis sions," says Brighouse. "This is a softer system than federations, but a much more flexible model," he adds.
But isn't that Clarke's problem? If collegiates can be what they want to be, won't they begin to test Labour's patience, and its commitment to the theory of "new localism", in which the power to innovate is ceded to those who work on the frontline in the public services? A close political adviser to Clarke is surprisingly unfazed by the possibility of single collegiate admissions at 11. "It doesn't seem like a mad idea - but it is a long-term aspiration. We don't like laws and we don't want to force things on schools. It is much better from the bottom up than the top down, and clearly this could evolve over time."
Perhaps it is an idea that can be added to that basket marked: Labour's Third Term.
With respect to leadership and school leadership and Administration: Important Concepts, case studies and Simulations , compare and contrast the approaches to conflict management and conflict resolution from the perspective of manager and transactional leader.Review five articles and provide a synopsis of each article reviewed and must be part of the nine pages. 12 font, times New Roman, one inch margins, APA format, double spaced.
Educational Philosopher Analysis Paper
An in depth examination of John Dewey's philosophies and its possible implications for contemporary educational policy and school leadership.
Primary task GATHER and ANALYZE a core of scholarly work written BOTH by and about John Dewey using both primary and secondary source materials related to John Dewey. A paper is required that analyzes how John Dewey's educational philosophies can be used to analyze TWO or more of the following contemporary issues in education as related to teaching and educational leadership. The following issues are: A) The unfair testing programs of both Federal and State levels on bilingual students who not able to comprehend the English that is presented in the testing materials; B) The lack of freedom of teachers to educate students, because students have more power and legal status than both the teachers and the students parents C) The lack of teachers and motivation and incentives for teachers resulting from the massive over crowding of classrooms mandated by both federal, state and local authorities.
The paper should include the following:
1)A brief biography of John Dewey
2)Analysis of the above contemporary issues which should include a critigue of the research literature as cited in the bibliography
3)A bibliography of at least 15 additional ACADEMIC resources related to John Dewey whose ideas are the basis of the paper
4)A concise reflection on the insights gained while completing the paper
5)Dewey's educational philosophies should include but not be limited to Educating democratic Citizens, Critical Theory, Social constructs, social systems, and the study of history
6) The TEXT "Wheels in the Head" by Joel Spring must be excluded from the paper for purposes of QUOATION and BIBIOGRAPHY.
7) The paper must be in APA format
(Undergraduate Level)
Whos controlling our emotions: Emotional Literacy as a mechanism for social control?
Emotional Literacy: A theoretical research study
Hypotheses
The aim of this small scale theoretical research project is to investigate to what extent is the introduction of emotional literacy into the field of education a form of social control.
There are various discourses beginning to emerge in education about the importance of developing the social and emotional skills of young people. The concept of emotional literacy has been seized upon by the New Labour Government as a solution to all societies ills and as a mean of reducing educational failure.
Aim of this theoretical research project is to:-
Objective 1
Define emotional literacy and demonstrate how this concept and its practices have been developed and constructed as a concrete reality using discourse analysis.
Objective 2
Explore to what extent the introduction of emotional literacy in school is a form of social control
Literature review: The literature review should elaborate on the ongoing debate on emotional literacy within the field of education (pros and cons).
Methodology section
Ive provided an outline of the methods to be used however some guidance on this section would be appreciated. Please provide a description of the procedure you will be using in the analysis of the two documents listed below. Citations in this section should be limited to data sources and references of where to find more complete descriptions of procedures and reseach methods.
Unitizing Michel Foucault's theory, on discourse as a framework for analysing two policy documents.
A) Social and Emotional Aspects of Learning for secondary schools (SEAL), The Department of Education and Skills (DfES) 2004
B) The National Healthy School Standard (NHSS): Promoting Emotional Health and Wellbeing, (2004) The Department for Education and Skills (DfES) and the Department of Health and managed by the Health Development Agency (HDA).
Use discourse analysis to demonstrate how the concept of emotional literacy has been developed and imbedded into educational documents and school. Provide an analysis of document A in order to expose the connections between emotional literacy theories and the administrative practice, in order to reveal the effects of using this form of technical language to legitimate the exercise of power.
Again, using discourse analysis, specifically Foucalults theory on the question of control, power, truth and knowledge. Provide an analysis of document B in order to demonstrate how the discourses on emotional literacy constructs both the pupils experiences in schools and their identities, as constructed subjects and objects of knowledge.
Critical Analysis section
Provide a detailed Analysis of the following documents. Social and Emotional Aspects of Learning for secondary schools (SEAL)
http://bandapilot.org.uk/secondary/resources/welcome_page/sns_ssealguidance0004307.pdf
National healthy schools standard: Promoting emotional Health and wellbeing (2004)
http://www.wiredforhealth.gov.uk/PDF/139641_HDA_Complete.pdf
Reflection
Issues to consider: what is the purpose behind the introduction of emotional literacy into the schools curriculum?
Promoted as a solution to social and economic problems. To what extent is it to do with social control i.e. making us all good citizens?
Guidelines:
Project structure
Abstract
The abstract highlights the major points covered. The abstract concisely describes the content and scope of the research undertaken, and reviews the contents in abbreviated form. It should tell the readers what information the dissertation contains, and include the purpose, methods, and scope of the research project. The abstract should not provide results, conclusions, or recommendations and is usually between 100 -200 words.
Introduction
Put the issue in context as concisely as possible. Answering the following question may help
Is there a problem? Yes
What is it? The issue of social control
What is the hypothesis
By what methods i.e. Thoerical reseach project
How is the problem to be solved i.e analyse of data in the form of two documents state names
state the dissertation objectives.
This section is a SHORT intro for the reader to the subject, to put the issue in context.
Literature Review
The literature review should show what has been published on the topic of emotional literacy by accredited scholars and researchers. In writing the literature review the purpose is to convey to any reader what knowledge and ideas have been established on emotional literacy and what their strengths and weaknesses are. The literature review must be defined by its guiding concept i.e. main objective of reseach project. (Around 2000-2500 words)
Methodology
Please explain HOW you are going to carry out this research i.e. document analysis
Critical analysis
Analysis of two documents
The arguments that you present must be underpinned throughout by an awareness of Foucault's theory
Conclusion
The conclusion should review your finding in relationship to the orginal Hypotheses, also to identify any comparisons and contrast between the various texts that have examined, and to show that, in the process of the study, a more precise, critical understanding of the way the subject of emotional literacy has be dealt with
Referencing
Harvard
Please reference and provide page numbers for all citations
Other requirements
Minimum number of quotations: 20
Language and spelling style: British
No footnotes please
Resources: I will email you some of the following resources via a-plus. You do not have to use all the reources listed. Please contact me if you are unsure of anything.
Foucault, M. (1984). The Foucault reader (P. Rainbow, Ed.). New York:
Pantheon.
Foucault, M. (1990). The history of sexuality, Vol. 3: The care of the self.
New York: Vintage Books.
Gardner, H. (1999) Intelligence Reframed: multiple Intelligences for the 21st century, Basic Books, New York
Gardner, H. (1993) Frames of Mind: The Theory of Multiple Intelligences The
Guernsey Press, Channel Islands
Gardner, H. Kornhaber, M. & Wake, W. (1996): Intelligence Multiple Perspectives, Harcout Brace College Publishers, New York
Goleman, D. (2006)
Mac Naghton (2005) Doing Foucault in Early Childhood Studies, New York, Routledge
Weare, K,( 2004) 'Developing the Emotionally Literate School', London: Paul Chapman Publishing, Weare, K, (2000) 'Promoting Mental, Emotional and Social Health A Whole School Approach', London: Routledge,
Roffey, S. (2006) Circle Time for Emotional Literacy, London, Paul Chapman publishing
Ball, S. (2008) The Education Debate, Bristol, The Policy Press.
Hayes, D. (2004) Key Debates in Education, RoutledgeFalmer, London
Olssen, M. Codd, J. & ONeill A. (2004) Education Policy Globalization Citizenship & Democracy, London, Sage Publications
Furedi, F. (2007), Hijacking Education, in: The Corruption of the Curriculum, Civitas,. http://www.spiked-online.com/index.php?/site/article/3467/
White, J. (2007), Wellbeing and Education: Issues of Culture and Authority, Journal of Philosophy of Education, Vol. 41, No 1,.
Furedi, F (2003) Making People Feel good About Themselves: British Social Policy and The Construction of the Problem of Self-esteem, inaugural lecture, University of Kent at /Canterbury: available at:-
http://www.timesonline.co.uk/tol/news/uk/article853784.ece
Furedi, F. (1999) Therapy Culture: Cultivating Vulnerability in and Uncertain Age, London and New York: Routledge.
Furedi, F (1999) The Culture of Fear Taking and the Morality of Low Expectation, London, Cassell
Hayes, D. (2003) New Labour New Professionalism in J. Satterthwaite, E Arkinson and K. Gale (eds), Discourse, Power, Resistance: Challenging the Rhetoric of Contemporary Education, Sterling, VA, and Stock-on-Trent: Trentham Books, pp. 27-42
Dennis Hayes (2004) The Therapeutic urn in Education, in The RoutlegeFalmer Guide to Key Debates in Education, London, RoutlegeFalmer
Ecclestone, K. (2004) The Rise of Low Self-esteem and the Lowering of Educational Expectations, in Hayes, D. (2004) The RoutlegeFalmer Guide to Key Debates in Education, London, RoutlegeFalmer.
Ecclestone, K. (2004) Learning or Therapy? The Demoralisation of Education British Journal of Educational Studies 29 (2):
Pupavac, V (2001) Therapeutic Governance: Pyscho-social Intervention and Trauma Risk, Management, Disaster 25 (4): 352-72)
Waterhouse, L. (2006). Inadequate evidence for multiple intelligences, Mozart effect, and emotional intelligence theories. Educational Psychologist, 41(4), 247-255.
Waterhouse, L. (2006). Multiple intelligences, the Mozart Effect, and emotional intelligence: A critical review. Educational Psychologist, 41(4), 207-225.
Mayer, J.D., Salovey, P., & Caruso, D. (2000). Competing models of emotional intelligence. In Robert J. Sternberg (Ed.), Handbook of intelligence (2nd ed.). Cambridge, U.K.: Cambridge University Press.
Mayer, J.D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D.J. Sluyter (Eds.) Emotional Development and Emotional Intelligence. New York: Basic Books.
Mayer, J. D. & Salovey, P. (1995). Emotional intelligence and the construction and regulation of feelings. Applied & Preventive Psychology, 4, 197-208.
Gardner, H. (1999) Intelligence Reframed: multiple Intelligences for the 21st century, Basic Books, New York
Gardner, H. (1993) Frames of Mind: The Theory of Multiple Intelligences The
Guernsey Press, Channel Islands
Goleman, D. (2005) Emotional Intelligence: Why it can matter more than IQ, Bantam Books, New York
Goleman, D. (1998). Working with emotional intelligence. New York:
Bantam Books.
Adi Y, Killoran A, Janmohamed K et al. (2007) Systematic review of the effectiveness of interventions to promote mental wellbeing in children in primary education. Report 1: universal approaches (non-violence related outcomes). London: National Institute for Health and Clinical Excellence.
Allan, Julie (1996) 'Foucault and Special Educational Needs: a
'box of tools' for analysing children's experiences of mainstreaming', Disability & Society, 11:2, 219 234
Ball, S. (2008) The Education Debate, Bristol, The Policy Press.
DfES (2005) Excellence and Enjoyment: Social and Emotional Aspects of Learning [SEAL]. Department for Education and Skills. Reference Number: DfES/0110/2005.
Qualter, P. Gardner, K.(2007) University of Central Lancashire,
UK and Whiteley, E. Edge Hill University, UK, Journal Pastoral Care pp14-20
National Institute for health and clinical Excellence, (2008)
www.nice.org.uk
Research/Journal
Locke: (2005) Why Emotional Intelligence is an Invalid Concept, (Journal of Organizational Behaviour 26, 425-431
Humphrey: Emotional Education and Education: a critical review, Education Psychology (2007) 27, 2, 235-254
Delewicz & Malcolm: Can Emotional Intelligence be developed? (2004) International Journal of Human Resource Management, 15, 1, 95-111
Developing the School Emotional Environment for Learning Survey (SEELS) 2003
Kelly: Applying emotional Intelligence: (2004) Educational Psychology 20, 3, 221-240
Bennetts: Traditional Mentor Relationships, intimacy and emotional intelligence: (2002) International Journal of Qualitative Studies in Education, 15, 2, 155-170
Coppock: Its Good to Talk! A Multidimensional Qualitative Study of the Effectiveness of Emotional Literacy Work in Schools, (2007) Children & Society 21, pp. 405419
Qualter & Gardner, (2007) Emotional Intelligence: Review of Research and Educational Implications, University of Central Lancashire,
Hargreaves, A. (1998a). The emotional practice of teaching, Teaching and
Teacher Education, 14, 835-854.
Hargreaves, A. (1998b). The emotional politics of teaching and teacher development: with implications for educational leadership, International Journal of Leadership in Education, 1, 315-336.
Zeidner, M., & Matthews, G., & Roberts, R. D. (2001). Slow down, you move too fast: Emotional intelligence remains an elusive intelligence. Emotions, 1, 265275
Policy/Doc
Education Act 2004: http://www.legislation.act.gov.au/a/2004-17/current/pdf/2004-17.pdf
Every Child Matters: www.dfes.gov.uk/everchildmatters
Youth Matters: http://www.dfes.gov.uk/publications/youth/docs/youthmatters.pdf
Every Child Matters: Supporting the new agenda for childrens services and schools: www.standards.dfes.gov.uk/learningmentors
The Role of Learning Mentors: http://www.standards.dfes.gov.uk/learningmentors/
Supporting Choice: http://www.cegnet.co.uk/content/default.asp?PageId=2346
The Social and Emotional Aspect of learning (2005) http://www.teachernet.gov.uk/teachingandlearning/socialandpastoral/sebs1/seal/
http://www.standards.dfes.gov.uk/primary/publications/banda/seal/
http://www.teachernet.gov.uk/teachingandlearning/socialandpastoral/sebs1/
http://www.bandapilot.org.uk/
http://www.dfes.gov.uk/ibis/department_policy/seal01.cfm
Excellence in cities: http://www.standards.dfes.gov.uk/sie/eic/
Victoria Climbi: http://www.publications.parliament.uk/pa/cm200203/cmselect/cmhealth/570/570.pdf
Victoria Climbie Inqury: http://image.guardian.co.uk/sys-files/Society/documents/2003/01/28/climbiereport.pdf
Documents and useful web sites
The National College for School Leadership: More than a feeling: Developing the emotionally literate secondary school, (2006) http://www.ncsl.org.uk/media/440/03/more-than-a-feeling-summary.pdf
Literature Review: The Emotional Harm and Well-being of Children: http://www.nch.org.uk/uploads/documents/Emotional_harm_lit_review2.pdf
Literacy Trust: What is Emotional Literacy http://www.literacytrust.org.uk/Pubs/gerry.html
The Department for children Schools and families http://www.standards.dfes.gov.uk/
Promoting Emotional Health and Wellbeing (useful web address at the back of this publication) http://www.wiredforhealth.gov.uk/PDF/139641_HDA_Complete.pdf
Antidote Campaign for Emotional Literacy: www.antidote.org.uk
The national Emotional Literacy interest Group: www.nelig.com
Learning mentors and informal education: http://www.infed.org/learningmentors/lrn-ment.htm
City Challenge: http://www.dfes.gov.uk/citychallenge/
Education and learning: http://www.direct.gov.uk
A Curriculum Framework for Social Inclusion
http://www.gettingconnected.org.uk/
Directions will be uploaded in PDF.
Required task: Facilitate the textbook/materials adoption process in your district and the
implications for your campus. Describe the timeline of the entire process from committee
selection to funding, to review of materials (electronic and paper).
Written Account: Respond to each component of the activity outlined below in a Microsoft Word
document using well developed paragraphs. Note: you will submit meeting notes, sample
curriculum reviews, school plans, or school leadership meeting minutes as the artifact for this
activity.
I met with my assistant principal of elementary school and asked her about how school administration chooses the textbooks and curriculum that we will use each year. She said that there is a suggested list of things given by the New York City Department of Education called Core Curriculum that they would like schools to be using. GoMath and enVisionMath are options for math. ReadyGen and Reading Street are options for ELA as well. enVisionMath was chosen as well as Reading Street for ELA curriculum. After the curriculum is suggested to the schools, they can choose. There are other options that schools can choose but the Dept of Ed strongly suggests you pick something they recommend. These books are then purchased for all classes from money allocated for that in the budget. Textbooks for classroom use as well as workbooks that can be taken home for homework.
Teachers were sent to Professional Development to learn these curriculums and a representative from each company came to the school and gave a PD for using the curriculumd, writing lesson plans etc. It has worked well for the teachers so far and they have used it for a over a year.
I am requesting a LITERATURE REVIEW (which I will include in my dissertation) on the topic: The Public and Public
Education. It is a qualitiative study, engaging the public in discussions (deliberative process) about public education. Focus
groups will be conducted in five counties in Pennsylvania where the particiapnts will be asked questions about public
education - its purposes, directions, challenges, needs, future, etc. The focus groups will include stakeholders in public
education in the community: parents, taxpayers, senior citizens, teachers, administrators, students, business people,
early childhood educators, clergy,etc.
The literature review needs to be two-fold: 1) a review of the main issues affecting public education today and
2) public''s opinion & engagement in public education.
For the 1st part of the literature review several topics/issues will need
to be reviewed to cover the issues which are affecting public education and its stakeholders. Because this is not a study
focused on any one of these topics explicitly, the review of these topics can be limited to the most recent and credible
sources that describe (tell about) each topic and its relationship/affect on public education (and in particular and when
available information relating to these topics in PA''s public school system), and how (& who) they affect. Articles and
Empirical studies. etc. need to be reviewed. The following are the topics that need to be reviewed:
education reform/change - school funding/adequate resources (property taxes that pay for public education )
inequitable funding of public schools in PA (disparity among school districts)- demand for teachers (teacher supply) -
teacher quality/professional development - technology in schools - vouchers/market forces - privatization
(include Philadelphia school "takeover" by private companies, like Edison, Inc.) - charter schools
(and in particular, charter schools in PA) - class size - high stakes testing - special education - differentiated learning -
higher academic standards- standardized testing/assessment - accountablity - parental involvement -
site-based decision-making - state''s constitutional responsibility to fund schools (and in particular PA''s reduction
of the state''s contribution to public education down from 50% of its share to 34% currently) - national government
movement to address "crisis" in public education in U.S. ("Leave No Child Behind") - violence in schools -
leadership/supervision - early childhood education - deterioration of public school facilities - achievement gap -
School Boards/governance - local control of public schools - 21st Century Schools
The second part of literature review will include public''s attitudes about public education & examples of and descriptions
of participatory processes across the country that involve education stakeholders in discussions/dialogue/forums about
public education.
Some credible sources on education & public education you could choose to use can be (but not limited to): ERIC
Clearinghouse search (inclusive of several education sources) - Consortium for Policy Research in Education
(University of Pennsylvania, etc.) - Center on Education Policy - Center on National Education Policy - Kappan - ASCD -
Phi Delta Kappa (33rd Annual Phi Delta Kappa/Gallop Poll of the Public''s Attitudes Towards Public Education) - ASCE -
Rethinking Schools - Education Week - Educational Leadership - Education World - Good Schools Pennsylvania -
PSBA (PA School Board''s Association) - PSEA (Pennsylvania State Teachers Association) - PFT (Pennsylvania Federation
of Teachers - NEA (National Education Association): Good News about Public Education in Pennsylvania - PA & U.S.
Departments of Education - "Is There a Public for Public Schools" by David Matthews (book) - Public Agenda -
Parents for Public Schools - Freedom to Learn Network - National Issues Forum (Organizing for Public Deliberation and
Moderating a Forum/Study Circle) - The National Center for Education Statistics (NCES) - The Public Policy Institute - The
Deliberator (publication) - Public Opinion (Equality & Education) - Claremont Institute: Putting the Public Back in Public
Education - Gerald Bracey (and his Reports on the Condition of Public Education) - Study Circles Resource Center
(Helping People Work Together for Creative Community Change) - Campaign for Common Ground - Kettering Foundation -
Public Education Network/Washington State Education Research: Education and the Community -
Public Education Network /A Pubic Forum: Public School in the 21st Century (Three Rivers,
Phi Delta Kappa/University of Pittsburgh -School Of Education/1999) - Citizens Forums in Illinois (Center on
Education Policy & Joyce Foundation/ 1999) - Pubic Agenda Online: [Overview/Perspectives in Brief/Just Waiting To Be
Asked (fresh attitudes about public engagement)/The General Public: Parents, Non-parents & Seniors/Red Flags/Major
Proposals/A Nation Divided/Education: People''s Chief Concerns/Important Questions about Public Engagement/How We
Engage the Public] - Essential School Reform (essential schoolreform.org) - Mansfield University Public Mind Survey on
Education Issues in the Commonwealth of Pennsylvania - CSR (Comprhensive School Reform Program) - National
Clearinghouse for Comprehensive School Reform - Philadelphia Education Fund/Bringing School Reform to the
Public: Public Engagement Initiatives in Philadelphia from 1995-2000 (Rhodes & Education Fund, April 2000) - Making
Choices Together (The Power of Public Deliberation, by David Matthews - Kettering Foundation, 1999) - Education and
Leadership Center - CGP/New Standards in Education - NSLC/Education for Civic Engagement: Seeing All The Options -
Center for Community and Civic Engagement - Education Policy Analysis - Progressive Policy Institute: Education -
SCN, Creating Community Civic Engagement - Pennsylvania Coalition for Public Education -
N.B. 1) There is no limit on quotes, parentetical citations, charts, tables, etc. (However, charts and/or tables should be used
minimally),
2) I will be faxing and/or e-mailing some resources and the first (1st) page of (some) resources so you can see how
the report, article or study begins. If you need more, please inform me: 610-664-7522 / 610-529-7773 (cell) or
[email protected]
3) I am requesting that reference pages be included.
There are faxes for this order.
INSTRUCTIONS (11 ref):
1. {Approx. 2 pages} Research and Develop a presentation on Substantive Investigations for future Research Paper, (which will be written after this Order is completed). [See Question/Puzzle question/ and Theory (Revolving Door(RD)) notes following]. Please define the primary sources for substantive investigation, strengths, weaknesses
PLEASE restate/modify the thesis questions (below) better into one question or statement. Note: Ive included a draft (see downloads) of my latest version for my Dissertation Thesis proposal on RD, to help provide background and context to the subject matter for this Order.
Research thesis question/puzzle question on the "REVOLVING DOOR":
QUESTION 1: What evidence supports the Revolving Door (RD) theory as a beneficial practice?
QUESTION 2: What evidence shows the harm inherent in an RD relationship between government and the private sector (Hornaday, 2010)?
JUSTIFICATION for the RD THEORY notes:
It is clear that Henry Paulson garnered unjustifiable favors from President George Bush and government lawmakers in efforts to save himself and devotees from financial failure in 2008 (O'Brien, 2008). The fact that this former CEO of Goldman Sachs was appointed Secretary of the Treasury under George Bush is proof in itself of the RD theory at work. Moreover, the list of high-profile exchanges between government officials and Goldman Sachs executives goes far beyond Paulson himself (Reid, 2010). While there are advantages to allowing an RD practice to take place, such as private sector expertise, private sector power and influence, and private sector political support, there is no excuse for American taxpayers to be left bailing out any corporation who has participated in unethical business practices. In the case of Henry Paulson and Goldman Sachs, straightforward greed and the good old boys club were at work behind the Revolving Door ??" not the advancement of the economy for the benefit of all.
2. {Approx. 2 pages} Research and Develop a presentation on Methodology for future Research Paper, (which will be written after this Order is completed) to test the Theory (RD) which supports the Question/Puzzle. [Please see, No. 1, above, for Thesis/Theory etc.]
- Define what qualitative methodology, creative, critical systematic assessment, and advancement will be used. Please provide a simple Drawing in presenting the model/s suggested
??" Please include additional article reference/s as {you} the
Writer/Researcher for this Order may find applicable...Ive included
some in uploads and there are some in the RD Thesis Proposal paper
uploaded.
3. {Approx. 5 pages ??" 1 page each article} Article critique and review for each of the 5 articles listed below (please see Research discussion 7 below). Please include where the Writer sees the relationships for compare and /or contrast for each of the articles to one anothers:
(a) thesis question or hypothesis
(b) theory
(c)substantive investigation sources, and
(d)methodology
4. {Approx. 2 pages} Please write 2 paragraphs or so in response to each of the 3 Journal Entries No.s #5, #6, and #7.
Research discussion 5: Research and Work on Substantive investigations
JOURNAL ENTRY #5: what is the relevance of the substantive area for public administration or policy?
Research discussion 6: Presentations on Substantive investigations
JOURNAL ENTRY #6: primary sources for substantive investigation, strengths, weaknesses
Research discussion 7: Methods, creativity, critical systematic assessment, advancement
David Thacher. 2006. The Normative Case Study. AJS 111 (6): 1631??"76
Gary Miller. 1997. The Impact of Economics on Contemporary Political Science. Journal of Economic Literature 35 (3): 1173
Brian Pentland and Martha Feldman. Issues in empirical field studies of organizational routines. In The Handbook of Organizational Routines.
Ulrike Schultze. A Confessional account of ethnography about knowledge work.
Robert Yin. Excerpt.
JOURNAL ENTRY #7: what are the benefits of qualitative methodologies for public administration? What constitutes a method?
Research discussion 8: Drawing and presenting models
Post selected methodology readings review
Research discussion 9: Presentations on Methodology
BACKGROUND & CONTEXT INFORMATION FOR THE RESEARCHER/WRITER:
1. Capstone Course Overview
Capstone supports the transition from advanced course work to the development of your dissertation research. Specifically, the capstones support the articulation of a sophisticated research question that engages a theory or conceptual framework, the development and implementation of a research strategy, the application of a clear methodology, and the writing of a paper that can be submitted for review to a journal in the field of public administration and policy. Ideally, this work will facilitate the work of your dissertation, providing a strong base or starting point for your concentration work and dissertation research. Capstone Part1 focuses on the development of a question, the identification of a theory, the articulation of a methodology, early empirical research or the identification of a substantive area, and completion of a draft concept paper and annotated bibliography that will be the basis for Capstone Part 2.
2. Objectives
To identify a research question or puzzle that can be empirically investigated
To identify and apply a theory as a means to examine the question and to advance our understanding of the theory
To explore a methodology for application in the paper, or for application in the dissertation ??" THIS ORDER
To model your early question and theoretical interests ??" THIS ORDER
To develop a sophisticated understanding of the empirical or substantive content under investigation ??" THIS ORDER
To produce a research essay that articulates the question, theory, substantive area and proposed method for investigation
To produce an annotated bibliography that includes entries from the theory, substance, and method of the inquiry
3. Requirements
1. Presentation of Puzzle (i.e. Theory Question/s) ??" DONE (see attached)
2. Presentation of Theory - DONE (see attached)
3. Presentation of Methods - THIS ORDER
4. Presentation of Substantive Investigation ??" THIS ORDER
5. Annotated bibliography, Puzzle, Theory, Method and Substance
6. 5 -10 page essay
Assigned Reading Articles & Texts That Were Used as reference (additional references are required ??"at discretion of the Writer- in order to complete order) for the Requirements (see above)
Journal entry #1: what is theory, and why should we care?
Research discussion 1: Puzzles, asking questions
John Brewer. 2005. Formulating Research Questions, in Foundations in Multimethod Research. Sage Publications.
Robert Behn. 1995. The Big Questions of Public Management. Public Administration Review 55 (4) 313 +
Steve Kelman. 2005. Public Management Needs Help. Academy of Management Journal 48 (6): 967 +
Harold Wolman. 1981. The Determinants of Program Success and Failure. Journal of Public Policy 1 (4): 433-464.
Glen Voss. 2003. Formulating Interesting Research Questions. Academy of Marketing Science Journal 31 (3): 356
http://users.ipfw.edu/blythes/teach/quest.htm.
Journal entry #2: characteristics of a good question or puzzle
Research discussion 2: Theory. What is it, how do we build it, and why?
JPART discussion e-mails
Karen Locke, Karen Golden-Biddle, and Martha Feldman. Imaginative Theorizing in Organizational Research.
Helen Timperly. 2005. Distributed Leadership: Developing Theory from Practice. Journal of Curriculum Studies 37 (4): 395
Camburn, E. B. Rowan, and JE Taylor. 2003. Distributed leadership in schools: the case of elementary schools adopting comprehensive school reform models. Educational Evaluation and Policy Analysis, 25(4): 347??"373.
Gronn, P. 2003. Leadership: who needs it? School Leadership and Management, 23(3): 267??290.
Journal entry #3: theory, what is it and why should we care?
Research discussion 3: Presentations and early discussion on puzzles
- Select and post assigned reading for a presentation on theory
Research discussion 4: Presentations on theory
Journal entry #4: what you learned about theory from presentation
There are faxes for this order.
Theoretical library based project: Literature Review
Methodology: Critical Paradigm
Questions:
What is emotional Literacy and how has it been translated into Educational policy in
Britain? As emotions are personal and unique to us as individuals can emotional literacy be taught, and what are the implications for learners in secondary education?
This will be a library based study (literature review) which will investigates how the concept of emotional intelligence has been developed and transported across the water from American and into British educational policy, starting with the original founders Mayer & Salovery. It will also look briefly at emotional development. It will cover the period from 1999 to present day. Varies policies and government initiatives will be examined as emotions takes centre stage in educational policy e.g. Every Child Matters. The development of childrens emotional literacy skills is being advocated as a solution to many of the problems experienced in schools from behavioural to educational attainment. Is there any evidence to support this?
Books
Gardner, H. (1999) Intelligence Reframed: multiple Intelligences for the 21st century, Basic Books, New York
Gardner, H. (1993) Frames of Mind: The Theory of Multiple Intelligences The
Guernsey Press, Channel Islands
Gardner, H. Kornhaber, M. & Wake, W. (1996): Intelligence Multiple Perspectives, Harcout Brace College Publishers, New York
Goleman, D. (2006) Social Intelligence, Arrow Books, London
Goleman, D. (2005) Emotional Intelligence: Why it can matter more than IQ, Bantam Books, New York
Oatley: Emotions (2005) A Brief History, Blackwell Publishing Ltd
Emotions
Harhman, Emotional Rollercoaster: A journey Through the Science of Feelings
Loyola, (1970) Symposium on Feeling and Emotions, New York, London: Academic Press
Schaffer, H, R. (2004) Introducing Child Psychology, Oxford: Blackwell
Gross, R. (2005) Psychology: the science of mind and behaviour, London: Hodder Arnold
Saarni, C. Harris, P, L. (1989) Children's understanding of emotion, Cambridge University Press,
Magai, C. & Mcfadden, H. (1995) The role of emotions in social and personality development, Plenum, New York
Mayne T. & Bonanno, G. (2001) Emotion current issues and future directions New York, London: Guilford Press
Peterson, C. (1993) Learned helplessness: a theory for the age of personal control, New York, Oxford: Oxford University Press
LeDoux,, J. (1999) The Emotional brain: the mysterious underpinnings of emotional life, London: Phoenix, 1999.
Research/Journal
Locke: (2005) Why Emotional Intelligence is an Invalid Concept (Journal of Organizational Behaviour 26, 425-431
Humphrey: Emotional Education and Education: a critical review, Education Psychology (2007) 27, 2, 235-254
Delewicz & Malcolm: Can Emotional Intelligence be developed? (2004) International Journal of Human Resource Management, 15, 1, 95-111
Developing the School Emotional Environment for Learning Survey (SEELS) 2003
Kelly: Applying emotional Intelligence: (2004) Educational Psychology 20, 3, 221-240
Bennetts: Traditional Mentor Relationships, intimacy and emotional intelligence: (2002) International Journal of Qualitative Studies in Education, 15, 2, 155-170
Coppock: Its Good to Talk! A Multidimensional Qualitative Study of the Effectiveness of Emotional Literacy Work in Schools, (2007) Children & Society 21, pp. 405419
Qualter & Gardner, Emotional Intelligence: Review of Research and Educational Implications, (2007) University of Central Lancashire,
Policy/Doc
Education Act 2004: http://www.legislation.act.gov.au/a/2004-17/current/pdf/2004-17.pdf
Every Child Matters: www.dfes.gov.uk/everchildmatters
Youth Matters: http://www.dfes.gov.uk/publications/youth/docs/youthmatters.pdf
Every Child Matters Supporting the new agenda for childrens services and schools: www.standards.dfes.gov.uk/learningmentors
The role of learning mentors: http://www.standards.dfes.gov.uk/learningmentors/
Supporting Choice: http://www.cegnet.co.uk/content/default.asp?PageId=2346
The Social and Emotional Aspect of learning (2005) http://www.teachernet.gov.uk/teachingandlearning/socialandpastoral/sebs1/seal/
http://www.standards.dfes.gov.uk/primary/publications/banda/seal/
http://www.teachernet.gov.uk/teachingandlearning/socialandpastoral/sebs1/
http://bandapilot.org.uk/secondary
http://www.bandapilot.org.uk/
http://www.standards.dfes.gov.uk/primary/publications/banda/seal/pns_137805_get_started.pdf
http://www.dfes.gov.uk/ibis/department_policy/seal01.cfm
Excellence in cities: http://www.standards.dfes.gov.uk/sie/eic/
Victoria Climbi: http://www.publications.parliament.uk/pa/cm200203/cmselect/cmhealth/570/570.pdf
http://image.guardian.co.uk/sys-files/Society/documents/2003/01/28/climbiereport.pdf
Plowden report: http://www.infed.org/schooling/plowden_report.htm
Documents and useful web sites
The National College for School Leadership: More than a feeling: Developing the emotionally literate secondary school, (2006) http://www.ncsl.org.uk/media/440/03/more-than-a-feeling-summary.pdf
Literature Review: The Emotional Harm and Well-being of Children: http://www.nch.org.uk/uploads/documents/Emotional_harm_lit_review2.pdf
An Intelligent look at emotional intelligence / the Education Union: http://www.atl.org.uk/atl_en/images/Emotional%20intelligence_tcm2-13770.pdf
Emotional Intelligence: What it is and Why it Matters: www.eiconsortium.org: Cary, Cherniss: (2000)
Developing Emotional Literacy in Schools: http://www.firstandbest.co.uk
Literacy Trust: What is Emotional Literacy http://www.literacytrust.org.uk/Pubs/gerry.html
The National Emotional Literacy Interest Group: A range of material
The Department for children Schools and families http://www.standards.dfes.gov.uk/
Promoting emotional health and wellbeing(useful web address at the back of this publication) http://www.wiredforhealth.gov.uk/PDF/139641_HDA_Complete.pdf
Wired for Health: http://www.wiredforhealth.gov.uk/cat.php?catid=863
Antidote Campaign for Emotional Literacy: www.antidote.org.uk
The national Emotional Literacy interest Group: www.nelig.com
School of Emotional Literacy: www.schooloofemotional-literacy.com
Young Minds: www.youngminds.org.uk
Learning mentors and informal education: http://www.infed.org/learningmentors/lrn-ment.htm
The Pace 2 be: http://www.theplace2be.org.uk/
City Challenge: http://www.dfes.gov.uk/citychallenge/
Education and learning: http://www.direct.gov.uk
There are faxes for this order.
I need this to be a continuation from a previous order #A2071362 and with the writer "Cathii"
The problem: Elementary learning disabled students are being negatively affected in literacy as a result of being pulled-out of the classroom for resource.
Emphasis on the following areas:
Social Outcomes (this area started in the first order)
Effective teaching in the Inclusive Environment
Student Performance (this area has been started in the first order)
support -school leadership, training, collaboration (this area has already been started in the first order)
Continuing to tie this problem in to the need for a study.
I need a Literature Review of 10-11 sources with about 10-11 pages. I tried to contact customer service on how to do the continuation, but I did not hear back and I can' wait. If I need to pay for additional pages, please let me know.
PLEASE MESSAGE ME ABOUT THIS ASAP. THANK YOU!
There are faxes for this order.
Customer is requesting tha
There are faxes for this order.
Customer is requesting that (Cathii) completes this order.
Leadership Project 2
How to carry out the project
You should make sure you are familiar with the overall teaching and learning strategies and
study advice offered in the MBA Programme Handbook before starting work on this project.
When carrying out this project, you should bear the following points in mind:
9 Assessment
The project is underpinned throughout by explorations of an academic perspective on
leadership. The first assignment is focused on the critical analysis of a leader who you either
know or who you admire, and the second assignment has a wider organisational research
base to enable you to understand the dynamics of modern leadership, as well as to
understand your own leadership style and preference.
Assignment Two (60%)
5,500 6,000
words
The assignment title is as follows:
Analyse some contemporary writings relating to effective leadership in modern business
organisations, or an individual organisation, and critically evaluate different strategies and
approaches to leadership within a modern organisational context. Using your findings and
conclusions as a model or benchmark, evaluate your own leadership style to ensure you can
effect improvements in work performance both at an individual and at a company level.
The purpose of this assignment is to give you the opportunity to critically review some current
papers and writings as well as contemporary themes, on leadership. You will then identify
some relevant issues that will enable you to put forward some ?best practice? models in
contemporary organisations. You will use your findings to benchmark your expertise and
capability and assess some learning goals and needs for yourself to ensure that you achieve
your personal leadership goals ? please do not devote more than 1000/1500 words to this
latter section.
You will identify key trends in academic and organisational thinking on effective leadership
and then use these insights to derive conclusions about capabilities, In this paper you will,
identify some key leadership issues for organisations in a diverse and complex business
environment. You will find that there are changing interpretations and understandings about
leadership in modern organisations. John Storey (2004) points out that these contrasting
assumptions can be further analysed into differential assumptions about what specifically is
?effective leadership? This analysis will enable you to critically assess your own leadership
development needs and propose a set of short and medium term actions that will improve
your chances of achieving these goals. You may invite your employer to comment on any
aspects of the assignment but there is no obligation for this to happen. The deadline for
submission of this assignment will be at the end of the MBA programme. The learning
outcomes covered focus on 4 and 5 as well as 2 and 3.
Suggested Structure
Introduction and scene setting ? clear indication of the content of the assignment. Overview
of the topic and clarify terminology. Identify objectives and purpose clearly and set out what
you will achieve (10%)
Review of literature covering relevant past research, studies and articles from relevant books
and journals. Also newspapers. Beware of the internet as there is a mass of inconsequential
and repetitive information here but nevertheless there are some useful websites. Be critical of
the literature and do not just report it (30%)
Use the boundaries and parameters identified relating to leadership theory to explain the
processes relating to effective leadership in a modern organisation or organisations to
understand performance and business growth. Draw on personal experiences, or case
studies where suitable and use this data to justify, develop and analyse reflections sourced in
your literature review (30%)
Use your personal reflections, case studies or other documented evidence relating to
leadership to discuss, evaluate and identify models and theories of best practice relating to
leadership effectiveness. Summarise and conclude this analysis (15%)
From these conceptualisations and conclusions on leadership derive a plan for your own
leadership development. This should identify organisational context, perceived need,
behavioural requirements and development methods to enable you as a leader to achieve
excellence (15%)
? Assignment Two
? Leadership within organisations
? Not about personal leadership
? Most people fail because they focus on too many theories; focus on individual leadership; choose inappropriate theory; research poorly; ignore the final section.
Study resources for this project
Essential textbook
The essential textbook for this project, which you are strongly encouraged to buy, is:
Kouzes and Posner (2003/1995) The Leadership Challenge ? ISBN 07879
56783.
In addition there are numerous books and journal articles on leadership from both a
theoretical as well as practical perspective. Recommended journals include Harvard
Business Review for global insights. There are a wide variety of suitable websites where you
can check your leadership style and follow up your own interests
Recommended additional resources
You are also strongly encouraged to access and use the following resources:
? Bennis W (1994) "Visionary Leadership" In , Eds. Warren Bennis, Jagdish Parikh, Ronnie
Lessem (1994) Beyond Leadership Oxford? Blackwell
? Collins J C and Porras J I (1998) Built to Last: successful habits of visionary companies.
2nd Edition London? Random
? Davies P (1998) " The Cassandra Complex: how to avoid generating a corporate vision
that no one buys into" in Eds. Andrew Kakabadse, Frederick Nortier and NelloBernard
Abramovici. Success in Sight: Visioning. Thomson Business Press? London
? Davies P (2002) " Military Strategy" In Eds. Mark Jenkins and Veronique Ambrosini.
Strategic Management: a multiperspective
approach pp 153174.
London? Palgrave
? Peter Inge (1996) " Field Marshall Sir Peter Inge" In Eds. Stuart Crainier. Leaders on
Leadership pp 4152.
London? Institute of Management
? Kakabadse A and Kakabadse N ( 1999) Essence of Leadership International Thomson ?
London
? Keegan J (1987) Mask of Command London? Penguin
? Kouzes J M and Posner B Z (2003) The Leadership Challenge San Francisco? JosseyBass
? Leavy Band Wilson D (1994) Strategy and Leadership London? Routledge
? Machiavelli N ( 1962 ) The Prince London? Penguin
? Roberts A (2003) Hitler and Churchill: secrets of leadership London? Weidenfield and
Nicholson
? Slim W (1956 ) Defeat into Victory London? Cassell and Co. Ltd
? Sonsino S (2002) "Leadership perspective." In Eds. Mark Jenkins and Veronique
Ambrosini. Strategic Management: a multiperspective
approach pp 222249.
London?
Palgrave
? Storey J (Ed) (2004) Leadership in Organisations ? Current Issues and Trends, Routledge
Sun Tzu (1981) The Art of War London? Hodder and Stoughton
? Uyterhoven H E R, Ackeraman R W and JRosenblum J W (1973) Strategy and Texts in
General Management Homewood Ill.? Richard D. Irwin
Recommended journals and other periodicals
There are a number of journals and other periodicals which you should browse and delve into
whenever you have an opportunity. Please note that many of these may be available
University and its website.
Recommended journals include Harvard Business Review for global insights. It is important to
read the quality newspapers as there are often articles relating to leadership here ? the Business sections, particularly at weekends are good. Also the Economist has excellent
articles which would be relevant, not just for this unit but for your studies generally.
Recommended websites and online content
The following websites and online resources also contain much that will help you as you carry
out your project:
? www.executivespeaker.
com/spch0024.html
? www.ldl.co.uk/inspirationalleadershipmaangementtrainingcourse.
htm
? www.ccl.org/CCLCOmmerce/indiex.aspx?CatalogID=Home
? www.cipd.co.uk
Leadership in the Learning Community
The role of leader in supporting staff and/or students is critical to the effectiveness of the organization. From your(as a principle) experiences, cite examples of how a leader can provide support to adults or students. Describe the challenges and obstacles that you might encounter in providing this leadership.
Leadership Paper. The leadership paper, which is due in week five, allows
students to apply the information learned regarding the traits and the
impact of a leader (as described in Maxwell's book) to a real life leader.
Each student will prepare a 1,400??"2,100 in which he/she chooses a leader
that he/she admires, this can be an individual from the student's workplace
or a well know business, political or social leader. Students will describe
the attributes they admire in the leader chosen and compare those
attributes to the leadership aspects covered in this course. Students are
expected to use material from the text (and other sources as applicable)
citing appropriately.
Also please you John C, Maxwell's Book Leadership 101 and the leader I would like to use is Barrack Obama.
Leadership Profile Assignments.
Throughout the semester, you will write two leadership profile
assignments. These are two-page maximum (single-spaced
) descriptions about your leadership experiences
outside of class. You will describe a
specific
leadership situation that involved you personally or one that
you observed as a bystander. You can (but dont have to) write about yourself as the leader, but only in one
of the assignments. In addition, both assignments should
not be about the same leader. I prefer that both
profiles focus on your experiences during the present semester, but because that may be difficult for some,
one profile can focus on a situation from the recent past (within the past six months). In addition, you
should generally limit your examples to your actual first hand experiences, but I will allow one write-up to
focus on something you saw on TV or the movies, or read in magazines, books, newspapers, or the Internet
(however, NO POLITICAL LEADERS!). For each description, you should address the following:
A summary of the specific
situation, possibly including the following information: what was the
situation, who was involved, what did the leader do that made him/her effective or ineffective,
and what was the outcome of the situation. Need to be clear when the situation occurred and what
your role was.
A summary of the 1-2 theories, approaches, or readings you are using from class
A summary of the connections between the two (this is the most important section of the three)
You do not need to follow this exact pattern in your paper, but I recommend having a separate
section for each of these three major topics to ensure
that all of this information is included. The purpose of
this assignment is to deepen your understanding of the issues weve discussed in class by summarizing the
class content and then relating it to your own leadership experiences. Therefore, the best papers will focus on a
specific situation and will be thorough in their description of the situation and in the relationships
found between the situation and class content. The two page limit is a maximum length for ou should use 1 margins and 12-
point font. Part of the grade will be based on grammar, spelling, organization, etc., so pay attention to these
issues. The profiles will be graded on a scale of 50 points each.
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Leadership in the Learning Community The role of leader in supporting staff and/or students is critical to the effectiveness of the organization. From your(as a principle) experiences, cite…
Read Full Paper ❯
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Read Full Paper ❯