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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: Role of the School Leader
Miscellaneous Leadership IssuesJournal Articles (CIJE)Help Wanted. Author: Keegan, Lisa Graham Availability: P.O. Box 7147, Charlottesville, VA 22906-7147. Tel: 800-444-2419; Fax: 434-220-3301. E-mail: order@pdcnet.org Journal Citation: Education Next, v3 n2 p28-31 Spr 2003 Publication Date: 2003 ISSN: 1532-5148 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJJUL2003 Abstract: Argues that effective school leadership is key to implementing reform policies. Describes two unintended consequences of "A Nation at Risk" report: Increased resistance to change by school establishment and the proliferation of federal education programs. Sees several positive reform initiatives in No Child Left Behind Act such as funding programs based on evidence-based research. (PKP) Descriptors: Accountability; *Educational Change; *Educational Improvement; Elementary Secondary Education; *Leadership; *Principals; School Choice EJ658360 SP530585 Religiosity in Christian Educational Leadership. Author: Shee, Soon-Chiew; Ji, Chang-Ho C.; Boyatt, Ed Availability: http://olam.ed.asu.edu/epaa. Journal Citation: Journal of Research on Christian Education, v11 n1 p59-86 Spr 2002 Publication Date: 2002 ISSN: 1065-6219 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAPR2003 Abstract: Investigated the primary leadership orientations of Christian school leaders and their association with religiosity. Surveys of principals and assistant principals examined structural, human resource, political, and symbolic leadership; intrinsic and extrinsic religiosity; and quest religiosity. The human resource frame was respondents' primary leadership frame, followed by the structural frame. Only half of the respondents were multiframe-leadership users. Little statistically significant relationship was found between religiosity and leadership. (SM) Descriptors: Elementary Secondary Education; *Instructional Leadership; *Leadership Qualities; *Principals; *Religious Education EJ629340 EA538496 The Challenge to Leadership: Focusing on Student Achievement. Author: Neuman, Mary; Pelchat, Judith Availability: Journal Citation: Phi Delta Kappan, v82 n10 p732-36 Jun 2001 Publication Date: 2001 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJAN2002 Abstract: The Annenberg Institute for School Reform recently invited three distinguished educators (a superintendent, principal, and teacher leader) to Providence, Rhode Island, to reflect on the relationship between leadership and student achievement. Schools must tap into educators' training backgrounds; conversations at all levels must stress increasing student achievement. (MLH) Descriptors: *Academic Achievement; Conferences; Educational Practices; Elementary Secondary Education; Instructional Improvement; *Instructional Leadership; *Leadership Qualities; *Principals; Professional Development; Role Models; *Superintendents; Training Identifiers: *Annenberg Institute for School Reform; *Teacher Leaders EJ623029 EA538201 Challenging the Orthodoxy of Effective School Leadership. Author: Day, Christopher; Harris, Alma; Hadfield, Mark Availability: Journal Citation: International Journal of Leadership in Education, v4 n1 p39-56 Jan-Mar 2001 Publication Date: 2001 ISSN: 1360-3124 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJSEP2001 Abstract: Reports results of interviews with principals, teachers, board members, parents, and students at British schools recognized as effective. Probes administrative complexities; proposes a values-led contingency leadership model that considers the realities of successful principalship in changing times and eschews polarized concepts of transactional and transformational leadership. (Contains 30 references.) (MLH) Descriptors: *Administrator Effectiveness; *Contingency Management; Elementary Secondary Education; Foreign Countries; *Leadership Styles; *Principals; *School Administration Identifiers: *England; Transactional Leadership; Transformational Leadership EJ617817 EA537762 Leadership and Illusion. Author: Goens, George A. Availability: Journal Citation: School Administrator, v57 n8 p30-32 Sep 2000 Publication Date: 2000 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUN2001 Abstract: To penetrate illusions of power and control (the world as logical, leaders as controllers, progress as quantifiable, power as hoardable, organizational charts as restructuring, and risk- taking as policy-directed), leaders must connect with followers through values and common purpose. (MLH) Descriptors: *Administrator Role; Elementary Secondary Education; *Leadership; *Misconceptions; *Popular Culture; *Superintendents Identifiers: *Control Factors (Administrative); *Illusions EJ612865 EA537464 Strategic Plans and Principals' Need for Control. Author: Nir, Adam E. Availability: Journal Citation: Journal of School Leadership, v10 n4 p332-45 Jul 2000 Publication Date: 2000 ISSN: 1052-6846 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2001 Abstract: Investigates the extent that principals' managerial behavior is related to their beliefs about control. Argues for a negative relation between extreme locus of control and perspectives used by individuals for strategic and long-term plans. "Extreme control" principals produce strategic plans with shorter perspectives. (Contains 56 references.) (MLH) Descriptors: *Administrator Attitudes; *Administrator Behavior; Beliefs; Elementary Secondary Education; Interviews; *Leadership Qualities; *Locus of Control; Personality Traits; *Principals; Questionnaires; *Strategic Planning Identifiers: Albuquerque Public Schools NM; *Uncertainty EJ601181 EA536819 The Principal as Political Leader. Author: Howe, Mary Lee; Townsend, Rene Availability: Journal Citation: High School Magazine, v7 n6 p11-16 Feb 2000 Publication Date: 2000 ISSN: 1070-9533 Language: English Document Type: Journal articles (080); Reports--Evaluative (142); Test/questionnaires (160) Journal Announcement: CIJAUG2000 Abstract: Principals deal with a range of people, issues, and forces represented by individuals, factions, and special-interest groups. Principals must develop a framework; analyze problems quickly, develop alternative plans, make sound decisions, and communicate resolutions clearly and sensitively to all parties. A political-awareness inventory is included. (MLH) Descriptors: *Administrator Effectiveness; Conflict Resolution; Elementary Secondary Education; *Interpersonal Competence; *Leadership Responsibility; Planning; *Politics of Education; *Principals; Problem Solving; *Public Relations Identifiers: Pressure Groups EJ597637 JC508716 CACE: 90 Years of Leadership. Author: Augenstein, John J. Availability: Journal Citation: Momentum, v30 n1 p51-52 Feb-Mar 1999 Publication Date: 1999 ISSN: 0026-914X Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJJUN2000 Abstract: Narrates the ninety years of leadership involved in the Department of Chief Administrators of Catholic Education (CACE). Outlines the historical development and various leaders of CACE in three parts: section period from 1908-1935, department period from 1936-1971, and CACE period from 1972-present. (VWC) Descriptors: *Administrators; *Catholic Educators; *Educational History; *Leadership; Religious Education EJ591058 EA535517 School Leadership in a Reformed Educational Environment. Author: Deeks, Graham Availability: Jossey-Bass Publishers, Inc., 350 Sansome St., San Francisco, CA 94104-1342. Journal Citation: New Directions in School Leadership, n9 p71-86 Fall 1998 Publication Date: 1998 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2000 Abstract: Examines effects of three variables (staff involvement level and quality, individual attitudes and perceptions, and management style) on change processes in 20 British elementary schools. Survey data indicated that only five schools made demonstrable progress in managing real cultural change. However, 11 others recognized they needed to do so. (MLH) Descriptors: *Educational Change; Elementary Education; Foreign Countries; *Leadership Responsibility; *Principals; *School Culture; *School Restructuring Identifiers: Education Reform Act 1988 (England); *Mandatory Programs; Wales EJ584858 SP527427 Unseen Forces: The Impact of Social Culture on School Leadership. Author: Hallinger, Philip; Leithwood, Kenneth Availability: Journal Citation: Peabody Journal of Education, v73 n2 p126-51 1998 Publication Date: 1998 ISSN: 0161-956X Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJNOV1999 Abstract: Offers a rationale for studying the impact of school culture on school leadership, arguing that practical and academic grounds support a focus on societal culture in leadership studies, contending that management of people and organizations is a socially constructed process, and suggesting that since social culture influences values and norms shaping human behavior, management of people will vary across cultures. (SM) Descriptors: Administrator Characteristics; *Cultural Differences; *Cultural Influences; Educational Theories; Elementary Secondary Education; *Instructional Leadership; *Principals; School Administration; School Culture; *Social Influences EJ584855 SP527424 Conceptual and Methodological Issues in Investigating Principal Leadership Across Cultures. Author: Heck, Ronald H. Availability: Journal Citation: Peabody Journal of Education, v73 n2 p51-80 1998 Publication Date: 1998 ISSN: 0161-956X Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJNOV1999 Abstract: Identifies conceptual and methodological issues in investigating educational leadership processes and their impact across different cultural settings, discussing views of school leadership research, definitions of school leadership in comparative studies, and types of methodological issues that will surface in conducting studies across cultures or nations. The paper proposes various lenses through which to study cultural variables in educational administration. (SM) Descriptors: *Administrator Role; Comparative Education; Cross Cultural Studies; Cultural Context; *Cultural Differences; *Educational Research; Elementary Secondary Education; *Leadership; *Principals; *Research Methodology; School Administration EJ579332 EA535312 Preparing School Principals for Ethno-Democratic Leadership. Author: Maxcy, Spencer J. Availability: Journal Citation: International Journal of Leadership in Education, v1 n3 p217-35 Jul-Sep 1998 Publication Date: 1998 ISSN: 1360-3124 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJSEP1999 Abstract: University programs are failing to prepare school leaders for a culturally diverse America. Education needs a new vision of leadership based on cultural pluralism, humanistic ethnicity, a new view of ethno-democracy (embodying mutuality, nonfoundationalism, community, public discourse, and critical pragmatism), artistic experience, and revised notions of power. (35 references) (MLH) Descriptors: *Administrator Education; Citizen Participation; Community; *Cultural Pluralism; *Democratic Values; *Diversity (Student); Elementary Secondary Education; Graduate Study; Higher Education; Humanism; *Leadership Qualities; *Principals; School Administration Identifiers: Mutuality; Pragmatism; *Public Discourse EJ576568 TM521516 International Challenges and Transitions in School Leadership. Author: Portin, Bradley S., Ed. Availability: Journal Citation: International Journal of Educational Research, v29 n4 p293-391 1998 Publication Date: 1998 ISSN: 0883-0355 Language: English Document Type: Collected works--Serials (022); Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL1999 Abstract: The eight chapters of this theme issue address two broad themes related to the study of school leadership in four countries. The first is the changing role of the principal/headteacher as a result of legislated change and societal expectations. The second is the implications of these changes for the roles of principals and headteachers. (SLD) Descriptors: *Administrator Role; *Educational Administration; Educational Change; Foreign Countries; *Instructional Leadership; *Principals; Professional Development; *School Based Management; Social Change Identifiers: *Head Teachers Descriptive Terms: Theme issue. EJ576461 SP527183 School Culture, Leadership Style, and Programmatic Vision: A Critical Analytic Reflective Narrative. Author: Johnston, Bill J.; Wartel, Cynthia C. Availability: Journal Citation: Educational Foundations, v12 n3 p55-66 Sum 1998 Publication Date: 1998 ISSN: 1047-8248 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL1999 Abstract: Explores the relationship between school culture, leadership style, and programmatic vision, focusing on two secondary schools that have had a succession of principals and presenting data from personal recollection (narrative) and structured interviews with educators at the schools. Explores the impact, across time, of developing and sustaining a programmatic vision on the lives of teachers. (SM) Descriptors: *Leadership Styles; *Principals; School Administration; *School Culture; Secondary Education; *Teacher Administrator Relationship EJ573442 EA535003 Holding Principals Accountable. Author: Reeves, Douglas B. Availability: Journal Citation: School Administrator, v55 n9 p6-9,4-12 Oct 1998 Publication Date: 1998 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUN1999 Abstract: A review of leadership evaluations and accountability systems in hundreds of schools revealed seven keys to effective systems: balance between achievement and improvement, specific demands, focus on student performance, frequency, adaptation to individual strengths, rewards for tough choices, and reflection. No system can succeed if leaders lack authority commensurate with responsibility. (MLH) Descriptors: Academic Achievement; *Accountability; *Administrator Evaluation; Elementary Secondary Education; Guidelines; Incentives; *Leadership Responsibility; *Principals; Program Implementation EJ570140 EA534888 Leadership in the 21st Century. Author: Hoover, Irene J. Availability: Journal Citation: Principal, v78 n1 p33-34 Sep 1998 Publication Date: 1998 ISSN: 0271-6062 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJAPR1999 Abstract: Successful 21st-century teachers will be proficient at mentoring and managing relationships and will possess excellent skills in managing classrooms and designing and delivering lessons. A successful school will be administered by a principal who has mastered similar skills and who dares to take charge and do what is right. Supporting teachers and involving the community are essential. (MLH) Descriptors: *Administrator Effectiveness; Community Involvement; Elementary Education; Guidelines; *Leadership Responsibility; *Principals; Teacher Effectiveness; *Teacher Responsibility EJ566208 EA534710 Learning from Your Administrative Colleagues. Author: Luce, Judith A. Availability: Journal Citation: School Business Affairs, v64 n5 p27-29 May 1998 Publication Date: 1998 ISSN: 0036-651X Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJAN1999 Abstract: Today, K-12 schools urgently need change. Business administrators and principals both work in key leadership positions and must respond to current demands for higher standards and efficient spending. Both must share a clear picture of district goals, assume an interdependent attitude, and apply polished interpersonal skills in their work together--especially in districts with high administrative turnover. (MLH) Descriptors: *Accountability; *Cooperation; Efficiency; Elementary Secondary Education; *Goal Orientation; Interpersonal Competence; *Leadership Responsibility; *Principals; *School Business Officials; Standards Identifiers: *Interdependence EJ563892 EA534593 Leadership for the 21st Century: Breaking the Bonds of Dependency. Author: Fullan, Michael Availability: Journal Citation: Educational Leadership, v55 n7 p6-10 Apr 1998 Publication Date: 1998 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJNOV1998 Abstract: Educators and business leaders have wasted precious time and resources looking for external solutions. Giving up the futile search for "silver bullets" is the basic precondition for overcoming dependency and for taking actions that matter. Principals can gain insight from respecting those whom they want to silence, moving dangerously toward new alliances, managing emotionally and rationally, and fighting for lost causes. (16 references) (MLH) Descriptors: *Communication Skills; *Community Involvement; Elementary Secondary Education; *Leadership Responsibility; *Principals; School Administration; *Work Environment Identifiers: *Management Practices; *Optimism EJ563890 EA534591 Teachers', Principals', and Superintendents' Conceptions of Leadership. Author: Hsieh, Chia-Lin; Shen, Jianping Availability: Journal Citation: School Leadership & Management, v18 n1 p107-21 Feb 1998 Publication Date: 1998 ISSN: 1363-2434 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV1998 Abstract: Summarizes a study investigating teachers,' principals,' and superintendents' perceptions of leadership by analyzing qualitative data collected from three focus groups of seven participants apiece. All three groups had similar value systems, but differed greatly in skill and knowledge domains. Teachers stressed the personality perspective; principals stressed the managerial and personality perspectives; superintendents accentuated the political perspective. (28 references) (MLH) Descriptors: *Administrator Attitudes; *Administrator Role; Elementary Secondary Education; Focus Groups; *Leadership; *Principals; Qualitative Research; *Superintendents; *Teacher Attitudes Identifiers: University of Michigan EJ560932 EA534397 Leadership Theory and Student Violence: Is There a Relationship? Author: Moore, Linda Watson Availability: Journal Citation: NASSP Bulletin v82 n596 p50-55 Mar 1998 Publication Date: 1998-00-00 ISSN: ISSN-0192-6365 Language: English Document Type: Information Analyses (070); Journal Articles (080); Reports (142) Journal Announcement: CIJSEP1998 Abstract: Student violence is an unwelcome reality that administrators cannot ignore. Although a literature review found a relationship among principals' leadership behavior, school climate, and school violence, its strength and nature are unclear. The issue's complexity may discount efforts to generalize about these relationships apart from explanations offered by chaos theory and social-systems theory. Chaos theory says student violence just happens. (21 references) (MLH) Descriptors: *Administrator Behavior; Educational Environment; *Leadership; *Principals; Secondary Education; Social Systems; *Violence Identifiers: *Chaos Theory EJ560902 EA534357 Private and Decentralized Public Schools: Do They Speak the Same Language? Author: Madsen, Jean Availability: Journal Citation: International Journal of Educational Reform v7 n2 p20-33 Jan 1998 Publication Date: 1998-00-00 ISSN: ISSN-1056-7879 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJSEP1998 Abstract: Summarizes a study examining exchanges among private and decentralized school leaders and their possible implications for school decentralization. Four principals were interviewed, two from established private schools and two from charter schools operating within a large urban district. All were formulating mission statements. Private-school principals were more facilitative and market-driven, stressed historical mission, and dealt more proactively with parents. (21 references) (MLH) Descriptors: *Administrator Role; Case Studies; *Charter Schools; Comparative Education; *Decentralization; Elementary Secondary Education; Leadership Styles; Parent Participation; *Principals; *Private Schools; Privatization; *Public Schools; Urban Schools Identifiers: *Facilitative Leadership EJ559966 RC512414 The Role of Communication in Providing Leadership for School Restructuring. Author: Kowalski, Theodore J. Availability: Journal Citation: Mid-Western Educational Researcher v11 n1 p32-40 Win 1998 Publication Date: 1998-00-00 ISSN: ISSN-1056-3997 Language: English Document Type: Information Analyses (070); Journal Articles (080); Speeches, Conference Papers (150) Journal Announcement: CIJAUG1998 Abstract: Educational reform now focuses largely on school restructuring, making transformational leadership and cultural change models critical issues for school administrators. Both concepts are inextricably linked to communication. Consequently, leadership for change requires a knowledge base in leadership, organizational theory, and communication theory. Recommends research on communication in schools and the inclusion of communication theory in school administrators' education. (Author/SV) Descriptors: Administrator Education; Administrator Role; *Administrators; *Change Agents; Change Strategies; Communication Problems; Communication Skills; Context Effect; Educational Change; Educational Research; Elementary Secondary Education; Higher Education; Leadership; *Organizational Communication; Politics of Education; *Research Needs; *School Culture; *School Restructuring Identifiers: Educational Leadership; *Transformational Leadership Descriptive Terms: Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 1997). EJ558120 EA534156 The John Wayne Model: A Leadership Trap. Author: Goens, George A. Availability: Journal Citation: Principal v77 n3 p40-42 Jan 1998 Publication Date: 1998-00-00 ISSN: ISSN-0271-6062 Language: English Document Type: Journal Articles (080); Reports (142) Journal Announcement: CIJJUL1998 Abstract: Hollywood westerns have sold the idea of leadership as a male-dominated, action-oriented, solitary activity conducted by people of superior intelligence, physique, and emotional tenor. The 1960s space program perpetuated the same idea, substituting astronauts for good guys. Although school leadership has long reflected western and space-age models, it is actually concerned with helping people take control of their destiny. (MLH) Descriptors: *Administrator Role; *Educational Change; Elementary Education; *Leadership Qualities; *Motivation; *Principals Identifiers: *Heroes; Lone Ranger (Television Series); Situational Leadership Theory; Wayne (John); *Westerns (Films) Documents (RIE)Trying To Stay Ahead of the Game: Superintendents and Principals Talk about School Leadership. Author: Farkas, Steve; Johnson, Jean; Duffett, Ann; Foleno, Tony Institutional Author: Public Agenda Foundation, New York, NY.(BBB20997) Availability: Public Agenda, 6 E. 39 St., New York, NY 10016. Tel: 212-686-6610; Fax: 212-889-3461. For full text: http://www.publicagenda.org. Sponsoring Agency: DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. (BBB12599) Publication Date: 2001 ISBN: BN- 1-889483-74-5; Language: English Document Type: Numerical/Quantitative Data (110); Reports--Research (143) Journal Announcement: RIEJUL2003 Abstract: That the daily challenges facing public-school leaders can sometimes be overwhelming is the underlying theme of this report. The study on which the report is based focused on superintendents' and principals' views on and concerns about leadership. Data for the study were gathered in 2001 from surveys of 853 public-school superintendents and 909 public-school principals randomly selected. The data are presented in text, graphs, charts, and tables in this report. Following are some of the findings of the study. Many administrators believe effective leadership can turn around most troubled schools, but politics and bureaucracy, not lack of funding, are the biggest hindrances. Most superintendents (81 percent) point to politics and bureaucracy as the main reasons for leaving the field. Among the chief complaints of principals is the lack of autonomy to reward exceptional teachers and fire ineffective ones. Some 54 percent of superintendents say they have to work around the school system to get things done, and 10 percent say the system actually hinders their work. About 57 percent of principals say that in their district administrators are so overwhelmed by day-to-day management that their ability to provide visions and leadership is stymied. (Contains 11 endnotes.) (WFA) Descriptive Terms: Produced with Patrick Foley. Geographic Source: U.S.; New York ED468832 EA031970 Delegation and Empowerment: Leading With and Through Others. Author: Ward, Michael E.; MacPhail-Wilcox, Bettye Availability: Eye On Education, 6 Depot Way West, Larchmont, NY 10538 ($29.95). Tel: 914-833-0551; Fax: 914-833-0761; Web site: http://www.eyeoneducation.com. Publication Date: 1999 ISBN: BN- 1-883001-76-5; Language: English Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEMAY2003 Abstract: This guide shows the school principal how to delegate and empower others to help move the school toward fulfillment of its vision. It emphasizes the need to shift the focus from the task of the individual school professional to the task of the school. It examines the conditions for effective delegation and helps the principal identify opportunities for delegation and match individual competencies with task requirements. While much literature and research are reviewed, real-life situations are also presented to illustrate the book's principles. Attempts are made to integrate relevant theory with practical direction. The guide covers in 10 short chapters the following topics related to delegation and empowerment: the relationship between delegation and effective leadership; the "me" versus the "we" perspective; the importance of clarifying tasks and disclosing parameters; ways to assess the readiness and abilities of others; group dynamics within organizations; team-building skills; effective use of time and resources; jurisdictional issues; and interactions between tasks and individuals. Each chapter contains figures to clarify important points; an introduction or overview; a chapter summary; and a section titled either "Applying Your Knowledge" or "Extending Your Knowledge" or both. (Contains 142 references.) (WFA) Descriptors: *Administrator Behavior; Elementary Secondary Education; *Governance; Group Dynamics; Group Guidance; *Instructional Leadership; *Leadership Styles; *Principals; School Based Management Geographic Source: U.S.; New York ED468186 EA031877 School and District Leadership. No Child Left Behind Policy Brief. Author: Anthes, Katy Institutional Author: Education Commission of the States, Denver, CO.(BBB00544) Availability: Education Commission of the States, 700 Broadway, #1200, Denver, CO 80203-3460 ($4). Tel 303-299-3600; Fax: 303-296-8332; Web site: http://www.ecs.org/html. For full text: http://www.ecs.org/clearinghouse/34/62/3462.pdf. Sponsoring Agency: DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. (BBB12599)@; Department of Education, Washington, DC. (EDD00001) Publication Date: 2002 Report Number: ECS-GP-02-02 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEAPR2003 Abstract: The newly reauthorized Elementary and Secondary Education Act (ESEA 2001) reflects and reinforces a major shift in thinking about the roles and responsibilities of school board members, district superintendents, and principals. School and district leaders will face substantial challenges as they adjust to ESEA requirements, including pressure to succeed and deal with potential shifts to using test-preparation curricula. ESEA requires that professional development for educational leaders focus more on enhancing instructional leadership capabilities of superintendents and principals rather than on management. There will be, however, new opportunities and resources to increase leadership effectiveness, such as federal Title II funding to reform principal licensure and certification and provide professional development to principals. States have already begun to address ESEA 2001 issues in the area of recruitment, retention, and effective education and professional learning of principals. Some states are also changing working conditions and governance structures so that education leaders can perform their jobs more efficiently. This policy brief concludes with some key policy questions for states to consider as they put ESEA 2001 into effect and a short list of resources for further understanding of ESEA 2001. (RT) Descriptors: *Administrators; *Boards of Education; *Educational Policy; Elementary Secondary Education; *Federal Legislation; *Federal Regulation; Government Publications; *Leadership Responsibility Descriptive Terms: For related No Child Left Behind Policy Briefs, see EA 031 878-880. Geographic Source: U.S.; Colorado ED466831 EA031769 Authority and Decision Making in Catholic Schools. The NCEA Catholic Educational Leadership Monograph Series. Author: Jacobs, Richard M., Ed. Institutional Author: National Catholic Educational Association, Washington, DC.(FGK56381) Availability: National Catholic Educational Association, Department of Elementary Schools, 1077 30th Street, N.W., Suite 100, Washington, DC 20007-3852 ($17). Tel: 202-337-6232; Fax: 202-333-6706; Web site: http://www.ncea.org. Publication Date: 2002 ISBN: BN- 1-55833-255-3; Language: English Document Type: Book (010); Guides--Non-classroom (055) Journal Announcement: RIEFEB2003 Geographic Source: U.S.; District of Columbia ED458673 EA031383 Leadership for Accountability. Author: Lashway, Larry Institutional Author: National Association of Elementary School Principals, Alexandria, VA.(BBB23667); ERIC Clearinghouse on Educational Management, Eugene, OR.(SJJ69850) Availability: National Association of Elementary School Principals, National Principals Resource Center, 1615 Duke Street, Alexandria, VA 22314-3483 ($2.50). Tel: 800-386-2377 (Toll Free). Journal Citation: Research Roundup, v17 n3 Spr 2001 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2001 Language: English Document Type: Collected works--Serials (022); ERIC product (071) Journal Announcement: RIEAPR2002 Abstract: This document explores issues of leadership for accountability and reviews five resources on the subject. These include: (1) "Accountability by Carrots and Sticks: Will Incentives and Sanctions Motivate Students, Teachers, and Administrators for Peak Performance?" (Larry Lashway); (2) "Organizing Schools for Teacher Learning" (Judith Warren Little); (3) "Making Standards Stick: A Follow-Up Look at Washington State's School Improvement Efforts in 1999-2000" (Robin Lake and others); (4) "Leadership for School Improvement" (Mid-Continent Research for Education and Learning); and (5) "The Lifeworld of Leadership: Creating Culture, Community, and Personal Meaning in Our Schools" (Thomas J. Sergiovanni). (RT) Descriptors: *Accountability; *Administrators; Elementary Secondary Education; *Leadership; Motivation Techniques; School Culture; School Organization; Standards; Teacher Improvement Identifiers: Reform Efforts Descriptive Terms: Published four times a year. Theme issue. Contract Number: ED-99-CO-0011 Geographic Source: U.S.; Virginia ED453181 SP039981 What Makes Educational Leadership "Educational"? Author: Wraga, William G. Availability: EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Publication Date: March 02, 2001 Language: English Pages: 20 Document Type: Information Analysis (070); Opinion papers (120); Speeches/meeting papers (150) Journal Announcement: RIEOCT2001 Abstract: The processes of educational leadership are educative when they both educate constituents and are informed by feedback from constituents; when they are conducted as an ongoing exercise of participatory problem solving. In short, educational leadership is educational when both its ends and its means are educative. John Dewey provided a theoretical rationale for this condition of educational leadership, and recent research provides evidence to suggest that when school leaders employ participative forms of decision making, schools are more likely to achieve their educational purposes. Recently, the educational leadership field has begun to give increasing credence to the central importance of educational dimensions of the school administrator's work. For example, during the last two decades, commitment to a managerial focus on the administration of school has begun to yield to a new conception of educational leadership, which abandons top-down decision making in favor of collaborative approaches to problem solving which recognize the central importance of curriculum and instruction in the life of the school. The paper recommends that educational leadership preparation programs revise their curricula and redirect resources to equip prospective leaders with the capacities to lead in this manner. (Contains 24 references.) (SM) Descriptors: Administrator Education; Democratic Values; *Educational Administration; Elementary Secondary Education; Higher Education; Participative Decision Making; *Principals; School Administration Identifiers: Dewey (John); *Educational Leadership Descriptive Terms: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (53rd, Dallas, TX, March 2, 2001). Geographic Source: U.S.; Georgia ED434176 UD033106 Urban School Leadership: Issues and Strategies. Author: Sanders, Eugene T. W. Availability: Eye on Education, 6 Depot Way West, Suite 106, Larchmont, NY 10538 ($29.95); Tel: 914-833-0551; Fax: 914-833-0761; Web site: http://www.eyeoneducation.com . Publication Date: 1999 ISBN: 1-883001-72-2 Language: English Pages: 219 Document Type: Book (010); Reports--Descriptive (141) Journal Announcement: RIEFEB2000 Abstract: This book attempts to provide a comprehensive overview of the major leadership issues facing urban schools. It also provides practical recommendations for improvement to address the challenges of urban school reform. The chapters are: (1) "Circular Hopelessness, Poverty, and Urban Schools"; (2) "Academic Achievement and Parental Involvement in Urban Schools"; (3) "Debating Self-Esteem and Urban Students"; (4) "The Contemporary Urban Teacher"; (5) "The Urban Principal"; (6) "The Urban Superintendent"; (7) "The Urban School Board"; (8) "Community Relations and Politics in Urban Schools and Communities"; (9) "Creating Change in Urban Schools"; and (10) "Leadership Challenges for Urban Schools in the New Millennium." (Contains 242 references.) (SLD) Descriptors: Academic Achievement; Boards of Education; Educational Change; Elementary Secondary Education; *Instructional Leadership; Parent Participation; *Principals; *Superintendents; *Urban Schools; Urban Teaching; Urban Youth Geographic Source: U.S.; New York ED431561 PS027780 Research Notes, 1999. Institutional Author: National-Louis Univ., Wheeling, IL. Center for Early Childhood Leadership.(BBB35320) Availability: Center for Early Childhood Leadership, National-Louis University, 1000 Capitol Drive, Wheeling, IL 60090-7201. Journal Citation: Research Notes, Spr-Win 1999 Publication Date: 1999 Language: English Pages: 5 Document Type: Collected works--Serials (022) Journal Announcement: RIENOV1999 Abstract: This document consists of the two 1999 issues of a semiannual newsletter that provides current information and research on leadership and administrative issues in early childhood education. The Spring 1999 issue compares elementary schools and child care centers with regard to investments made in the professional development of teachers. The Winter 1999 issue compares professional preparation, professional development opportunities and requirements, and salaries and benefits for elementary school principals and early childhood directors. (KB) Descriptors: Administrator Qualifications; *Administrators; Comparative Analysis; Day Care Centers; *Early Childhood Education; Elementary Schools; *Leadership; Management Development; Periodicals; Principals; Professional Development Descriptive Terms: For 1998 issues, see ED 426 778. Published twice a year. Geographic Source: U.S.; Illinois ED426836 RC021797 Leadership for Rural Schools: Lessons for All Educators. Author: Chalker, Donald M., Ed. Availability: Technomic Publishing Co., Inc., 851 New Holland Ave., Box 3535, Lancaster, PA 17604; Tel: 800-233-9936 (Toll Free) ($49.95). Publication Date: 1999 ISBN: 1-56676-695-8 Language: English Pages: 324 Document Type: Book (010); Collected works--General (020) Journal Announcement: RIEJUN1999 Abstract: Rural schools present unique challenges for school administrators, challenges that require knowledge of various skills in a range of disciplines. This book touches nearly every aspect of rural school leadership. It aims to help educational leaders in small or rural schools better understand their role, and to help all educators learn elements of the rural model that can enhance every school. Chapters are independent studies and are arranged in four sections: the rural setting, rural leadership--the view from the top, rural site-based leadership, and leadership and organizational skills for rural school leaders. The chapters are: (1) "Introduction: Educational Leadership for Rural Schools" (Donald M. Chalker); (2) "The Nature of Rural Schools: Trends, Perceptions and Values" (Mary Jean Ronan Herzog, Robert Pittman); (3) "'It's Deja Vu All Over Again': The Rural School Problem Revisited" (Penny Smith); (4) "The Rural School Board" (Marilyn L. Grady, Bernita L. Krumm); (5) "The Rural Superintendent: Succeeding or Failing as a Superintendent in Rural Schools" (Edward W. Chance); (6) "Personnel and Human Resource Functions in the Rural School District: Some Insights and Directions" (Robert C. Morris, Les Potter); (7) "School Improvement" (Richard M. Haynes); (8) "Leading Rural Schools: Building Relationships and Structures" (J. Casey Hurley); (9) "Southern Schools, Southern Teachers: Redefining Leadership in Rural Communities" (Eleanor Blair Hilty); (10) "Students Are People, Too" (Anna Hicks); (11) "Rural Education: Leadership and Technology" (Robert Houghton); (12) "Nobody Is as Smart as All of Us: Collaboration in Rural Schools" (William Clauss); (13) "School-Community Collaborative Vision Building: A Study of Two Rural Districts" (Edward W. Chance); (14) "Politics and Decision-Making: The Rural Scene" (Donald M. Chalker); (15) "Assessing School District Quality: Contrasting State and Citizens' Perspectives" (Emil J. Haller, Janie L. Nusser, David H. Monk); and (16) "Curriculum Needs for a Rural Native American Community" (Doris Hipps). (Contains references in each chapter, author profiles, photographs, and an index.) (SV) Descriptors: Administrative Principles; *Administrator Role; *Educational Strategies; Elementary Secondary Education; Instructional Leadership; *Principals; Rural Education; *Rural Schools; *School Administration; School Based Management; School Community Relationship; School Districts; Small Schools; *Superintendents Identifiers: *Educational Leadership Target Audience: Practitioners Geographic Source: U.S.; Pennsylvania |