Showing papers in "Yearbook of The National Society for The Study of Education in 2005"
353 citations
TL;DR: The importance of teacher leadership has become an established feature of educational reform in the United States as discussed by the authors, and teacher leadership is a moral imperative, to give teachers their professional due and to provide all children with the quality of education they deserve.
Abstract: During the past 20 years teacher leadership has become an established feature of educational reform in the United States. In the mid1980s, arguments began to appear in the scholarly and professional literatures asserting that teacher leadership was a crucial element of school improvement and the development and “professionalization” of the teacher work force. To some observers, it would be impossible to improve schools, attract and retain talented teachers, or make sensible demands upon school administrators without promoting teacher leadership (e.g., Little, 1988; Wasley, 1991). To others, creating opportunities for teacher leadership was a moral imperative, to give teachers their professional due and to provide all children with the quality of education they deserve (e.g., Barth, 2001; Maeroff, 1988). It was not always seen this way. The planned change literature of the 1970s and early 1980s emphasized the importance of strong leadership for school improvement, but most of it focused on the principal or the superintendent (Fullan, 2001). More often than not, teachers were considered impediments to rather than leaders of improvement (Little, 1988). Even today, the subject of teacher leadership is cloaked in ambivalence. We look to teachers and their leadership to help solve
234 citations
TL;DR: The authors provides an in-depth investigation of the foundations of the educational leadership profession and identifies three such roles: moral steward, educator, and community builder, and encourages readers to focus their attention on the central roles of the leader in education.
Abstract: This article provides an in-depth investigation of the foundations of the educational leadership profession. It first overviews the constructs of leadership roles and the discipline-based and practice-based knowledge base of the profession and then focuses on the construct of academic (technical) content. The article subsequently proceeds to reconceptualize the educational leadership profession itself. The goal of the author is to shift from a phenomenon related to “bodies of subject matter” to that of “valued ends.” Thus, the author encourages his readers to focus their attention on the central roles of the leader in education and identifies three such roles: “moral steward,”“educator” and “community builder.”
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TL;DR: Haertel et al. as discussed by the authors investigated the impact of standardized test scores on the performance of the U.S. Department of Education's National Center for Education Research and Development Centers Program (NCEDC).
Abstract: Edward Haertel is a Professor of Education in the School of Education at Stanford University. Joan Herman is the Co-director of the Center for Research on Evaluation, Standards, and Student Testing (CRESST) and the UCLA Center for the Study of Evaluation. The work reported herein was supported under the Educational Research and Development Centers Program, PR/Award Number R305B960002, as administered by the Institute of Education Sciences (IES), and the U.S. Department of Education. The findings and opinions expressed in this report are those of the authors and do not necessarily reflect the positions or policies of the National Center for Education Research, the Institute of Education Sciences (IES), or the U.S. Department of Education. Part One FOUNDATIONS
106 citations
TL;DR: Smylie and Miretzky as mentioned in this paper argued that the quality of teachers and teaching are among the most important factors shaping the learning and growth of students, and that the largest single component of the cost of education is teacher compensation.
Abstract: Few educational issues have received more attention in recent times than the problem of ensuring that our nation's elementary and secondary classrooms are all staffed with quality teachers. Concern with the quality of teachers is neither unique nor surprising. Elementary and secondary schooling are mandatory in the United States, and children are legally placed into the custody of teachers for a significant portion of their lives. The quality of teachers and teaching are undoubtedly among the most important factors shaping the learning and growth of students. Moreover, the largest single component of the cost of education is teacher compensation. Comments Reprinted from Developing the Teacher Workforce, 103rd Yearbook of the National Society for the Study of Education, edited by Mark A. Smylie and Debra Miretzky (Chicago, University of Chicago Press, 2004), pages 1-33. This book chapter is available at ScholarlyCommons: http://repository.upenn.edu/gse_pubs/29
TL;DR: The work reported in this article was supported under the Educational Research and Development Centers Program, PR/Award Number R305B960002, as administered by the Institute of Education Sciences (IES), and the U.S. Department of Education.
Abstract: Margaret Heritage is the Assistant Director for Professional Development at the UCLA National Center for Research Evaluation, Standards, and Student Testing (CRESST). Raymond Yeagley is the superintendent of the Rochester School Department in Rochester, New York. The work reported herein was supported under the Educational Research and Development Centers Program, PR/Award Number R305B960002, as administered by the Institute of Education Sciences (IES), and the U.S. Department of Education. The findings and opinions expressed in this report are those of the authors and do not necessarily reflect the positions or policies of the National Center for Education Research, the Institute of Education Sciences (IES), or the U.S. Department of Education. Part Four MOVING TO BETTER PRACTICE
TL;DR: Linn et al. as discussed by the authors presented the findings and opinions expressed in this report are those of the author and do not necessarily reflect the positions or policies of the National Center for Education Research, the Institute of Education Sciences, or the U.S. Department of Education.
Abstract: Robert L. Linn is Professor of Education at the University of Colorado at Boulder and Co-director at the UCLA National Center for Research on Evaluation, Standards, and Student Testing (CRESST). The work reported herein was supported under the Educational Research and Development Centers Program, PR/Award Number R305B960002, as administered by the Institute of Education Sciences (IES) and the U.S. Department of Education. The findings and opinions expressed in this report are those of the author and do not necessarily reflect the positions or policies of the National Center for Education Research, the Institute of Education Sciences (IES), or the U.S. Department of Education. Part Two DESIGN AND ANALYSIS ISSUES
TL;DR: In recent years, a spate of cities have shifted governance structures to give more control to mayors in the hope that such changes would ultimately lead to improved school quality and student achievement, as well as to diminished scandal and turmoil in the school systems as mentioned in this paper.
Abstract: In recent years, a spate of cities -including Boston, Chicago, and Cleveland -have shifted governance structures to give more control to mayors in the hope that such changes would ultimately lead to improved school quality and student achievement, as well as to diminished scandal and turmoil in the school systems. A closer look at these instances, however, shows that these governance changes have to be understood within the broader context of a particular city, and the particular frustration and challenges that led to the willingness to alter the top levels of educational control. The ways in which mayors have become more engaged with schooling have varied -from low involvement (for example, trying to influence traditional school board elections) to high involvement (gaining formal control over the schools or appointment of school board members). Just as each city is different, so are the impacts (such as can be determined) of governance changes. Most importantly, it is difficult to link these governance shifts to improved instructional practices or outcomes. Disciplines Curriculum and Instruction | Educational Administration and Supervision | Educational Leadership | Education Policy Comments View on the CPRE website. This report is available at ScholarlyCommons: http://repository.upenn.edu/cpre_researchreports/25 Mayoral Influence, New Regimes, and Public School Governance