The evolution of educational leadership preparation programmes

ABSTRACT

This article offers a review of extant literature specific to educational leadership preparation programmes. The author explains how leadership development and preparation programmes have evolved over time. Highlighted are: (1) historical contexts of educational leadership, (2) challenges faced when implementing quality graduate programmes in educational leadership, (3) a brief international perspective of educational leadership, and (4) reform efforts aimed at creating a new kind of graduate education in educational leadership. The authors conclude with final reflections.     

Deficits in bannatyne's sequencing ability on the WISC and WISC-R for mildly retarded and borderline functioning children over time

The WISC and WISC-R protocols of 94 special education students (51 white males, 5 black males, 30 white females, and 8 black females) who tested in the mildly retarded and borderline range of abilities (IQs of 50–78) were examined. Their test performance was then followed longitudinally for two additional WISC and WISC-R assessments. Mean age of subjects was 8 years at Test 1, 10.75 years at Test 2, and 14.9 years at Test 3. As predicted, subjects had lower IQ equivalent scores on Bannatyne's Sequencing Ability category than their IQ equivalent scores on the Verbal Comprehension or Perceptual Organization factors of the WISC and WISC-R for all three testings. Results were interpreted as supporting the notion that mildly retarded children and learning disabled children have qualitatively similar learning patterns.     

The Reliability of a 5km Run Test on a Motorized Treadmill

The purpose of the present study was to determine the reliability of a 5km run test on a motorized treadmill. Over three consecutive weeks, 12 well-trained runners completed three 5km time trials on a treadmill following a standardized warm-up. Runners were partially-blinded to their running speed and distance covered. Total time to complete the run was recorded for analysis of reliability. The highest intraclass correlation coefficient between trials for 5km time trial (TT) time was .99 (90% confidence intervals [CI]; .96–1.00, very high), which occurred between trials 2 and 3. The lowest typical error of measurement (expressed as a coefficient of variation percentage [CV%] and as an absolute value in seconds) also occurred between trials 2 and 3, and was 1.0% and 10.9 seconds, respectively. The testing protocol performed on a motorized treadmill in the current study is reproducible in well-trained runners following a single trial, making it a reliable method for monitoring running performance.     

Cultural clusters and cultural industries in China

Through examining the development and the nature of the new cultural districts in China, namely, “clusters of Beijing,” this paper attempts to identify the characteristics of, and critically evaluate, the existing models of culture clusters in China. Obviously, these cultural clusters are seen as a united and state effort to assist, develop and boost the so-called cultural industries, including game, animation, comic, software, science and technology and so forth. However, with the clusters of Beijing as a case study, in this paper we argue that in the course of development, the state interests and the authorities' local (e.g. district) interest are often prioritized over the culture or the local interest. There are also tensions and contradictions among various interest groups on different levels of operations of these cultural clusters. In sum, apart from enhancing the private creative industries, developing the national cultural economy, or revitalizing the old industries as in the cluster models of many western countries, economic interests, political powers of the districts and soft power of the nation can be the overriding interests behind the booming cultural clusters in China.     

精英足球运动员教育、训练与人才培养路径

儿童和青少年时期系统的足球训练,可以促进年轻足球运动员专项技能和专项体能的发展。旨在结合最新的研究成果、科学知识和应用实践,区分5岁到成年足球运动员的训练目标和方法,审视足球长期教育过程是否符合现代足球训练、运动表现和比赛的要求。强调各个年龄组足球运动员应有特定的足球教育理念、训练目标和方法,这对青春期（U15和U17）及青春期后（U19和U21）的足球运动员尤其重要,因为他们必须准备并确保顺利过渡到精英足球运动员水平。     

A note on WISC-WISC-R differences with mentally retarded and borderline functioning adolescents

Records of 94 randomly selected students from the Department for the Mentally Retarded in the Special School District of St. Louis County (mean age 14.8 years) were reviewed. Forty-nine subjects had been given the WISC (25 males and 24 females), and 45 subjects had been given the WISC-R (31 males and 14 females). Although no statistically significant differences were found between the two groups, the WISC tested lower than the WISC-R by an average of 1.8 points in Verbal IQ, 2.6 points in Performance IQ, and 2 points in Full Scale IQ. This finding was consistent with other studies that have indicated WISC-WISC-R differences of about 2 points for children over I I years of age.     

The role of incentive learning in instrumental outcome revaluation by sensory-specific satiety

Hungry rats were trained to perform two instrumental actions, one for salt- and the other for lemonflavored polycose solution. When they were sated on one of these two outcomes by prefeeding immediately prior to a choice extinction test, the action trained with the prefed solution was performed less than the other action. The subsequent experiments examined the role of incentive learning in this specific satiety-induced outcome revaluation effect. The second experiment demonstrated that the experience of consuming a flavored polycose solution to satiety enabled the state induced by polycose consumption to control the devaluation of the flavored outcome. By contrast, the third study found that, although devaluing the prefed outcome, specific-satiety treatments could induce a relative inflation in the incentive value of other food outcomes. The final two studies demonstrated an increased outcome-devaluation effect in instrumental performance when these devaluation and revaluation effects were combined. Taken together, these studies demonstrate that specific satiety treatments produce changes in outcome value that depend upon incentive learning.     

Broadcasting

Kas Kalba's City Meets the Cable: A Case Study in Technoloqical Innovation and Community Decision-Making.

Anthony Piepe, Miles Emerson, and Judy Lannon's Television and the Working Class (Lexington, Mass.: Lexington Books/D.C. Heath, 1975—$14.50).

Lawrence W. Lichty's Broadcast program and Audience Analysis and its related Workbook (American Printing and Publishing Inc., 2909 Syene Road, Madison, Wisc. 53713— about $13.50, paper, two loose-leaf volumes without binders).

Robert L. Hilliard's Writing for Television and Radio (New York: Hastings House, 1976—$16.50 with a paperback text edition available for which no price was given).

Robert L. Hilliard and Hyman H. Field's Television and the Teacher: A Handbook for Classroom Use (New York: Hastings House, 1976—$5.95 paper).

Chuck Anderson's Video Power: Grassroots Television (New York: Praeger, 1975— $7.95).     

The provision of higher education in regional areas: an integrative review of the literature

There is a great deal of literature surrounding the needs of regional Australia. This integrative review of the literature focuses on the experience of nursing academics teaching on a satellite campus, many of which are located in regional Australia. Four themes were identified: (1) challenges specific to regional satellite campuses, (2) student characteristics, (3) student experiences and (4) the academics’ experiences. These themes identified not only significant benefits but also considerable challenges to the provision of higher education on regional university campuses. The experience of nursing academics and indeed their students is remarkably different from the experience of their metropolitan counterparts, and therefore the local context needs to be considered in regional education provision. Australian regional nursing academics need to be multi-skilled to address the workload and social inequity in support service provision.     

Physical activity awareness of European adolescents: The HELENA study

The aim of this study was to assess physical activity (PA) awareness of adolescents and to identify anthropometric and psychosocial factors that can lead to under or overestimation of PA. This study included 2044 adolescents. Participants wore a uniaxial accelerometer for 7 days to measure PA and completed a self-rated questionnaire about PA. Adolescents were classified into four PA awareness subgroups (realistically active, overestimators, underestimators and realistically inactive) according to the self-rated and objective assessment of PA. Characteristics and psychosocial factors of the self-rated physically active groups were compared using bivariate and multivariate mixed logistic regression models. Forty-five percent of adolescents reported their PA levels correctly (34.8% realistically active and 10.1% realistically inactive). Among the 59.4% who were objectively inactive, 82.9% tended to overestimate their PA level. Adolescents who overestimated their PA level were older (P < .05), had more support from mother and a best friend (P < .05) and had higher cardiorespiratory fitness (P < .001) compared with those who were realistically active. A significant number of adolescents believe that they are physically active when they are not. Improving awareness, especially in the high-risk groups identified here, might help to bring about behavioural changes in physically inactive adolescents.