JEWISH RELIGIOUS EDUCATION

“Few would disagree that if Catholic schools are to continue to develop quantitatively and qualitatively, changes must be wrought.”     

AGE AND HEADTEACHERS’ ROLE CONCEPTIONS

The relationship between age and role conceptions was examined in a national sample of infant, junior and secondary school headteachers drawn from schools throughout England and Wales. American studies of the school principalship have shown authoritarianism, closed‐mindedness, and lack of educational innovation to be characteristic of the beliefs and behaviour of older rather than younger school principals. The present study failed to support American findings. Older headteachers were found to exhibit less authoritarianism than younger headteachers; nor were older heads more traditional in outlook than younger colleagues or any less concerned with supervising the work of their teaching staffs.     

Conceptual issues in organizational communication research: Elements of a model of conceptual authenticity

Because concepts are the building blocks of theory, concerns for theoretical adequacy in organizational communication research blur a more fundamental concern for the authenticity of the concepts upon which organizational communication theory is based. Organizational communication scholars must strive to achieve greater conceptual authenticity in their efforts to construct theory of high integrity. After a discussion of the role of concepts in theory construction, definitions for the notions of authenticity and integrity are provided. Next, six criteria that may be used to assess conceptual authenticity are proposed. These criteria: 1) communication relatedness; 2) rigor; 3) uniqueness; 4) impact; 5) depth; and 6) relevance, represent elements of a criterion model for assessing the authenticity of new and current concepts in organizational communication theory and research.     

12 Equity,adequacy and educational need: the courts and urban school finance

Nearly two decades following the landmark Rodriguez decision in 1973, plaintiffs arguing on behalf of poor urban school districts have found an opening for financial redress. The supreme courts in several states, including New Jersey, Texas and Kentucky, have ruled in the last couple of years that all students are entitled to a ‘minimally adequate’ education. In Abbott v. Burke, in particular, the New Jersey court made reference to the special needs of inner‐city students. In this chapter the authors trace the history of court cases related to urban school finance and analyse both the legal and conceptual basis for recent decisions that may benefit large‐city districts.