Toward a Theory of School Effectiveness and Leadership

ABSTRACT

The research on school effectiveness and school improvement lacks theoretical development. The purpose of this paper is to contribute to the construction of a theory of school effectiveness and leadership. The contribution made here is in the form of a typology of school effectiveness. In the early stages of theoretical development, typologies are often useful devices for organizing what is known and for focusing attention on important questions and areas for further exploration. Within the typological framework offered here, school effectiveness is supposed to be a function of three major factors: administrative appropriateness, teacher preparedness and student readiness. While parents and community effects are important, they are assumed to be mediated by these three factors. The most ineffective schools are those in which the administration is inappropriate, the teachers are not prepared to teach and the students are not ready to learn. In the most effective schools, the opposite is the case. Schools tend to move back and forth between these two extremes in stages. It is hypothesized that there are eight stages of school effectiveness, the stages ranging from the most ineffective to the most effective school.     

Plowden aims

This article focuses primarily on the challenges of one multicultural classroom. The underlying intentions of the exercise are, however, somewhat wider than this may suggest. The article initially notes that some urban teachers have felt undervalued in recent years and then seeks to identify how the demands of complex urban classrooms can be explained effectively. It is in pursuit of this objective that attention turns to a multicultural class taught for one year. Factors which made the task of teaching the class both complex and rewarding are identified and analysed. Use of the concept of ‘complexity’ is then clarified through brief reference to wider reading. This paves the way for consideration of the potential value of the approach adopted at a time when some urban teachers are vulnerable to unfair criticism rooted in ignorance and arrogance. It is hoped that the article may help to combat the prejudice which far too many urban teachers continue to face.     

Distributive Justice in Education and Conflicting Interests: Not (Remotely) as Bad as you Think

The importance of education and its profound effect on people's life make it a central issue in discussions of distributive justice. However, promoting distributive justice in education comes at a price: prioritising the education of some, as is often entailed by the principles of justice, inevitably has negative effects on the education of others. As a result, all theories of distributive justice in education face the challenge of balancing their requirements with conflicting interests. This article aims to contribute to developing an account of conflicting interests by identifying a category of conflicting interests—non‐positional conflicting interests—the realisation of which does not necessarily disrupt distributive justice. Non‐positional conflicting interests include, for example, the interest in realising one's full potential and parents’ interest in familial relations. The article argues that the core dimensions of non‐positional conflicting interests can usually be realised without upsetting distributive justice, and that actions that do upset distributive justice tend to be peripheral to these interests. Either way, there is no severe friction between distributive justice and non‐positional conflicting interests: in the former cases, both are realised simultaneously. In the latter, tension exists; however, because the infringement on the conflicting interest is of relatively little weight, it is often justified, all things considered, in order to promote distributive justice. The conclusion is that while there are indeed cases in which distributive justice must retreat in the face of other interests, the friction between distributive justice and other interests is actually weaker than meets the eye.     

Transformational Leadership in the Planning of a Doctoral Program

Growing criticism of existing educational leadership preparation programs seems to focus on a lack of contextual relevancy and instructional leadership. Universities and school districts need to develop more formal, collaborative, long-term relationships focused on the nature of principal preparation, moving beyond acculturation to district norms and irrelevancy to building future leaders' capacity for continuous educational improvement. Educational administration as an applied field demands that we answer key questions regarding the development of effective practitioners.     

Educational needs of the talented

Children with specific talents have particular needs that must be recognized if that talent is to be nurtured.     

A cross‐cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education

This study aims to understand teachers’ perspectives on their roles in higher education, their views about the adoption of a social‐constructivist approach to teaching and learning and the integration of online collaborative learning in blended learning environments in higher education from a cross cultural perspective. We interviewed 60 Chinese teachers from Beijing Normal University and Capital Normal University in Beijing, China and 30 Flemish teachers from Ghent University in Flanders, Belgium. The results revealed differences as well as specific similarities in perspectives between the Chinese and Flemish university teachers. The cultural and educational context is taken into consideration when discussing the results.     

Body mass changes and nutrient intake of dinghy sailors while racing

Dinghy sailing is a physically challenging sport with competitors on water for several hours. Regulations and space in the boat limit the amount of food and fluid competitors can carry. Consequently, it is possible that the hydration and nutritional status of dinghy sailors may be compromised while racing. Despite this, the food and fluid intake of sailors while racing are unknown. The aim of this study was to assess the dietary intake of a group of club sailors while racing and compare this with current sports nutrition guidelines. Thirty-five sailors (9 females, 26 males) were monitored during a club regatta. Body mass changes were measured before and after racing, as were food and fluid intake. Results showed that most participants were in negative fluid balance after racing (males: mean -2.1%[95% confidence limits -1.7 to -2.5%]; females: -0.9%[0 to -1.8%]), most likely due to low voluntary fluid intake (males: 1215 ml [734 to 1695 ml]; females: 792 ml [468 to 1117 m]). Carbohydrate intake (males: 59 g [21 to 97 g]; females: 30 g [0 to 61 g]) was below recommendations for normal sports activity. Results revealed that the nutritional practices of club sailors do not comply with current sports nutrition guidelines. However, the performance implications of a compromise in nutrient intake remain to be investigated. Practical advice on methods of overcoming space limitations for the carriage of adequate fluid and food is offered.     

At Last the Avizandum Show

While television has portrayed the law and lawyers as an entertainment over the years, until recently the legal profession has had little to do with television. Lately, however, television has been used with considerable success and increasing frequency as an instructional medium in the continuing education of lawyers in Scotland. The author describes the background and early experiments in the use of television and demonstrates some of the ways in which television is now contributing to the training work of the Law Society of Scotland.     

Re‐engineering conventional university education: Implications for students’ learning styles

There is no doubt that education is being fundamentally transformed and affected by information and communication technologies (ICT). The demand for online courses in higher education is growing. Education is also affected by the new approaches towards learning and instruction that have emerged during recent decades: student centred learning, distributed learning, and collaborative learning. These new instructional approaches reflect the adoption of constructivist approaches to learning. National and international studies support this approach, but also point to a number of problems, such as the lack of clear policies and implementation strategies. The adoption of new learning approaches has resulted in the re‐engineering of courses, curricula and in certain cases complete universities. Examples of the latter can be found at the Jones International University (www.jiu.edu) that started in May 1999 as a completely new and virtual university, and the Dutch Open University that transformed its educational model towards a competency‐based educational model implemented in a digital university setting (www.ou.nl). The transition from a traditional approach is not an easy process. The implementation of the new ideas can be hampered by a large number of variables and processes at micro‐ and mesolevels. The study, described in this article analyses such difficulties when implementing a specific re‐engineering of a course. The difficulties are described and analysed in terms of the learning styles of students. The major focus of the study is on incongruencies between the innovative course re‐design and learning styles issues. The authors expect that the results of the study will fuel the discussion about the necessity to consider innovation at the meso‐level (curriculum level) instead of solely at course level.     

Face-to-Face Surveys in High Crime Areas: Balancing Respondent Cooperation and Interviewer Safety

Recent media coverage in Baltimore, MD and Ferguson, MO on tensions between the police and public highlight the importance of understanding how criminal justice practices affect public opinions. High crime neighborhoods are central to this research. However, residents of these contexts are typically minority and low-income residents, who have a reduced propensity to participate in surveys. Additionally, high crime areas pose a challenge for interviewer safety and retention. Past research on in-person surveys in high crime contexts is limited and spans multiple social science fields, making identification of best practices more challenging for criminologists. We review best practices and theories, identify issues when surveying in high crime contexts, and describe our challenges and outcomes conducting face-to-face surveys in 71 hot spots in St. Louis County, MO. We highlight our use of student interviewers to increase the response rate and reduce costs, while adding value to students’ educational experiences and knowledge.