Suchergebnisse

Die wiederholten Schulboykotts schwarzer Schüler wenden sich gegen ein Schulsystem, das sie materiell benachteiligt und zu Menschen zweiter Klasse degradiert. Sollte die Regierung keine Reformanstrengungen unternehmen, könnten die Kirchen in Zusammenarbeit mit aufgeklärten Teilen der Wirtschaft ein eigenes Schulwesen aufbauen. (DÜI-Spe)

Preservice teachers, especially those actually engaged in student
teaching, face a barrage of daily challenges. In many cases these challenges
are new and unique. How does one cope with the needs and wants of
thirty-plus students while simultaneously responding to the pervasive school
time sequence affectionately known as "the bell"? Further, how does one
maintain classroom order and harmony and inspire confidence when teaching a
subject for the first time, often an unknown subject?

The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement

The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement

The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement

Robert Starratt, a teacher of people in leadership positions, presents the foundations for the theory of leadership. Based on a framework divided into building blocks, various concepts of leadership such as values, change, power and structure are explained and analyzed, and ways of incorporating them into school management are addressed. He presents a picture of leadership as a variety of disciplines - history, philosophy, psychology, politics, sociology, theology - amongst others, and with the idea that the student of leadership must be one of change.; This text is primarily intended for headmasters, education managers and administrators, students and lecturers in education and philosophers of education.

Policymaking in American foreign language education is affected by a variety of factors, among them the increasing influence of outside forces such as politicians and business leaders, poor communication between high-level policymakers and practitioners, the paradox of national curricular and standardization efforts and local and state restructuring movements, and the diversity of policies governing teacher education. In view of projected teacher shortages, recruitment efforts need to be expanded and alternate routes to traditional teacher certification need to be explored. The wide diversity in subject-matter and pedagogical courses and experiences required for teacher certification across the fifty states is a matter of grave concern. The efforts of language organizations to create generic teacher education guidelines and language proficiency standards will be instrumental in providing needed leadership and guidance to reform efforts in foreign language instruction. Unfortunately, these reform efforts are being undertaken without the extensive policy and planning discussions needed to ensure that reform responds to future needs rather than to the status quo.

This article describes current practice in foreign language teacher education programs—middle-school through post-secondary levels—and provides recommendations for change that might be facilitated through the development of a national foreign language pedagogical research agenda. Discussion of teacher education practices centers around the following concerns: (1) policies regarding the admission and retention of students; (2) the content of teacher education programs, including core courses in the subject-matter specialization or major, professional education courses, and instruction in methodology; (3) preservice teaching experiences; (4) certification standards; and (5) in-service opportunities and maintenance of professional skills. The qualifications of teacher-training personnel, for both secondary and post-secondary settings, are also discussed. Recommendations for the development of a national agenda are grouped into three categories: (1) research and development activities; (2) in-service development opportunities; and (3) opportunities for leadership training. Such an agenda should aid the profession in its efforts to bring about needed change in the education and development of the nation's foreign language teachers.

There is growing concern that academic institutions need to better prepare students of management by teaching interpersonal leadership skills. Yet bridging the gap between classroom learning and later work performance represents a major challenge to educators. Operant, or behavioral, instructional techniques may help us to meet this challenge. This article (a) reviews current experiential methods in management education; (b) presents an operant conceptualization of transfer; (c) illustrates applications of behavioral instruction in management, social work, and psychology; (d) proposes a comprehensive, classroom-and field-based behavioral approach that management educators may use to teach interpersonal leadership skills; and (e) compares that approach with current experiential methods.

This article describes a classroom activity that teaches students the challenges of playing a leadership role in an organization. Students take turns speaking to peers, acting as their leader. They attempt to move the audience—like a coach delivering a dramatic locker room talk—after which the class offers frank feedback regarding their speaking effectiveness. Topics exemplify the range of concerns likely to concern a leader in business; taken together, they enable participants to appreciate the breadth of a leader's responsibilities, reflect on their past experiences as leaders and followers, and learn from the experiences of others.

This article reports the results of a survey of undergraduate and graduate personnel preparation programs for teachers, orientation and mobility instructors, and rehabilitation teachers of persons with visual impairments and of doctoral programs that prepare individuals for leadership positions.

In an investigation of John F. Kennedy's record as a moral leader & nation's teacher on the issue of civil rights, his prepresidential civil rights record is discussed, with particular emphasis on his support in the South & his moderation & caution in the 1957 struggle for civil rights legislation. Six categories of civil rights pronouncements by Kennedy in the 1960 presidential campaign are presented: (1) linking fair treatment of minority races to fair treatment of minority religions; (2) foreign policy interests as arguments for civil rights progress for blacks at home; (3) use of executive power & influence for civil rights change; (4) linking of civil rights progress to the Democratic Party; (5) support for the sit-in movement; & (6) support for specific actions & policies relevant to civil rights progress. Kennedy's presidential years are discussed as providing proof of his moral commitment to civil rights & his resolve in persuading the nation of the need for civil rights progress. 3 Tables. D. Generoli

During the summer of 1994, 64 university teacher preparation programs in deaf education and 62 instructional programs providing direct services to deaf and hard of hearing students participated in surveys designed to evaluate the effectiveness of the content and delivery system of Gallaudet University's Doctoral Program in Deaf Education in terms of meeting the need for leadership personnel in the field. Survey questions addressed the supply of doctoral level leadership personnel for recently advertised university or school leadership positions. Other questions addressed strategies university teacher preparation programs could use to attract more currently employed leadership personnel for Ph.D. study, and better prepare future them for positions as researchers or teacher educators in the education of deaf and hard of hearing students. Data support the need for additional leadership personnel for faculty positions in university teacher preparation programs and in instructional programs. Data also provide direction for teacher preparation programs to better address the need for leadership personnel in the field.