| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "EDUCATIONAL LEADERSHIP": |
|
|
Educational Leadership, 2002.
Discusses how the concept of educational leadership has evolved to become multi-dimensional in nature.
1,150 words (approx. 4.6 pages), 6 sources, $ 44.95
»
Click here to show/hide summary
Abstract
Educational Leadership historically depended upon Educational Psychology for assessing the individual's personality traits in determining "who" would make a good school leader. The problem with personality and trait-based measurements, however, emerged in the difference between pencil-and-paper test performances, and interactive social behaviors, which often contradicted each other. As the ideas of school culture emerged with the introduction of Anthropology's understanding of "culture," school leadership was re-conceptualized towards a cultural and social-based understanding of inter-active participants with values and interests that required inclusivity in the school's community. As personality was regarded less and less relevant to educational leadership, sociality and communicative skills were regarded as more valuable, as were abilities in negotiation, compassion and patience. This has produced a multi-dimensional approach to educational leadership, where all levels of school activity, including the school's relation with its community, are included in understanding what it required of an educational leader.
| |
|
Educational Leadership and School Environments, 2008.
This paper researches how a focus on developing educational leadership can provide teachers with new motivation in creating the best possible classroom and learning experiences.
2,762 words (approx. 11.0 pages), 14 sources, APA, $ 82.95
»
Click here to show/hide summary
Abstract
The paper examines educational leadership as it is now pursued in the English-speaking world in relation to often trying school environments and difficult student bodies. The paper shows how teaching leadership does seem to promise support for challenging work environments, nonexistent public support, budgetary and policy constraints and rising delinquency and youth criminality. The paper reviews the literature of leadership in education that highlights the tremendous things principals and teachers can achieve that will help change their societies and the course of disadvantaged students' lives.
Outline:
Introduction
Leadership
Teachers and Principals
Learning from Tough Schools
Student Benefits
Discussion
Last Remarks
From the Paper
"Comparable attention to leadership appeared in late 20th century business administration texts to point to leaders as the answer to then uncertain organizations and industries undergoing rapid change. Rather than a staff-line or hierarchical structure, business organizations had to be flexible as management tiers disappeared with down-sizing and restructuring, stopgaps found in individual able to motivate workers and see projects through to completion. This literature borrowed from ideals of military leadership that can be poorly understood by the public, failing to see how best officers are those intensely concerned for those under them. (See Fullan:2001) Like conscientious teachers, they ensure that their decisions are sound, take responsibility for the results of their decisions, do not waver from a well-grounded plan but are also flexible and stable in the face of unexpected reversals."
| |
|
Educational and Administrative Leadership, 2005.
A personal philosophy on educational and administrative leadership.
2,150 words (approx. 8.6 pages), 8 sources, MLA, $ 67.95
»
Click here to show/hide summary
Abstract
Ensuring that all children receive an optimal education has emerged in recent years as a crisis warranting significant concern among parents, citizens, policy-makers and government officials. The responsibility of superintendent has undergone dramatic changes over the past years, reflecting the changes in our culture today. As contemporary society becomes increasingly diverse and complex, so does the process of preparing children for life as independent thinkers, productive citizens, and future leaders. This paper analyzes and explains some of the methods and personal philosophies that could be used to successfully lead a school district today. It also provides some insight on prior research studies that will assist as a guideline for implementing these personal philosophies.
From the Paper
"The role of the school superintendent is to assist all children in school readiness. The traditional idea of school readiness has thus been expanded and today calls for open discussion, mutual adaptation, and respectful understanding among the key adults in children's lives (Ramey & Ramey, 2003). The school district superintendent is one of these key adults, as readiness for school is not simply the responsibility of children and their families, but of all the adults, institutions, and agencies that serve them. Across all socioeconomic groups, parents face major challenges when it comes to providing optimal care and education for their children. For families in poverty, these challenges can be formidable, and when basic necessities are lacking, parents must place top priority on housing, food, clothing, and health care (Ramey & Ramey, 2003)."
| |
|
Educational Leadership, 2007.
A theory and assessment of educational leadership.
1,200 words (approx. 4.8 pages), 0 sources, MLA, $ 41.95
»
Click here to show/hide summary
Abstract
In this article the writer notes that human conduct is often driven by subjective criteria that address and determine the degree of the morality of actions. The writer maintains that this is indeed the involuntary result of the contribution that personal attributes and characteristics bring when one considers his own reactions to outside events. However, the writer points out that there are certain moral standards universally accepted that make possible a minimum acceptance of fairness and a reduced arbitrary attitude. The writer concludes that there is no definite theoretical determination of the concept of ethics or fairness, as there are no well established standards and criteria to compare different approaches. However, there is a universal framework which developed from religious and cultural teachings.
From the Paper
"There are several issues arising from the analysis of the September 1999 situation in Decatur. The entire discussion revolves around the basic idea of the "golden rule" as the general framework for ethical considerations. This is due in large parts to the arbitrary of ethical criteria and in order to insure that a certain set of moral limits are kept, it is important to address the exact personal criteria which determines the morality of an act. However, aside from the golden rule, there are additional dimensions which modify and deepen the discussion over the efficiency of applying personal criteria to determine and judge morality. One of these dimensions deals with the notion of public good versus personal interests. The debate here is whether the society at large should sacrifice or undermine self interest for the sake of the public common good. This in turn points to a new set of questions related to the equity of any possible actions from society, in terms of objectivity and respect for social and cultural differences. All these ideas can arise when discussing cases such as that of Eisenhower High School."
| |
|
Higher Education Leadership, 2005.
This paper discusses theories of leadership appropriate for the environment of higher education.
6,295 words (approx. 25.2 pages), 35 sources, APA, $ 146.95
»
Click here to show/hide summary
Abstract
This paper explains that the widespread retirement of many of today's "Baby Boomer" higher education leaders will hasten the need for a new generation of education leaders and new leadership approaches; thereby, a fresh assessment of higher education leadership roles, styles, approaches, practices and goals is needed. The author points out that contemporary higher education leadership is most often characterized as collaborative rather than unilateral or hierarchical as in corporate leadership. The paper recommends participative, contingency (to an extent) and transformational leadership theories and practices as the best practices for tomorrow's higher education leaders but does not recommend dyadic role making or LMX theory.
Table of Contents
Introduction
Background of the Study
Increases in Female and Minority Higher Education Leaders
The Nature of Higher Education Leadership.
Leadership Theories
Participative Leadership Theory
Dyadic Role-Making Leadership Theory
Contingency Leadership Theory
Charismatic Leadership Theory
Transformational Leadership Theory
Emotional intelligence Leadership Theory
Adult Learning Theories and Practices and Higher Education Leadership (Knowles' "Andragogy" Theory)
Conclusions and Implications for Higher Education Leadership
From the Paper
"Dyad role-making leadership theory, also known as Leader-Member exchange theory (LMX) "focuses on dyadic relationships, and roles carried out, between leaders and managers." In addition, the theory describes how leaders develop different exchange relationships over time with various subordinates. LMX theory is also called vertical dyad linkage theory, due to its focus on reciprocal influencing processes within vertical "dyads" consisting of an individual with supervising authority over another individual. The "dyads", within this theory, consist of two people (a leader and a subordinate, with the leader (e.g., college president or other high-level administrator) forming a separate "dyad" with each individual subordinate); the "roles" are their agreed-upon interacted relationships and (usually tacit) assumptions about one another and expectations of one another."
| |
|
Educational Leadership and Ethics, 2008.
A review of the importance of ethical principles for a school teacher and a professional educational administration organization.
1,116 words (approx. 4.5 pages), 4 sources, APA, $ 38.95
»
Click here to show/hide summary
Abstract
This paper briefly discusses a personal and professional structure of professional values and beliefs that are important for being a successful school leader. It looks at the tradition or ethical school from which those values and beliefs spring and discusses the ethical principles of a professional educational administration organization. The paper also discusses how the principles of that organization are comparable to the writer's own values. The paper contains appended original sources.
From the Paper
"It is often asked of prospective young teachers - or those who wish to school administrators - what their professional values and beliefs are. In my own case, I feel that one's personal and professional values should be one and the same. In other words, a teacher and/or administrator who strives to be honest and compassionate in the classroom and in the school environment should also strive to be honest and compassionate in his or her personal life, as well. With that in mind, I feel the following values and/or beliefs are integral to a person being a good citizen and a good teaching professional: honesty, empathy and conscientiousness, a willingness to consider new ideas and perspectives, a sense of duty, selflessness, and a commitment to excellence. If a member of the professional school community has all of these qualities, he or she will be both a strong person and a professional able to shape primary and secondary school students in positive ways. As a school leader, I want to make my school just the sort of place where the qualities enumerated above can flourish."
| |
|
Educational Leadership, 2006.
An assessment of the role that teachers play in fostering the learning experience.
2,300 words (approx. 9.2 pages), 5 sources, MLA, $ 70.95
»
Click here to show/hide summary
Abstract
This paper studies how teachers, the primary deliverers of education, foster the learning experience. The paper also examines what qualities contribute to effective instructional leadership. First, the paper discusses how an effective teacher creates a safe environment within which students can learn. Second, the paper evaluates how teachers serve as positive role models for their students when they radiate a sense of purpose. Third, the paper examines the facilitator role for teachers and how it translates into student-centered educational experiences. Fourth, the paper evaluates two of the most positive instructional theories: Constructivist learning, through which curricular activities provide a general feeling among all involved parties that learning is essentially an interactive process and differentiated learning, in which lessons and units reflect students' diverse backgrounds, needs, abilities and interests. Finally, the paper concludes with a discussion of learner autonomy.
From the Paper
"First and foremost, an effective teacher creates a safe environment within which students can learn. This means demonstrating to students that they can be vulnerable and take risks without experiencing humiliation or denial. It requires teachers themselves to engage in risk-taking situations in order to prove such activities are possible and positive outcomes likely. For example, a teacher, in trying a novel teaching technique, can present the lesson with a preface indicating the risk involved while also exuding a positive attitude. A crucial component in role modeling such behaviors is showing students that the outcome of the experiment is not as important as the willingness to take a risk. By taking the initial step in trying something new, the hope is that students will follow suit in their own learning experiences. The modeling of risk-taking behaviors naturally leads to the likelihood that students will not only attempt such endeavors but will also have a frame of reference in how to conduct themselves and the types of beliefs and attitudes that are appropriate under such circumstances."
| |
|
A Philosophical Approach to Education Leadership, 2002.
An examination of many philosophers' opinions on the importance of powerful leaders as educators.
13,305 words (approx. 53.2 pages), 24 sources, MLA, $ 249.95
»
Click here to show/hide summary
Abstract
The following paper is a literature review which is organized as simply as possible along an organized framework. First is a brief introduction to the present state of debate over educational leadership and its effects on the criteria and methodology used in source selection. The second section deals extensively with an analysis of literature dealing with the philosophy of education. The third section deals directly with the present socio-political state of the crises and the way in which theories of leadership shape the fabric of politics and society. The fourth section deals with the theories of reform which compete for the attention of the leader, and attempts to establish the most useful and important steps which may be taken. It is in this section that the concept of co-regulatory leadership is introduced and found to be superior to all others on not only a philosophical, political, and sociological standpoint, but also in terms of positive results for the school?s academic success and the maintenance of a positive environment. An understanding of the different styles of leadership, the current sociopolitical conflict over schools, and the history of philosophical views on educational leadership is important because they have influenced a current proposal for effective schools.
From the Paper
"Leadership is undoubtedly the single most important aspect in creating a school environment for success. The quality of leadership in schools has become increasingly important in school reform to improve academic achievement of the students enrolled in school. The school leader (generally the principle) is inevitably held accountable for raising test scores, ensuring quality teacher, and making certain that all children achieve high academic standards. Demands will constantly be made upon his/her person that he/she find a way to ?fix? the problems with the system (such as those mentioned in Chapter 1), and unfortunately, just as often as not the more he/she tries to fix the problem, the worse it becomes, or the more other problems crop up to take its place. Certainly some would suggest that leadership is one of those rare disciplines which is best served when it is least practiced, that is to say, the best leaders are those which do not lead too much, but rather create an environment in which the ?led? may actually learn to find their own way. (Allen, 1992; Beare, 2001; Gatto, 1992; Freire, 2000; Oyler, 1996) Students which are given the freedom to control their own destinies, guide their own education, and create their own environment, schedule, and society have proven time and again to be better adjusted and more learned than their over-dominated peers in leadership-intensive schools. (Freiberg & Rogers, 1994; Taylor, 1993.) It is in hopes of promoting an understanding of this approach, and facilitating leadership (or one might say replacing it) through power-sharing and democratic procedures, that the following literature review focuses so extensively on the philosophical/moral and the actual practicality of a co-regulatory approach."
| |
|
Teacher or Educator Leadership, 2005.
A discussion regarding the the role and skills of the teacher or educator in educating students.
1,350 words (approx. 5.4 pages), 3 sources, $ 53.95
»
Click here to show/hide summary
Abstract
This paper examines teacher and/or educator leadership in education. More specifically, this paper outlines the leadership skills and qualities required of any successful teacher. To achieve this aim, the paper presents a brief literature review that is intended principally as a representative sampling of the ideal teacher's leadership make-up. As will become apparent, leadership in and out of the classroom is vitally important and it simply cannot be passed over lightly.
From the Paper
"There are few professions that place as great a burden upon its members as teaching does. The following paper reviews what precisely is expected of classroom instructors from a leadership stand-point. Needless to say, because these men and women spend considerable time with young people at a formative stage in the latter's lives, it is no exaggeration to suggest that teachers play a significant role in seeing to it that their students are socialized to be successful and responsible citizens. With that in mind, it is to a brief review of the available literature on this important issue that we now turn."
| |
|
Leadership in Education, 2007.
The paper discusses specific standards necessary for educational leadership.
1,422 words (approx. 5.7 pages), 6 sources, MLA, $ 47.95
»
Click here to show/hide summary
Abstract
The paper explains that the most important aspect of leadership in the educational area involves the depth of teaching and learning demonstrated by the vision and mission of the school district leader. The paper shows how the school district leader must show knowledge of managing the school organization, operations and resources and must be able to effectively collaborate with families and the community. The paper relates that the school leader has to be prepared to demonstrate integrity and fairness and to resolve ethical issues while being flexible and adapting to an educational curriculum that addresses the needs of the diverse classrooms of today. The paper also discusses how every school should have an internship program for students that demonstrate strong educational leadership qualities.
Outline:
Introduction
School District Leader Demonstration of a Teaching and Learning Vision and Culture
School District Leader Demonstrates Management of Operations and Resources
School District Leader Demonstrates Collaboration with Families and Community
School District Leader Demonstrates Integrity, Fairness and Ethics
School District Leader Influence on Political, Social, Economic, Legal and Cultural Levels
School District Internship Provides Opportunities and Conclusion
From the Paper
"In the past few years, the philosophy of leadership has emerged as an important topic for teachers, educational institutions and students alike. The leadership qualities and responsibilities of school district leaders have undergone dramatic changes in the last decade, reflecting the changes in our culture today. As contemporary society becomes increasingly diverse and complex, so does the process of preparing young people for life as independent thinkers, productive citizens, and future leaders. The changing nature of students, the collegiate experience, learning, teaching, and outcome assessment all have substantive implications for those holding the position of school district leader."
| |
|
Leadership in Education, 2004.
Analyzes three approaches to educational leadership.
3,910 words (approx. 15.6 pages), 13 sources, APA, $ 135.95
»
Click here to show/hide summary
Abstract
This paper analyzes three approaches to leadership in education. The approaches include leadership as a set of acquired disciplines, leadership as a set of strategies, and leadership as reframing. The paper contends that the model of leadership as a set of acquired disciplines is the most appropriate leadership approach for an administrator of an adult-focused education program. The paper analyzes specific characteristics of this style and suggests why they are appropriate for an adult-focused program.
From the Paper
"This paper examined three theories of educational leadership Kouzes and Posner's model of leadership as a set of acquired disciplines..."
| |
|
Leadership and Education, 2006.
An in-depth analysis of the effects of leadership and leadership theories on the quality of education.
29,200 words (approx. 116.8 pages), 83 sources, MLA, $ 249.95
»
Click here to show/hide summary
Abstract
This study examines the effects of leadership and leadership theories on the educational continuum and specifically on the effect it has on the quality of education. The study uses a mixed methodology to investigate various leadership theories and examines their effect on the quality of higher education. The research shows that the delivery of educational leadership services by colleges and universities and the impact of traditional curricula on prospective educators continues to be debated and refined. The impact of additional unfunded mandates from the federal No Child Left Behind Act is profound, with many low-performing schools being threatened with the loss of their funding if they fail to achieve at least minimum academic achievement standards.
Contents:
Chapter 1: Introduction
Background
Statement of the Problem
Purpose of the Study
Significance of the Study
Nature of the Study
Research Questions
Conceptual Framework
Definitions
Assumptions
Scope, Limitations, and Delimitations
Chapter Summary
Chapter 2: Literature Review
Background and Overview
Foundations of Educational Philosophy in the United States
Curricula Reform Initiatives
Leadership Theories
Organizational Behavior in Academic Settings
Leadership in Academic Settings
Chapter Summary
Chapter 3: Methodology
Research Method and Design Appropriateness
Population, Sampling, and Data Collection Procedures and
Rationale
Internal and External Validity
Data Analysis
Organization and Clarity
Chapter Summary
Chapter 4: Data Analysis
Chapter 5: Summary, Conclusions and Recommendations
From the Paper
"While a wide range of traits have been identified as being associated with different aspects of leadership effectiveness, the specific association between individual traits and effectiveness has frequently been unconvincing (Bass 1985, cited in Fernandez, 2005). Furthermore, the research to date has consistently failed to identify a set of skills and traits that all successful leaders must possess in order to be effective in a given setting (Fernandez, 2005). Likewise, although the importance of effective leadership in educational settings is widely recognized, there remains a lack of consensus on what works best and why; indeed, given the abysmal performance of many of the nation's schools despite repeated efforts at curricula reform and pedagogical alternatives, it would seem that this lack of consensus is based on a paucity of sound models rather than a lack of effort. In this regard, Short and Greer (2002) report that in recent years, there has been a concerted effort to restructure public education. "Site-based management, charter schools, learner- centered communities, and teacher empowerment have been the focus of much of the reform effort," they advise (p. viii). These initiatives have created a concomitant debate concerning what types of educational leaders are needed in this dynamic environment. According to Short and Greer, "Ideas about leadership have expanded as schools attempt to build learning organizations with empowered participants. While much has been written about school restructuring, there is a need for a better understanding about how to build empowering environments in schools based on empirical findings rather than rhetoric or opinion" (2002, p. ix)."
| |
|
Leadership in Education, 2005.
Examines the issue of effective leadership within the field of education.
4,135 words (approx. 16.5 pages), 10 sources, APA, $ 110.95
»
Click here to show/hide summary
Abstract
The qualitative issue addressed by this report is that of educational leadership. Since many descriptions of leadership in this environment are qualitative, and since leadership is something that is rarely statistically or scientifically measured or defined, this is an appropriate issue for consideration. This report identifies the issue of leadership in the educational environment, focusing on effective communication between teachers and administrators, as well as leadership dynamics in
the classroom. The report also assays different qualitative research approaches that can be equated with this issue, focusing on interview and survey methodologies, as well as the possibility of literature review meta-analysis and case study examples.
From the Paper
"The difference between an educational leader perceiving those under their command as subordinates and followers should be made clear, in terms of adequately identifying and addressing the issue of leadership in this environment. For example, all too often, a leader in the educational setting on the administrative level naturally assumes that just because teachers and other staff members are working under them, they are naturally going to look up to the administrator as a leader. Leadership is important, but it is not automatic. It is also important for individuals within a company/managerial situation to act within a framework of teamwork, communication, and mutual understanding. "The school executive is looking for the best solutions to problems-routine and non-routine. Such solutions will not occur in an organization of interacting
humans unless processes are employed that make appropriate use of the collective intelligence of these humans" (Ubben et. al, 2004, p. 55)."
| |
|
Leadership, Ethics in Education, 2004.
Discusses leadership and ethics in curtailing drugs and violence in school.
6,854 words (approx. 27.4 pages), 30 sources, APA, $ 155.95
»
Click here to show/hide summary
Abstract
This study explores the issues of leadership and ethical responsibility in the educational field. The paper identifies issues that may arise as a result of the implementation of monitoring programs in schools for drugs, guns, and other teenage problems, and stresses the importance of ethical leadership when those issues do arise. The paper also includes an analysis of leadership styles of teachers and instructors within the educational system and their preference for using methods to control drugs and guns within the school premises. The study includes teachers and educators from all levels of the educational system from grade school to graduate school.
From the Paper
"There is a constant debate: ?Are leaders born or are leader made?? Leadership skills can be developed?the qualities required in a leader can be learned. Bernard M. Bass states ?Leadership is one of the world?s oldest preoccupations.? (Wren, 1995) When individuals know and understand both their strengths and their weakness, their effectiveness as leaders is greater. The leadership quality most desired is the ability to have a vision and a dream. No leader will have followers if the followers do not believe in the leader?s mission. Strong leaders have a helpful and thoughtful personality. They are also very aware of their own strengths and weakness. The key to success in a career, and consequently in life, is to set attainable goals and work towards attaining these goals. Disciple and dedication is a necessity. A good leader knows how to generate enthusiasm and positive thinking within him or her self and how to broadcast it."
| |
|
Leadership in "The Education of Cyrus", 2002.
Examines themes of leadership and greatness in Xenophon's "The Education of Cyrus".
650 words (approx. 2.6 pages), 1 source, $ 26.95
»
Click here to show/hide summary
Abstract
Answers several questions about the elements of leadership and model behavior in Xenophon's account of Cyrus in his "The Education of Cyrus". Also explains the failure of Cyrus' sons to hold his kingdom together and Cyrus' use of love, generosity and rhetoric to maintain the respect of his soldiers and his people.
|
|
|
