This study examined the experiences of administrative interns at the completion of their experience, using a phenomenological framework, document analysis, semi-structured interviews and a survey. Findings indicate a disparity between theory espoused in programmes and actual practice of sitting administrators, ideological dissonance between…

Regardless of what one thinks of No Child Left Behind (NCLB), the current national education legislation has demonstrated the power and potential of learning standards linked with systems of accountability to influence classroom experiences. Unfortunately, the changes promoted by the legislation have tied the professional hands and suppressed the…

This study was designed to understand how school districts treat their current principals and principal candidates who have taken online courses or who have earned online degrees. Through a survey of 105 human resources directors in K-12 schools across the USA, the study found five major themes: (1) districts are reluctant to hire principals with…

Based on their experience of direct work with 16 principals in a midwest state in the USA, collaborative work with the state department of education and the major state-level professional associations and universities in the same state, and other state-level initiatives across the USA, the authors discuss eight critical issues concerning…

A secondary analysis of interview and survey data was undertaken to explore what could be learnt about school leadership from international schools alumni. Using a framework of "values-led contingency" leadership, three features of effective principalship guide the analysis. The results highlight three salutary lessons for school leadership: (1)…

Interviews six experienced administrators--three men and three women--in England about their values and leadership styles. Finds, for example, that all appeared to combine different leadership styles with democratic values. (Contains 1 table and 55 references.)(PKP)

Uses multidimensional ethical framework to critique 15 Virginia superintendents' responses to the achievement gap as measured by the Standards of Learning (SOL) tests. Questions majority of superintendents' readiness to deal with moral and ethical issues related to achievement gap. (Contains 24 references.) (PKP)

Administered questionnaire to 83 graduate students in four educational administration courses to determine their opinions about the core processes of professional learning communities and their perceived relationships to school effectiveness and the leadership style of the principal. Finds positive association between collaborative leadership…

Describes the leadership qualities of Aisha--a young African-American female. (PKP)

Suggests that "critical spirituality," an amalgamation of critical theory and African American prophetic spirituality, can enhance the discourse of transformative educational leadership that engages the existence of race, class, and gender inequalities present in schools as an agenda for institutional change. (Contains 19 references.) (Author/MLF)

Discusses an organizational paradox: How can staff be led in ways that enable them to become autonomous followers? Discusses this leadership vision in the light of contemporary trends in society, politics, governance, and culture and the efforts to promote and stress the managerial aspects of school leadership. (Contains 28 references.)…

Documents the impact of school-based management on educational leadership in Australia. Locates the emergence of new models of leadership within a corporate managerialist philosophy of a new-liberal state that devalues the pedagogical attributes of school leadership and reinforces a growing divide between teachers and administrators. (Contains 39…

First of an occasional series of "on-the-ground" reports by correspondents in various geographical regions. The seminar about the challenges of modern Russian education concerns the peculiarities of management of different educational systems (federal, regional, municipal, school) and of change management. (MLF)

Discusses Paulo Freire's theories about the nature of differential power and the effects of the politics of exclusion and oppression. Contends it is not possible to understand "reforms" in education and society without placing race at the center of one's critical analysis. (Contains 5 notes and 31 references.) (Author/MLF)

Suggests that education leaders are currently faced with changing bases of social cohesion, changing instruments of economic control, and changing forms of organization. Democratic leaders are seen as those that enable the formulation of social, learning, and culturally responsive public educational institutions. (Contains 2 notes and 49…