ERIC Number: ED523724
Record Type: Non-Journal
Publication Date: 2006
Reference Count: N/A
Unbridled Spirit: Best Practices in Educational Administration--The 2006 Yearbook of the National Council of Professors of Educational Administration
Dembowski, Frederick L., Ed.; Lemasters, Linda K., Ed.
This is the 2006 National Council of Professors of Educational Administration "NCPEA" Yearbook. This yearbook is being distributed to all of the registered participants of the 2006 NCPEA Summer Conference, to be held in Lexington, Kentucky. "Unbridled Spirit" is the motto for Kentucky, hence inclusion in the title for the yearbook. This volume contains four parts. Part 1, Invited Chapters, contains: (1) A Challenge for Systemic Change: The President's Message (Gary E. Martin); (2) Expanding the Knowledge Base: Socially Just Theory in Educational Leadership Programs (Genevieve Brown and Beverly J. Irby); (3) Part-Time Faculty and Distance Education: Quandaries in Educational Administration's Swamp (Theodore J. Kowalski); and (4) Best Practice: Instructional Leadership Through Teacher Evaluation (Louis Wildman). Part 2, Best Practices in Designing Programs, contains: (5) Best Practices in School Leadership Training and Development (Kathleen Campbell and Betty Porter); (6) Preparing Scholar-Practitioner Leaders: A Suggested Model of Best Practices for Dimensions of Change (Gary Clarke and Sandra Harris); (7) Cultural Proficiency: A Moral Imperative for Educational Administration? (Richard A. Gregory and Carl L. Hoffmeyer); (8) Best Practices in Preparation of School Leaders: Recommendations Based on an Analysis of the Levine Report (Jess House and William Bozeman); (9) Transforming the Future of Principal Development and Support: An Integrated Certification and Induction Approach (Erika Hunt and Norman Durflinger); (10) Caveat Lector: A Critical Analysis of the Philosophical and Epistemological Assumptions Underlying "Best Practices" (Eileen S. Johnson); (11) Hope Replenished: Exceptional Scholarship Strides in Educational Administration (Carol A. Mullen); (12) The Preparation of Urban Educational Leaders: Results from a Practitioner Research Study (Douglas R. Davis); (13) Creating Connectivity: An Urban Collaboratory for Preparation and Practice in Educational Leadership (Phyllis Durden); (14) Assessing and Selecting Future School Leaders (James O. McDowelle, William A. Rouse and Harold Holloman); (15) Stormy Weather: Replacing the Exodus of Principals from Urban Schools (Charles P. Mitchel and Lourdes Z. Mitchel); (16) Parent and Community Outreach: Profiles of Community Internship Experiences (Kathleen D. Rockwood); (17) Higher Education and School District Partnerships: Creating a Best Practice Environment for Field Experience (Marc Shelton, Stephen Cathers and Larry Tew); (18) Best Practices: Statewide Collaborations to Strengthen School Leadership (Jenny S. Tripses); (19) Defining Moments: The Transformative Potential of Professional Learning Communities (Virginia Doolittle and Ellen Trombetta); (20) Ethics in Principal Preparation Programs: A Move Towards Best Practice (Stacey Edmonson and Alice Fisher); (21) From Practicing Pedagogy to Embracing Andragogy: How to Switch "Gogy"s to develop a "Self-As-Principal" Voice in Principal Preparation Classrooms (Mack T. Hines III); and (22) Best Practice for Ethical Educational Administration: Non-dominated Discourse (Kelly McKerrow and Erin Bullerdieck). Part 3, Best Practices in Teaching, contains: (23) Case Pedagogy and Standards-Based Teaching (Brenda F. Graham and Pamela C. Cannamore); (24) A Teambuilding Model for the Educational Leadership Classroom (Patricia A. Marcellino); (25) The Role of the School Leader in Teaching Reading to Limited English Proficient Students: A Professional Development Model for Administrators and Teachers in Rural Schools (Linda M. Creighton); (26) Recounting Best Practice: Utilizing Videoconferencing and Blackboard to Teach the Field Experience Seminar (Janell Drone); (27) Are You Talking too Much? Considerations for Best Practice (Michael B. Gilbert); (28) Text Coding: A Reading Strategy "Best Practice" (Linda J. Searby); (29) Education Administration Professor's Role to Assure that Preparation Programs Address Validity and Critique Skills (Charles M. Achilles and Jeremy D. Finn); (30) Using Student Feedback to Improve Faculty Effectiveness in the Classroom (Casey Brown, Julie Combs and Sherion Jackson); (31) Assessing Faculty Consensus on the Quality of Student Work (Connie Fulmer, Dorothy Garrison-Wade, Frank Bingham and Ken Reiter); and (32) Predictors of Success among Graduate Students of Introductory Statistics and Subsequent Interventions against Student Failure (Marcia L. Lamkin). Part 4, Best Practices for Field Practitioners, contains: (33) Implementing Best Practices in the Classroom: What do Administrators Need to do to Change Teacher Behavior? (Nancy Carlson and Jane Irons); (34) Tenured Teacher Dismissal for Incompetence and the Law: Administrators, "What" are you Afraid of? (Marguerita K. DeSander and Michael F. DiPaola); (35) Administrative Effectiveness in Making Classrooms Safe: Observations in 97 School Buildings and Their Implications for Practice (Vivian Hopp Gordon); (36) Understanding Leadership Behaviors of Principals (Shirley A. Johnson and Steve Busch); (37) Best Practice: The Role of Staff Development in the School Improvement Process (Ronald A. Lindahl); (38) Project-Based Instruction: Eight Interview Questions You Should Ask Special Education Teacher Candidates and How to Score Them (Joe Nichols and Joan Henley); (39) The Principal's Role in the Interview Process: A Best Practice (Charles R. Waggoner, Douglas Main and Robin Wells); (40) Leadership and Management in the Relationship Between Administrators, School Counselors and Local Decision Making Bodies: A Kentucky Perspective (Bill Wesley, Neal Gray, Paul Erickson, Robert Biggin, Nancy Alspach, Kathryn Hughes and Tom Bonny); (41) Principal Selection Processes: Best Practice for Superintendents (Thomas A. Kersten); (42) Best Practice about Bullying: What Counselors and Teachers Know and What Principals Should Know (Rebecca A. Robles-Pina, Dianne Reed and Barbara Polnick); (43) The Impact on Instructional Practice of Participating in a Book Study Group (Judith A. Zimmerman); (44) No Child Left Behind: Implications as Viewed by Arkansas Superintendents and Patrons--A Brief Review of the Role of American Education over Time (Carleton R. Holt, Les Carnine and Marsha Jones); (45) The Impact of Florida's A + Plan for Education (Thomas Valesky and Cecil Carter); (4 Principals Leadership Academy: Creating a School Culture of Continuous Improvement (Lloyd C. Kilmer, Dean L. Halverson and Georgianna Koenig); (47) The P-12 Educational Administration Best Practices Improvement Spiral Model (Joseph Pacha and Lynne Curry); (48) The Professional Development Needs of Practicing Principals (Pamela Salazar); (49) The Administrator Development Academy: Adding Intensity to the Preparation Program: The Next Step to Excellence (Ted A. Zigler, James Koschoreck and Steve McCafferty). A preface, a subject index, and an author index are included. Individual chapters include tables, figures and references.
Descriptors: Feedback (Response), Urban Schools, Graduate Students, Andragogy, Rural Schools, Teacher Behavior, Teacher Dismissal, School Culture, Best Practices, Educational Administration, Educational Change, Program Design, Instructional Leadership, Cultural Awareness, Moral Values, Epistemology, Educational Philosophy, Futures (of Society), Administrator Education, Teacher Evaluation, Profiles, Internship Programs, School Districts, Communities of Practice, Ethics, Statewide Planning, Teaching Methods, Standards, Reading Instruction, Limited English Speaking
NCPEA Publications. Available from: National Council of Professors of Educational Administration. Web site: http://www.ncpeaprofessors.org
Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education
Authoring Institution: National Council of Professors of Educational Administration
Identifiers - Location: Kentucky