ERIC Number: ED539964
Record Type: Non-Journal
Publication Date: 2012-Aug
Reference Count: N/A
Social Justice, Competition and Quality: 21st Century Leadership Challenges. The 2012 Yearbook of the National Council of Professors of Educational Administration
Perreault, George, Ed.; Zellner, Luana, Ed.
This is the 2012 Yearbook of the National Council of Professors of Educational Administration (NCPEA). This Yearbook contains the following papers: (1) Editors' Sidebar (George Perreault and Luana Zellner); (2) The Hour Glass Economy: The Social Justice Challenge for the 21st Century (Fenwick W. English); (3) Maintaining the Human Touch in Educational Leadership (Sandra Harris); (4) Activist Leadership (Rosemary Papa); (5) Lack of Shared Vision and the Unintended Consequences: A Case Study of Educational Leaders' Perceptions of Change (Lisa M. Evans and Bill Thornton); (6) Whose Social Justice Counts? A Discourse and the Everydayness of Language (Autumn Cypres); (7) Technical Knowledge and Values in Professions: Issues Related to Social Justice in Educational Administration (Theodore J. Kowalski); (8) An Examination of Individual and Collective Learning within a Cohort Model in Management Development (Lisa Rosh and Jane McDonald); (9) Not Yet Bought: Bill Gates' and Secretary Arne Duncan's Vision of the Education Master's Degree (Louis Wildman, Anthony Van Reusen and Jianjun Wang); (10) Perceptions of Practice: Challenges of Enhancing Teacher Supervision and Evaluation in the 21st Century (Jan Walker); (11) Teacher Motivation in Alabama's Public Schools: Some Empirical Findings and Their Potential Implications for School Leaders (Ronald A. Lindahl); (12) Quality Communication: A 21st Century Leadership Challenge (Carol Webb, Mary Hogg, Andy Borst and Jaynie Orendorff); (13) Outperforming Demographics: Factors Influencing Nine Rural and Urban Schools' Culture of Student Achievement (Candace Raskin, Courtney Stewart, and Jean Haar); (14) Leadership Dispositions and Skills for Ethnically Diverse (Jeanne L. Surface, Peter J. Smith, Kay A. Keiser, and Karen L. Hayes); (15) Preparing Educational Leaders in the Pursuit of Social Justice: Practices and Processes for Culturally Proficient Leadership Development (Julia W. Balleng and Betty J. Alford); (16) Realizing Higher Education's Humanizing Potential: Assessment as a Dialogical Act (Matthew B. Fuller); (17) Racial Disparities in School Discipline: A Matter of Social Justice (Fred C. Lunenburg); (18) Factors that Increased Black Student Scores and Narrowed the Achievement Gap at One High Performing High School (Jacqueline Shuman, Sandra Harris, J. Kenneth Young, and Robert Nicks); (19) Is Value Added a Socially Just Route to Increased Student Learning? An Analysis of Tennessee's Value Added Assessment System (Kimberly Kappler Hewitt); and (20) Data Use and the Work of Social Justice Leaders to Remedy Injustice at Their Location of Practice (Charles McNulty). Individual papers contain tables, figures, footnotes and references.
Descriptors: Achievement Gap, Teacher Motivation, Social Justice, Management Development, Educational Administration, African American Students, Yearbooks, Instructional Leadership, Teacher Supervision, Discipline, Competition, College Faculty, Activism, Administrator Attitudes, Values, Computer Literacy, Public Officials, Teacher Evaluation, School Culture, Academic Achievement, Cultural Awareness, Educational Assessment, College Students, National Competency Tests, Educational Legislation, Federal Legislation, Elementary Secondary Education
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; Higher Education; Postsecondary Education
Authoring Institution: National Council of Professors of Educational Administration
Identifiers - Location: Alabama; Tennessee
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Assessment of Educational Progress