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Brown, Kelly – Educational Leadership and Administration: Teaching and Program Development, 2022
It is estimated that 1.6 billion students were displaced from the traditional school building in 2020 due to the COVID-19 pandemic (UN, 2022; IMF, 2020). While the drastic change in how society normally functions was a shock for everyone, children and historically marginalized people suffered disproportionately severe impacts (GHO, 2022; UNESCO,…
Descriptors: COVID-19, Pandemics, Superintendents, School Closing
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Whitenack, David A.; Golloher, Andrea N.; Burciaga, Rebeca – Educational Leadership and Administration: Teaching and Program Development, 2019
Situated in the context of U.S. educational outcomes, education policy in California, and UNESCO's definition of inclusive education, we examine how schools have addressed student diversity. Methods of identifying students with disabilities are not adequately designed to identify English learners with disabilities. In part to address that problem,…
Descriptors: Instructional Leadership, Student Diversity, Educational Policy, Equal Education
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Okhremtchouk, I.; Levine-Smith, J.; Clark, Adam T. – Educational Leadership and Administration: Teaching and Program Development, 2018
In this article we unpack the obstacles and opportunities associated with language minority student classification practices and, more specifically, English language learners' reclassification to fluent proficient status. First, we discuss classification permanency for language minority students. Second, we provide an overview of national…
Descriptors: Classification, English Language Learners, Language Minorities, Student Needs
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Krovetz, Martin – Educational Leadership and Administration: Teaching and Program Development, 2016
As the Director of LEAD, an affiliated center with the Coalition of Essential Schools (CES), the author and his colleagues have the opportunity to work with teachers and administrators to develop "Habits of Mind" and "Habits of Character" that focus expectations for students and teachers. Habits of Mind are aligned with Bloom's…
Descriptors: Resilience (Psychology), Academic Persistence, School Culture, Poverty
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Marcos, Teri A.; Loose, William V. – Educational Leadership and Administration: Teaching and Program Development, 2015
This report, the second in a series, provides comparative empirical data on current state and national university trends around the thematic strategies and constructs ten fully online Educational Leadership programs engage within their innovative designs. Our 2014 iPrincipals report provided information on how one California University…
Descriptors: Administrator Education, Leadership Training, Educational Administration, Educational Innovation
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Brooke-Garza, Elizabeth – Educational Leadership and Administration: Teaching and Program Development, 2015
Two-way bilingual immersion (TWBI) programs have demonstrated great success in improving Latino English learners' educational outcomes. Nevertheless, TWBI classrooms are not immune to the greater power dynamics and influences of United States society. This Participatory Action Research study brought together eight two-way bilingual immersion…
Descriptors: Hispanic American Students, Bilingual Education Programs, Immersion Programs, Educational Benefits
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Plough, Bobbie – Educational Leadership and Administration: Teaching and Program Development, 2014
The intent of this study is to determine whether there was a difference between school board members' perceptions of their own behaviors and beliefs related to student achievement in California's high-performing poverty districts as opposed to such perceptions in low-performing poverty districts. Due to the findings of this study, the author calls…
Descriptors: Beliefs, Administrator Behavior, Administrator Attitudes, Boards of Education
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Morgan, Ronald D.; Lock, Peter – Educational Leadership and Administration: Teaching and Program Development, 2014
This biographical account of Erin Gruwell's work with marginalized youth explores the relevancy of her work for today's educators, especially those responsible for the education of future school leaders. Through both a review of the literature and in-depth interview with Gruwell, this paper shows how Gruwell emerged as a teacher leader…
Descriptors: Teacher Leadership, Educational Change, Change Agents, Literature Reviews
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Mirci, Philip; Jungwirth, Linda – Educational Leadership and Administration: Teaching and Program Development, 2014
This commentary explains and expands upon Wenger's concept of communities of practice. Knowledge construction to improve common practice within a community committed to learning is critical. Vertical and horizontal communication, interactions within and between boundaries of organizations are necessary for creating learning organizations. One…
Descriptors: Educational Administration, Conference Papers, Reader Response, Communities of Practice
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Moore-Gumora, Courteny – Educational Leadership and Administration: Teaching and Program Development, 2014
This study brings together the theoretical and empirical practices of traditional informative education, radical transformative education, and sustainable education reform. An analysis of learning disability and constructivist learning are used to elucidate the socio-complexity of historic academic constructs concerning educational leadership for…
Descriptors: High School Students, Transitional Programs, Autism, Pervasive Developmental Disorders
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Wildman, Louis – Educational Leadership and Administration: Teaching and Program Development, 2014
The purpose of this effort is to share information about the variety of culminating activities used in the acquisition of the California Preliminary Administrative Services Credential. Knowledge of these varying culminating activities and related practices has not previously been readily available. The culminating activities among California's…
Descriptors: Educational Administration, College Programs, Accreditation (Institutions), Public Service
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Woods, R. Sandie; Hauser, Linda – Educational Leadership and Administration: Teaching and Program Development, 2013
School leaders must design and lead equitable learning environments for all children, and administration preparation programs must build entry-level administrator capacity to do so. This article describes a study examining social justice/critical consciousness curriculum (intended, implemented, assessed) and instructor demographic characteristics…
Descriptors: Social Justice, Instructional Leadership, Administrator Education, Principals
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Cunniff, Dan – Educational Leadership and Administration: Teaching and Program Development, 2011
As schools and school districts find their funds being cut or eliminated, they are turning to various organizations for assistance to help in the teaching/learning process. One such organization is the university. Quite often these schools or districts not only lack the funds, but also lack the technical and resource capacities to implement the…
Descriptors: Educational Practices, School Districts, Educational Change, Partnerships in Education
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Collay, Michelle; Winkleman, Peg; Garcia, Ray; Guilkey-Amado, Judy – Educational Leadership and Administration: Teaching and Program Development, 2009
This article describes the transformational learning of our educational leadership faculty team as we developed assessments for an equity-centered pedagogy. This piece is taken from a larger study of new leaders' action research projects. The Equity Plan is designed to disrupt inequitable schooling practices by engaging students of educational…
Descriptors: Action Research, Transformative Learning, Instructional Leadership, Faculty