Dr. B.C. DeSpain, National Forum Journals, www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, www.nationalforum.com
peterson, deborah thriving in school leadership nfeasj si n34 n4 2016William Kritsonis
He has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
peterson, deborah thriving in school leadership nfeasj si n34 n4 2016William Kritsonis
He has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Dr. Paul Watkins & Dr. Janet Moak - Published by NATIONAL FORUM JOURNALS, Dr. William Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com
Cosee manuscript for national journal on teacher learningWilliam Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
During the last five years of my administrative career (from 2005 to 2010), I was the principal of an amazing Chicago North Shore high school. In my first year as principal, I started making small changes in order to demonstrate to the students and staff how we could improve our school.
Quantitative and qualitative public policy analyst, evaluator and researcher in economic development and human development fields with over 15 years of pro-poor policy, evaluation and research experience. Adjunct lecturer and Teaching Assistant (2009-2011) in sustainable international development and poverty measurement. Collaborating researcher for United Nations Research Institute for Social Development. Non-resident adviser on monitoring and evaluation Center for Global Development and Sustainability, Heller School for Social Policy and Management, Brandeis University. Developer of financial resources through donor research, grant proposal writing, and direct requests to foundations.
Dr. Paul Watkins & Dr. Janet Moak - Published by NATIONAL FORUM JOURNALS, Dr. William Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com
Cosee manuscript for national journal on teacher learningWilliam Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
During the last five years of my administrative career (from 2005 to 2010), I was the principal of an amazing Chicago North Shore high school. In my first year as principal, I started making small changes in order to demonstrate to the students and staff how we could improve our school.
Quantitative and qualitative public policy analyst, evaluator and researcher in economic development and human development fields with over 15 years of pro-poor policy, evaluation and research experience. Adjunct lecturer and Teaching Assistant (2009-2011) in sustainable international development and poverty measurement. Collaborating researcher for United Nations Research Institute for Social Development. Non-resident adviser on monitoring and evaluation Center for Global Development and Sustainability, Heller School for Social Policy and Management, Brandeis University. Developer of financial resources through donor research, grant proposal writing, and direct requests to foundations.
Dr. Fred C. Lunenburg, Published in FOCUS ON COLLEGES, UNIVERSITIES, AND SCH...William Kritsonis
Dr. Fred C. Lunenburg, Published in FOCUS ON COLLEGES, UNIVERSITIES, AND SCHOOLS, www.nationalforum.com - NATIONAL FORUM JOURNALS - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
Dr. Fred C. Lunenburg 1]. school facilities management v27 n4 2010William Kritsonis
Dr. Fred C. Lunenburg, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, Houston, Texas
www.nationalforum.com
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; Wright State University, Ohio; and Louisiana State University (LSU) at Baton Rouge, Louisiana.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University a Member of the Texas A&M University System. He teaches in the newly established Doctor of Philosophy Program in Educational Leadership in the Whitlowe R. Green College of Education. Dr. Kritsonis taught the Inaugural class session in the PhD program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first student to graduate and earn a PhD in Educational Leadership at Prairie View A&M University. He lives in Houston, Texas.
2004 – Present PROFESSOR (Tenured)
Prairie View A&M University
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View, Texas 77446
(Member of the Texas A&M University System)
Employment Essay Format - Professor William Allan KritsonisWilliam Kritsonis
Dr. William Allan Kritsonis
Personnel Issues
Public School Law Series
National Issues & Concerns - New Answers To Lingering Problems in Public School Law
Dr. Fred C. Lunenburg - A System Wide Turnaround - Published in SCHOOLING - ...William Kritsonis
Dr. Fred C. Lunenburg - A System Wide Turnaround - Published in SCHOOLING - www.natonalforum.com - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief
University of Ljubljana, Faculty of Arts - Article by William Allan Kritsonis...William Kritsonis
University of Ljubljana, Faculty of Arts - Article by William Allan Kritsonis, PhD. Dr. Kritsonis is an international expert in the publishing industry.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Ewa 4
Vincent Ewa Topic: What do we know about school discipline reform?
February 11, 2017
Article Review # 1
Bibliography entry:
Steinberg, Matthew P., and Johanna, Lacoe. "What do we know about school discipline reform?." Education Next 17, no. 1 (Winter2017 2017): 44-52. Education Research Complete, EBSCOhost.
Purpose: The U.S. Department of Education’s Office for Civil Rights announced this spring that the number of suspensions and expulsions in the nation’s public schools had dropped 20 percent between 2012 and 2014.
Authoraffiliations:
· Steinberg – The University Pennsylvanian’s Graduate School of Education
· Lacoe - Researcher at Mathematica Policy Research
Summary:
According to the department of Education office for civil rights, there has been a drop of suspensions and expulsions in public schools between 2012 and 2014. There have been moves to abolish the use of suspensions and expulsion by some policy makers. Furthermore, there have also been complains that suspensions and expulsions where used in a way that was not fair and discriminative of other students. Others do also believe that the abolishment of such punishment would result to a better working environment. There has also been a push by politicians including Barak Obamas government, which advocated for an alternative kind of punishment for students found on the wrong line of the school rules. This involved a joint venture by the Department of Education and the Department of Justice who eventually arrived on measures to improve the school climate and the discipline among students. They also send a strict warning of racism when it comes to disciplining of students at school. It is evident also that the move for discipline reforms has gone to the grassroots, which is the state and school district levels. Example is the District of Colombia.
A critical look on the effects of this alternative ways of suspension should be made. Various statistical reports have brought out variety of evidences. Example is the documentation in disparities in school in school discipline and race. In addition is the statistical report by the National Centre for Education show a downward trend in suspensions, student victimization and reports of bullying. It also shows decline in suspensions and expulsions. There has also been more that 30% if teachers reporting of disruption to studies due to behavior and tardiness. Evidence of exposure to extreme harsh conditions such has students exposed to Hurricanes tend to be out of school for a given time while dealing with the disaster. Finally, exposure to disruptive peers tends to affect students later in their studies.
Statistics also show disproportionate rates of suspension with it mainly affecting students of a specific race and also students with disabilities. Most of these being racial especially among the blacks in preschool, primary, middle and high schools. This has also created gaps between blacks ...
Comparative research is one of the most common and commonly known forms of assessment. It can take the form of meta-studies, where JA looks at existing research and pulls similar data points to compare to the data JA collects on its students, volunteers, etc. This approach has been used to determine how effective the JA volunteer model is and how JA alumni compare to the general population in terms of educational attainment, median income, and business ownership.
The Changing Nature of Vice-Principals' Work (Report by Dr. Katina Pollock) KNAER-RECRAE
This study examines the changing nature of vice-principals’ work in Ontario public schools. After the publication of the Principals’ Survey in 2013, nearly 400 vice-principals inquired about participating in a similar study; the present study was designed in response. We sought to develop a more comprehensive understanding of vice-principals' work in changing times. This included determining the types of duties, activities, and practices vice-principals engage in on a daily basis, as well as the challenges and possibilities they face in their current work.
Improved Student Learning And Strengthened Communitiesnoblex1
The new Project on Education is a collaborative action research project to examine and make a case for the roles and results of community organizing in reforming schools, improving student achievement, and revitalizing communities. We used collaborative inquiry processes to bring parents, community members, educators and students together to examine and reflect on their efforts and has conducted both local and national studies on parent and community participation in school reform.
The audiences for the project include funders and educators, as well as community organizing groups themselves. The project asks what indicates success in education organizing and how is it measured. It also asks what support community organizations need to do the work well.
A set of beliefs shapes the direction of this research effort. The data that is collected is meant to make visible and credible the basis of those beliefs to the funding community and to educators. Overall, the project is grounded in the belief that parents and other community members' participation in school reform is critical to change schools and to sustain reform.
Another belief is that education organizing contributes to making communities stronger through its dual emphasis on strengthening public institutions and building public leadership. The engagement of parents and community members in school reform requires that the walls between schools and the world outside become more flexible and porous. An assumption is that permeable boundaries ultimately benefit both students and communities. Parents and educators become directly accountable to each other for children's success in school. When schools value what parents bring, teachers can better engage students in their work.
Community organizing challenges the traditional separation of school, family and community domains. Another benefit is that community organizing redresses social, economic and political inequities with the goal of supporting the educational achievement of all children.
It also serves as a catalyst for reform, reinforcing and sustaining school improvement through active connections between schools and the outside community. Through the processes of community organizing, parents and community members gain skills and power and build networks that strengthen their neighborhoods and their participation in schools. The depth of such reform should be measured, in part, by the extent teachers, administrators, and community leadership work together and sustain dialogue and effective reform activity.
In seeking to identify indicators of success of community organizing, this project documents the work of these groups and identifies evidence that their efforts are making a difference. In looking for indicators, we ask what measures of success are credible to what audiences?
Source: https://ebookschoice.com/improved-student-learning-and-strengthened-communities/
Mini-Research on Single Methodology & Study: The Case Study
Course: Research Methods V: Qualitative Inquiry in Educational Leadership and Policy Studies - Fall 2016
Professor: Dr. Kate Way
Students: Fernanda V. Dias & Zeniah A. Sinclair
Date: 09/27/2016
College of Liberal Arts and Social SciencesDepartment of PLynellBull52
College of Liberal Arts and Social Sciences
Department of Political Science and Public Affairs
PADM 6840: Research Methods Fall 2022
Lab Exercise 1
The examples below are meant to assist students in understanding the types of activities that do and do not meet the federal definition of research.
ACTIVITIES
EXAMPLES
IS IT RESEARCH?
[YES/NO]
WHY
[Provide Reasons]
Data collection for internal, department, school, or other University administrative purposes
· Teacher evaluations, customer service surveys or workshop evaluations where results will be used to facilitate improvements
Course-related activities designed specifically for educational or teaching purposes, where data is collected from and about people as part of a class exercise or assignment that is not intended for use outside of the
classroom
· Research methods courses in which student assignments include interviews or surveys of individuals but results are not disseminated outside of the class.
.
Collecting and publishing personal or professional stories, without intent to draw conclusions or generalize findings
· Oral histories
· Autobiography
· Photojournalism
1 PRIM&R Webinar “Key Decision Points” Is it Research Involving Human Subjects? Is it Exempt? Is IRB Review Required?” Hale, Karen, RPh, MPH, CIP; Nelson, Daniel, MSc, CIP. February 28, 2013.
2 Petty, Cheri. “You’ll Know it When You See It: Defining Human Subjects Research Under DHHS Regulations.” November 8, 2013. PRIM&R 2013 AER Conference. Boston, MA.
1
Carrying out fee based services without the expectation of academic recognition or co-authorship or data ownership
· Personnel studies
· Cost-benefit analyses
· Customer satisfaction studies
· Biological sample processing
Case studies (n=1) or outcomes of only one individual that is published or presented
· Interviews or data collected from only one individual.
Institutional research (research conducted about the institution) that involves data collection, analysis, or reporting about educational, administrative, or other aspects of OSU for either internal improvement or external reporting
· Analysis of graduation rates by gender, age or race for reporting purposes
· Analysis of student success in a specific department or course for program improvement purposes
· Analysis of student tests or work samples to assess student outcomes for intra-departmental reporting
· Analysis of institutional databases or archival materials to inform such issues as:
· enrollment management
· faculty or staff planning
· space planning and utilization
· Focus groups, surveys or interviews with faculty or students intended to evaluate and improve programs or services provided by the institution or to assess needs
Program improvement or evaluation projects where the use of results is
· Internal reporting of assessments of community education or
2
restricted to informing the implementation or content of the program
programs, i.e.,
· survey results from senior cen ...
Quanitiative Research PlanTextbooksAmerican Psychological Asso.docxamrit47
Quanitiative Research Plan
Textbooks
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Frankfort-Nachmias, C., & Nachmias, D. (2008).Research methods in the social sciences (7th ed.). New York: Worth. (This textbook includes a GSS data disk that will be used in course assignments.)
Green, S. B., & Salkind, N. J. (2014). Using SPSS for Windows and Macintosh: Analyzing and understanding data (7th ed.). Upper Saddle River, NJ: Pearson.
Textbooks from RSCH 8100: Research Theory, Design, and Methods:
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (Laureate Education, Inc., custom ed.). Thousand Oaks, CA: Sage Publications.
Reynolds, P. D. (2007). A primer in theory construction. Boston: Pearson Education.
-or-
Reynolds, P. D. (2010). A primer in theory construction (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education.
Project Instructions
Quanitiative Research Plan
My chosen topic: Participation of students in non-profit educational program
Section 1 (edit and reduce pages by making them full)
· Title
· Introduction
·
· Opening statement
· Background of study
· Problem statement
· Purpose of the study
· Research question(s) and hypotheses
· Theoretical framework
Section 2: Craft a 5 page paper in which you do the following:
· Assess the strengths and limitations of each of the research designs presented in Weeks 2 and 3.
· Recommend a quantitative design for your research plan. Include a rationale for why that design would be most appropriate.
· For the designs that you did not choose, state why each one is not appropriate for your research questions, hypotheses, and variables.
· Support your work with references to the literature.
Section 3: Craft a 5 page paper that includes the following:
· The levels of measurement that will be important for your study and why.
· How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
· How you will ensure reliability for the measurement in your study.
· The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
· Provide at least 10 references to the literature to support your choices and rationales.
Section 4: Craft a 5-page paper that includes the following:
·
· The levels of measurement that will be important for your study and why.
· How you will ensure content validity, empirical validity, and construct validity for your study. If any of these types of validity do not apply to your plan, provide a rationale.
· How you will ensure reliability for the measurement in your study.
· The strengths and limitations of the measurement instrument you have selected in terms of reliability and validity.
· Provide at least 10 references to the literature to support your choices and ...
1. Basic research isresearch intended to enhance basic know.docxjackiewalcutt
1. Basic research is:
research intended to enhance basic knowledge about the physical, biological, psychological, or social world or to shed light on historical, cultural, or aesthetic phenomena.
large scale research performed under contract with a governmental agency such as the National Science Foundation (NSF), National Institute of Mental Health (NIMH), etc.
informal research conducted locally by a small staff with a small budget, the purpose of which is to pave the way for larger research initiatives.
research intended to address issues that have immediate relevance to current practices, procedures, and policies.
2. Applied research is:
research intended to enhance basic knowledge and theoretical reasoning about the world.
large-scale research performed under contract with a governmental agency.
informal research conducted by a small staff with a small budget, designed to shed light on a problem of local interest.
research that informs human decision making about immediate, practical problems.
3. Which of the following represents a well-written basic research problem?
“Which general education course is more interesting, U.S. History or World Music?”
“How do business teams of six or fewer members compare to teams of more than six members in terms of productivity?”
“How does the organization of mathematical information in long-term memory differ between 3-year-olds and 13-year-olds?”
“What is the ratio of native-born students to international students on the campuses of major U.S. state universities?”
4. Which of the following represents a well-written applied research problem?
“How does the organization of mathematical information in long-term memory differ between 3-year-olds and 13-year-olds?”
“How do business teams of six or fewer members compare to teams of more than six members in terms of productivity?”
“Which general education course is more interesting, U.S. History or World Music?”
“What is the ratio of native-born students to international students on the campuses of major U.S. state universities?”
5. Three of the following questions lend themselves well to research. Which one does NOT?
“How does the organization of mathematical information in long-term memory differ between 3-year-olds and 13-year-olds?”
“How do business teams of six or fewer members compare to teams of more than six members in terms of productivity?”
“Does message medium, print versus television, impact the effectiveness of public service health messages?”
“Which general education course is more interesting, U.S. History or World Music?”
6. Three of the following are characteristics of a well-written research problem. Which one is NOT?
The problem statement includes the researcher’s hypothesis.
The problem statement clearly delimits the object(s) of study.
The problem statement identifies the important factors to be investigated in the study.
The problem statement explicitly identifies assumptions.
7. “What p ...
COMMUNITY LEADERS -
KEY LEADERS in GWINNETT
THE DREAM
DELIVERING
RACIAL
EMPOWERMENT
ABOVE
MYSELF
MAKING DREAMS COME TRUE
NO ONE MAY USE THE NAME FROMJESUSNETWORK OR ACT ON THE BEHALF OF
FROMJESUS NETWORK WITH OUT WRITTEN CONSENT OF OWNER ALBERT FOWLER
COMMUNITY WATCH FOUNDATION
MISSION STATEMENT
TO MENTOR help to our young people to become leaders in our
community.
We are group of community watch leaders dedicated to the safety of
our
communites. By investing in the leadership skills of our future
generation.
By mentoring them to be safe and responsible leaders in our
community
by training them with other positive role models. sports, politics,
teachers hospitalty, even with safe internet E-menting program(our
safety patrol)
we will work with local police on crime prevention, drug and alcohol
prevention,stay in school with community in school program.
we will not let race, religion,economics stop us from building a
solid
foundation for the future
.
making dreams come true. seeing the future from heart of a mentee
OUR VISION
team leader for project
AL FOWLER
CC
Similar to Dr. B.C. DeSpain, National Forum Journals, www.nationalforum.com (20)
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Dr. B.C. DeSpain, National Forum Journals, www.nationalforum.com
1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
VOLUME 28, NUMBER 1, 2010-2011
LEARNING FROM THE BEST:
A STUDY OF AASA’S
SUPERINTENDENT’S OF THE YEAR
Ben C. DeSpain
West American College of Acupuncture
& Oriental Medicine
Robert L. Marshall
Walden University
Chablis P. DeSpain
ABSTRACT
The AASA National-Superintendent-of-the-year program is twenty-five years old. For
the past eight years we have been conducting an annual survey of these public school
superintendents who are selected by their colleagues to represent their respective states
in the national recognition program. The survey instrument continues to undergo
refinement as we gather data in an effort to glean from this group of leaders the lessons
they have mastered in their careers. This is the first publication of the research effort.
he Annual National Superintendent-of-the-Year program,
sponsored by the American Association of School
Administrators (AASA), has now completed its first quarter
century of recognizing its brightest and best. As the recognition
program enters its twenty-sixth year, it appears that the program is
becoming more successful with each passing year in truly recognizing
those school leaders who are among the very best serving children and
community schools throughout the nation and even beyond. Each
statewide superintendent organization annually selects a representative
who is identified as the State Superintendent-of-the-Year. This
individual automatically becomes the nominee from his/her state for
T
48
2. 49 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
the national award, conferred each year at the annual conference in
February. In addition to the state nominees, there are also selections
from the U.S. Territories and from the Dependant Schools operated
through the Department of Defense. While the exact number
fluctuates, there are usually about fifty-two to fifty-four nominees.
Each nominee presents a portfolio of his/her experiences to a review
committee which selects four finalists who are identified before the
annual conference. All state nominees attending the national
conference are recognized at the annual conference and the four
finalists are introduced and have their career highlights noted. The
National Superintendent-of-the-Year is then identified from this group
and announced. It is a poignant moment for the thousands in
attendance.
Origin and Development of the Study
Beginning nine years ago, two of us initiated a study via a
survey instrument “to gain a broader understanding of leadership
practices and the persons who engage in that practice,” as we wrote in
the introduction to that first survey. That initial effort was aimed at
collecting demographic data, information on personal reading habits,
and other select activities of the lifestyle of the superintendent. After
three years of this somewhat limited-in-scope effort, we determined
that this group of school leaders was not the subject of study by
anyone else. We determined that we should formalize our efforts and
make considerable changes to probe more areas. As a result, the
instrument underwent a major revision and significant expansion. Our
investigation addressed three primary objectives which continue, after
five years, to serve as a compass for our annual effort: “1) to
conceptualize the activities and actions demonstrated by these
successful school leaders beginning in the early years and moving into
adulthood, 2) to identify past/present reading habits of educational
leaders, and 3) to collect preliminary information for follow-up
research regarding employment practices and the accountability
movement.” (Introduction to the Study)
3. Ben C. DeSpain, Robert L. Marshall, and Chablis P. DeSpain 50
Along the way, the initial colleague moved back to public
education to become a superintendent and a new colleague was added
along with a willing spouse. Each year has seen minor adjustments to
the survey instrument, often at the suggestion of those who participate
each year. Thankfully, we have always enjoyed over a 70% response
rate and on occasion more than 90% of the population has given time
from their busy schedules to respond to our survey which is now
administered on line with the use of Survey Monkey. Today the
instrument contains sections collecting: 1) demographic data, 2)
historical data on residence and family during elementary, middle, and
high school, 3) personal activities engaged in during the school age
years which were sponsored by the home, community, or school, 4)
reading habits and preferences, 5) a personal assessment section
dealing with perception of self and style, and how they handle
criticism and, 6) five questions calling for short written responses. The
five questions are very telling and provide considerable insight to the
heart and soul of these extraordinary leaders. One asks the respondent
to recall and describe the first experience when they realized they were
or wanted to become a leader. The second question asks them to list
the most important elements they expect to find in an outstanding
leadership candidate’s professional file. The third question addresses
the most important “things”—qualities, characteristics, responses—
they want to find in the first moments on an initial interview with an
outstanding educational leadership candidate. The fourth question asks
the person to give their impression of “the accountability movement”
and its impact on their performance as a school leader. Finally, the last
question asks the respondent to give a list of their “must read” books
for educational leaders.
The Results
A word of caution concerning a lingering, though diminishing
issue, should perhaps be injected at this point because it has been
mentioned each year by a very limited number of the respondents. We
offer it here to simply acknowledge its existence and provide a
4. 51 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
perspective on the matter as it has become less an issue with each
passing year. Perhaps the “accountability movement” itself has
hastened the demise of this matter more than any other thing. We
speak of the comments of a few superintendents who have taken time
to remind us of what we already had experienced firsthand from our
years as public school leaders. Namely, that the annual selection of the
Superintendent-of-the-Year in some states has been little more than
the honoring of one of the favorite “Good Ole Boys” by his (and on
rare occasions, her) colleagues. While that may still occur on occasion,
there is absolutely no question on our part that the overwhelming
majority of the state selections each year are among the finest and
most able leaders from the many hardworking public school servants
in America. Their answers and their grasp of the issues are simply
stellar. We applaud them, their efforts, their dedication, and their
justified selection and recognition by their peers.
Related Applicable Studies
It has already been noted above that this eight year effort is the
only study of this select group of superintendents. There have, and
continue to be, studies including many doctoral dissertations which
focus on school superintendents. Many of those focus on the tasks of
the position, job satisfaction, key responsibilities, critical issues, length
of tenure in a position, etc. Our efforts were and continue to remain
focused on the personal attributes, habits, and driving forces
motivating the individual and how he/she came to discover and
develop those skills and habits essential to their success as a leader in
public education.
A review of the literature revealed that there were efforts to
study superintendent’s attitudes and characteristics in earlier studies.
Some of those studies offer a benchmark for our efforts in this study.
In a 2007 study of attitudes of Wisconsin Superintendents toward No
Child Left Behind (NCLB) (Allen and Leverich, 2007) reported that
only 27% of the respondents agreed with the statement, “NCLB has
5. Ben C. DeSpain, Robert L. Marshall, and Chablis P. DeSpain 52
improved the quality of education in my district.” The 63% rate of
response from the superintendents of the 267 school districts across
the state led the researchers to conclude that most superintendents
expressed opposition to NCLB and want changes in the law. The
superintendents also believed that only a few of the sanctions offer any
hope to improve educational quality.
In a 2006 meta-analysis of 27 identified research reports
conducted since 1970 on the effect of superintendents on student
achievement, researchers (Waters and Marzano, 2006) at the Mid-
continent Research for Education and Learning (McREL) produced
four major findings. The key findings were: 1) District level leadership
matters, 2) Effective superintendents focus their efforts on creating
goal oriented districts, 3) Superintendent tenure is positively correlated
with student achievement, and 4) Effective superintendents appear to
provide school leaders with “defined autonomy.”
In a 2008 study of superintendents in Illinois, conducted in
cooperation with the Illinois Association of School Administrators
(Berg, 2008), many interesting questions were posed which offered
real insight into the careers of the subjects. Additionally, there were
several queries which obtained demographic data, personal
information, and professional activities and opinions on a wide range
of topics. This study reported that the mean number of years served as
a superintendent by the respondents was just over 7 years. Another
question addressed the age of the respondent which was 51.2 years.
One gender question revealed that the respondents were 24% female
and 76% males. No questions in this study, as is typical of a large
number of studies reviewed, addressed the type of community the
respondent served (rural, urban or suburban) or whether the
respondent had worked outside the field of education prior to
becoming a school administrator. Neither were there questions in any
of the studies which sought information on family background,
siblings, or activities engaged in during elementary, middle, or high
school. Questions were also missing about reading habits, teacher
perceptions of the respondent as they were growing up, their thinking
6. 53 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
process as compared to classmates, whether they had a mentor early in
their life, how they got along with others, and how they handled
criticism. These types of questions and the responses received, the
researchers believe, offer great insight into the success of this unusual
group of school leaders.
Responses on Commonly Shared Questions
One of the short answer questions in our survey was also asked
in one of the studies identified above. That question presented in the
earlier study asked: “Has NCLB improved the quality of education in
my district?” The response in that survey was positive from 27% of
the superintendents. While our survey asked the question as a
qualitative question: What is your impression of “the accountability
movement” and how is it impacting your performance as a school
leader? A sample of the positive short answer responses received is
provided as follows:
• Accountability is both necessary and acceptable. NCLB has
made my job a little less enjoyable.
• Makes me focus on every little thing trying to cover all the
bases—rather stressful at times. Closing the achievement gap
is very important.
• The moral intent is noble—the actions taken to achieve the
intent are flawed. I use the moral intent to hammer home the
importance of closing the achievement gap.
• I have no problem with being held accountable. I simply want
our society and the decision makers to place as much emphasis
on public education as they do entertainment.
• Accountability is necessary and has made a positive impact.
• I spend more time thinking about improving student
achievement than I did in the past. We are constantly working
to improve data systems so we can adjust instruction for
youngsters who are not making progress.
7. Ben C. DeSpain, Robert L. Marshall, and Chablis P. DeSpain 54
• I always felt I was accountable to my community. It does not
impact my performance at all.
• About time, helps keep the organization focused on the right
targets.
• Movement has many positive aspects and some areas that need
improving. It has helped me stay focused.
• First, I hold myself accountable and then those around me to
accomplish our mission.
• Accountability has forced all of us to rethink the way we
approach our work and the work we are doing for student
learning. It has refocused the conversation around data and
student achievement.
• Mostly, it is a very good influence. It has sharpened my
leadership focus and focused my professional attention.
• Get it done, accomplish the mission. That is the only answer.
The above responses were all judged as positive by the
researchers. Such responses were received from a surprisingly large
number of the superintendents. Where the Wisconsin study of Allen
and Leverich (2007) found only 27% responding positively, our study
revealed that 71% of the respondents were positive. In fact, even
among comments judged negative we found some strong support for
the concept but negative on the failure to adequately fund and the
approach to testing. It is perhaps worthy of noting that this percentage
has been growing over the last few years, but this is the first time it has
exceeded 70%.
The meta-analysis of 27 reports done by Waters and Marzano
(2006) identified at least one finding that has relevance with this
current study’s findings as revealed above. The second finding of
Waters and Marzano was that “Effective superintendents focus their
efforts on creating goal oriented districts.” The comments presented
above seem to mirror their findings from earlier studies. We have
already stated that we accept that the selected superintendents are
selected, in large measure, for their success and effectiveness.
8. 55 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
When the data from this study were compared with the Illinois
study by Berg (2008) on the three comparable questions, the results
were somewhat similar. For example: on the question concerning age,
the Berg study found the Illinois superintendents had a mean age of
51.2 years. Our study revealed that 20% were between the ages of 46-
55 and 80% were 56 years or older. Further, The Illinois study found
that the mean number of years the respondents had been a
superintendent was 7.1 years. This study asked for information on the
length of the service in the current position as superintendent which
was 8.6 years. The last similar question related to the gender of the
superintendents. The results of the gender question were the same on
the two studies with each being 24% females and 76% males.
Findings Not Presented by Other Researchers
The data from the 2008 survey of the Superintendents-of-the-
Year covers a wide range of topics. Space here does not provide the
opportunity to discuss all of the findings but we will offer some of the
more revealing information. This year’s (2008) State-Superintendents-
of-the-Year (covering February 2008 to February 2009) had 3%
serving in districts of less than 1000 students, 14% in districts of
1,001-2,500, 43% in districts of 2,401-5,000, and 40% in districts over
5,000 students. 26% of the districts were categorized as rural, 17% as
urban and 57% as suburban. The typical respondent in this survey had
been an educator 34.7 years, had been an assistant superintendent and
superintendent for a combined total of 17.5 years. Of the six (6)
respondents who had careers outside education, the average length of
those careers was 6 years. The range was from 2 years to 22 years
among this group, with the 22 year career being in the military.
9. Ben C. DeSpain, Robert L. Marshall, and Chablis P. DeSpain 56
Early Family Demographics
The demographic data from the early years of the respondents
proved very interesting. Nearly 58% of the respondents were born and
lived through elementary school in a rural residence, while 21% lived
in a suburban residence and 21% in an urban residence. Only one
participant (3%) did not have a two parent family from birth through
elementary school. At the time of graduation from high school, 82% of
the respondents still enjoyed a two parent family. A small percentage
(3%-6%) had other family members living in the home (grandparents)
until graduation from high school. Of the 34 respondents, 9% were the
only child, 67% had 1-3 siblings, and 24% had 4 or more siblings.
Home Sponsored Activities
Within the school age years, respondents were asked to tell us
which home sponsored activities, which school sponsored activities,
and which community sponsored activities they engaged in during the
elementary, middle, and high school years.
Sometime from birth through elementary school 45% of the
respondents took music lessons and some sports related lessons such
as swimming. The same was true for middle school. In high school,
those taking music lessons dropped to 20% while those taking sports
related lessons (golf, tennis, swimming, etc) increased to 56%. From
35% to 38% of the group was involved in camping, boating, hiking,
crafts, and collecting coins or stamps with a slightly smaller
percentage engaging in hunting and fishing during the elementary
years. By middle school the percentage involved in hiking, camping,
and boating had grown to 56% and the number hunting and fishing
had grown to 44%. The respondents reported that there are still many
who have maintained the interests of their early years to this day.
10. 57 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Community Sponsored Activities
Community sponsored activities also gained and held the
attention of many future superintendents in their early years. Church
activities captured the attention of 91% of the respondents from
shortly after birth, and even today 61% report they are still actively
involved in their local church. From 41% to 50% were also involved
in little league sports programs, scouting, or summer programs
sponsored by Parks and Recreation programs in their community. It is
interesting to note that 20% of the respondents were involved in
volunteerism as elementary age children, by middle school it was
32%, by high school it was 50 %. Even today as very busy adults, 60%
are still volunteering their time in their community. No one reported
having a mentor in elementary school but one did (3%) in middle
school and 4 did (12%) in high school. Today, over 30% are involved
in mentoring at least one person. The last area of consideration in this
section is the number who worked part time during the early years.
About 10% worked (mowed lawns, baby sat, etc.) in elementary. That
increased to 44% in middle school and to 80% during high school.
School Sponsored Activities
School sponsored activities did not hold much attraction for
these future superintendents during their early years. While a few did
become active in things like band, choir, acting, or an academic club,
the percentage was not above 12% of the group. Only teamed sports
managed to attract as many as 28% of the group during their
elementary years. By middle school that group had grown to 47% of
the members, and 35% were involved in student government. By high
school, 65% were playing team sports, 60% were in some type of
leadership role, 47% were in student government, while 45% were
involved in interest clubs or academic clubs, and 32% were active in
school publications.
11. Ben C. DeSpain, Robert L. Marshall, and Chablis P. DeSpain 58
Reading Practices
The original survey of this group of superintendents was
primarily a survey of reading habits. Happily, we have kept and
continued to probe that area of personal habits of these educational
leaders. In this current survey, 92% of the respondents consider
themselves “regular readers,” with an even higher percentage (94%)
reporting they regularly read books, and 100% reporting they regularly
read magazines/journals. (The 92% is perhaps an error on the part of
one respondent who should have marked “yes” on being a “regular
reader.”) Many among the group read fiction and nonfiction books
with 43% reporting they prefer fiction and 57% preferring nonfiction.
When asked how many books they read per year, the range was
from 0 to 100 books with 15 books being the mean. While the range
this year is not the largest in the history of the research, the mean of 15
books is the highest to date and is more than three times the low of a
few years ago!
Respondents acknowledged reading from 0 to 5 daily
newspapers with the mean being 2 per day. Interestingly, only one
respondent (3%) reported regularly reading books via the internet.
About 33% reported regularly reading journals on the internet, and
about 23% acknowledged they are a subscriber to an audio club where
they receive books on CD or tape. All who are regular readers of
books said they plan to read more after they retire. When asked a
desirable or optimal number of books for a superintendent to read each
year, the range was 3-45, with 14 being the mean and 12 being the
median.
Respondents were asked to rate on a scale of 1-5 (1 being low
and 5 being high) how important the regular reading of books and
journals was to their career. They responded with 3% saying a “2”
while 9% rated it a “3”and 11% rated it a “4” and 78% gave it a rating
of “5.” This represents a dramatic increase over the responses to this
questions during the earlier years of this study when there were high
12. 59 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
numbers who responded with a “2” or “3” and responses of “4’ or “5”
were infrequent events. As noted above, there was a short response
question concerning recommended books suggested by the
participants as a “must read.” That list will be presented later.
Self Assessment
The participants were asked to reflect upon their own image
and how others perceived them. We asked seven (7) questions which
follow immediately with the response data.
1. Would your teachers have described you as an “intelligent
young person?” 77% yes, 23% no.
2. Would your teachers have described you as a “strong student?”
57% yes, 43% no.
3. Were you considered a leader (formally/ informally) in your
high school? 85% yes, 15% no.
4. Do you consider yourself to be a competitive person? 94%
yes, 6% no.
5. Do you feel that you have the ability to “think differently than
the crowd?” 100% yes!
6. Did/do you have strong mentors? 79% yes, 21% no.
7. Do you believe you have the ability to “get along well with
other people? 94% yes, 6% no.
Qualitative Questions
In the final section of the survey, we asked seven (7) short
answer qualitative questions. One of those questions has already been
discusses—the one dealing with the accountability of NCLB. We shall
list the remaining questions and provide a sample of the responses to
each.
13. Ben C. DeSpain, Robert L. Marshall, and Chablis P. DeSpain 60
How do you handle criticism of detractors or criticism as a
whole?
All participants responded to this question. Most answers were short
and to the point but nearly all responses contained a key word. Words
like “listen” and “learn” appeared in eight responses each. “Reflect,”
“collect’” and “consider,” were also used three or four times each.
Here are a few samples:
• I listen carefully, consider what I hear, thank the critic and then
decide what has merit and either use it to improve or move on.
• Well, at times it hurts, but I learn from it.
• Listen, respond politely, Look for merits of criticism and make
appropriate changes, if any.
• It always bothers me but I try to learn something from each
experience.
• Reflect on it and evaluate it for validity and future direction
Please briefly describe the first time/experience during
which you realized that you were a leader/wanted to be a leader/or
would become a leader.
Thirty four of thirty five responded to this query. Interestingly, all
respondents could provide specific information on this probe. The
events occurred during the elementary school years until after college.
Elementary school was the time when 24%, (8) participants, realized
they wanted to be a leader, high school had 46% (15) respondents
realize it, college had 15% (5) individuals, and post college had 15%
(5) individuals. A few comments are offered as examples of the
responses:
• College. Fraternity president. Dealt with a racial issue which
was splitting the organization.
• Elected 9th
grade class president.
• High school church youth group.
14. 61 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
• I made myself a catcher in little league so I could see the field
in its entirety.
• When fellow students asked me for advice during my senior
year in high school
• I was in elementary school and selected captain of the school’s
safety patrol.
• Boy Scouts . . . U.S. Army, entered at age 19 as private. . left
22 years later as Lt. Col.
What are the most important elements (content as well as
style) which you expect to find in an outstanding educational
leadership candidate’s professional file?
Once again Thirty four responses were provided. Many excellent
responses were provided which indicate that the respondents can select
good leadership candidates. Examples follow:
• Good academic credentials, evidence of collaboration with
others, ability to make decisions, evidence of high moral
character, and in the case of educational leadership, a
commitment to doing what is good for children.
• Listens well, knowledge of educational issues and strategies,
experience as an educator, committed to the cause, strong
interpersonal skills.
• Strong teaching, character, integrity, work ethic.
• Outstanding letters of recommendation, documented
community service, successful educational experience, and
evidence that the candidate had the ability to lead people.
• I look for experience with curriculum and efforts to address
student academic achievement.
• Willingness and open to new learning. The sincere desire to
grow and change to improve leadership skills.
• Ability to listen, reflect and learn. The courage to accept input,
decide, and act.
15. Ben C. DeSpain, Robert L. Marshall, and Chablis P. DeSpain 62
• Evidence of integrity, sound judgment, and active commitment
to capacity building with and for others.
• Integrity, analytical, ability to communicate, reflective,
humble. . .
What are the most important “things” (qualities,
characteristics, responses, etc.) you find in the first moments of the
initial interview with an outstanding educational leadership
candidate?
Thirty-four responses were recorded from participants. Examples
follow:
• Energy, enthusiasm, people skills, intellect.
• Establishing relationships, thoughtfully addressing questions.
• Confidence, open, personable, friendly, professional in dress,
firm handshake, at ease.
• Communication skills, energy, vision, and curiosity.
• Dynamic, engaged, focused, high energy, interested and
interesting, thoughtful.
• Looks you in the eye. Is confident. Good listener.
What books do you consider a “must read” for educational
leaders?
Thirty-three participants responded to this opportunity to select their
favorite books for those aspiring to become school leaders. This is the
last question on the survey and it provided familiar books and authors.
Books from leadership authors and about leadership seemed to
dominate but there were also books by writers like Michael Fullen,
who is recognized for his work in instructional improvement. There
were books written my Steven Covey, John Maxwell, Peter Senge,
Patrick Lencioni, Howard Gardner, Jim Collins, T. L. Friedman, Ken
Blanchard, and numerous others. The two leading books which were
16. 63 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
on eleven lists and ten lists respectively were: Good to Great by Jim
Collins and The World is Flat by T. L. Friedman.
Summary
Getting acquainted with this group and having the opportunity
to speak to them and present these findings at the AASA Conference
in Tampa in February 2008, was a delightful experience. They gave a
genuine welcome and were interested to learn more about themselves.
They exhibited gusto for life that was infectious.
It is recognized by the researchers that this is a very small
sample of the more than 13,000 School superintendents across the
United States. Our purpose was never to try to infer any findings from
this select group to the greater group. It was and remains our desire to
try to discover some unique characteristics, common to this group that
may have contributed to their success. Additionally, as students of
leadership and both professors and practitioners of the art of
leadership, we sought to learn from this group in order that we might
better serve our students and mentees. Some remarkable finds were
discovered and are presented here.
1. This group of school leaders became engaged deeply within
their respective communities at an early age. They remain so
today with over 60% still finding time to volunteer.
2. The members of this group are hard working and have always
been committed to working as over 80% worked part time
during high school.
3. No Child Left Behind (NCLB) has had a profound impact on
the members of this group but most of it is perceived as
positive. This finding sharply departs from the results of other
larger studies.
17. Ben C. DeSpain, Robert L. Marshall, and Chablis P. DeSpain 64
4. A large percentage of the members of this group recognized
their leadership gifts while still students with 85% being
involved in a leadership role before leaving high school.
5. Nearly 80% of the members studied reported they were
strongly influenced by a mentor, starting as early as middle
school.
6. All the respondents, without exception, recognize that they
think differently and nearly all think that they get along well
with other people.
7. When considering the role and influence of the school,
community, and home in the development of the members of
this study as they grew up; it appears that there was a change in
the significance of each as the child progressed through school.
In the elementary years, it was the home, and then the
community sponsored activities that held significance in their
development with very little impact by the school aside from
the formal curriculum. During the middle grades , it was the
community and the home based activities sharing most of the
load for impacting the development of the child, with the
school starting to gain influence as students became interested
in the sports program and student government. By high school,
it was school sponsored activities that dominated the interest of
the child with some considerable remaining interest in
community based activities. There was, however a rather
strong interest in home sponsored activities—such as
swimming, camping, boating, hiking, fishing, hunting, etc—
which remained for over 50% of the participants until now.
8. Perhaps it is the impact of the accountability movement, but
the attitudes of this year’s participants and the responses they
18. 65 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
provided, leads one to think that the “changing of the guard” is
rapidly accelerating as the predicted wave of retirements and
the ushering in of a “new breed” of school leaders seems to
have arrived. They seem to indeed think differently, and appear
more positive about the challenges of the future.
REFERENCES
Allen, R. & Leverich, J. (2007). The views of Wisconsin school
superintendents about No Child Left Behind: 2007. Madison,
WI: WEAC.
Berg, R. L. (2008). The Illinois school superintendency: A summary
report of the 2008 (2007-2008 School Year) Survey of Illinois
superintendents. Springfield, IL: IASA.
Glass, T., Bjork, L., & Brunner, C. C. (2000). The study of the
American superintendency, 2000: A look at the superintendent
of education in the new millennium. Arlington, VA: AASA.
Waters, T., & Marzano, R.J. (2006) School district leadership that
works: The effect of superintendent leadership on student
achievement. Denver, CO: Mid-continent Research for
Education and Learning (McREL).