This article discusses strategies for utilizing the postmodern theoretical paradigm to close the achievement gap and increase student success. [1] It examines postmodern views of metaphysics, epistemology, axiology, futurism, constructivism, and the need for a diverse curriculum. [2] The postmodern paradigm believes that knowledge is constructed through social and cultural influences rather than being an objective truth. [3] Educational leaders must abandon old concepts and values and explore new strategies like those presented by Fenwick English to address the needs of all learners through curriculum and increase academic achievement.
CAREER FORWARD - THE TOOLS YOU NEED TO START MOVINGKelly Services
The document provides guidance on networking to advance one's career. It discusses how networking involves cultivating relationships that can provide career opportunities and advice. The document recommends developing an introductory presentation, identifying contacts within one's network, and using a variety of in-person and online methods to connect with professionals. It also provides tips for successful networking, such as asking informative questions, following leads immediately, and introducing contacts to one another.
Student Assessment and Artificial Intelligence - Exploring What’s Possible - ...Thomas Lancaster
This document discusses academic integrity and references the 2023 International Center for Academic Integrity conference with the hashtags #ICAI2023, #academicintegrity, and #integritymatters. It also includes an "artistic impression" and links to a Reddit post about using artificial intelligence to get straight As.
Dr. William Allan Kritsonis Inducted into the William H. Parker Leadership Academy Hall of Honor (HBCU)
Remarks by Angela Stevens McNeil
July 26th 2008
Good Morning. My name is Angela Stevens McNeil and I have the privilege of introducing the next Hall of Honor Inductee, Dr. William Allan Kritsonis. Dr. Kritsonis was chosen because of his dedication to the educational advancement of Prairie View A&M University students. He earned a Bachelor’s degree in 1969 from Central Washington University in Ellensburg, Washington. In 1971, he earned his Master’s in Education from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa.
Dr. Kritsonis has served and blessed the field of education as a teacher, principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. He has also earned tenure as a professor at the highest academic rank at two major universities.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
Dr. William Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected scholarly academic periodicals. In 2004, he established the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. Over 300 articles have been published by doctorate and master’s degree students and most are indexed in ERIC.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University.
Dr. William Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels. It is my honor to bring him to the stage at this time as a William H. Parker Leadership Academy Hall of Honor Inductee.
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
Dr. William Allan Kritsonis, Freedom of Expression, Due Process, Rights of Students, Rights of Employees, Unfair Labor Practices, Federal, Regional, State, District Courts - Legal Procedures
Dr. William Allan Kritsonis, School Law, Drug Testing, Student Dress and Grooming, Search and Seizure in Public Schools, Privacy Issues, Due Process, Discrimination, Diversity, Legal Procedures, Rights of Students and Employees.
Dr. Kritsonis' Awards & Accomplishments
FELLOWSHIPS, SCHOLARSHIPS, HONORS, AWARDS
HALL OF HONOR, William H. Parker Leadership Academy, Graduate School
Prairie View A&M University, The Texas A&M University System (2008)
INVITED LECTURER, Oxford Round Table, Oriel College in the University of Oxford, Oxford, England (2005)
DISTINGUISHED ALUMNUS AWARD, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington. (2004)
VISITING SCHOLAR, Stanford University, School of Education, Palo Alto, California. Postdoctoral Study in Educational Administration and Supervision. (1987)
VISITING SCHOLAR, Teachers College, Columbia University, New York, New York. Postdoctoral Study in Educational Administration and Supervision. (1981)
ACADEMIC SCHOLARSHIP, The University of Iowa, College of Education, Iowa City, Iowa. (1973)
FELLOWSHIP, The University of Iowa, College of Education, Iowa City, Iowa. (1972-1973)
ACADEMIC DEAN’S LIST, Seattle Pacific University, Washington. (1971)
BASEBALL SCHOLARSHIP, Everett Community College, Washington. (1965-1966)
ALL-CONFERENCE COLLEGE BASEBALL PLAYER, Everett Community College, Washington. Third Base. (1965)
Tryouts with the NEW YANKEES and PITTSBURGH PIRATES Professional Baseball Teams. (Summers 1964-1967)
PLAYER, Everett ORIOLES Farm Team of the BALTIMORE ORIOLES Organization, Everett, Washington. (1965)
ALL-STATE HIGH SCHOOL BASEBALL PLAYER, Third Base, Lincoln High School, Seattle, Washington. (1964)
INSPIRATIONAL AWARD WINNER, Lincoln High School, Varsity Baseball Team, Seattle, Washington. (1964)
Texas National Association for Multicultural Education Honors Dr. William All...William Kritsonis
NAME Honors Dr. Kritsonis as Professork, Scholar, and Pioneer Publisher for Distinguished Services to Multicultural Research Publishing
Ceremony held on the campus of Texas A&M University, College Station, Texas
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
CAREER FORWARD - THE TOOLS YOU NEED TO START MOVINGKelly Services
The document provides guidance on networking to advance one's career. It discusses how networking involves cultivating relationships that can provide career opportunities and advice. The document recommends developing an introductory presentation, identifying contacts within one's network, and using a variety of in-person and online methods to connect with professionals. It also provides tips for successful networking, such as asking informative questions, following leads immediately, and introducing contacts to one another.
Student Assessment and Artificial Intelligence - Exploring What’s Possible - ...Thomas Lancaster
This document discusses academic integrity and references the 2023 International Center for Academic Integrity conference with the hashtags #ICAI2023, #academicintegrity, and #integritymatters. It also includes an "artistic impression" and links to a Reddit post about using artificial intelligence to get straight As.
Dr. William Allan Kritsonis Inducted into the William H. Parker Leadership Academy Hall of Honor (HBCU)
Remarks by Angela Stevens McNeil
July 26th 2008
Good Morning. My name is Angela Stevens McNeil and I have the privilege of introducing the next Hall of Honor Inductee, Dr. William Allan Kritsonis. Dr. Kritsonis was chosen because of his dedication to the educational advancement of Prairie View A&M University students. He earned a Bachelor’s degree in 1969 from Central Washington University in Ellensburg, Washington. In 1971, he earned his Master’s in Education from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa.
Dr. Kritsonis has served and blessed the field of education as a teacher, principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. He has also earned tenure as a professor at the highest academic rank at two major universities.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
Dr. William Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected scholarly academic periodicals. In 2004, he established the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. Over 300 articles have been published by doctorate and master’s degree students and most are indexed in ERIC.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University.
Dr. William Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels. It is my honor to bring him to the stage at this time as a William H. Parker Leadership Academy Hall of Honor Inductee.
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
Dr. William Allan Kritsonis, Freedom of Expression, Due Process, Rights of Students, Rights of Employees, Unfair Labor Practices, Federal, Regional, State, District Courts - Legal Procedures
Dr. William Allan Kritsonis, School Law, Drug Testing, Student Dress and Grooming, Search and Seizure in Public Schools, Privacy Issues, Due Process, Discrimination, Diversity, Legal Procedures, Rights of Students and Employees.
Dr. Kritsonis' Awards & Accomplishments
FELLOWSHIPS, SCHOLARSHIPS, HONORS, AWARDS
HALL OF HONOR, William H. Parker Leadership Academy, Graduate School
Prairie View A&M University, The Texas A&M University System (2008)
INVITED LECTURER, Oxford Round Table, Oriel College in the University of Oxford, Oxford, England (2005)
DISTINGUISHED ALUMNUS AWARD, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington. (2004)
VISITING SCHOLAR, Stanford University, School of Education, Palo Alto, California. Postdoctoral Study in Educational Administration and Supervision. (1987)
VISITING SCHOLAR, Teachers College, Columbia University, New York, New York. Postdoctoral Study in Educational Administration and Supervision. (1981)
ACADEMIC SCHOLARSHIP, The University of Iowa, College of Education, Iowa City, Iowa. (1973)
FELLOWSHIP, The University of Iowa, College of Education, Iowa City, Iowa. (1972-1973)
ACADEMIC DEAN’S LIST, Seattle Pacific University, Washington. (1971)
BASEBALL SCHOLARSHIP, Everett Community College, Washington. (1965-1966)
ALL-CONFERENCE COLLEGE BASEBALL PLAYER, Everett Community College, Washington. Third Base. (1965)
Tryouts with the NEW YANKEES and PITTSBURGH PIRATES Professional Baseball Teams. (Summers 1964-1967)
PLAYER, Everett ORIOLES Farm Team of the BALTIMORE ORIOLES Organization, Everett, Washington. (1965)
ALL-STATE HIGH SCHOOL BASEBALL PLAYER, Third Base, Lincoln High School, Seattle, Washington. (1964)
INSPIRATIONAL AWARD WINNER, Lincoln High School, Varsity Baseball Team, Seattle, Washington. (1964)
Texas National Association for Multicultural Education Honors Dr. William All...William Kritsonis
NAME Honors Dr. Kritsonis as Professork, Scholar, and Pioneer Publisher for Distinguished Services to Multicultural Research Publishing
Ceremony held on the campus of Texas A&M University, College Station, Texas
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
Williams, monica why hbcu presidents need entrepreneurial focusWilliam Kritsonis
This document discusses the importance of presidential involvement in fundraising at Historically Black Colleges and Universities (HBCUs). It notes that HBCU presidents need to develop an entrepreneurial spirit to encourage private fundraising, as public support is decreasing. The president's direct involvement in donor cultivation and stewardship is crucial to creating sustained giving. However, many HBCU presidents fail to engage donors. For HBCUs to survive, presidents must embrace fundraising and cultivate meaningful relationships with satisfied donors.
Barbara A. Thompson & Dr. W.A. Kritsonis, employment lawWilliam Kritsonis
This document discusses the constitutional concept of due process as it applies to public school employment in Texas. It explains that public employees are entitled to due process protections under the 14th Amendment if they have a property right in continued employment. It outlines the different types of employment contracts in Texas public schools - including at-will, probationary, term, and continuing contracts - and the due process rights afforded to employees under each type. It also discusses the hiring and firing process for public school personnel and the role of the State Board for Educator Certification.
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
Financial controls a safeguard against misuse of public funds-nfeasj v27 n4...William Kritsonis
The document discusses two methods of financial controls used by school districts: internal control and financial audits. Internal control involves policies and procedures implemented by the accounting unit, such as formal organization, separate financial accounts for each unit, and separation of asset handling from record keeping. Financial audits, which can be external or internal, independently verify that accounting principles were correctly applied and financial reports are accurate. Both types of audits examine areas like cash flow, accounts receivable, inventory, fixed assets, loans, and revenues/expenditures. Financial controls help administrators safeguard resources and ensure their efficient and effective use.
Dr. William Kritsonis, Dissertation Chair for Desiree Adair SkinnerWilliam Kritsonis
This document summarizes a dissertation defense examining high school principals' and counselors' perceptions of high school counselors' roles based on surveys completed by principals and counselors in Texas. The study found some agreement but also significant differences between how counselors perceive their roles and how principals perceive them. It also found differences between counselors' perceived and expected roles. The study recommends increased communication between principals and counselors to better define counselors' duties based on national standards.
Bowman, etima seven ways to increase at risk student participation in extra-c...William Kritsonis
This article provides seven suggestions for increasing at-risk student participation in extracurricular activities: 1) Ensure activities interest students by surveying them; 2) Develop goals for programs collaboratively; 3) Select competent, skilled, and passionate adult leaders and facilitators; 4) Provide academic assistance for struggling students; 5) Encourage parental support and involvement; 6) Manage time wisely and effectively; 7) Continuously evaluate programs for effectiveness. Research shows extracurricular activities can positively impact at-risk students' academic achievement, psychosocial development, and health behaviors.
This document discusses implementing organizational change in schools based on Fullan's eight lessons of change. It provides context on the need for education reform in the US to improve student outcomes. Fullan's model emphasizes that change is complex, non-linear, and problems should be viewed as opportunities. The summary discusses how leaders must understand mandated changes, see themselves as agents of change, think systematically, involve teachers in decision-making, and balance individualism and collaboration. Vision and plans should emerge over time through learning and consensus-building. Overall, the document argues for a new paradigm in education reform that focuses on continuous improvement led by skilled change agents in schools.
Lunenburg, fred c comprehensive assessment of school environments nfeas v29 n...William Kritsonis
The document discusses measuring school environment using the Comprehensive Assessment of School Environments (CASE) framework. It defines school environment as the social, academic, and emotional contexts of the school as perceived by students, teachers, and parents. The CASE model measures school climate, student/teacher/parent satisfaction, and outcomes. It uses validated surveys to assess multiple domains from relationships to safety to academic orientation. The CASE provides a comprehensive, evidence-based approach to evaluating school environment and identifying issues to improve learning and development.
Male Sexual Addiction by Dr. LaVelle Hendricks - Published in the NATIONAL FORUM JOURNALS OF COUNSELING AND ADDICTION - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
This document lists 109 articles published in The Lamar University Electronic Journal of Student Research between 2007-2007 that were co-authored by Dr. Kritsonis. The articles cover a range of topics in education including curriculum leadership, postmodernism, economics, instructional strategies, leadership, diversity, and more. Dr. Kritsonis mentored and collaborated with students and colleagues on publishing these articles in order to advance research and writing skills.
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.”
This document is a journal article authored by four academics with PhDs: Catherine Smith, Norman Butler, Teresa Hughes, and David Herrington. The article discusses personal reflections on native versus nonnative English teachers in Polish schools. It is published in the Spring 2007 issue of The Lamar University Electronic Journal of Student Research.
Lunenburg, fred c reducing school violence v1 n1 2010William Kritsonis
This article discusses ways to reduce school violence and classroom disruptions by creating an orderly learning environment. It recommends that schools (1) establish and emphasize academic and behavioral goals, and (2) develop and consistently enforce rules and procedures. Specific strategies include implementing dress codes, managing behavior with clear discipline standards, using caution with student searches, quickly removing graffiti, banning disruptive items like beepers, and improving school design and supervision. The article concludes that prioritizing goals and rules creates a safe, productive learning environment.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
James Shippy - BOOK, Iceberg melting summary, Submitted to William Allan Kri...William Kritsonis
1) The document reviews the book "Our Iceberg is Melting" which uses a story about penguins dealing with a melting iceberg to illustrate lessons about managing change, transition, teamwork, values, and attitudes.
2) Key lessons from the book include recognizing the need for change, bringing others together as a team to address challenges, and ensuring the culture and values of the organization support improvement efforts.
3) The reviewer discusses how these lessons apply to their daily life, such as embracing changes from returning to school, considering family finances carefully, and promoting positivity in their workplace.
This document provides a summary of the test framework for the Principal (Field 068) certification exam in Texas. It is divided into three domains:
1. Community Leadership (33% of test)
2. Instructional Leadership (44% of test)
3. Administrative Leadership (22% of test)
Each domain lists the competencies assessed on the test, along with descriptions of the knowledge and skills principals should demonstrate in that area. The framework provides a high-level overview of the content covered on the Principal certification exam in Texas.
The document discusses expository text structure and its importance for student comprehension. It provides a matrix that describes five common types of expository text structures (description, sequence, comparison/contrast, cause/effect, problem/solution), including their defining attributes, example signal words, and suitable graphic organizers. The document also offers general teaching strategies for helping students identify different text structures, such as providing explicit instruction on structures and signal words, modeling identification techniques, and having students represent structures graphically.
The document discusses the philosophical foundations of American education. It outlines four main branches of philosophy - metaphysics, epistemology, axiology, and logic. It then describes four philosophies of education - perennialism, essentialism, romanticism, and progressivism. For each philosophy, it discusses views on the nature of reality, knowledge, values, logic, the purpose of education, the role of the teacher, teaching strategies, curriculum, and the child. It notes that while each philosophy has a distinct approach, eclecticism involves selecting attractive features from different philosophies. Key terms related to philosophy of education are also defined.
The document discusses the five main branches of philosophy: epistemology (the study of knowledge), metaphysics (the study of reality beyond the physical), ethics (the study of morality), logic (the study of reasoning), and aesthetics (the study of art and beauty). It provides a brief overview of each branch, including what they study and some key issues within each area. For example, it notes that epistemology deals with questions about what can be known and how knowledge is acquired, and that metaphysics studies concepts like the existence of God, the soul, and the afterlife.
Williams, monica why hbcu presidents need entrepreneurial focusWilliam Kritsonis
This document discusses the importance of presidential involvement in fundraising at Historically Black Colleges and Universities (HBCUs). It notes that HBCU presidents need to develop an entrepreneurial spirit to encourage private fundraising, as public support is decreasing. The president's direct involvement in donor cultivation and stewardship is crucial to creating sustained giving. However, many HBCU presidents fail to engage donors. For HBCUs to survive, presidents must embrace fundraising and cultivate meaningful relationships with satisfied donors.
Barbara A. Thompson & Dr. W.A. Kritsonis, employment lawWilliam Kritsonis
This document discusses the constitutional concept of due process as it applies to public school employment in Texas. It explains that public employees are entitled to due process protections under the 14th Amendment if they have a property right in continued employment. It outlines the different types of employment contracts in Texas public schools - including at-will, probationary, term, and continuing contracts - and the due process rights afforded to employees under each type. It also discusses the hiring and firing process for public school personnel and the role of the State Board for Educator Certification.
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
Financial controls a safeguard against misuse of public funds-nfeasj v27 n4...William Kritsonis
The document discusses two methods of financial controls used by school districts: internal control and financial audits. Internal control involves policies and procedures implemented by the accounting unit, such as formal organization, separate financial accounts for each unit, and separation of asset handling from record keeping. Financial audits, which can be external or internal, independently verify that accounting principles were correctly applied and financial reports are accurate. Both types of audits examine areas like cash flow, accounts receivable, inventory, fixed assets, loans, and revenues/expenditures. Financial controls help administrators safeguard resources and ensure their efficient and effective use.
Dr. William Kritsonis, Dissertation Chair for Desiree Adair SkinnerWilliam Kritsonis
This document summarizes a dissertation defense examining high school principals' and counselors' perceptions of high school counselors' roles based on surveys completed by principals and counselors in Texas. The study found some agreement but also significant differences between how counselors perceive their roles and how principals perceive them. It also found differences between counselors' perceived and expected roles. The study recommends increased communication between principals and counselors to better define counselors' duties based on national standards.
Bowman, etima seven ways to increase at risk student participation in extra-c...William Kritsonis
This article provides seven suggestions for increasing at-risk student participation in extracurricular activities: 1) Ensure activities interest students by surveying them; 2) Develop goals for programs collaboratively; 3) Select competent, skilled, and passionate adult leaders and facilitators; 4) Provide academic assistance for struggling students; 5) Encourage parental support and involvement; 6) Manage time wisely and effectively; 7) Continuously evaluate programs for effectiveness. Research shows extracurricular activities can positively impact at-risk students' academic achievement, psychosocial development, and health behaviors.
This document discusses implementing organizational change in schools based on Fullan's eight lessons of change. It provides context on the need for education reform in the US to improve student outcomes. Fullan's model emphasizes that change is complex, non-linear, and problems should be viewed as opportunities. The summary discusses how leaders must understand mandated changes, see themselves as agents of change, think systematically, involve teachers in decision-making, and balance individualism and collaboration. Vision and plans should emerge over time through learning and consensus-building. Overall, the document argues for a new paradigm in education reform that focuses on continuous improvement led by skilled change agents in schools.
Lunenburg, fred c comprehensive assessment of school environments nfeas v29 n...William Kritsonis
The document discusses measuring school environment using the Comprehensive Assessment of School Environments (CASE) framework. It defines school environment as the social, academic, and emotional contexts of the school as perceived by students, teachers, and parents. The CASE model measures school climate, student/teacher/parent satisfaction, and outcomes. It uses validated surveys to assess multiple domains from relationships to safety to academic orientation. The CASE provides a comprehensive, evidence-based approach to evaluating school environment and identifying issues to improve learning and development.
Male Sexual Addiction by Dr. LaVelle Hendricks - Published in the NATIONAL FORUM JOURNALS OF COUNSELING AND ADDICTION - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
This document lists 109 articles published in The Lamar University Electronic Journal of Student Research between 2007-2007 that were co-authored by Dr. Kritsonis. The articles cover a range of topics in education including curriculum leadership, postmodernism, economics, instructional strategies, leadership, diversity, and more. Dr. Kritsonis mentored and collaborated with students and colleagues on publishing these articles in order to advance research and writing skills.
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.”
This document is a journal article authored by four academics with PhDs: Catherine Smith, Norman Butler, Teresa Hughes, and David Herrington. The article discusses personal reflections on native versus nonnative English teachers in Polish schools. It is published in the Spring 2007 issue of The Lamar University Electronic Journal of Student Research.
Lunenburg, fred c reducing school violence v1 n1 2010William Kritsonis
This article discusses ways to reduce school violence and classroom disruptions by creating an orderly learning environment. It recommends that schools (1) establish and emphasize academic and behavioral goals, and (2) develop and consistently enforce rules and procedures. Specific strategies include implementing dress codes, managing behavior with clear discipline standards, using caution with student searches, quickly removing graffiti, banning disruptive items like beepers, and improving school design and supervision. The article concludes that prioritizing goals and rules creates a safe, productive learning environment.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
James Shippy - BOOK, Iceberg melting summary, Submitted to William Allan Kri...William Kritsonis
1) The document reviews the book "Our Iceberg is Melting" which uses a story about penguins dealing with a melting iceberg to illustrate lessons about managing change, transition, teamwork, values, and attitudes.
2) Key lessons from the book include recognizing the need for change, bringing others together as a team to address challenges, and ensuring the culture and values of the organization support improvement efforts.
3) The reviewer discusses how these lessons apply to their daily life, such as embracing changes from returning to school, considering family finances carefully, and promoting positivity in their workplace.
This document provides a summary of the test framework for the Principal (Field 068) certification exam in Texas. It is divided into three domains:
1. Community Leadership (33% of test)
2. Instructional Leadership (44% of test)
3. Administrative Leadership (22% of test)
Each domain lists the competencies assessed on the test, along with descriptions of the knowledge and skills principals should demonstrate in that area. The framework provides a high-level overview of the content covered on the Principal certification exam in Texas.
The document discusses expository text structure and its importance for student comprehension. It provides a matrix that describes five common types of expository text structures (description, sequence, comparison/contrast, cause/effect, problem/solution), including their defining attributes, example signal words, and suitable graphic organizers. The document also offers general teaching strategies for helping students identify different text structures, such as providing explicit instruction on structures and signal words, modeling identification techniques, and having students represent structures graphically.
The document discusses the philosophical foundations of American education. It outlines four main branches of philosophy - metaphysics, epistemology, axiology, and logic. It then describes four philosophies of education - perennialism, essentialism, romanticism, and progressivism. For each philosophy, it discusses views on the nature of reality, knowledge, values, logic, the purpose of education, the role of the teacher, teaching strategies, curriculum, and the child. It notes that while each philosophy has a distinct approach, eclecticism involves selecting attractive features from different philosophies. Key terms related to philosophy of education are also defined.
The document discusses the five main branches of philosophy: epistemology (the study of knowledge), metaphysics (the study of reality beyond the physical), ethics (the study of morality), logic (the study of reasoning), and aesthetics (the study of art and beauty). It provides a brief overview of each branch, including what they study and some key issues within each area. For example, it notes that epistemology deals with questions about what can be known and how knowledge is acquired, and that metaphysics studies concepts like the existence of God, the soul, and the afterlife.
This document summarizes an article that examines the pros and cons of postmodernism in educational leadership. It discusses key concepts from Fenwick English's book on postmodernism, including that there are multiple truths rather than one universal truth. It lists the pros of postmodernism as including multiple truths, using both logic and intuition, modifying temporary understandings, exercising choice, and pursuing human diversity. The cons include beliefs in one right way, best practices, exclusivity, and closed doctrines. The document analyzes these concepts in more depth.
This document provides an analysis of postmodernism's pros and cons in educational leadership. It summarizes Fenwick English's book on the postmodern challenge to educational administration. The summary identifies several key pros of postmodernism, including the existence of multiple truths, the role of both logic and intuition, the ability to modify understandings over time, allowing choice, and recognizing human diversity. It also outlines cons, such as the idea that there is one right way, the concept of best practices, exclusivity, and closed doctrines. Overall, the document examines postmodernism's critique of modernist educational theories and standards.
Realism is a philosophy that believes reality exists objectively and independently of the mind. Realists such as Aristotle believe we can know reality through our senses and reason. Realism influenced education by advocating for a curriculum of organized academic subjects to best represent reality. Realist educators emphasize direct teaching methods and believe education should prepare students for the practical realities of life. The role of the teacher is to be a subject matter expert who presents information in a logical way to students.
The document summarizes ten research perspectives: postpositivism, pragmatism, constructivism, critical theory, interpretivism, race/gender/ethnicity theories, queer theory, critical race theory, and art-based research. These perspectives differ in their views of truth, from postpositivism's view that absolute truths cannot be known, to pragmatism focusing on practical consequences, to constructivism believing truth is subjective. Critical theory and interpretivism both emphasize power relations and critique of ideologies. Race/gender/ethnicity, queer theory and critical race theory acknowledge marginalization but differ in their specific focuses. Art-based research uses art to communicate research findings.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document discusses Ayn Rand's novel Atlas Shrugged and how its philosophical perspectives relate to leadership strategies and today's world. It provides context on Rand and her objectivist philosophy, which emerged from her experience under communist rule. Atlas Shrugged portrays a dystopian future where talented innovators go on strike against growing government control. The document examines how Rand's ideas around individualism, morality and business relate to postmodern views of knowledge, existence and ethics. It explores how concepts in her novel like John Galt's resistance movement still resonate with business leaders facing today's economic challenges.
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Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
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1) The document discusses several philosophical theories including linguistic philosophy, constructivism, essentialism, existentialism, perennialism, and behaviorism.
2) It provides descriptions of each theory, explaining their key concepts and methodology. For example, it states that constructivism is a learning theory where people produce knowledge based on experiences.
3) The document also includes sections on the philosophy of language, linguistics, essentialism in gender, and behaviorism's proposition that behavior can be understood without inner mental states. It aims to define and compare different philosophical perspectives.
- Idealism focuses on the idea that reality exists in thoughts and ideas rather than material things, and promotes spiritual development. It emphasizes cultivating truth, beauty and goodness.
- Realism believes that reality exists in concrete, material things that can be observed and experienced. It focuses on preparing students for practical life based on child psychology and interests.
- Both philosophies influence curriculum and teaching methods. Idealism includes subjects that promote self-realization, while realism focuses on skills for life. Teachers in idealism guide self-development, while realist teachers present facts objectively.
This document discusses educational philosophies and theories. It provides an overview of major philosophies including idealism, realism, pragmatism, and existentialism. It also covers traditional philosophies like essentialism and perennialism as well as modern philosophies such as progressivism and reconstructionism. For each philosophy, it outlines key principles and implications for curriculum, teaching, and learning. It defines key terms and differences between educational philosophies and theories.
Philosophy is the loving pursuit of wisdom and truth. It influences education by determining aims, curriculum, methods, and evaluation. Naturalism is a philosophy that believes only natural laws govern the world, excluding supernatural elements. It emphasizes the physical world and evolution. In education, it focuses on child-centered learning through activities, play, and exploration guided by the teacher. However, it lacks emphasis on ideals and spiritual values.
This article proposes a holistic theory of knowledge and adult learning that views knowledge as consisting of three indivisible facets: explicit knowledge, implicit knowledge, and emancipatory knowledge. It argues that each facet consists of three layers and that understanding the dynamic relationships among the facets is important for understanding adult learning. It examines three contemporary paradigms of knowledge and learning under the perspective of this holistic theory. The purpose is to propose a holistic theory that bridges previously unconnected areas of knowledge and learning.
This document discusses the relationship between philosophy and education. It defines philosophy as the systematic study of knowledge and reality, with the goal of understanding the world. The major fields of philosophy - epistemology, metaphysics, and axiology - relate to important areas of education like teaching methods, curriculum, ethics, and character development. Philosophy provides guidelines for educational policies and helps develop well-rounded students. While philosophy informs educational theory, practical education also contributes to philosophical understandings. Overall, philosophy lends direction and methodology to educational practices.
The document discusses several philosophical theories of education including idealism, realism, essentialism, pragmatism, progressivism, existentialism, reconstructionism, and humanism. Idealism states that ideas are the ultimate reality rather than the physical world. Realism believes that the external physical world is objective reality. Essentialism stresses teaching essential subjects. Pragmatism views reality as constantly changing and favors a dynamic curriculum. Progressivism is learner-centered and emphasizes active learning. Existentialism focuses on individual existence and freedom of choice. Reconstructionism aims to remedy societal problems through educational reform. Humanism prioritizes personal freedom, self-esteem, and respect for others.
This document provides an outline of knowledge and discusses various topics related to epistemology. It begins by defining epistemology as the branch of philosophy concerned with the nature of knowledge. It then discusses four main areas of debate in epistemology including the definition of knowledge, problems of skepticism, sources and scope of knowledge, and criteria for knowledge and justification. The document goes on to discuss related topics like metaphysics, meta-epistemology, genetic epistemology, constructivist epistemology, sources of knowledge, and theories of knowledge structure like foundationalism and coherentism.
This document summarizes four major educational philosophies: perennialism, progressivism, essentialism, and reconstructionism. Perennialism believes in cultivating human intelligence through a universal curriculum focused on timeless truths. Progressivism advocates for a child-centered, experiential approach where students direct their own learning. Essentialism emphasizes basic skills and the authority of teachers. Reconstructionism sees education as a means to promote social change and create a more just democratic society.
This document summarizes the major philosophical perspectives in education. It discusses idealism, realism, naturalism, pragmatism, progressivism, existentialism, essentialism, perennialism, social reconstructionism, and critical theory. It provides an overview of each perspective, including a discussion of Plato's idealism and the influence of the Sophists. The purpose is to help readers classify, analyze, and apply these perspectives to examine their own philosophies of leadership and teaching.
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1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
VOLUME 26, NUMBER 4, 2008
A National Perspective: Utilizing the Postmodern Theoretical
Paradigm to Close the Achievement Gap and Increase Student
Success in Public Education America
Jennifer Butcher William Allan Kritsonis, PhD
PhD Student in Educational Leadership Professor and Faculty Mentor
The Whitlowe R. Green College of Education PhD Program in Educational Leadership
Prairie View A&M University The Whitlowe R. Green College of Education
Prairie View, Texas Prairie View A&M University
Assistant Principal Member of the Texas A&M University System
Aldine Independent School District Prairie View, Texas
Houston, Texas Visiting Lecturer
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington
ABSTRACT
The belief that there is one right way or method of inquiry to pursue truth as it is
constructed has been rejected by postmodernism. Postmodernism challenges and
opens up the central idea that only one set of limits are possible in supporting
professional practice. Postmodernism designs a way to look at concepts through the
context of meaning. The postmodern paradigm considers human endeavors to be
connected with the natural world rather separate from nature.
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Introduction
All students, regardless of race, are entitled to an education that enables them to
achieve to their highest ability. However, there are discrepancies between the academic
achievement of various ethnic and socio-economic groups. Reasons for the achievement
gap can be associated with not understanding different ethnic groups, lowered
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expectations, and a curriculum that does not address the needs of all learners. In order for
change to occur, there must be a shift in our way of thinking. The Postmodern Challenge
to the Theory and Practice of Educational Administration by Dr. Fenwick English (2003)
is a guide for this change.
Purpose of the Article
The purpose of this article is to discuss the strategies to guide the postmodern
theoretical paradigm that will allow educational leaders to close the academic gap and
promote student success. Educational leaders must begin to investigate new practices in
solving old problems. English (2003) states, “The challenge of postmodernism to the
prevailing theories in educational administration is that it is athoretical, that is, it proffers
no theory to center any specific practice, but rather is open to consider all claims and the
theories which may define and support them” (p.3). Metaphysics, epistemology,
axiology, futurism, constructivism, and diverse curriculum, and will be examined.
Postmodernist Views
The postmodernist challenge the claims of several modernistic myths. The
modernist believes that there is one reality. The postmodernist insists that there are
multiple views of reality. According to English (2003), “There can be no one right
meaning and whatever meaning is discerned is temporary and not like to be infinitely
stable” (p.13). Another myth challenged by postmodernist is that the process of knowing
and what becomes known are separate. The views of postmodernism believe that the
person observing cannot be separated from what is being observed.
The third myth challenged by postmodernism is that reality is testable.
Postmodernists are worried about power. Theory is the true language of power. Theories
explain and set the importance of events and facts. Theories are used to reinforce
relationships with power. Truth is discovered and is context free is another modernistic
myth. The view of postmodernism is that truth is constructed and embedded in systems
of power. Another modernistic myth is that science is a rational self-correcting process.
Postmodernists believe that science is a human activity subject to human prejudice.
Science steps outside accepted limitations and facts are theory dependent. The last
modernistic myth that is challenged it that science is the ultimate authority. The
postmodernist believe that science is not an authority, because it is a kind of tradition
itself. Postmodernism believes that the logic that scientists admit to follow is not
necessarily the steps they follow in doing their work.
Cooperation is another feature of postmodernity. Connectedness and cooperation
pursue the postmodern belief that problems can be resolved through negotiation.
3. JENNIFER BUTCHER AND WILLIAM ALLAN KRITSONIS
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Postmodernism views the world as an organism rather than as a machine.
Postmodernism is more than just a philosophical movement. It is found in architecture,
graphic arts, dance, music, and literature. Postmodernism has features such as
challenging of convention, mixing of styles, tolerance of uncertainty, emphasis on
diversity, and acceptance of innovation.
Metaphysics
In the study of postmodernism, metaphysics must be explored. Metaphysics is
“reality” that the external world exists independent of man’s consciousness, independent
of any observer’s knowledge, beliefs, feelings, desires, or fears. Meaning that A is A,
that facts are facts, and that things are what they are, and the task of man’s consciousness
is to perceive reality, not to created or invent it. “One constructs theory or a theoretical
framework in which to see reality” (English, 2003, p.15).
Postmodernism is often seen as bringing an end to metaphysics. Due to the fact
that we live in a changing “postmodern” world, stability is needed. What we value do not
always end to be pursued, nor is it an object possessing a metaphysical property of
intrinsic values. It is a mistake to assume that the only alternative to metaphysical values
is that human beings create the values of natural phenomena as opposed to their being
valuable. The ordinary expressions of good in itself and value for its own sake, which are
applied to nonhuman natural phenomena, are placed into metaphysical categories that
few would recognize. Expressions such as good in itself typically make a contrast with
another kind of evaluation that becomes clear in context (Hill, 2006). When one say that
something is valuable, it means to convey the idea about the reason one has for doing,
thinking, or feeling something, but what is implied varies with the expression and
context.
Metaphysics is concerned with questions about the nature of reality. Kritsonis
(2007, p. 548) states that “metaphysical positions fall into such categories as monism
(reality is ultimately of one kind or substance), dualism (there are two kinds of reality),
and pluralism (reality is a manifold of different but interdependent entities).”
Postmodernists believe they have ended metaphysics, but their writings contain
assumptions about culture, human nature, values, and inquiry. Postmodernist insights
necessitate a shift regarding inquiry. There should not be a pre-existing reality; instead
there should be an interactive process of knowledge creation (Kritsonis, 2007).
Epistemology
Epistemology is the theory of knowledge. The epistemological anarchist believes
there is no view, however absurd or immoral he refused to consider or to act upon, and no
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method he regards as indispensable” (English, 2003, p. 242). Epistemology differentiates
the manner in which one can individually translate perceptions which are acquired
through the senses and into concept that one can store in one’s mind. Properly formed
concepts must be the product of reason.
In viewing epistemology, man’s reason is fully competent to know the fact of
reality. Reality is molded in accordance with one’s needs, interests, prejudices, and
cultural traditions. The conceptual power is reason. It is the power that identifies and
integrates the material provided by man’s senses. Reason is man’s only means of
acquiring knowledge. Knowledge is the result of dealing with our intertwining of one’s
experiences of the world and ideas about the world.
Axiology
Axiology is the study of value or quality. According to Kritsonis (2002, p. 100),
“it is an attempt to examine the rules of proper conduct. The essence of ethical meaning,
or of moral knowledge, is right deliberate action, that is, what a person ought voluntarily
to do” (Kritsonis, 2007, p. 443). The foundation of culture and civilization is the belief
about what is right or wrong. The development of ethical theory dates back to Plato and
Aristotle. The word ethic has its roots in the Greek word ethos. Ethos is the perceived
degree of character or credibility that a person believes exists in another person or object
(Haskins, 2000). The amount of trust and belief one has in another will have an
important impact in how persuasive one will be.
According to Kritsonis (2007), the value of ethical theory is in guiding teaching
and learning. In the ethical realm, emphasis should be on ethical understanding and how
it may be improved. A person who has knowledge of ethical theory is as moral as a
person who lacks such knowledge. Moral conduct pertains to one’s actions in certain
situations. To solve a problem, one should be clear of the choices for the given situation.
Kritsonis (2007) emphasizes that before a person can know where to go, he needs to
understand where he is starting from. There must be a mission in order to fulfill a vision.
Moral decisions require a set of values to serve as a form of reference inn evaluating the
consequences.
Futurism
In examining postmodernism and closing the achievement gap to increase
students’ success, we must also regard the future of education. Kritsonis (2002, p. 328)
states, “Futurism is a philosophical position and a movement in education design to shift
emphasis from the current era needs that will emerge in a period of rapid change.”
Futurism should be studied so that people will not let history repeat itself. People can
5. JENNIFER BUTCHER AND WILLIAM ALLAN KRITSONIS
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learn form their failures and prevent them from recurring. The educational system can
change to meet the needs of future learning. There should be a move to the center or
societal interaction by implementing crossing –generalization, nonformal, location-free
social service programs. The educational system should form a new concept of
information based on interdependence and cooperation. Present values about change in
the educational system should also be altered (Kritsonis, 2002).
Diverse Curriculum
According to Kritsonis (2007, p.593), “The ideal curriculum is one in which the
maximum coherence is achieved, and segmentation is minimized”. The curriculum
should provide for learning in all realms of meanings including symbolics, empirics,
esthetics, synnoetics, ethics, and synoptics. To close the achievement gap and increase
student success, there must be a diverse curriculum. There is not one curriculum that is
best for all students. The course of study should depend upon the circumstances of the
case. Traditions, history of the community, and predispositions of the students should be
considered in the development of the curriculum (Kritsonis, 2007).
The post modern paradigm considers human endeavors to be connected with the
natural world rather than separate from nature (Lewis, 2004). Diversity brings richness.
Different parts of the curriculum should be connected to each other and connected to the
learner. Most schools focus on standardized testing, and knowledge is imposed on
students rather than constructed by them. Some think that education is rigid and
unchanging. With the postmodernist thinking, values and traditions of diverse
populations are being embraced. Students are being taught to be active learners, high
level thinkers, and problem solvers. Postmodernism appreciates difference and
abnormality.
Today’s postmodern curriculum is found in subjects such as biology, chemistry,
and philosophy. These subjects have content that is integrated and cross into different
content areas.
Postmodern curriculum values the process of learning as much as it values the
product (Lewis, 2004). For example, attaining the right answers for math problems are
not the end result, but the process of working through the problem is an important step.
Investigation relies on students and their questions. Curriculum is more
meaningful when students investigate questions they have constructed. Lessons do not
have to end with the right answer; instead the answer can be extended as the learner
continues to ask questions. Postmodernism has high value on students’ thoughts.
Students develop their own meaning instead of the teacher transferring knowledge.
Emphasis is placed on critical thinking rather than factual information. Learning can
proceed through multiple connections, and the Postmodernist thinking is more concerned
with the journey of learning, and not just the destination.
Learning activities should be meaningful and interesting to children. Children
should be allowed to construct, develop, and apply additional knowledge or skills.
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Children should be provided with choices and opportunities that suggest opportunities to
function as planners and decision makers. Activities should be created that allow
children to make use of their knowledge in new situations. Children should be
encouraged to find answers to their own questions using analysis. Curriculum goals
which promote different aspects of development should be encouraged.
According to Kritsonis (2007, p. 677), “The special position of the teacher in the
work of general education is to mediate the knowledge of the specialist in the disciplines
of as to reveal the general human relevance of this knowledge. The teacher is to be
humanizer of knowledge”. This means that that the teacher does not act as an authority,
but as one whose job is to provide understanding within each subject area. The beliefs of
teachers provide a policy for curriculum. One way that beliefs impact curriculum is
through classroom environment. The foundations in the classroom environment are the
beliefs about teaching and learning to which the teacher values.
Concluding Remarks
In conclusion, the postmodern theoretical paradigm is about investigating and
accepting new practices in solving old problems. In order for change to occur there must
be a shift in our thinking. Accepting and applying new views will lead the way for
educators to close the academic gap and promote student success. Applying new views
regarding different ethnic groups and raising higher expectations for all students will
assist in closing the achievement gap for all groups. Developing and utilizing a
curriculum that addresses the needs of all learners is also imperative in achieving this
goal. The challenge of educators is to abandon old concepts and values. The strategies
and concepts presented by Fenwick English are essential in exploring the challenges of
Postmodernism.
References
English, F.W. (2003). The postmodern challenge to the theory and practice of
educational administration. Springfield, IL: Charles C. Thomas Publisher, LTD.
Haskins, W. A. (2000). Ethos and pedagogical communication: suggestions for
enhancing credibility in the classroom. Current Issues in Education, Retrieved
October 1, 2006, from http://cie.ed.asu.edu/volume3/number4/index.html
Hill, T. (2006). Finding value in nature. Environmental Values, 15(3), 331-341.
Kritsonis, W.A. (2007). Ways of knowing through the realms of meaning. Houston, TX:
National Forum Press.
Kritsonis, W.A. (2002). William Kritsonis, PhD on schooling. Mansfield, OH:
BookMasters, Incorporated.
7. JENNIFER BUTCHER AND WILLIAM ALLAN KRITSONIS
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Lewis, N. (2004). The intersection of post-modernity and classroom practice. Teacher
Education Quarterly, 31(3), 119-134.