Transforming K‐12 Educational Leadership Through Diversity Awareness, Executive Coaching, and Closing the Digital Divide

2021 ◽  
Author(s):  
Jeffery Rhymes ◽  
Sandra Sessoms‐Penny
Keyword(s):  
Educational Leadership ◽  
Digital Divide ◽  
Executive Coaching ◽  
Diversity Awareness ◽  
K 12

The Digital Divide and K-12 Student Computer Use

10.28945/2926 ◽  
2005 ◽  
Author(s):  
James N. Morgan ◽  
Craig A. VanLengen
Keyword(s):  
Digital Divide ◽  
Computer Use ◽  
Census Data ◽  
Internet Access ◽  
Demographic Characteristics ◽  
The Internet ◽  
Substantial Impact ◽  
Limited Basis ◽  
K 12 ◽  
The Impact

The divide between those who have computer and Internet access and those who do not appears to be narrowing, however overall statistics may be misleading. Measures of computer availability in schools often include cases where computers are only available for administration or are available only on a very limited basis (Gootman, 2004). Access to a computer and the Internet outside of school helps to reinforce student learning and emphasize the importance of using technology. Recent U.S. statistics indicate that ethnic background and other demographic characteristics still have substantial impact on the availability and use of computers by students outside of the classroom. This paper examines recent census data to determine the impact of the household on student computer use outside of the classroom. Encouragingly, the findings of this study suggest that use of a computer at school substantially increases the chance that a student will use a computer outside of class. Additionally, this study suggests that computer use outside of the classroom is positively and significantly impacted by being in a household with adults who either use a computer at work or work in an industry where computers are extensively used.

The Role of the Educational Leadership Program Coordinator (PC) in University–K-12 School District Partnership Development

2018 ◽  
Vol 15 (4) ◽  
pp. 241-260
Author(s):  
Lisa B. Coleman ◽  
Ellen Reames
Keyword(s):  
Educational Leadership ◽  
School District ◽  
Leadership Program ◽  
Preparation Programs ◽  
Program Coordinator ◽  
Partnership Development ◽  
Partnership Model ◽  
Educational Leadership Program ◽  
Educational Leadership Preparation Programs ◽  
K 12

The researchers explored educational leadership program coordinator (PC) roles in developing university–K-12 school district partnerships. Little is known in regards to the PC’s role in educational leadership preparation programs, and there is even less evidence of the PC’s role in K-12 school district partnership development. This burden appears to have fallen in the educational leadership PC’s wheelhouse. Using the Barnett et al.’s partnership model as the framework, the researchers examined the PC’s role. Facilitating and hindering factors of sustainable partnerships were identified and investigated. Study outcomes suggested the PC is the chief collaborator in fostering K-12 school district partnerships.

An Emerging Framework for Inclusive Educational Leadership

2020 ◽  
Author(s):  
Michelle D. Young ◽  
Noelle W. Arnold
Keyword(s):  
Academic Success ◽  
Educational Leadership ◽  
School Culture ◽  
School Leadership ◽  
Developmentally Appropriate ◽  
Well Being ◽  
High Quality ◽  
School Cultures ◽  
Education Experience ◽  
K 12

Ongoing shifts in demographics, knowledge, and expectations require continuous critical reflection on the leadership of K-12 schools. The models of school leadership offered in the past, which focus on management, are no longer adequate. Today, leaders must also ensure that all the students in their care are being provided high-quality, developmentally appropriate, and challenging educational opportunities that prepare each student for college, careers, and life. In other words, leaders must engage in “Inclusive Educational Leadership.” Inclusive Educational Leadership is a reconceptualization of traditional education leadership, which is dedicated to equity, quality and inclusion. We emphasize “inclusive” because it is our contention that providing a quality education experience that is both equitable and fosters equitable outcomes requires an intentional focus on inclusion. Inclusive Educational Leadership has three key areas of emphasis: place, preparation, and practice. Place refers to social practices and policies that reflect competing meanings and uses of spaces, the role people play in a given space and articulations of locations (geographic positions), environments (conditions), and ranks (hierarchies). Preparation refers to education, training and mentoring that is provided to leaders, and practice refers to the work leaders do to cultivate dispositions that support inclusion, support inclusive and culturally responsive practice, and develop an inclusive school culture. The goal of inclusive leadership is to cultivate an inclusive, caring, and supportive school culture that promotes the academic success and well-being of each student. In other words, its goal is to offer more than expectations that lightly touch on all students; its goal is to deliver results for each student. Thus, the work of Inclusive Educational Leadership involves a restructuring of the education experience to prevent marginalization, while creating school cultures based on dignity and respect and focused on achieving equity, high-quality educational experiences, and life success for all students.

scholarly journals The Digital Divide and K-12 Student Computer Use

10.28945/861 ◽  
2005 ◽  
Vol 2 ◽  
pp. 705-722 ◽  
Author(s):  
James N. Morgan ◽  
Craig A. Vanlengen
Keyword(s):  
Digital Divide ◽  
Computer Use ◽  
K 12

scholarly journals Reconciling Leadership Paradigms: Authenticity as Practiced by American Indian School Leaders

2015 ◽  
Vol 17 (1) ◽  
pp. 211 ◽  
Author(s):  
David Henderson ◽  
Jioanna Carjuzaa ◽  
William G. Ruff
Keyword(s):  
Educational Leadership ◽  
American Indian ◽  
Leadership Training ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Phenomenological Study ◽  
School Leaders ◽  
Ways Of Knowing ◽  
Indian School ◽  
K 12

This phenomenological study examined the complexity American Indian K-12 school leaders face on reservations in Montana, USA The study described how these leaders have to reconcile their Westernized educational leadership training with their traditional ways of knowing, living, and leading. Three major themes emerged that enabled these leaders to address racism in their schools and create spaces that were more conducive to the practice of culturally responsive pedagogy. The study highlights how leaders reconcile cultural clashes and confront racism by using identity, relationality, and re-normed practices.

Examining the digital divide in K-12 public schools: Four-year trends for supporting ICT literacy in Florida

2008 ◽  
Vol 51 (4) ◽  
pp. 1648-1663 ◽  
Author(s):  
Tina N. Hohlfeld ◽  
Albert D. Ritzhaupt ◽  
Ann E. Barron ◽  
Kate Kemker
Keyword(s):  
Public Schools ◽  
Digital Divide ◽  
Ict Literacy ◽  
K 12

scholarly journals Why Intelligence Is Missing from American Education Policy and Practice, and What Can Be Done About It

2020 ◽  
Vol 8 (1) ◽  
pp. 2 ◽  
Author(s):  
Robert Maranto ◽  
Jonathan Wai
Keyword(s):  
Educational Leadership ◽  
Education Policy ◽  
Scientific Management ◽  
Political Scientist ◽  
Evidence Based ◽  
Policy And Practice ◽  
Modern Education ◽  
Education Theory ◽  
Research In Education ◽  
K 12

To understand why education as a field has not incorporated intelligence, we must consider the field’s history and culture. Accordingly, in this cross-disciplinary collaboration between a political scientist who studies institutions and a psychologist who studies intelligence, we outline how the roots of contemporary American Educational Leadership as a field determine its contemporary avoidance of the concept of intelligence. Rooted in early 20th century progressivism and scientific management, Educational Leadership theory envisions professionally run schools as “Taylorist” factories with teaching and leadership largely standardized, prioritizing compliance over cognitive ability among educators. Further, the roots of modern education theory do not see the intelligence of students as largely malleable. Hence, prioritizing intelligence is viewed as elitist. For more than a century, these assumptions have impacted recruitment into education as a profession. We conclude with ideas about how to bring intelligence into mainstream schooling, within the existing K-12 education institutional context. We believe that better integration of intelligence and broader individual differences research in education policy and practice would lead to more rapid advances to finding evidence based solutions to help children.

Sign in / Sign up

Export Citation Format

Share Document