Review of "The politically intelligent leader: Dealing with the dilemmas of a high-stakes educational environment"

As our sociopolitical context evolves, student populations and teaching expectations become more complex. Teachers who entered the profession under one pretense are finding themselves faced with an entirely different set of circumstances: demographic shifts, increasingly diverse learners, curricular mandates, high-stakes accountability, technological advancements, globalization—the list continues. As the educational environment evolves, so must teacher identities. Contemporary teachers are tasked with creating an entirely new lens from which to develop new techniques and design more complex lessons to reach the diversity of students in their classrooms. This chapter traces one teacher's evolving identity and practice amidst the changing sociopolitical context of education. The author's autobiographical narrative depicts the impact of influential mentors, transformative moments in international teacher travel experiences, vignettes from 28 years as a classroom teacher, and specific instructional techniques developed to ensure effective student engagement in a pluralistic environment.

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Democrazy—Dem Go Craze, O: Monitoring the 1999 Nigerian Elections

Issue A Journal of Opinion ◽

10.1017/s1548450500005862 ◽

1999 ◽

Vol 27 (1) ◽

pp. 29-33

Author(s):

Darren Kew

Keyword(s):

Transition Program ◽

The Political ◽

High Stakes ◽

Political Class ◽

Soccer Match ◽

The Public ◽

The Military

In many respects, the least important part of the 1999 elections were the elections themselves. From the beginning of General Abdusalam Abubakar’s transition program in mid-1998, most Nigerians who were not part of the wealthy “political class” of elites—which is to say, most Nigerians— adopted their usual politically savvy perspective of siddon look (sit and look). They waited with cautious optimism to see what sort of new arrangement the military would allow the civilian politicians to struggle over, and what in turn the civilians would offer the public. No one had any illusions that anything but high-stakes bargaining within the military and the political class would determine the structures of power in the civilian government. Elections would influence this process to the extent that the crowd influences a soccer match.

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The Prediction of Reading Achievement and Self-Esteem from an Index of Home Educational Environment: A Study of Urban Elementary Students

Measurement and Evaluation in Guidance ◽

10.1080/00256307.1983.12022338 ◽

1983 ◽

Vol 16 (2) ◽

pp. 86-94 ◽

Cited By ~ 7

Author(s):

Lawrence Dolan

Keyword(s):

Reading Achievement ◽

Elementary Students ◽

Self Esteem ◽

Educational Environment ◽

Urban Elementary Students

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School Success and School Engagement of Immigrant Children and Adolescents

European Psychologist ◽

10.1027/1016-9040/a000139 ◽

2013 ◽

Vol 18 (2) ◽

pp. 126-135 ◽

Cited By ~ 42

Author(s):

Frosso Motti-Stefanidi ◽

Ann S. Masten

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Children And Adolescents ◽

School Engagement ◽

School Success ◽

Immigrant Children ◽

Integrative Model ◽

High Stakes ◽

The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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