International Journal of Curriculum and Instruction最新文献

{"title":"How Prepared Are Alternatively Licensed Special Educators? An Investigation of University, Local Education Agency, and Traditional Preparation","authors":"Sherry M. Bell, M. Coleman, David F. Cihak, Emily R. Kirk, J. Grim, S. Benner","doi":"10.3776/JOCI.%Y.V4I1P33-49","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V4I1P33-49","url":null,"abstract":"The purpose of this study was to examine the reported preparedness of special educators participating in an alternative licensure program at a large university in the southeast while teaching in local area schools. Responses from 76 participants indicated relatively higher (M = 3.54 on a 1-4 scale) levels of preparedness by the university compared to somewhat lower levels of preparedness by their local education agencies (M = 3.12) and as compared to peers participating in the university’s traditional preparation program (M = 3.08). A t test indicated participants rated their overall experience at the university significantly higher than they rated their overall experience in their respective local education agencies. The majority of participants (79%) indicated they planned to stay in the field until retirement. Neither level of preparedness or time of year participants were hired correlated significantly with length of time participants indicated they intended to stay in the field. Results underscore the importance of quality ongoing mentoring programs in the schools and highlight the importance of the role of the university in alternative licensure programs.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"122 1","pages":"33-49"},"PeriodicalIF":0.0,"publicationDate":"2010-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88086992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curriculum and Transformation: Rethinking Leadership and Schools All Over Again","authors":"David M. Callejo Pérez","doi":"10.3776/JOCI.2009.V3N2P6-21","DOIUrl":"https://doi.org/10.3776/JOCI.2009.V3N2P6-21","url":null,"abstract":"","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2009-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88494911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curriculum and Transformation: Rethinking Leadership and Schools All Over Again","authors":"David M. Callejo","doi":"10.3776/JOCI.%Y.V3I2P6","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V3I2P6","url":null,"abstract":"In this article I present the complex multiplicities of leadership and power in schools by examining leadership and curriculum in sustainable change for K-12 schools. I argue that stakeholders need to value an open community based upon ideals in which freedom of expression is protected, civility is affirmed, and appreciation and understanding of individual differences are honored; where stakeholders value a caring community in which the well-being of each person is important. I speculate that change will take place when we see leadership as value-laden and when power and empathy in decision making is reflective. This article concludes that transformational leadership will occur when all stakeholders in K-12 education engage in an active process of questioning the visible and hidden curricula, understand affective change for learners, and confront the complexity of the social, political, economic, and historical influences on our schools.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"32 1","pages":"6"},"PeriodicalIF":0.0,"publicationDate":"2009-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90760465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultivating Transformative Leadership in P-12 Schools and Classrooms through Critical Teacher Professional Development","authors":"Jenice L. View, E. DeMulder, Mary Kayler, Stacia M. Stribling","doi":"10.3776/JOCI.%Y.V3I2P39","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V3I2P39","url":null,"abstract":"A P-12 classroom teacher who chooses to be a transformative leader insists on seeking answers to difficult questions in collaboration with peer educators, administrators, parents, and most importantly, with students regardless of grade level or discipline. It is possible to become such a teacher even years after entering the classroom, and professional development can be the catalyst for this transformation. However, it is through conscious practice with professional peers that teachers can transform themselves into leaders within and outside their classrooms. This paper identifies some of the instructional approaches used in a critical teacher professional development program to cultivate transformative leadership in classroom teachers as they develop critical inquiry using a multicultural lens, promote collaborative inquiry, and foster habits of creativity and imagination. We offer evidence from teachers‘ work that these instructional approaches positively impact their ability to act as transformative leaders in their classrooms and schools.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"29 1","pages":"39"},"PeriodicalIF":0.0,"publicationDate":"2009-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89057637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Spiritual Intelligence and Transformational Leadership: A New Theoretical Framework","authors":"B. Howard, Precious Guramatunhu-Mudiwa, S. White","doi":"10.3776/JOCI.%Y.V3I2P54","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V3I2P54","url":null,"abstract":"The purpose of this paper is to establish a connection between spiritual intelligence and transformational leadership in an effort to encourage further debate about the legitimacy of spiritual intelligence in educational discourse. In this context we define spiritual intelligence as an interconnected configuration of affective orientations intimately linked to create meaning through connecting ideas, events, and persons rather than to a specific religious tradition or orientation. An exploration of the meaning of transformational leadership in education in K-12 settings provides the basis for the development of a synthesis from a new perspective of two concepts that empower the dispositions of leadership impacting school culture.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"2013 1","pages":"54-67"},"PeriodicalIF":0.0,"publicationDate":"2009-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73443761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Meta-Analysis of the Relationship Between Emotional Intelligence and Effective Leadership","authors":"L. Mills","doi":"10.3776/JOCI.%Y.V3I2P22","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V3I2P22","url":null,"abstract":"The purpose of this study was to conduct a meta-analysis to ascertain if there was empirical evidence to support the inclusion of emotional intelligence as a component of effective leadership. It is proposed in this paper that emotional intelligence is a component of transformative leadership that should be evaluated and developed. In order to conduct the study, precise, composite definitions of emotional intelligence and effective leadership were drawn from the respective literature. One hundred and forty-one studies were reviewed for possible analysis with 48 studies meeting the criteria for inclusion. The study concludes that there is a moderately strong relationship between emotional intelligence and effective leadership. This study has implications for candidates of Educational Leadership Preparation Programs and the incorporation of emotional intelligence in the Educational Leadership Preparation Programs curriculum.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"33 1","pages":"22"},"PeriodicalIF":0.0,"publicationDate":"2009-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85478378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Contemporary Consideration of Transformative Leadership","authors":"James O. McDowelle","doi":"10.3776/JOCI.%Y.V3I2P1","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V3I2P1","url":null,"abstract":"Although the term transformational leadership was introduced by Downton (1973), the concept did not gain credibility and wide acceptance until the publication of the book Leadership by James Macgregor Burns (1978). Burns, a University of Maryland professor, said that “transformational leadership occurs when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of morality” (p. 20). Burns contrasted transformational leadership with transactional leadership, defining transactional leadership as encompassing those transactions that occur when leaders give rewards in exchange for specific behavior by followers. Followers working strictly for a paycheck exemplify transactional leadership. In contrast, transformational leadership involves the transformation of the attitudes, motivations, and behaviors of both leaders and followers (Jackson & Parry, 2008).","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"35 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2009-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74023263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Middle Ground in Action Research: Integrating Practical and Critical Inquiry","authors":"M. Manfra","doi":"10.3776/JOCI.%Y.V3I1P32","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V3I1P32","url":null,"abstract":"Advocates of action research propose formalizing teacher inquiry to empower teachers to leverage their “insider” knowledge to change classroom practice. Currently there is disagreement between theorists who promote action research as practical or critical inquiry. This article defines the characteristics and history of action research in the United States, the United Kingdom, and Australia. This review provides evidence of the theoretical divide between practical and critical action research, promoting the exploration of a middle ground. By encouraging a dialogue between proponents of both forms of action research, educators will gain new insights about teacher practice and the factors that promote or hinder critical teacher reflection.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"39 1","pages":"32"},"PeriodicalIF":0.0,"publicationDate":"2009-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81212896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Action Research to Improve Educational Practices: Where We Are and Where We Are Going","authors":"C. Hendricks","doi":"10.3776/JOCI.%Y.V3I1P1","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V3I1P1","url":null,"abstract":"In the current era of school accountability triggered by the No Child Left Behind Act (NCLB) (2001), teachers and other school professionals are expected to ensure that all students reach academic standards set by each state. Pressure is on schools to make progress each year toward the goal of 100% of students reaching those minimum standards, regardless of their background or exceptionality. Though few would disagree with the merit of the intent of NCLB, one consequence of the resulting political climate is an over reliance on “scientifically-based” curricular reforms. These reforms promise broad student success but can take away teachers’ autonomy and are counter to the idea that teachers are able professionals with the knowledge and skills needed to improve their practices for the benefit of students’ academic success. For those of us who teach and facilitate in-service teachers’ action research studies, it has become increasingly difficult to help teachers navigate school climates where they are expected to focus on students’ attainment of standards but are not given a voice in how best to meet that goal. After a year of conducting action research studies, the teachers and administrators with whom I work state emphatically that the process made them more reflective professionals who view themselves as practitionerresearchers with the ability to make real changes in schools. However, few continue with action research studies beyond their graduate program requirements because of competing professional obligations, school cultures that do not support action research, or conflicts with school and district goals. In one case, an elementary teacher and former student contacted me for advice about a new reading curriculum the teachers at her school were required to implement. This teacher was told to adhere to the model without straying from the prescribed instructional methods, which were not working for her population of students. She subversively collected data by observing students, conferencing with them, and engaging them in think-alouds, and she was confident she could alter the curriculum to make it more effective for her students. She knew, though, that this might mean losing her job. In the end, she made the changes, kept quiet about it, and watched her students’ test scores increase. Her subversion, which was nothing more than engaging in the reflective activities of a professional educator, benefited students’ achievement. But her additions and alterations to the reading curriculum also benefited a curriculum package that, because of her students’ success, appeared to be more powerful than it actually was in her classroom.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"25 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2009-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84129941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Research: Who Is It For and What Is The Point?","authors":"Dixie D. Massey, Melissa Allred, Penny Baber, J. Lowe, A. Ormond, Jennifer Weatherly","doi":"10.3776/JOCI.%Y.V3I1P47","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V3I1P47","url":null,"abstract":"This paper was written by a teacher educator and five of her former students who completed a research project as part of a graduate course. Each of the students produced an exemplary project and spoke about the benefits of teacher research at the conclusion of the course. One year after completing the graduate course, none of the teachers continued conducting teacher research. In email reflections, these teachers described teacher research as beneficial and explained why they are no longer conducting research. Their comments challenge teacher educators to examine the goals of teacher research courses and the sustainability of teacher research for classroom teachers.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"50 1","pages":"47"},"PeriodicalIF":0.0,"publicationDate":"2009-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76112205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}