Journal of Research for Educational Leaders
navigation
space
JREL Vol. 1, Number 1, Fall 2001
Table of Contents
From the Editors - Welcome to the Journal of Research for Educational Leaders
Paginated PDF Version
Gerald Portman, University of Iowa
pp. 1-4
 
Principles of Effective Change: Curriculum Revision that Works
Paginated PDF Version
Judy A. Johnson, Sam Houston State University
pp. 5-18

Abstract - As school districts across the nation address societal demands and legislative mandates to prepare a workforce for the 2lst century, school leaders find themselves working to change curriculum within their schools. To achieve this challenging, sometimes controversial task of curriculum alignment and revision, school leaders must work with diverse constituencies to achieve the best balance of needs, desires, appropriate assessment, and instruction. Achieving effective curriculum revision, therefore, requires a thorough understanding of the processes and principles of the changing paradigms affecting curriculum development.

 
Teaching Educational Leadership via Web Courses: Some Old Problems -- Some New Possibilities
Paginated PDF Version
Arnold B. Danzig, Arizona State University
pp. 19-48

Abstract - The paper describes two web courses designed for graduate students enrolled in Master's, doctoral, and educational certification programs in educational leadership. One specific exercise designed to further student reflection is presented. Students craft stories of experienced education leaders. These stories are shared in a virtual conference center and students' reflections in- and on-practice are analyzed. The stories illustrate some of the explicit rules used by administrators to manage problems and the more tacit assumptions embedded in practice. A single story is presented followed by comments on the meaning of the story. The narrative and comments provide opportunity for further interpretation of data and reflection on how leadership is learned.

 
Attitudes of Rural School Principals toward Inclusive Practices and Placements for Students with Severe Disabilities
Paginated PDF Version
Martha Livingston, Valdosta State University
Thomas Reed, Valdosta State University
J.W. Good, Georgia College and State University

pp. 49-62

Abstract - Principals, as instructional leaders, are instrumental in leading initiatives in special education. In this study, rural principals were, overall, more likely to consider the self-contained classroom to be the most appropriate placement for disabled students. Of these principals, those with personal experience with disabled students were more likely to consider inclusive placements.

Back to Top

All material within the Journal of Research for Educational Leaders, unless otherwise noted, may be distributed freely for educational purposes. If you do redistribute any of this material, it must retain this copyright notice and you must use appropriate citation, including the URL. HTML and design by JREL, ©2001. Page last modified: 10/15/2001.

For a Print version (PDF file), you need Acrobat Reader.
Click here to Download "Acrobat Reader"


 


Journal of Research for Educational Leaders
Copyright The University of Iowa College of Education
Please report web site problems to the College of Education Webmaster The Univesity of Iowa College of Education
Home About the Journal Current Issue Archives Guidelines for Authors Manuscript Review Form Editorial Board Contact Us Reviewer Data Resources