JREL
Vol. 1 Number 2 ........... Spring 2002
Table
of Contents
From the Editors - Welcome to the Journal
of Research for Educational Leaders
Paginated PDF Version
Gerald L. Portman, The University of Iowa
pp. 1-4
Facilitating Growth of Administrative Practitioners
as Mentors
Paginated PDF Version
Charlene Crocker, Ed.D., & Sandra Harris, Ph.D, Stephen F. Austin
State University
pp. 5-20
Abstract - This study explored training needs for
practitioners who serve as mentors to aspiring principals. Findings
identified several areas where mentor training is needed. These include:
using time as a resource, helping mentors assign meaningful tasks to
mentees, providing feedback, being able to operationalize roles and
responsibilities, and helping mentors assess their own effectiveness in the
role of mentor.
Building Schools That Are Responsive To Student
Learning
Paginated PDF Version
Peggy R. Riggs, Ed.D., Springfield R-XII School District; George J.
Petersen, Ph.D., University of Missouri-Columbia; & David Stockburger,
Ph.D., Southwest Missouri State University
pp. 21-43
Abstract - This study analyzed perceptions regarding newly
created facilities to staff and student needs and the enhancement of
learning. Inclusion of future occupants in the planning was rare. This
study investigated: 1. perceptions of the educational structure's ability
to meet the programming needs of students; 2. perceptions of the building's
impact on the academic achievement of students; 3. the role of evaluation
in planning of the school building; 4. perceptions regarding the
responsiveness of the facility; and, 5. differences in perception between
the participating districts. Findings indicate significant differences in perceptions
regarding the responsiveness of the new facility. Responses revealed
district size was a critical factor in the use of a facility task force.
Formal evaluations of building designs were conducted only after the
buildings were occupied.
A Question of Quality: The Malcolm Baldrige
Criteria as Applied to Education
Paginated PDF Version
Savilla I. Banister, Ph.D., Bowling Green State University
pp. 44-65
Abstract - This critique examines the corporate world's answer to
improving our public schools: The Malcolm Baldrige Education Criteria for
Performance Excellence. It introduces and summarizes the Baldrige process
and questions the applicability of this business model to educational
settings. Examples of implementation are included from data collected from
an elementary school that has been applying the Baldrige process for a
six-year period. Building on what the author describes as an "aesthetic
perspective", the analysis of the Criteria in question is undertaken
with an allegiance to the ideas promoted by Elliot Eisner in The
Enlightened Eye and Maxine Greene in Releasing the Imagination. Primary
data sources include the Baldrige Criteria documents published by the US
Department of Commerce, transcriptions of interviews from teachers using
the Baldrige framework in their classrooms, and documents (Baldrige reports
and student data folders) from the school.
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