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Effective educational leadership is essential for the success of schools and ultimately student achievement. The impact of school leadership may be even more pronounced in charter schools. Due to current and unprecedented growth, unique design, and complexities of political, financial, and governance issues they face, there is a need for more highly qualified charter school leaders and perhaps even “differently” prepared leaders. In this qualitative study, the authors documented the characteristics and skills of two successful, sustained charter school leaders who retrospectively described their evolved and evolving roles over twenty five years. Each transformed high-poverty, low-performing schools with at-risk populations and led with vision, passion, and a relentless desire to positively influence their organizations and ultimately improve student success in their communities. Although many of their skills and characteristics fall within existing theories, such as situational leadership, transformational leadership, and distributive leadership, they embodied a level of dedication and commitment to the original communities in which they founded charters lasting over a quarter of a century. The findings suggest that founding a charter school and seeing it through to success over time may more closely resemble missionary work than traditional school leadership. 相似文献
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This paper offers a brief review of the use of metacognition by proficient and poor performers in academic and psychomotor tasks as well as highlights the parallels and provides directions for future research. Metacognition is knowledge about one's own cognitive processes [Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.]. To date, the study of the use of metacognition by children with different levels of abilities (from those having a learning disability to those identified as gifted) has been mostly restricted to the cognitive abilities in academic areas such as reading, writing, or mathematics. The structure of knowledge has been more extensively explored in the expertise literature in the performance of both academic and psychomotor tasks. Similarities have been noted in the characteristic differences between experts and novices in both these types of tasks. Studies have begun to explore the use of metacognition in psychomotor tasks such as key strokes, ball throwing–catching, and running. It seems that, as with the structure of knowledge, parallels also exist in the use of metacognition by poor and proficient performers in academic and psychomotor tasks. 相似文献
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The implementation of new content and pedagogical standards in science education necessitates intensive, long-term professional development of science teachers. In this paper, we describe the rationale and structure of a comprehensive and intensive professional development program of school-based leaders, namely school chemistry coordinators. The year-long program was designed so that the chemistry teachers who enrolled in the program were able to develop in three interrelated aspects: content knowledge, pedagogical content knowledge, and leadership ability. Several strategies for the development of these aspects were adopted from Loucks-Horsley, Hewson, Love, & Stiles (1998). The evaluation of the program focused on the changes that participating teachers underwent regarding their personal beliefs and their functioning as school chemistry coordinators in their schools. 相似文献
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Visualization and Representation of Physical Systems: Wavemaker as an Aid to Conceptualizing Wave Phenomena 总被引：1，自引：1，他引：0
Sadler Philip M. Whitney Charles A. Shore Linda Deutsch Freeman 《Journal of Science Education and Technology》1999,8(3):197-209
An understanding of wave mechanics is essential to making the leap from classical to quantum systems. Wavemaker is a simulation environment developed to reveal graphically the behavior of periodic systems using a series of increasingly sophisticated visualization tools. Individual particles in a many-particle system can be instrumented for study of kinematic behavior. Parametric representations reveal time-independent behaviors. Problems dealing with propagation, reflection, and Fourier synthesis are easily studied. Use with students has revealed that many students have preconceptions about the behavior of waves and that use of this software is helpful in connecting real to simulated systems, separating holistic behaviors from those of individual elements, identifying critical parameters, and making connections between variables that are used to describe and measure periodic systems. 相似文献
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Doug Hill Jeff Weingrad Christopher Schemering Lynn Woolley Michael Shore Dick Clark 《Communication Booknotes Quarterly》2013,44(3)
SATURDAY MIGHT: A BACKSTAGE HISTORY OF SATURDAY MIGHT LIVE by Doug Hill and Jeff Weingrad (New York: Beech Tree Books/Morrow, 1986—$17.95) THE SOAP OPERA ENCYCLOPEDIA by Christopher Schemering (New York: Ballantine Books, 1985—$8.95, paper) WARNER BROS. TELEVISION: EVERY SHOW OF THE FIFTIES AND SIXTIES EPISODE-BYEPISODE by Lynn Woolley, et al. (Jefferson, NC: McFarland & Co., 1985—$25.95) THE HISTORY OF AMERICAN BANDSTAND by Michael Shore with Dick Clark (New York: Ballantine Books, 1985—$12.95, paper) A COLLECTOR'S GUIDE TO TV MEMORABILIA by Anthony Slide (Wallace-Homestead Book Co., 580 Waters Edge, Lombard, IL 60148—$13.95, paper) 相似文献
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Rebecca Ann Shore 《The Educational forum》2013,77(1):129-136
This article is a tribute to the writings of Dr. Roland Barth through a personal story spanning over two decades. It explores Dr. Barth's personal vision of an effective school through recent brain-based principles. It revisits Barth's axioms and uses recent implications from the neurosciences as new supporting evidence for their success in helping students and their teachers reach profound levels of learning in the classroom and in staff development experiences. 相似文献
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Research on mentorships for gifted adolescents primarily has focused on the role mentors play in students’ academic success. Mentors’ contribution to gifted adolescents’ affective, social, and vocational development rarely has been addressed. This article identifies special needs and characteristics of gifted adolescents in these latter areas, and suggests how mentors can play a significant role in each, including the particular value of mentoring relationships for gifted adolescent females. Finally, educational implications are explored, as well as the need for empirical studies which examine the benefits derived by gifted and nongifted mentees from mentoring relationships. 相似文献
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