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This two-part manuscript has been peer-reviewed, accepted, and is endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the International Journal of Educational Leadership Preparation, Volume 7, Number 2 (Summer 2012), ISSN 2155-9635, this manuscript exists in the Connexions Content Commons as an Open Education Resource (OER). Formatted and edited by Theodore Creighton, Virginia Tech; Brad Bizzell, Radford University; and Janet Tareilo, Stephen F. Austin State University. The assignment of topic editor and double-blind reviews are managed by Editor, Linda Lemasters, George Washington University. The IJELP is indexed in the Education Resources Information Center (ERIC), sponsored by the United States Department of Education.

A proposal for a third way

“We are the other, and the other is us” (Banks, 2000, p.41)

The third way I propose here is an approach that does not represent any particular ideological camp but rather attempts to integrate ideas from various perspectives into a coherent model for preparing educational leaders for equity and social justice. There is support in the literature for each of its seven components, and there is some preliminary evidence that the model as a whole has potential for fostering equity and social justice. In one study by Madhlangobe and Gordon (in press) a school administrator who was observed using all of the model’s components was successful at increasing equity and improving students’ personal, social, and academic development. In another study (Gordon&Ronder, 2009), students at the end of a principal preparation program that includes all seven components of the model displayed higher levels of cultural sensitivity than either new students in the program or practitioners who graduated from other programs. The research mentioned here, however, consists of small-scale studies within particular contexts and represents only the first, tentative steps toward determining the model’s worth. The model also is based on conversations over a number of years with practitioners, including many of my graduate students, who work every day for equity and social justice in PK-12 schools (if Lewin was correct that there is nothing so practical as a good theory, perhaps we should couple that belief to the idea that there is no theory so practical as one based on practice). My purpose in presenting the model is to generate discussion on its potential that may lead faculties in some leadership programs to develop their own versions of the model, no doubt incrementally, and to explore whether integrating the model into principal preparation makes a difference in the learning of aspiring principals.

Although the model can be applied to either a Master’s or doctoral program in educational leadership, my discussion of the model here will focus on applying it to principal preparation. Preparation programs following the model would integrate its seven components throughout the curriculum rather than addressing them by adding one or two “diversity courses.” A faculty can incorporate most or all of the components into any course in a principal preparation program, although the faculty would need to modify the program so the components were addressed on a recurring basis throughout the curriculum. Depending on the sequence of courses and nature of a particular course, a program could emphasize particular components of the model in some courses more than in others, but in the broader sense the model and its various components would need to permeate the entire program.

Questions & Answers

what does the ideal gas law states
Joy Reply
Three charges q_{1}=+3\mu C, q_{2}=+6\mu C and q_{3}=+8\mu C are located at (2,0)m (0,0)m and (0,3) coordinates respectively. Find the magnitude and direction acted upon q_{2} by the two other charges.Draw the correct graphical illustration of the problem above showing the direction of all forces.
Kate Reply
To solve this problem, we need to first find the net force acting on charge q_{2}. The magnitude of the force exerted by q_{1} on q_{2} is given by F=\frac{kq_{1}q_{2}}{r^{2}} where k is the Coulomb constant, q_{1} and q_{2} are the charges of the particles, and r is the distance between them.
Muhammed
What is the direction and net electric force on q_{1}= 5µC located at (0,4)r due to charges q_{2}=7mu located at (0,0)m and q_{3}=3\mu C located at (4,0)m?
Kate Reply
what is the change in momentum of a body?
Eunice Reply
what is a capacitor?
Raymond Reply
Capacitor is a separation of opposite charges using an insulator of very small dimension between them. Capacitor is used for allowing an AC (alternating current) to pass while a DC (direct current) is blocked.
Gautam
A motor travelling at 72km/m on sighting a stop sign applying the breaks such that under constant deaccelerate in the meters of 50 metres what is the magnitude of the accelerate
Maria Reply
please solve
Sharon
8m/s²
Aishat
What is Thermodynamics
Muordit
velocity can be 72 km/h in question. 72 km/h=20 m/s, v^2=2.a.x , 20^2=2.a.50, a=4 m/s^2.
Mehmet
A boat travels due east at a speed of 40meter per seconds across a river flowing due south at 30meter per seconds. what is the resultant speed of the boat
Saheed Reply
50 m/s due south east
Someone
which has a higher temperature, 1cup of boiling water or 1teapot of boiling water which can transfer more heat 1cup of boiling water or 1 teapot of boiling water explain your . answer
Ramon Reply
I believe temperature being an intensive property does not change for any amount of boiling water whereas heat being an extensive property changes with amount/size of the system.
Someone
Scratch that
Someone
temperature for any amount of water to boil at ntp is 100⁰C (it is a state function and and intensive property) and it depends both will give same amount of heat because the surface available for heat transfer is greater in case of the kettle as well as the heat stored in it but if you talk.....
Someone
about the amount of heat stored in the system then in that case since the mass of water in the kettle is greater so more energy is required to raise the temperature b/c more molecules of water are present in the kettle
Someone
definitely of physics
Haryormhidey Reply
how many start and codon
Esrael Reply
what is field
Felix Reply
physics, biology and chemistry this is my Field
ALIYU
field is a region of space under the influence of some physical properties
Collete
what is ogarnic chemistry
WISDOM Reply
determine the slope giving that 3y+ 2x-14=0
WISDOM
Another formula for Acceleration
Belty Reply
a=v/t. a=f/m a
IHUMA
innocent
Adah
pratica A on solution of hydro chloric acid,B is a solution containing 0.5000 mole ofsodium chlorid per dm³,put A in the burret and titrate 20.00 or 25.00cm³ portion of B using melting orange as the indicator. record the deside of your burret tabulate the burret reading and calculate the average volume of acid used?
Nassze Reply
how do lnternal energy measures
Esrael
Two bodies attract each other electrically. Do they both have to be charged? Answer the same question if the bodies repel one another.
JALLAH Reply
No. According to Isac Newtons law. this two bodies maybe you and the wall beside you. Attracting depends on the mass och each body and distance between them.
Dlovan
Are you really asking if two bodies have to be charged to be influenced by Coulombs Law?
Robert
like charges repel while unlike charges atttact
Raymond
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Source:  OpenStax, Beyond convention, beyond critique: toward a third way of preparing educational leaders to promote equity and social justice. OpenStax CNX. Jul 08, 2012 Download for free at http://cnx.org/content/col11434/1.2
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