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1. Examining Student Outcomes in University Computer Laboratory Environments: Issues for Educational Management (EJ801452)
Author(s):
Newby, Michael; Marcoulides, Laura D.
Source:
International Journal of Educational Management, v22 n5 p371-385 2008
Pub Date:
2008-00-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Student Attitudes; Structural Equation Models; Computer Attitudes; Educational Administration; Laboratories; Academic Achievement; Computer Centers; Data Analysis; Data Collection; Problem Solving; Educational Environment; Questionnaires; College Students
Abstract: Purpose: The purpose of this paper is to model the relationship between student performance, student attitudes, and computer laboratory environments. Design/methodology/approach: Data were collected from 234 college students enrolled in courses that involved the use of a computer to solve problems and provided the laboratory experience by means of formal closed laboratory classes. The a priori proposed model that student performance can be explained by perceptions of the computer laboratory environment and attitudes towards computer was tested using structural equation modeling. Findings: The proposed model was determined to fit the data reasonably well. These results indicate that student performance scores can be explained by perceptions of the computer laboratory environment and attitudes toward computers. Originality/value: The theoretical and practical implications of the model concerning student performance within the framework of educational management are discussed. (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Some Reflections on and Criticisms of China's Educational Management Studies (ED497462)
Yang, Tian-ping
Online Submission, US-China Education Review, v4 n1 p1-9 Jan 2007
2007-01-00
Journal Articles; Reports - Descriptive
N/A
Descriptors: Foreign Countries; Educational Administration; Educational Finance; Educational Research; Educational Principles; Educational History
Abstract: In spite of having undergone one century's vicissitude, China's educational management studies are still lagging behind those abroad. Two research lines, one being induction and generalization, another being deduction and transplantation, have been roughly evolved over these studies. Both of them have reached the level of empirical science. Since the 1980s, they have developed in an unprecedented way. However, there are still some problems existing in this field. The first one is that a clan of multi-echeloned and multi-typed educational management studies has multiplied by trying to jump over certain developing phases and to obtain instant success and quick profits. The second one is that the concept of educational management studies is still unclear, thus leading to ambiguous ideas or even confusions on this issue. The third one is that the study of educational management and the study of educational economy are tied together as one by human forces, thus hampering the development of either field. Therefore, it is necessary to make reflections on and criticisms on these confused phenomena so as to preserve standardization and identity of this discipline and promote its healthy development. (This article contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. Outcomes of In-School Leadership Development Work: A Study of Three NCSL Programmes (EJ821829)
Simkins, Tim; Coldwell, Mike; Close, Paul; Morgan, Anne
Educational Management Administration & Leadership, v37 n1 p29-50 2009
2009-00-00
Descriptors: Instructional Leadership; Leadership Training; Blended Learning; Outcomes of Education; Foreign Countries; Context Effect; Surveys; Interviews; Questionnaires
Abstract: This article presents the results of a study of the impact of three programmes of the National College for School Leadership (NCSL), namely Leading from the Middle, the National Professional Qualification for Headship and the Leadership Programme for Serving Headteachers. All three programmes embody a blended learning approach that includes an in-school component. This article focuses on factors within the programmes that influence learning from the in-school components. It focuses particularly on factors relating to individual participants and to the school contexts within which they work. The article relates the findings to previous literature on work-based learning and suggests a broader model of the factors that influence the outcomes of leadership development programmes. (Contains 6 tables, 1 figure and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Rebuilding Organizational Capacity in Turnaround Schools: Insights from the Corporate, Government, and Non-Profit Sectors (EJ821830)
Murphy, Joseph; Meyers, Coby V.
Educational Management Administration & Leadership, v37 n1 p9-27 2009
Journal Articles; Reports - Evaluative
Descriptors: Educational Improvement; Grounded Theory; Literature Reviews; Organizational Climate; Organizational Culture; Educational Change; Motivation; Empowerment; Instructional Leadership; Educational Administration
Abstract: In this article, we provide a grounded narrative of capacity building in the turnaround equation by exploring the turnaround literature outside of education and applying it to troubled schools. Our analysis is based upon reviews of: (1) 14 comprehensive, historical volumes that examine the turnaround phenomenon; (2) 16 book-length analyses of turnaround in a single organization or a specific industry; (3) articles attending to theory building in this emerging area of scholarship; and (4) a plethora of empirical studies examining turnaround in a variety of different (non-educational) contexts. We organize findings on capacity building in turnarounds into the following broad categories: (1) rallying and mobilizing people (motivating people, building, morale, and communicating openly); (2) growing people (empowering people, building teams, and developing people); and (3) creating a productive culture. We close by teasing out important lessons from the turnaround literature in the non-education sector to capacity building in troubled schools. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Leadership at the Top: Some Insights from a Longitudinal Case Study of a UK Business School (EJ821828)
Williams, Allan P. O.
Educational Management Administration & Leadership, v37 n1 p127-145 2009
Descriptors: Business Administration Education; Foreign Countries; Longitudinal Studies; Case Studies; Leadership; Deans; Administrator Role; College Environment; Organizational Culture; Problems; Organizational Change
Abstract: A UK business school was researched to record its history and to account for its development. The data collection and interpretation were influenced by the flexible and iterative nature of the methodology. Theories and concepts used to make sense of the findings include: open systems, force fields, and power. The focus is on strategic leadership, and two visual models are developed to identify the critical environmental and organizational variables that deans have to contend with in modifying the school/environmental fit. Three critical roles for deans are highlighted: determining the priorities to be followed in relation to an ongoing range of strategic dilemmas; supervising relationships with external stakeholders; managing culture change. The potential value of interspersing academic deans with those from business is identified. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Exploring Aspiring Principals' Perceptions of Principalship: A Slovenian Case Study (EJ821827)
Trnavcevic, Anita; Vaupot, Silva Roncelli
Educational Management Administration & Leadership, v37 n1 p85-105 2009
Descriptors: Leadership Training; Foreign Countries; Administrator Attitudes; Administrator Responsibility; Leadership Responsibility; Principals; Occupational Aspiration; Personality Traits; Administrator Characteristics; Legal Responsibility; Educational Legislation; Educational Policy; Work Environment; Administrator Education; Summer Programs; Attitude Measures; Case Studies; Questionnaires
Abstract: A lot is expected of Slovenian principals, yet very little is known about aspiring principals' own expectations of principalship. Currently there is no Slovenian study of aspiring principals, although they represent the majority of those enrolled on the "certification programme" of the National School for Leadership in Education. The purpose of this article is to explore: (1) what aspiring principals perceive as principalship and how they define it; (2) what participants perceive as significant influences on principalship; (3) the tensions that aspiring principals might perceive and anticipate as a part of principalship; and (4) the metaphors used for principalship. Data indicate that participants discuss principalship from a managerial position in which the main tasks revolve around the "smooth work of an organization". Principals' personalities play pivotal role in successful principalship, while the legal context, legislation and national policies "dictate" schools' work. Power is concentrated with principals, which the metaphors nicely reflect. Principals are seen to be paternalistic and hierarchical. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Budget Monitoring and Control in South African Township Schools: Democratic Governance at Risk (EJ821826)
Mestry, Raj; Naidoo, Gans
Educational Management Administration & Leadership, v37 n1 p107-125 2009
Descriptors: Money Management; Governance; Foreign Countries; Budgets; Educational Legislation; Democracy; Resource Allocation; Educational Finance; School Districts; Financial Problems; Role; Educational Administration; Construct Validity; Questionnaires; Multivariate Analysis; Elementary Education; Secondary Education; Statistical Significance; Stakeholders; Accountability
Abstract: This article investigates budget monitoring and control in township schools in South Africa. The enactment of the Schools Act 1996 revolutionized school financial management in South Africa, making it part of the drive for democratic school governance. School governing bodies had to be established, whose responsibility it became to manage finances at school. Schools were allowed to raise funds over and above the departmental allocations, which to township schools were increased in order to redress past imbalances. However, most of these school governors lacked the necessary financial knowledge, skills and competencies required to effectively manage large sums of cash, and as a result many schools experienced financial difficulty. This study investigated the way in which a group of township schools in South Africa monitor and control their budgets. The findings revealed that the level of education plays a significant role in the way in which budget monitoring and control is perceived. It was concluded that, if applied conscientiously, the schools can remain liquid in terms of cash flow and operate within the confines of the approved budget. (Contains 6 tables, 1 figure and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Some Ethical and Cultural Implications of the Leadership "Turn" in Education: On the Distinction between Performance and Performativity (EJ821831)
Strain, Michael
Educational Management Administration & Leadership, v37 n1 p67-84 2009
Descriptors: Foreign Countries; Educational Practices; Instructional Leadership; Educational Administration; Power Structure; School Organization; Ethics; Performance
Abstract: Leadership, currently prescribed as a key requirement for effective school organization and management, is examined here as a rhetorical or discursive device, as a "turn", in the sense used in literary and sociological discussion of the linguistic turn. In the educational sphere, a tacit separation of leadership from issues of governance and management is becoming apparent. This move may be significantly related to an aestheticization of learning, and what is said to be increasingly the performative nature of its application in educational institutions in England. Leadership is inherently relational, but institutes and sustains unequal power relations. The paper argues that a significant distinction should be understood between performance and performativity, analogous to "event" and "possibility", which affords unrealized ethical and emancipatory opportunities for educational practice. (Contains 1 table and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. The Tyranny of Bureaucracy: Continuing Challenges of Leading and Managing from the Middle (EJ821832)
Fitzgerald, Tanya
Educational Management Administration & Leadership, v37 n1 p51-65 2009
Descriptors: Foreign Countries; Educational Change; Educational Administration; Efficiency; Money Management; Organizational Effectiveness; Administrative Organization; Leadership; Teacher Leadership; Vertical Organization; School Organization; Strategic Planning; Human Resources; Recordkeeping; Principals; Administrator Responsibility; Leadership Responsibility; Comparative Analysis
Abstract: Fiscal efficiency and organizational effectiveness were the primary objectives that underpinned the reform of educational administration in New Zealand in the late 1980s. The consequent re-organization of schools and schooling located responsibility and accountability for school performance, teachers' work and student outcomes firmly at the door of local schools. The response from schools, as this article reports, was to devise bureaucratic solutions to deal with a complex mix of new tasks that were created; this included marketing, financial management, human resources management and strategic planning. One of the unintended consequences was schools increasingly became hierarchical and this invariably placed some teachers in roles of authority over others. Although terms such as "senior manager", "middle manager" or "middle leader" have been variously used to describe these roles, an empirical project conducted in three New Zealand secondary schools reveals that management tasks and activities dominate teachers' work and that there is, consequently, little or no time for leadership. In the words of one participant "the tyranny of bureaucracy leaves little time for leadership". Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. The Field of Educational Management: Some Intellectual Insights from the 2007 BELMAS National Conference (EJ800328)
Oplatka, Izhar
Management in Education, v22 n3 p4-10 2008
Descriptors: Universities; Educational Administration; Foreign Countries; Partnerships in Education; Higher Education
Abstract: Historical accounts of the field of educational management (EM) have seen the last quarter of the nineteenth century as the beginning of EM as a profession and later on as a field of study in American universities. The search for efficiency in education in those days encouraged many American educators to participate in administrator preparation programmes, leading in later years to the institutionalisation of EM programmes and academic departments. Several decades later, EM as a field of study was "exported" from the US to other countries, including the UK, where a new professional organisation was founded, named the British Educational Administration Society. This extension of the field, nevertheless, was accompanied by polarisation of areas of study, subfields, methodologies and paradigms, resulting in scholarly debates over the field's uncertain intellectual boundaries, vague purposes and fragmented knowledge which continues to this day. In line with a stream of writings, the author reflects systematically in this article on papers presented at the 2007 Annual Conference of BELMAS to understand the sorts of works it contained in terms of topics addressed and types of papers, as well as authorship patterns of the presenters. A brief outline of the conference is given to provide the context and atmosphere in which the presentations took place. (Contains 7 notes and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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