Voices of Women Aspiring to the Superintendency PDF Download

Author: Margaret Grogan
Publisher: State University of New York Press
ISBN: 1438405111
Category : Education
Languages : en
Pages : 236

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Book Description
The superintendency offers the most powerful and prestigious positions in K–12 public school systems. Few superintendents of these systems in the United States are women, although the majority of teachers are women and many women have leadership positions in schools. There are also increasing numbers of women in administrative preparation programs at institutions of higher education. This study of 27 highly qualified women in top-level administrative positions in public education was designed to find out what it is like to be a woman aspiring to the executive leadership position. Research questions included: Why are there so few women superintendents when so many are qualified? What are the routes to the superintendency? What is the context of educational administration in the public school? What kinds of leaders are women who aspire to the superintendency? The research was also informed by a femininst advocacy of social change to discover how and under what conditions a more equitable distribution of superintendencies is likely to occur. A feminist poststructural framework provided the theoretical basis for the analysis of the data.

Author: C. Cryss Brunner
Publisher: State University of New York Press
ISBN: 0791492664
Category : Education
Languages : en
Pages : 223

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Book Description
Women who seek to be school superintendents or who want to improve their chances for success in the superintendency can clearly benefit from the insights and cultural wisdom of women who have attained the position. Principles of Power shares perspectives from twelve successful women superintendents and puts them in a cultural context that highlights what they can teach us about their methods for success. To illustrate the underlying behaviors that helped them succeed, Brunner uses as a framework the system of beliefs gathered by Carlos Castaneda from Yaqui Indian warrior training. Castaneda calls this system the "riddle of the heart." To understand the riddle of the heart, women must be able to simultaneously comprehend and use two different perceptions of the world: that which is and that which is becoming. To be able to solve the riddle, warriors develop mind set and a discipline that allow them to get the best out of any conceivable situation. This book is the story of these warriors¬—twelve women superintendents—and how they have solved the riddle of the heart.

Author: Cecilia Reynolds
Publisher: State University of New York Press
ISBN: 0791488918
Category : Education
Languages : en
Pages : 175

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Book Description
This international collection of work by leading feminist scholars in educational administration from five Western liberal democratic countries presents "state-of-the-art" research on women in school leadership positions. The contributors focus on the need for critical reflections, which reveal hidden aspects of leadership phenomena, and advocate diverse forms of positive action to improve the condition for women in school settings. As such, this collection challenges the reader to consider the partiality of all perspectives on leadership, as well as future directions for research and practice. It also brings together views of schools and school systems at the macro level, with discussions and case studies focused on the micro levels of school life.

Author: C. Cryss Brunner
Publisher: State University of New York Press
ISBN: 0791497860
Category : Education
Languages : en
Pages : 252

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Book Description
Although women have dominated the teaching ranks at all levels of education since the turn of the century, men occupy 93 percent of superintendency jobs. Considering the nationwide concern that superintendency positions will be vacated faster than they can be filled during the next decade, it's quite possible that women are the greatest untapped pool of capable candidates. As women think about, seek, and accept superintendency assignments, they need a resource like Sacred Dreams that offers both practical advice from those who have attained this rank and research results from those who have studied the situation. Such an understanding has the potential not only to increase the number of women in the position, but also to increase their likelihood of success. [Contributors include Judy A. Alston, Cynthia Beekley, Jackie M. Blount, C. Cryss Brunner, Susan Chase, Margaret Grogan, Barbara L. Jackson, Debra Jackson, Estelle Kamler, Sylvia E. Méndez-Morse, Flora Ida Ortiz, Barbara Nelson Pavan, Charol Shakeshaft, and Marilyn Tallerico. Also included is a foreword by Patricia A. Schmuck.]

Author: Thomas E. Glass
Publisher: Rowman & Littlefield
ISBN: 0876522452
Category : Educational leadership
Languages : en
Pages : 192

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Book Description
This book is the largest and most comprehensive look at the men and women leading our nation's public schools. It's a must-have for school leaders, aspiring school leaders, and those charged with preparing and supporting school leaders. It includes a wide range of information about and from superintendents, including chapters devoted to women and minority school leaders.

Author: Michelle D. Young
Publisher: State University of New York Press
ISBN: 0791486613
Category : Education
Languages : en
Pages : 316

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Book Description
Ten prominent feminist researchers from diverse backgrounds examine educational leadership by focusing on critical questions about the theories, methods, and epistemologies feminist researchers use. The contributors analyze the impact of research on participants and assess the ethical and political implications of researching across groups. They explore the types of strategies feminist researchers have developed to address the problems of the field and propose alternative epistemologies that provide for more sensitive research methods and more complex research results. The book provides a timely examination of how gender inequalities were created and structured within U.S. systems of school administration, how they are maintained and perpetuated, and how they might best be understood and dismantled.

Author: Lars G. Bjork
Publisher: Corwin Press
ISBN: 1483361357
Category : Education
Languages : en
Pages : 305

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Book Description
The role, practice, and preparation of today and tomorrow′s superintendent! A strong superintendent is critical to the success of an entire school district. So why is it one of the most deregulated positions? Over the past several decades, many states have either rescinded licensing requirements for school district superintendents or abandoned regulations altogether. The Contemporary Superintendent offers a scholarly and objective analysis of the issues surrounding the state policies that appoint superintendents. Lars G. Björk and Theodore Kowalski have developed a coherent guide to critical professional aspects such as superintendent licensures, professional preparation, and staff development. Featuring the research of educational leadership specialists, this resource is not to be missed! The Contemporary Superintendent includes: Quality strategies by the field′s top scholars to implement decisive practices for superintendents Detailed analysis of the concerns over superintendent qualifications and preparations An examination of past, present, and future practices of superintendents A distinct look at the evolution of the role of the superintendent Developed over a three-year period, the authors have compiled a collection of useful, hands-on strategies for aspiring and existing superintendents, as well as ideas for adoption in the educational administration, leadership professional development, and educational policy areas.

Author: Thomas E. Glass
Publisher: R&L Education
ISBN: 1461655110
Category : Education
Languages : en
Pages : 193

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Book Description
The Study of the American School Superintendency, 2000 is the ninth 10-Year Study of the American School Superintendent commissioned by AASA. This 174-page reference work on the superintendency is the largest and most comprehensive look at the men and women leading our nation's public schools. It includes a wide range of information about and from superintendents, including a close examination of: Superintendents' personal characteristics, professional experience and professional preparation and training, Superintendent/school board relations and other issues affecting education and leadership, Women and minority school leaders, The history of the school superintendent in American public education, And more! The Study of the American School Superintendency, 2000 is a valuable resource for school leaders, aspiring school leaders, and those charged with preparing and supporting school leaders. In 2007, AASA will publish the 10th study of the superintendency. So, we're making room for the new study and offering the 2000 study at more than 70% off! Buy yours now, before it's too late!

Author: Susan S. Klein
Publisher: Routledge
ISBN: 131763960X
Category : Education
Languages : en
Pages : 1878

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Book Description
First published in 1985, the Handbook for Achieving Gender Equity Through Education quickly established itself as the essential reference work concerning gender equity in education. This new, expanded edition provides a 20-year retrospective of the field, one that has the great advantage of documenting U.S. national data on the gains and losses in the efforts to advance gender equality through policies such as Title IX, the landmark federal law prohibiting sex discrimination in education, equity programs and research. Key features include: Expertise – Like its predecessor, over 200 expert authors and reviewers provide accurate, consensus, research-based information on the nature of gender equity challenges and what is needed to meet them at all levels of education. Content Area Focus – The analysis of gender equity within specific curriculum areas has been expanded from 6 to 10 chapters including mathematics, science, and engineering. Global/Diversity Focus – Global gender equity is addressed in a separate chapter as well as in numerous other chapters. The expanded section on gender equity strategies for diverse populations contains seven chapters on African Americans, Latina/os, Asian and Pacific Island Americans, American Indians, gifted students, students with disabilities, and lesbian, gay, bisexual, and transgender students. Action Oriented – All chapters contain practical recommendations for making education activities and outcomes more gender equitable. A final chapter consolidates individual chapter recommendations for educators, policymakers, and researchers to achieve gender equity in and through education. New Material – Expanded from 25 to 31 chapters, this new edition includes: *more emphasis on male gender equity and on sexuality issues; *special within population gender equity challenges (race, ability and disability, etc); *coeducation and single sex education; *increased use of rigorous research strategies such as meta-analysis showing more sex similarities and fewer sex differences and of evaluations of implementation programs; *technology and gender equity is now treated in three chapters; *women’s and gender studies; *communication skills relating to English, bilingual, and foreign language learning; and *history and implementation of Title IX and other federal and state policies. Since there is so much misleading information about gender equity and education, this Handbook will be essential for anyone who wants accurate, research-based information on controversial gender equity issues—journalists, policy makers, teachers, Title IX coordinators, equity trainers, women’s and gender study faculty, students, and parents.

Author: Melissa A Martinez
Publisher: IAP
ISBN: 1648023592
Category : Education
Languages : en
Pages : 225

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Book Description
As the first scholarly book of its kind, this edited volume brings together educational leadership scholars and practitioners from across the country whose research focuses on the unique contributions and struggles that Latinas across the diaspora face while leading in schools and districts. The limited though growing scholarship on Latina administrators indicates their assets, particularly those rooted in their sociocultural, linguistic, and racial/ethnic backgrounds, their cultura, are undervalued in research and practice (Hernandez & Murakami, 2016; Martinez, Rivera, & Marquez, 2019; Mendez-Morse, 2000; Mendez-Morse, Murakami, Byrne-Jimenez, & Hernandez, 2015). At the same time, Latina administrators have reported challenges related to: isolation (Hernandez & Murakami, 2016), a lack of mentoring (Mendez-Morse, 2004), resistance from those who expect a more linear, hierarchical form of leadership (Gonzales, Ulloa, & Munoz, 2016), balancing varying professional and personal roles and aspirations (Murakami-Ramalho, 2008), as well as racism, sexism, and ageism (Bagula, 2016; Martinez, Marquez, Cantu, & Rocha, 2016). The impetus for this book is to acknowledge, explore, theorize, and expand our understanding of how Latinas’ success as school and district leaders is informed by such gifts, including their prioritizing of familia and communidad, relationship building, reciprocity, and advocacy, in the face of such challenges. Thus, this volume covers four topical areas: 1) Testimonies and reflections from the field/Testimonios y reflexiones del campo, 2) Leading in relationship, comadrismo, with and for community/Liderazgo en relación, comadrismo, con y para la omunidad, 3) School community leaders(hip)/Lider(azgo) escolar y comunitario 4) Learning from the experiences of others/Aprendiendo de las experiencias de otras.