By William G. Wraga, Peter S. Hlebowitsh, Founding Editor Tanner, Daniel Tanner
The examine assessment for college Leaders, quantity III is particularly designed as a pragmatic source for college leaders whose schedules avoid possibilities to find and assessment key learn on each factor they need to tackle. It locations complete, present, and obtainable stories of academic learn at their fingertips, and is equipped to make the examine and practices it summarizes beneficial to them of their expert endeavors.
this is often the 3rd quantity of the Review. even supposing the name has replaced, its function and substance is continuing with the paintings of the sooner volumes. the 1st Annual assessment of analysis for college Leaders (1996) summarized study at the prestige of public education, interdisciplinary curriculum, and academic functions of pcs. the second one quantity (1998) addressed the subjects of middle-level schooling, the extracurriculum, arithmetic schooling reform, and drop outs. the current Volume III bargains academic leaders stories of study on 5 well timed academic issues:
* citizenship education;
* multicultural education;
* talented and proficient education;
* lecture room evaluation; and
A simple premise of this quantity is that, to make sound judgements, execs have to be brand new on present examine regarding the issues with which they grapple. A moment premise is that examine can't easily be imposed in a formulaic method on a neighborhood surroundings; the character of the actual challenge to be solved will regularly undergo upon the relevance of analysis to a particular context. therefore, this quantity is expected as a valuable source for college leaders as they interact in vital discussions of the learn with lecturers, institution board individuals, mom and dad, and different events as they collaboratively search powerful resolutions to neighborhood academic problems.
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Extra resources for Research Review for School Leaders: Volume III
Niemi and Junn (1999) sent a questionnaire to each of the social studies directors of the 50 states and the District of Columbia asking about civics/government course requirements. Forty-two (82%) directors indicated that their state had such a requirement. However, Niemi and Junn also indicated that in “only twenty of those states does the requirement demand that there be a separate course (in civics or government); most states simply require that the material be covered in some way during the high school years” (p.
431). Despite this somewhat narrow approach to describing the civic and political values and attitudes students hold, Patrick and Hoge (1990) nonetheless provided important insight into the nature of political beliefs and attitudes among the nation’s students. Based on their review of relevant research, Patrick and Hoge presented seven general findings related to adolescent/young adult political beliefs, attitudes, and values: 1. Adolescents and young adults tend to have favorable attitudes toward the Constitution, democracy, and the nation.
Finally, as assessment generally affects nearly all aspects of a local educational program, so does scheduling. With the sudden emergence of renewed interest in block scheduling, a review of research on block scheduling and of other scheduling options is in order. Part V is devoted to the issue of scheduling. We hope that school leaders find the research and practices summarized in this volume useful in their professional endeavors. It is worth bearing in mind, however, that research is best not simply imposed on a local setting.