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Divergent Angry Voices

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Title: Divergent Angry Voices
Language: English
Authors: Brown, Paula, Finch, Kim, MacGregor, Cynthia, Watson, Robert
Source: International Journal of Educational Leadership Preparation. Oct 2012 7(3).
Availability: NCPEA Publications. Web site: http://www.ncpeapublications.org
Peer Reviewed: Y
Page Count: 16
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Descriptors: Leadership Effectiveness, Principals, Educational Change, Federal Legislation, Administrator Effectiveness, Organizational Effectiveness, Leadership Qualities, Educational Environment, Praxis, Theory Practice Relationship, Best Practices, Participative Decision Making, Leadership Styles, Organizational Culture, Administrator Characteristics, Institutional Characteristics, Effective Schools Research, Teacher Attitudes
Geographic Terms: United States
Laws, Policies and Program Identifiers: No Child Left Behind Act 2001
ISSN: 2155-9635
Abstract: In 2004, The U.S. Department of Education stated, "Great schools have great leaders" (p.1). Research supported their declaration as our nation actively pursued educational reform. School systems across the country searched for good school principals to lead, believing they were the "cornerstones of good schools" (DiPaola & Tschannen-Moran, 2003, p. 43). In 2004, the U. S. Department of Education published national statistics, which summarized that there was a shortage of top-notch principals to meet the demands of No Child Left Behind. As schools struggled, they realized the problem did not lie in the quantity of school principals but in the quality of the principal and learning environments (2004). However, the real challenge became finding effective leaders to facilitate successful learning environments for teachers and students to learn. In the meantime, teachers became frustrated and angry with weak leadership and promised changes with no results. Schools experienced declining assessment scores, an increasing number of students who were experiencing school failure, dropping out, and in trouble with the law because of involvement in crime and violence. Therefore, research continues to be necessary to find what makes an effective leader and successful learning environment in high schools to quiet the "Angry Voices" (Brown, 2009). (Contains 1 table.)
Abstractor: As Provided
Number of References: 64
Entry Date: 2013
Accession Number: EJ997466
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Leadership+Preparation%22"><i>International Journal of Educational Leadership Preparation</i></searchLink>. Oct 2012 7(3).
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  Data: In 2004, The U.S. Department of Education stated, "Great schools have great leaders" (p.1). Research supported their declaration as our nation actively pursued educational reform. School systems across the country searched for good school principals to lead, believing they were the "cornerstones of good schools" (DiPaola & Tschannen-Moran, 2003, p. 43). In 2004, the U. S. Department of Education published national statistics, which summarized that there was a shortage of top-notch principals to meet the demands of No Child Left Behind. As schools struggled, they realized the problem did not lie in the quantity of school principals but in the quality of the principal and learning environments (2004). However, the real challenge became finding effective leaders to facilitate successful learning environments for teachers and students to learn. In the meantime, teachers became frustrated and angry with weak leadership and promised changes with no results. Schools experienced declining assessment scores, an increasing number of students who were experiencing school failure, dropping out, and in trouble with the law because of involvement in crime and violence. Therefore, research continues to be necessary to find what makes an effective leader and successful learning environment in high schools to quiet the "Angry Voices" (Brown, 2009). (Contains 1 table.)
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      – Text: English
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      – SubjectFull: Leadership Effectiveness
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Educational Change
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      – SubjectFull: Federal Legislation
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