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 |
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