Atjaunojot konkursu “Preses nagla”, pavisam drīz savas balvas gatavojas pasniegt arī Latvijas Preses izdevēju asociācija. Preses balvas rīkotāji tikuši nedaudz tālāk, konkursa nolikumā cenšoties aprakstīt vērtēšanas kārtību un kritērijus. Tomēr, tāpat kā Radio un televīzijas padome, arī preses izdevēji joprojām neatzīst tiešsaistes (online) žurnālistiku, kaut tieši drukātie mediji pašlaik uzrādījuši augstākos sasniegumus tiešsaistes žurnālistikas attīstībā (piemēram, laikraksta Diena projektu V-Diena un L-Diena centieni izkāpt no vienkāršajiem tradicionālo izdevumu materiālu pārcēlumiem tiešsaistes vidē un piedāvāt jaunu, patstāvīgu saturu).
Profesionālās balvas ir ļoti būtiskas, tomēr tās nes mazu ieguldījumu profesionālās vides attīstībā, ja konkurss netiek tālāk par svinīgu pasākumu ar balvu sadalīšanu. Žurnālistikas balvām vajadzētu ne tikai spēt atpazīst un izcelt izcilu žurnālistiku, bet vienlaikus kalpot par platformu diskusijām par profesijas veiksmes un neveiksmes stāstiem, kā arī jaunajiem uzdevumiem. Žūrijas vērtējumam par žurnālistikas profesionālisma līmeni nevajadzētu palikt tikai žūrijas iekšējās apspriedēs, bet iniciēt tālāku diskusiju, kas iesaistītu mediju profesionāļus, arī tos, kuri savu pieteikumu konkursam nemaz nebija aiznesuši, un uzrunātu sabiedrību kopumā. Žurnālistiem ir būtiski ne tikai izrunāties profesionālās vides robežās, bet arī uzrunāt plašāku sabiedrību. Žurnālistiem publikai ir jāskaidro savi lēmumi un prakse, jo žurnālistikas funkcionēšanas atslēga ir sabiedrības uzticība, bet uzticības pamatā ir dialogs starp medijiem un sabiedrību. Taču dialogam vispirms jāsakās profesionālajā vidē, un to izdarīt nemaz nav tik ļoti sarežģīti, vien citus gadus konkursu rīkotājiem blakus svinīgo pasākumu tāmēm vajadzētu paredzēt arī izdevumus diskusijas sarīkošanai.
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William Allan Kritsonis, PhD
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Professional Experience
Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.
Books – Articles – Lectures - Workshops
Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 500 articles in professional journals and several books. His popular book SCHOOL DISCIPLINE: The Art of Survival is scheduled for its fourth edition. He is the author of the textbook William Kritsonis, PhD on Schooling that is used by many professors at colleges and universities throughout the nation and abroad.
In 2007, Dr. Kritsonis’ version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with the late Dr. Philip H. Phenix. Dr. Kritsonis was in continuous communication with Dr. Phenix until his death in 2002.
In 2007, Dr. Kritsonis was the lead author of the textbook Practical Applications of Educational Research and Basic Statistics. The text provides practical content knowledge in research for graduate students at the doctoral and master’s levels.
In 2008, Dr. Kritsonis’ book Non-Renewal of Public School Personnel Contracts: Selected Supreme and District Court Decisions in Accordance with the Due Process of Law is scheduled for publication by The Edwin Mellen Press, Lewiston, New York.
Dr. Kritsonis’ seminar and workshop on Writing for Professional Publication has been very popular with both professors and practitioners. Persons in attendance generate an article to be published in a refereed journal at the national or international levels.
Dr. Kritsonis has traveled and lectured throughout the United States and world-wide. Some recent international tours include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, and many more.
Founder of National FORUM Journals – Over 4,000 Professors Published
Dr. Kritsonis is founder of NATIONAL FORUM JOURNALS (since 1983). These publications represent a group of highly respected scholarly academic periodicals. Over 4,000 writers have been published in these refereed, peer-reviewed periodicals. In 1983, he founded the National FORUM of Educational Administration and Supervision – now acclaimed by many as the United States’ leading recognized scholarly academic refereed journal in educational administration, leadership, and supervision.
In 1987, Dr. Kritsonis founded the National FORUM of Applied Educational Research Journal whose aim is to conjoin the efforts of applied educational researchers world-wide with those of practitioners in education. He founded the National FORUM of Teacher Education Journal, National FORUM of Special Education Journal, National FORUM of Multicultural Issues Journal, International Journal of Scholarly Academic Intellectual Diversity, International Journal of Management, Business, and Administration, and the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. In 1997, he established the Online Journal Division of National FORUM Journals that publishes academic scholarly refereed articles daily on the website: www.nationalforum.com. Over 500 professors have published online. In January 2007, Dr. Kritsonis established Focus: On Colleges, Universities, and Schools.
Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis has been invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the newly established PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He lives in Houston, Texas
Writing for Professional Publication in National Refereed Journals
A Session for Faculty and Doctoral Students
California State University, San Bernardino
William Allan Kritsonis, PhD
Professor
PhD Program in Educational Leadership
Prairie View A&M University/The Texas A&M University System
1. Professional reasons for writing for publication
2. Personal reasons for writing for publication
3. How real writers behave
4. Writer’s write for the following reasons
5. How to get started
6. What will “sell” the editor on your work?
7. Formula: Brilliant Ideas + Good Luck + Knowing the Right People = Publication
8. On scholarly work
9. Reasons to write and publish journal articles
10. Writing and publishing journal articles enables you to…
11. Three basic types of articles: practical – review or theoretical – research
12. Quantitative Studies
13. Qualitative Research
14. On writing books
15. Four phases of book publishing (Fun – Drudgery – Torture – Waiting)
16. Some reasons to write a book
17. Where does the dollar go after a book is published?
18. What do editors and reviewers really want?
19. Earning approval from editors and reviewers
20. What to remember about bad writing
21. How to get fired as a reviewer
22. Publish or perish or teach or impeach
23. I’ve been rejected many times – should I give up?
24. In writing, how you read is important
25. How teachable is writing?
26. “I can’t seem to tell how my writing is going while I am doing it. Can you help?
27. Remember your purpose in writing
28. What differentiates ordinary writing from writing with style
29. It must get somewhat easier to write, otherwise, how would some authors become so prolific?
30. If writing for publication does not prove to be lucrative, why bother?
31. Why creative work is worthwhile
32. Show respect for your writing. It is about what the readers should know. If this puts a strain on a professional relationship, then so be it.
33. “Why I Write” (Orwell) Sheer egoism, aesthetic enthusiasm, historical impulse, and political purpose.
34. What really makes an academic write?
35. The Writer’s Essential Tools – words and the power to face unpleasant facts.
36. No human activity can sap the strength from body and life from spirit as much as writing in which one doesn’t believe.
37. “Because it was there.” Edmund Hillary. And with this comment he supplied generations with a ready-made and unanswerable defense for any new undertaking even writing.
38. Why we write.
39. Climbing Your Own Mountain
40. Be yourself. Have fun writing.
Please list any other topics you want Dr. Kritsonis to discuss.
281-550-5700 Home; Cell: 832-483-7889 – williamkritsonis@yahoo.com
Utilizing The William Allan Kritsonis Balanced Teeter -Totter Model as a Means to Cultivate a Legacy of Transformational Leaders in Schools
Karen Dupre Jacobs
PhD Student in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A & M University
Prairie View, Texas
Teacher
Alief Independent School District
Houston, Texas
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
College of Education and Professional Studies
Central Washington University
________________________________________________________________________
ABSTRACT
The Kritsonis Balanced Teeter-Totter Model, developed by Dr. William Allan Kritsonis, is utilized to cultivate a legacy of transformational leaders in schools throughout the United States. In a time when change is schools is inevitable, the model aides school leaders in better defining their individual role in schools and that of their stakeholders in improving schools. School leaders will cultivate a legacy of transformational leadership in schools for generations if they properly use this model as a reflective tool.
________________________________________________________________________
Introduction
Schools are in a state of crisis and reform methods are not working quickly enough to adjust to societal changes such as demographic changes, high school standards and accountability measures, and/or cultural shifts. Traditional methods are slowly causing the demise of schools as we know them. Public schools are competing with public and private schools where transformational leaders have begun to emerge. These leaders demonstrate that they possess what Micheal Fullan calls “sustainability” and “systems thinking”. How do public schools embrace postmodernism, an ideology developed by Dr. Fenwick English (2003), and develop schools that cultivate a legacy of transformational leadership? The William Allan Kritsonis Balanced Teeter-Totter Model (Kritsonis, 2002, p. 276) is a vital construct in solving this dilemma. The model focuses on key skills that transformational leaders must use in harnessing their strengths to become highly- productive, sustainable leaders in public schools.
Purpose of the Article
The purpose of this article is to discuss how The William Allan Kritsonis Balanced Teeter-Totter Model can be used to aide school districts in developing a legacy of transformational leaders. Postmodernistic in design, the model is the basis for developing sustainable transformational leadership in schools nationally. Five key recommendations will be given that will reiterate the key points of the model and demonstrate how the model can be utilized to address the work of public schools in developing a legacy of transformational leaders. In order for schools to initiate its work, these institutions must first grasp what it means to be a transformational leader.
Building a Model for Success by Developing Transformational Leadership in Schools
According to Northouse (1997), “transformational leaders are recognized as change agents who are good role models, who can create and articulate a clear vision for an organization, who empowers followers to achieve at higher standards, who act in ways that make others want to trust them, and who give meaning to organizational life” (p.157). Transformational leaders mobilize others to solve educational problems through a shared vision and provide the support for stakeholders to become postmodernist and invigorate the school culture with true innovation and change. These energized leaders move their organizations toward opportunities and are more than ready to deal with challenges that may be presented in the change process. As a result, transformational leadership embraces postmodern thinking and aides others in sharing their visions. Educational leaders who fully understand The William Allan Kritsonis Balanced Teeter-Totter Model will grab hold of transformational leadership and impart lasting change by building leadership legacies in schools.
The Impetus of Postmodernism in Schools
Postmodernist thinking within the secondary, public school system focuses on reforming the current educational system. It is a new paradigm in thinking which emphasizes the idea that no one method or teaching/ administrative style appeals to all students or staff because every stakeholder has unique needs. Staff members and students alike bring different talents and skills to the workplace. All of these abilities must be harnessed together to address the rapid changes occurring in the educational system today in order to drastically improve student achievement and workplace solidarity.
According to English (2003), postmodernism challenges how school leaders operate their schools. Since school leaders must have a global knowledge base, they must be able to multi-task and always learn new skills, especially team and organizational building skills that empower workers and develops a culture of mutual trust and respect. The postmodern challenge aides leaders by helping them and stakeholders to focus on the possibilities of what their school can become. By using The William Allan Kritsonis Balanced Teeter-Totter Model, school leaders can begin to discover how their content knowledge builds their technical and human skills in running their schools in a postmodern fashion. The model takes into account what English (2003) writes of postmodernism, how “effective decisions must take the human factor into account” (p. 208).
Cultivating Sustainable Leadership with Lasting Impacts
School leaders must desire to make a lasting difference within the schools in which they work and facilitate change for the better. The focus of school leaders should be to leave schools and/ or school districts in a much better situation or standing than the conditions in which they themselves may have started. They have to be what Fullan (2005, p. 16) calls “system thinkers in action.” This means that school leaders must be committed to making lasting change across schools and school systems through what he calls “lateral capacity building” (Fullan, 2005, p. 16). In order to have longevity in schools, school leaders have to flexible and have a moral purpose that includes an energized learning culture. The William Allan Kritsonis Balanced Teeter-Totter Model helps create sustainable transformational leadership in schools with its unique postmodernist approach.
The William Allan Kritsonis Balanced Teeter-Totter Model
The Kritsonis Balanced Teeter-Totter Model initially developed by Dr. William Allan Kritsonis and modified here by Karen Dupre Jacobs gives further credence on how transformational leaders embrace their conceptual or knowledge skills in order to further enhance their human and technical skills. This construct will foster the development of
transformational, postmodern leaders who have sustainable success and a lasting impact in their schools and school systems. The William Allan Kritsonis Balanced Teeter-Totter Model demonstrates how school leaders can draw upon their individual conceptual skills
obtained from academia to build or develop both their technical and human skills in a balanced continuum.
Technical Skills Human Skills
Conceptual Skills
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Strong conceptual skills gained from content knowledge from an accredited degree granting institution, an intense focus on current educational research, and professional reading habits and self- development builds a solid foundation.
This factor, in turn, further develops the leaders’ capacity to build relationships with stakeholders (human skills) and enhances the technical skills they must utilize to be highly productive on the job.
Recommendations for Using The William Allan Kritsonis Balanced Teeter-Totter Model
Recommendation #1: School leaders must possess a strong conceptual knowledge of what their school vision and mission is to their stakeholders. The school’s vision and mission must impart to all stakeholders as goals that all members can succeed at helping to make a reality. By having a solid conceptual basis, school leaders can see how The Kritsonis Balanced Teeter-Totter Model aides in helping leaders focus on how to deconstruct their schools’ visions and missions so that their entire staff is actively involved in the process.
Recommendation # 2: School leaders must train staff members in new methodologies to address change through staff development that addresses curricular and non-curricular issues. Change is hard for people, especially stakeholders in schools, to embrace as global decisions are made for the organization to improve. Major school changes that are made by more than one stakeholder are encouraged by postmodernism and yields tremendous results that end with lasting changes for the organization. The Kritsonis Balanced Teeter-Totter Model demonstrates how the leaders’ conceptual knowledge of the said change can lead to helping leaders in developing their human skills
in assisting staff members in times of change and in cultivating their technical skills by guiding and facilitating stakeholders through the change.
Recommendation # 3: School leaders must assist in their staff and future leaders in training on how to evaluate educational research in order to cultivate strategies for
practice. By doing this, school leaders are training their teachers and staff members on how to evaluate, deliver, and support content knowledge that is unbiased and not based upon absolute truths. The model is utilized to emphasize the interconnectedness of how the leaders’ conceptual knowledge, in evaluating content knowledge of different academic subjects, can develop staff members’self-efficacy through their human and technical skills.
Recommendation # 4: All school leaders must encourage and provide training for their staff to become bilingual to compete with the changes in demographics within the next decade. The Kritsonis Balanced Teeter- Totter Model enhances the leaders’ ability to communicate to all stakeholders by honing in on their human skills. Sustainable change can only be attained if the lines of communication are kept open to everyone connected to the school. This also aides the leader in making effective decisions for students and their families’ individual communication needs. The model enables the leaders and their organizations to build deeper networks within their local communities.
Recommendation # 5: School leaders must train staff members to work in teams that self-access. By harnessing on their own conceptual knowledge that utilizes both their technical and human skills, leaders are teaching their staff how to be accountable for their work, provide them with the authority to change the elements of their job that are not working properly for the good of the organization, and makes them responsible for each others’ actions. This is how The Kritsonis Balanced Teeter-Totter Model if used appropriately will help leaders in assisting stakeholders in developing their identities from school culture.
Concluding Remarks
In conclusion, The William Allan Kritsonis Balanced Teeter-Totter Model can be used by school leaders to 1) harness a strong conceptual knowledge of what their school vision and mission is to their stakeholders; 2) educate staff members in new methodologies to address change through staff development that addresses curricular and non-curricular issues; 3) assist in their staff and future leaders in training on how to evaluate educational research in order to cultivate strategies for practice; 4) encourage and provide training for their staff to become bilingual to compete with the changes in demographics within the next decade; and 5) train staff members to work in teams that self- access. The model helps school leaders cultivate an educational environment that welcomes every type of learner by educators providing and managing instructional standards and students participating in the educational process. The model aides school
leaders by helping them to visualize the importance of conceptual, human, and technical skills in the daily operation of schools.
The model enables leaders to help stakeholders visualize that every person in the organization must be given the opportunity to voice their opinions and put their ideas into action to make the school’s vision and mission a reality. If The William Allan Kritsonis Balanced Teeter-Totter Model, used as a postmodernistic construct, is implemented by school leaders in secondary public schools, educational leaders and stakeholders alike can better define their role and that of other members in the organization. The model will help them to recognize their interdependence on one another to accomplish their goals and missions. Only then will sustainable, transformational leadership become a reality.
References
English, F.W. (2003). The postmodern challenge to the theory and practice of educational administration. Springfield, IL: Charles C. Thomas Publisher.
Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey- Bass.
Fullan, M. (2005).Resiliency and sustainability. The School Administrator, 2(1), 16-18.
Kritsonis, W.A. (2002). William Kritsonis, Ph.D on schooling. Mansfield, OH: Book Masters, Incorporated.
Human Resource Management in Small Rural Districts: The Administrator’s Role in Recruitment, Hiring, and Staff Development
Rhodena Townsell
Ph.D. Student in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A & M University
Prairie View, Texas
Principal
Madisonville Consolidated Independent School District
Madisonville, Texas
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
The Whitlowe R. College of Education
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
ABSTRACT
The purpose of this article is to review the rural area administrator’s role in the areas of teacher recruitment, hiring and staff development. State and Regional Policies reveal that these areas are chief among the concerns of rural school leaders (Johnson, 2005). The rural school administrator’s role often requires him/her to become involved in every aspect of a school’s functions. It is crucial for the rural administrator to understand the culture of the surrounding community in order to become successful in these endeavors (Helge, 1985). Seeking teachers most likely to be sold on the benefits of teaching in a rural school is recommended. Such individuals usually have rural backgrounds, personal characteristics or educational experiences that predispose them for life in a rural area (Collins, 1999).
________________________________________________________________________
Purpose of the Article
The purpose of this article is to review the rural area administrator’s role in the areas of teacher recruitment, hiring and staff development. State and Regional Policies reveal that these areas are chief among the concerns of rural school leaders (Johnson, 2005). The rural school administrator’s role often requires him/her to become involved in every aspect of a school’s functions. It is crucial for the rural administrator to understand the culture and expectations of the surrounding community in order to become successful in these endeavors (Helge, 1985).
Largest Number of Students Attending Schools in Rural Areas is in Texas
Jerry Johnson (2005), the State and Regional Policies Studies Manager, reported that 27% (12.5 million) public school students attend school in towns with populations of less than 25,000. The study revealed that 19% (8.8 million) pupils attended school in towns with populations smaller than 2,500. Texas is the state with the largest number of students attending schools in rural areas.
An earlier study, conducted by the National Education Association (NEA, 1998), found that 38% of America’s school age children attended public schools in rural districts and small towns. By comparing this percentage to the percentage reported in the Johnson study, readers can see that the number of students attending schools in rural areas has increased.
The Johnson study reported that at least 49% of American schools are located in rural areas and that 40% of all public school teachers’ work at rural schools. It is notable that rural schools often employ the largest number of people in their communities.
Teachers deciding to live in rural areas often do so with specific purposes in mind. Often the turn over for rural teachers is low. This can become political as teachers and support staff members compete for local jobs. Therefore, administrators in rural areas must stay abreast of student needs, community events, work toward building positive relationships with community leaders, and provide sufficient motivation for staff members to work effectively to meet the needs of the students. This is no small undertaking.
Current Teacher Shortage in Rural Areas
William Kritsonis, author of William Kritsonis, PHD on Schooling (2002), states that there is currently a teacher shortage. He goes on to say that this shortage is especially high in some geographic areas and in some subject areas such as mathematics. This is true in many rural areas where perspective teachers may find the smaller salary and the social aspects associated with a rural community unpalatable. After the passage of The No Child Left Behind Act in 2001, rural area administrators have found themselves attempting to “grow” math and other specialty teachers in order to meet certification
requirements for highly qualified teachers (Collins, 1999).
Public schools depend on governmental funding to stay open. In order to meet one of the many requirements to receive these monies, administrators must sign an attestation form each year. The campus principal’s attestation is an assurance that teachers on the campus are certified to teach the subjects to which they have been assigned. This places even more pressure on rural administrators as they try to recruit the necessary personnel. Rural educators are more likely to be assigned to teach outside of their certification area.
Rural Administrators Have Difficulty Finding Qualified Teachers
A review of the literature shows that rural administrators have difficulty finding qualified teachers who fit in with the school and community and who will stay with the job. Often the perfect teacher is the one who is certified to teach more than one subject or grade level. Teachers in rural locations must also be able and willing to adjust to the community. In some cases teachers must be willing to work toward additional certification. Many districts have begun to provide incentives and extra pay for teachers who are willing to under take the extra training (NEA, 1998).
It is no secret that teachers in rural schools can expect to have smaller incomes. It is also a fact that some teachers are less likely to have health insurance benefits provided by the school district (NEA, 1998). While salary is a great deterrent in the recruitment of qualified teachers for small rural schools, the feeling of isolation is often the first reason cited as one of the negatives when looking at rural life. Newly hired teachers report feelings of social, cultural, and professional isolation. One survey cited geographic isolation, weather, distance from larger communities, distance from family, and inadequate shopping as reasons for leaving a rural area teaching position (Collins, 1999). The lack of entertainment was also a factor to those deciding against teaching in a rural area.
Teacher recruiters must look for candidates with rural backgrounds, personal characteristics, or educational experiences that predispose them for life in a rural area (Collins, 1999). These individuals are most likely to be sold on the benefits of teaching is a rural area school.
Helping New Teachers Overcome Feelings of Isolation
To help new teachers overcome the feeling of isolation, administrators need to conduct some of the following activities:
1. Provide a mentor teacher;
2. Provide quality in service;
3. Provide school-community orientation;
4. Select the first assignment with care;
a. Set clear goals;
b. Welcome feedback;
c. Establish a non-threatening environment;
d. Provide opportunities to interact with parents and peers;
5. Streamline paperwork;
6. Provide time for the new teacher to visit in other classrooms; and
7. Encouraging workshop participation. (Collins, 1999)
The campus level administrator increases the chances for ensuring teachers' satisfaction with their choice of teaching as a career by helping new teachers to develop the knowledge, skills, and attitudes essential to school reform, and improved student achievement. It is also important for campus level administrators to help experienced teachers in the acquisition of new skills (Collins, 1999).
Often rural teachers have been on the job, in the same grade level, at the same school for many years. These teachers may have experienced many curriculum changes and had many different administrators during a long career. Long time teachers may also be related to members of the school board and/or attend social functions with them. This makes it necessary for all administrators to encourage two-way communication with teachers and to share data with teachers as soon as it becomes available. Keeping the lines of communication open and expectations high can help campus level administrators avoid many pitfalls associated with the culture of small communities where the chain of command lines can become blurred.
Characteristics of Successful Rural School Staff Development Programs
Doris Helge (1985) identified the characteristics for a successful rural school staff development programs as the following:
1. Involving teachers in the planning stage;
2. Gathering specialized resources for teaching;
3. Integrating of rural focused content especially when working with disadvantaged students;
4. Seeking and acquiring additional funding and equipment;
5. Using the community as a resource;
6. Relating effectively with the community;
7. Using the latest technology; and
8. Incorporating alternate instructional arrangements for special needs populations.
Professional development is critical for the success of school improvement initiatives and subsequent student achievement. It is imperative that administrators place high priority on the continual professional development of teachers and support staff at the school. Research and experience says that the campus level administrator’s role in teacher professional development is critical. Offering specific examples to illustrate research-based strategies are effective in encouraging and supporting the continued professional development of teachers (Helge, 1985).
By participating in professional growth activities and sharing in learning and skill development activities with teachers, the campus level administrator demonstrates a commitment to continual learning and serves as a role model for the faculty (Payne & Wolfson, 2000). Information on the activities of the campus level administrator travels quickly and widely in a small school. Therefore, it is beneficial for the campus level administrator to follow up the application of training and to plan program support.
By setting an example as a lifelong learner, administrators help to mold the culture of the school as a learning organization where professional development is the norm. When the campus level administrator models continual learning, the support staff is more likely to focus on their own professional development. The campus level administrator can experience with teachers the feelings associated with the learning of new skills and begin to discuss new ideas and possible ways to improve the school. Student achievement will have the opportunity to increase as the knowledge and skills of the teaching staff increases. Teacher learning is encouraged when the campus level administrator participates in the learning. Both the campus level administrator and the teachers benefit from learning together (Payne & Wolfson, 2000).
The campus level administrator is the leader of his/her learning organization. If schools are indeed learning organizations; then, the campus level administrator must establish the expectation that all members should focus on their own professional growth and work cooperatively with others to increase student learning. Through individual and group assessment and discussions about needed improvement, the campus level administrator and faculty members must determine ways that professional development can help them achieve the mission, goals, and objectives of the school. By careful planning and linking professional development to school improvement, campus level administrators and teachers work to ensure student learning is the central focus for professional development. Together, they also ensure that professional development is ongoing (Payne & Wolfson, 2000).
Importance of Mentoring Programs and Professional Development
The campus level administrator must ensure that new teachers are initiated into the culture of the school. Through teacher mentoring programs, new teachers formally and informally learn that the school is an organization that emphasizes professional growth. Schools can exhibit this commitment to the development of new teachers by developing mentoring programs (Collins, 1999).
Specific training should be provided to target new teachers and cover basic concerns that a new teacher needs to understand in order to feel comfortable. A mentor teacher at each level supports each new teacher in his or her classroom. Master teachers should be encouraged to facilitate monthly seminars, lead discussions, and model “best practices” on topics such as differentiated instruction, cooperative learning strategies, and adolescent development. In addition, each new teacher is assigned a mentor teacher who provides assistance in the day-to-day functions of the school. Informal information about
the culture surrounding the school and the community can also be disseminated. In a
formal evaluation of the mentoring program, new teachers reported a high degree of
satisfaction and a strong sense of support during the critical beginning stages of their teaching career (Payne & Wolfson, 2000).
Building level administrators must empower their faculty and hold them accountable for setting personal goals and for planning with their grade level to formulate grade specific goals. These goals are in turn aligned with the school and district strategic plans. It is imperative that administrators seek and plan opportunities for teachers to receive feedback and support from colleagues. Ensuring this support is important to each teacher's professional development (Payne & Wolfson, 2000).
Rural area administrators must use data to set professional growth priorities. The location of a school, however remote, is no excuse not to use the latest research based practices in order to foster teacher growth. Children living in rural districts often face as much poverty as those living in inner city schools. It becomes the administrator’s job in conjunction with district level leaders to address specific issues that affect the students being served by the district.
Professional Growth, Improvement and Development Critical for Rural Schools
The following information includes practices that are good for administrators in all areas. These practices are especially critical to administrators in small rural districts where resources are not plentiful.
Administrators must act as motivators and supporters of teachers. Outcomes are more positive when teachers view their campus level administrator as a helper, supporter, a source of information, and resource for professional development. This administrator must share articles, websites, tapes, books, and information about topics, conferences, and workshops of interest to teachers. Teachers are comfortable sharing their professional goals and asking their campus level administrator for assistance in pursuing professional growth opportunities. Teachers feel more confident when they believe their campus level administrator wants them to further their knowledge and increase their skills. Teachers are also willing to ask for help. An administrator must communicate with enthusiasm and express a sincere interest in teachers' learning. This often makes it possible for teachers to participate in professional development opportunities without being asked. The administrator must also encourage teachers to share what they have learned from their professional growth experiences (Payne & Wolfson, 2000).
Teachers should be encouraged to make presentations at staff meetings, conferences, and conventions in order to share and gain information about best researched based practices with colleagues and other professionals. Again, teachers must be encouraged to share information they gain from workshops and conferences with other staff members at grade level or staff meetings (Payne & Wolfson, 2000).
Often campus level administrators must promote new ideas and support teachers as they attempt to use the latest technology and materials. Spending time with teachers and providing support as they work through problems is a necessity. Teachers need to be
encouraged to practice new ideas and technology. Their progress seems to occur quicker
when administrators express enthusiasm and give positive reinforcement as teachers utilize new technology and materials (Payne & Wolfson, 2000).
Campus level administrators must provide resources and find creative ways to give teachers the time, money, and support they need for professional development. Many teachers are very willing to learn new strategies and techniques but are frequently prevented from doing so because of time constraints, lack of funds, or the absence of administrative support. The campus level administrator must actively seek ways to help teachers find the time to learn and provide teachers with the available resources and the encouragement they need (Payne & Wolfson, 2000).
Along with the central office administrators, the campus level administrator must allocate time during the school day for professional development activities. In order to provide time for teacher professional development in a rural district, the campus level administrator can occasionally arrange for teachers on the same grade level to share a substitute by dividing the training in half so that each teacher can have a half day available for professional development. This strategy enables teachers to have some time during the school day to work with colleagues without necessitating an entire day away from students and the school building (Helge, 1985).
Teacher professional development also occurs through alternative activities such as conversations among teachers about common concerns, ideas for classroom lessons and effective teaching strategies, and formal and informal observations of teachers in their interactions with students. The campus level administrator can help to orchestrate the informal learning of teachers through strategic assignment of classrooms and lunch periods, through conversations with teachers about what other teachers are doing in their classrooms, and through modeling or describing effective teaching at faculty gatherings and meetings (Helge, 1985).
When there is an expensive workshop that is being offered at a distance, it is often a good idea for rural administrators to cooperate with a teacher’s service center or to contact neighboring rural districts and attempt to bring the speaker in at a shared cost (Helge, 1985).
Teacher professional development is critical to school improvement and increased student learning. As the leader of a learning organization, an administrator must motivate teachers to continue to grow professionally throughout their careers. By setting the expectation for ongoing learning, modeling continual learning, supporting teachers as they learn new skills and increase their knowledge, and facilitating teacher professional growth activities, the administrator encourages teachers to work collaboratively in order to improve student achievement (Payne & Wolfson, 2000).
The campus level administrator can serve as the facilitator for professional development activities, arrange for outside consultants, and coordinate the logistics for school wide professional development. The campus level administrator can also recruit teachers from within the school to conduct professional development activities. By providing time, resources, and support for teachers to plan and prepare for the training, the campus level administrator can affirm their expertise and acknowledge their valuable role as contributors to the continual professional growth of their colleagues. Depending on an administrator's knowledge, skill, and interest, a campus level administrator can
also occasionally conduct professional development activities for teachers (Payne & Wolfson, 2000).
Ways of Knowing Through the Realms of Meaning
Rural Administrators Must Use Their Insights in Working with Others
In his book, Ways of Knowing Through the Realms of Meaning, William Allan Kritsonis (2007) defines Synnoetics as personal knowledge. Synnoetics is not a subject that can be directly taught. Synnoetics are lessons that are learned indirectly. They are insights that are gained from experiences. Synnoetics refers to the insight that a person has into his own being and the insight that the same person has into the lives of other people.
It is no secret that the use of personal knowledge, what one knows, can often afford an individual the opportunity to make advancements. The understanding of self and of other people can lead a person to make decisions, which are either beneficial or detrimental (Townsell, 2006). Therefore, rural administrators must use their insights about people in order to understand the culture and the expectations of their communities in order to recruit, hire, and foster the professional growth of the teachers in the school district.
Concluding Remarks
In conclusion, attracting and retaining highly qualified teachers is one of the chief concerns facing rural school administrators. Keeping the lines of communication open between all stakeholders and involving them in the research and decision making for staff development are the keys to quality change. Understanding the culture and expectations of the community works to the advantage of rural administrators as they work to recruit, hire, and foster the professional growth of teachers in their school districts.
Teachers new to the district need specific information about the culture surrounding the school and the community. Understanding the reasons that teachers decide to live in rural areas and seeking individuals most likely to be sold on the benefits of teaching in a rural school is recommended. Such individuals usually have rural backgrounds, personal characteristics, or educational experiences that predispose them for life in a rural area (Collins, 1999).
Finally, the main focus for recruitment, hiring, and provision of quality staff development in any location should be the students. We cannot afford to offer them less than the best teachers.
References
Collins, T. (1999). Attracting and retaining teachers in rural areas. Retrieved February
16, 2007, from http://eric.ed.gov
Helge, D. (1985). Planning staff development programs for rural teachers. Retrieved February 14, 2007, from http://eric.ed.gov
Johnson, J. (2005). Why rural matters. Retrieved February 16, 2007, from
http://www.ruraledu.org
Kritsonis, W. (2002). William Kritsonis on schooling. Houston, TX: National Forum Journals.
Kritsonis, W. (2007). Ways of knowing through the realms of meaning. Partially funded by the Oxford Round Table, Class of 2005. Mansfield, OH: BookMasters, Incorporated.
NEA (1998). Status of public education in rural areas and small towns: A comparative analysis. Retrieved February 16, 2007, from http://eric.ed.gov
Payne, D. & Wolfson, T. (2000). National association of secondary school principals. NASSP Bulletin, 84(618), 13-21.
Townsell, R., & Kritsonis, W.A. (2006). National insight: A look at synnoetics in one African American female’s journey to the principalship. Doctoral Forum National Journal for Publishing and Mentoring Doctoral Student Research, 3(1), 3.
Smaller Learning Communities: Pre-Implementation Planning Critical to Success
Alex Torrez
PhD Student in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Prairie View, Texas
Assistant Superintendent
Clear Creek Independent School District
Houston, Texas
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
College of Education and Professional Studies
Central Washington University
________________________________________________________________________
ABSTRACT
This article clearly defines the three crucial pre-implementation principles to maximize the success of Smaller Learning Communities in large high schools. Establishing clear understanding for the need of the SLC initiative is the first of these principles. Long term commitment to a sustained plan for relevant SLC professional learning opportunities will guarantee proper training, skills, and knowledge for those working within the SLC school. The final principle defined within this article is the establishment of a foundation for professional learning communities. The absence of any one of these principles can seriously affect the success of a SLC school.
________________________________________________________________________
Introduction
Implementing smaller learning communities in large schools can be argued as the best way to advance student achievement and improve teacher professional learning. Research has been rapidly accumulating that, as far as high schools is concerned size does matter-and smaller is better (Daniels, Bizar, and Zemelman 2001). Student achievement in small schools is superior to that in large schools (Bates 1993; Eberts, Kehoe, and Stone 1982; Eicherstein 1994; Fowler and Walberg 1991; Kershaw and Blank 1993; Miller, Ellsworth, and Howell 1986; Robinson-Lewis 1991; Walberg 1992) (as cited in Cotton, 1996). Most would agree that SLC’s alone will not solve all academic gaps. Benefits such as improved collegiality and collaboration among teachers combined with improved personalized student-teacher relationships would seem to be sufficient factors to convince educators to embrace the SLC model. Limited research supports the superiority of large schools over small schools. Educators continue to struggle with successful implementation and sustainability of the small school concept.
The Purpose of this Article
The purpose of this article is to assist schools in recognizing the importance of the preparation required during the pre-implementation phase of the SLC initiative. To insure the successful initiation of the SLC model, schools must not overlook the importance and commitment to professional learning. Schools not willing to make a commitment to pre-implementation education and preparation are likely to experience slow and inconsistent change as a result.
Understanding the Need for a SLC
Establishing the need for SLC’s is fundamental for creating the understanding and support required to begin. Understanding the important concepts that make SLC’s worth studying starts with the end in mind, the child. Educators and students in mega high schools are familiar with the reality that developing a supportive and nurturing atmosphere is difficult. Students in large high schools can go through their entire high school experience and potentially not have the same group of students in class more than once. Each year students adjust to a new set of teachers who have limited or no history with the student. This traditional setting decreases the potential of establishing meaningful relationships. Studies have established that students need relationships with both peers and adults as part of a healthy learning environment. Adult connections and personalization improves the school experience.
Each student needs to know at least one adult in the school is closely concerned with his or her fate…The relationship between the student and the advocate should ensure that no youngster experiences the sense of isolation that frequently engulfs teenagers during this critical period of their lives. Having someone on his or her side can help a young person feel a part of the school community (National Association of Secondary Principals, 1996, p. 31). If high achievement for all students is the goal of reform, then personalization and a rigorous curriculum are two essential ingredients. Although some students might be able to make it though four years of high school despite the lack of any personal connections, all students require a supportive environment-some more than others. Creating that environment is essential to bringing learning to fruition. (National Association of Secondary Principals, 2004, p. 67)
An increased emphasis on strengthening relationships with students is at the center of the SLC model. It is imperative to establish a clear understanding of what that means to teachers and staff as well as what is expected of them. Planning ongoing professional learning that will assist the faculty in understanding the changes that need to occur will be at the focal point of creating understanding and embracing relationships. Although few would argue that teachers have been historically excellent mentors, the focus on more meaningful student relationships must be implemented correctly or it could be perceived as an extra responsibility added to an already difficult profession.
Pre-Implementation Professional Learning
Campus teams working in the pre-implementation stage must be fully committed to a sustained plan that will provide relevant SLC professional learning. The planning of professional learning during pre-implementation is often overlooked by school administrators. When limited planning or little effort is taken to provide relevant professional learning opportunities that ensure staff members’ deep understanding of the skills needed for using the new practices a SLC model will find it difficult to succeed. Too often, unfortunately, little care is taken to provide professional learning that insures staff members’ deep understanding of content and development of skills for using new practices (Hord and Sommers 2007). Professional learning that assists the process by creating a clear understanding of the iniative and the components that will be needed to create consensus for the initiative are critical to the process from the beginning to full implementation.
Below is a list of topics that require professional learning during pre-implementation:
• What is a professional learning communities
• Professional learning communities individual and team responsibilities
• How to develop interdisciplinary lessons
• Interdisciplinary teaching techniques
• Use of advisory period
• Building support for individual and student groups
• Building capacity in the program
• Sustained leadership
• Team stability
• Articulation with college/university systems
• Building community support
Professional Learning Community
Working as an effective professional learning community is important to the early success of the SLC initiative. The first and most fundamental task of building a collaborative culture is to bring together those people whose responsibilities create an inherent mutual interest in exploring the critical question of PLC (DuFour, DuFour, Eaker, & Many, 2006). The challenge for administrators is overcoming the established traditional school and familiar structure that creates an environment of isolation for teachers. This isolation results in a natural disconnection from colleagues and limits opportunities to share the educational process. Department level meetings, although informative and critical to communication, are not in most cases characterized as a professional learning community. The importance of providing training that assists teachers in the process of working together as well as emphasizes the impact that professional collaboration has on both students and teachers is a powerful step. Allowing teachers to collaborate without appropriate training or understanding why they are collaborating has the potential of creating frustration due to a lack of common experience in the process of working together and the expected outcomes of such efforts. In fact, we are convinced that one of the most common mistakes school administrators make in the implementation of improvement initiatives is to focus exclusively on the “how” while being inattentive to why (Dufour, Dufour, Eaker, & Many, 2006)
A key to implementing a PLC that embraces collaboration will require a commitment to team planning time. Allowing collaboration time is important however allowing collaboration time during the school day is a tremendous reassurance to the commitment of SLC implementation. Expecting teachers to work in professional learning communities and creating outcomes that are benefiting the process of collaborative lesson development, discussions regarding teaching strategies, and opportunities for discussing strategies to assists struggling learners is more meaningful when a time commitment from the district is recognized.
Creating the Right Conditions
Under the right conditions, the problems of commitment, alignment, motivation, and change largely melt away (Collins 2001). Implementation teams that understand the importance of creating the right conditions start by establishing a foundation that a change from the present system is beneficial for students. Positive factors such as opportunities for increased and improved student relationships with peers and faculty resulting in improved attendance, decreased dropout rate, and improved academic success are keys to convincing educators to embrace the necessity for SLC’s. Comprehending that the process involves a different level of collaboration than most educators are familiar with requires a paradigm shift for many teachers. Benefits such as engaging in professional conversations in relation to educational practices and resolving common instructional issues are important. In addition the by product of building professional relationships strengthens the bonds between teachers creating stronger more meaningful support groups.
Concluding Remarks
Finally the success of SLC’s is dependent on a sound pre-implementation plan that is systematic and focused on creating a common and clear understanding of the initaitive. The outcome and the impact on students as well as teachers is the driving force that necessitates a smooth transition from the present structure.
References
Cotton K. (1996, May). School size, school climate and student performance. Retrieved November 3, 2007, from The Northwest Regional Educational Laboratory website: http://www.nwrel.org
DuFour, R., DuFour, R., Eaker, R., and Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree (formerly National Educational Service).
Daniels, D., Bizar, M., and Zemelman, S. (2001). Rethinking high schools: Best practice in teaching, learning, and leadership. Portsmouth, NH: Heinemann.
Hord, M. and Sommers, W.A. (2007). Leading professional learning communities: Voices from research and practice. Thousand Oaks. CA: Cowin Press.
J. Collins, (2001). Good to great: Why some companies make the leap…and others don’t. New York: Harper Business.
National Association of Secondary School Principals (1996). Breaking ranks: Changing an American institution. Reston, VA: Author.
National Association of Secondary School Principals. (2004). Breaking ranks II: Strategies for leading high school reform. Reston, VA: Author.
Beyond the First Days of School: The Recruitment, Retention, and Development of Quality Teachers in Hard-to-Staff Schools: A National Focus
Misti M. Morgan
PhD Student in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A & M University
Prairie View, Texas
Assistant Principal
Houston Independent School District
Houston, Texas
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
Prairie View A&M University
Member of the Texas A&M University System
Visiting Lecturer
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus
Central Washington University
College of Educational and Professional Studies
_______________________________________________________________________
ABSTRACT
A shortage of quality teachers in high-risk urban schools has compelled school leaders to examine innovative methods of recruiting and retaining new teachers to hard-to-staff campuses. Principals must work aggressively to attract new teachers to their campuses by forming university partnerships for early recruitment, and initiating on the job training for new recruits as early as the previous school year. Early immersion in the school environment is key to a smooth transition. Additionally, principals must allocate the necessary fiscal resources to the task of retaining new teachers, particularly in mentorship and professional development. Hard-to-staff campuses must invest in a full-time teacher mentor as well as retired teachers to provide intense mentorship and relevant professional training. Principals must also integrate other critical components to building teacher quality and commitment, such as on-site certification preparation, graduated retention bonuses, and most importantly, weekly formal and informal interactions between the principal and new teachers. The development of new teachers in hard-to-staff schools should be of the highest priority for principals, as stability is key to long-term school improvement. The commitment to this initiative must not only be evident in a principal’s agenda and campus improvement goals, but the campus expenditures as well.
________________________________________________________________________
Introduction
As a national sense of urgency builds towards greater student preparedness and achievement in public schools, the need for the recruitment and retention of quality teachers has reached a fevered pitch. Urban, suburban, and even rural districts are marketing themselves to prospective teachers in the hopes of luring promising educators into their districts and keeping them there. Yet as effective as teacher recruitment efforts may be in individual districts, the teacher turnover statistic remains alarmingly high. Nationwide, annual teacher attrition (turnover) costs have risen to a staggering 7 billion dollars (NEA, 2007). Even more troubling are the statistics or numbers of teachers leaving hard-to-staff schools; recent numbers indicate that an average of 50% of teachers transfer, resign, or retire from high-risk schools within the first five years of employment (NEA, 2007). It is a sobering reality that teacher turnover is greatest in the most academically challenged environments.
Purpose of the Article
The purpose of this article is to make recommendations for three critical questions regarding teacher recruitment, retention, and development in hard-to-staff schools:
1) How do hard-to-staff schools aggressively recruit teachers for their campuses?
2) What steps should principals take to develop new teachers once they become a part of their faculty?
3) What activities should principals engage in to secure a teacher’s long-term commitment to the school?
Throughout this article, the term hard-to-staff applies to schools with the following characteristics:
• Large percentage of socioeconomically disadvantaged students
• Difficult teaching environment
• Undesirable school location
• Low academic achievement of student population (Allen, 1999)
The term ‘teachers’ will refer to teachers new to any given hard-to-staff campus, regardless of their previous professional experience.
Teacher Recruitment – Before the First Days (of School)
Principals in hard-to-staff schools can take a proactive approach to staffing by implementing the following techniques:
University Partnerships
Whenever possible, principals in hard-to-staff schools should solicit the cooperation of local colleges and universities to engage in early on-campus recruitment of prospective teachers. Many college graduates remain undecided on their career path as late as graduation day; a proactive approach to recruitment may sway a potential employee.
Pre-Service Preparation
In partnering with local colleges and universities, hard-to-staff schools must make the case to the universities to expose pre-service teachers to not only the high-performing, exemplary schools, but to low socioeconomic schools as well. Too often, college graduates become disenchanted with the public school system when their first teaching assignment bears no resemblance to their student teaching experience. New teachers need a more accurate depiction of hard-to-staff schools, so they will know the challenges that await them (and be willing to face them anyway).
Job Shadowing
When a principal’s recruitment efforts net potential employees, he or she should move quickly to immerse the new teacher in the life of the campus. Principals in hard-to-staff schools should create job shadowing or apprenticeship opportunities for new employees even before they sign their contracts. The sooner the employee becomes involved, the faster he or she will develop a sense of commitment to the campus.
Early Contract Signing
It is no longer reasonable to expect new teachers to grasp all the inner workings of a campus during the two weeks just prior to the start of school. Rather, new teacher contracts should begin as early as the first of June to ensure that time is allotted for pertinent trainings, job acclimation, and preparation. An earlier start would mean fewer overwhelmed teachers on the first days of school.
Celebrations
New teachers should always be given a great amount of fanfare upon their arrival to a campus. Celebrations that allow new faculty members to meet returning teachers should be initiated at the beginning of the school year and continued on a frequently recurring basis.
The First Days of School
You’ve got the teachers…now what will you do with them?
Invest
While most new teachers are given mentors upon their arrival, the mentor is almost always another teacher with a full course load and additional duties (since most teacher leaders tend to be involved in a plethora of activities). This arrangement leaves little time for true collaboration, and often leaves a new teacher to fend for his or herself. To depart from such scenarios, hard-to-staff schools must either allocate (or be subsidized by the school district) funds to hire a full-time teacher mentor. The teacher mentor would be primarily responsible for professional development, cognitive coaching, and coordination of mentor-mentee partnerships.
The use of retired teachers as one-to-one mentors will provide new teachers with the assistance they need and the personalization that conventional mentorship does not afford. Retired teachers would serve as mentors in the classroom, acting in a coaching and co teaching capacity. Feedback would be instant, giving the new teacher a support system for growth and development. In addition, new teachers should initially have a reduced course load for preparation and observation of best practices in peer classrooms.
Principals must find monies to support this critical initiative rather than overburdening existing staff, as the importance of developing new teachers cannot be overstated.
Professional Development
The importance of relevant professional development and training opportunities to the survival of the new teacher cannot be negated. Training must be early, engaging, regularly repeated, and monitored for implementation. Critical topics for professional development in a hard-to-staff school would include:
• Understanding the culture of poverty (and its implications on teaching and learning)
• Discipline management (hard-to-staff campuses should develop a school wide model for implementation)
• Inclusion strategies for special populations (Special Education and English Language Learners)
• Curriculum Implementation
• Assessment and Data Analysis
• Examining Student Work
• Motivation and Creating Opportunities for Student Success
• Documentation
• Campus policies and procedures
Weekly Debriefing with the Campus Principal
The campus principal must take a hands-on approach to teacher mentoring. Too often, the responsibility of acclimating new teachers (to the campus) falls to the assistant principal, creating a disconnect between the principal and his newest/most impressionable employees. The principal must set aside time regularly (weekly is ideal) to debrief and interact with new teachers. Time with new teachers is far too critical for a principal to delegate, and should remain a priority on a principal’s agenda for the entire academic year.
Test Preparation
On average, 34% of teachers enter the profession without the benefit of full certification (NEA, 2007). While many test preparation programs exist to prepare teachers for state examinations, many of the programs can be costly, and in some cases, only moderately successful. Hard-to-staff campuses would create a win-win situation by compensating campus based teacher leaders to tutor new teachers for certification exams; new teachers could gain relevant information at no additional cost, and schools would increase their number of certified teachers and the teacher’s commitment to the school.
Beyond the First Day
How to Keep Quality Teachers
Money
Hard-to-staff campuses should establish an incentive pay structure that rewards new teachers with a graduated sum of money for each year that they elect to return to the campus. Retention pay would extend up to five years, as research indicates that most teachers permanently commit to the profession after four to five years.
Insist on Involvement
Teachers must sponsor or co-sponsor at least one student-centered activity or participate in at least one campus based committee their first year. Also, new teachers should be strongly encouraged to attend student-centered events, such as football games and school dances. Teacher presence at student-centered events communicates to students and parents that teachers are genuinely interested and supportive of student pursuits outside of the classroom. This in turn creates a more positive rapport between teachers and students in the classroom, as students are more likely to see the teachers as an individual who cares about their well-being.
Opportunities for Growth
Teachers should seek opportunities for relevant professional development and growth outside of the campus, and principals should allocate monies for their pursuits. As a goal, principals should encourage teachers to gain additional endorsements to increase their certification, and when possible, pay for teachers to take the classes needed to attain additional licensures.
Concluding Remarks
In a hard-to-staff school, principals must be sensitive to the need for quality, new teachers and aware of the difficulties they will face in finding them. The success of the new teacher is inextricably linked to the success of students, and if student achievement is a priority, then new teacher development must be a priority as well. Further, when prioritizing, principals must allocate time and funding to support their priorities. It is not enough to say that new teachers are important – sufficient monies must exist in the budget to support the initiative. A principal’s commitment to the development of new teachers can ensure perpetuity and ultimate progress to the success of a hard-to-staff school.
References
Allen, M., & Education Commission of the States, D. (1999, August 1). Teacher
recruitment, preparation and retention for hard-to-staff schools. . (ERIC
Document Reproduction Service No. ED440948) Retrieved October 19, 2007,
from ERIC database.
National Education Association (NEA) (2007). Take a look at today’s teachers. Retrieved November 6, 2007, from National Education Association Website: http://www.nea.org/edstats/07todaysteachers.html
Author’s Address
Misti Morgan
10422 Caribou
Missouri City, Texas 77459
William Allan Kritsonis, PhD
SELECTED PUBLICATIONS
2008
Reprinted with permission: "Educational Leaders as Stewards: Selecting A National Curriculum Guided by the Ways of Knowing Through the Realms of Meaning" Journal of the Massachusetts chapter of ASCD, Harvard University Chapter, Cambridge, Massachusetts. Upcoming issue to accentuate the importance of developing a whole child curriculum. Summer 2008.
Hines, III, M.T., & Kritsonis (2008) An In-Depth Analysis of the Cognitive and Metacognitive Dimensions of African American Elementary Students’ Mathematical Problem Solving Skills. Focus On Colleges, Universities, and Schools, 2 (1)
Morgan, M., & Kritsonis, W.A. (2008) Beyond the First Days of School: The Recruitment,
Retention, and Development of Quality Teachers in Hard-to-Staff Schools: A National Focus.
National FORUM of Educational Administration and Supervision Journal, 25 (3)
Kritsonis, W.A., & Marshall, R.L.(2008) Doctoral Dissertation Advising: Keyes to Improvement of Completion Rates. National FORUM of Educational Administration and Supervision Journal, 25 (3)
Laub, J.D., DeSpain, B.C., & Kritsonis, W.A. (2008) An Analysis of the Rural Public School
Superintendency. National FORUM of Educational Administration and Supervision
Journal, 25 (2)
Torrez, A., & Kritsonis, W.A. (2008) Smaller Learning Communities: Pre-Implementation Planning Critical to Success. National FORUM of Applied Educational Research Journal, 21 (2)
Ivy, Adam, I., Herrington, D.E., & Kritsonis, W.A.(2008). The Challenge of Building Professional Learning Communities: Getting Started. National FORUM of Applied Education Research Journal, 21 (2)
McLeod, K., Tanner, T., & Kritsonis,W.A. (2008). National Impact: Model of a Culturally Active Classroom. National FORUM of Applied Educational Research Journal, 21 (2)
Kritsonis, W.A. (2008) Functions of the Dissertation Advisor. National Journal: Focus On Colleges, Universities, and Schools, 2 (1)
Hines, III, M., & Kritsonis, W.A.(2008). National Implications: Racial Differences in In-service Teachers’ Perceptions’ of Caucasian American Culturally Proficient School Leadership.
National FORUM of Educational Administration and Supervision Journal, 25 (4)
Morgan, M. M., & Kritsonis, W.A. (2008). The Real Philadelphia Experiment: How Benjamin
Franklin’s 13 Virtues can Save a School from Itself. National FORUM of Teacher Education Journal, 18 (3)
Herrington, D.E., Kritsonis, W.A., & Tanner, T. (2008). National Recommendations for Deconstructing Educational Leadership Courses: Re-Centering to Address the Needs of Students. National FORUM of Educational Administration and Supervision Journal, 25
Butcher, J., & Kritsonis, W.A. (2008) A National Perspective: Utilizing the Postmodern Theoretical Paradigm to Close the Achievement Gap and Increase Student Success in Public Education America. National FORUM of Educational Administration and Supervision Journal, 25 (4)
(ERIC Document Reproduction Service No ED499482)
Egbe, R., Ivy, A., Moreland, B., Willis, L., Herrington, D.E., & Kritsonis, W.A. (2008). Ten Things to Consider When Developing a Survey or Assessment Instrument. National FORUM of Applied Educational Research Journal, 21 (3)
Glasco, R.L., Herrington, D.E., & Kritsonis, W.A. (2008). Developing and Nuturing a Common Vision for Technology Integration in Education. National FORUM of Applied Educational Research Journal, 21 (3)
Herrington, D.E., & Kritsonis, W.A. (2008). Essential Reflections for Non-Profits and School Prior to Writing and Submitting Grant Proposals. National FORUM of Applied Educational Research Journal, 21 (3)
Cloud, M., & Kritsonis, W.A. (2008). National Implications: Implementing Postmodernistic Strategies and the Ways of Knowing Through the Realms of Meaning for the Improvement of Ethical Conduct for the Improvement of Public Education. National FORUM of Applied Educational Research Journal, 21 (3) (ERIC Documentation Reproduction Service No.ED499279)
Watkins, D., & Kritsonis, W.A. (2008). Aristotle, Philosophy, and the Ways of Knowing Through the Realms of Meaning: A National Study on Integrating a Postmodernist Approach to Education and Student Academic Achievement. National FORUM of Applied Educational Research Journal, 21 (3)
(ERIC Documentation Reproduction Service No.ED499545)
Butcher, J., & Kritsonis, W.A. (2008). Implementing the Ways of Knowing Through the Realms of Meaning to Assist Leaders in Retaining Alternatively Certified Teachers: Six National Recommendations for Improving Education in the United States of America. National FORUM of Applied Educational Research Journal, 21 (3)
(ERIC Document Reproduction Service No ED499483)
Bowman, E., Herrington, D.E., & Kritsonis, W.A. (2008). Seven Ways to Increase At-Risk Student Participation in Extra-Curricular Activities. National FORUM of Teacher Education Journal, 18 (3)
Puentes, H., Herrington, D.E., & Kritsonis, W.A. (2008). A Case Study with National Implications: Student Mobility and Academic Achievement at a Selected Elementary School Campus. National FORUM of Teacher Education Journal, 18 (3)
Jedlicka,K., Herrington, D.E., & Kritsonis, W.A. (2008). The Persistence of Teacher Under-Utilization of Computer Technologies in the Classroom. National FORUM of Teacher Education Journal, 18 (3)
Cloud, M., & Kritsonis, W.A. (2008). National Agenda: Implementing the Ways of Knowing Through the Realms of Meaning for the Improvement of Public Education. National FORUM of Teacher Education Journal, 18 (3)
Smith, M.M., Herrington, D.E., Kritsonis, W.A., & Tanner, T. (2008). National Implications: Ten Things to Consider When Teaching Mathematics to African American Students. National FORUM of Multicultural Issues Journal, 5 (1)
McLeod, K., Tanner, T., & Kritsonis, W.A. (2008). National Recommendations for Improving Cultural Diversity: Model of a Culturally Active Classroom Setting. National FORUM of Multicultural Issues Journal, 5 (1)
Joshua, M.T., Joshua, A.M., Obi, F.B., Umoinyang, I.E., Ntukidem, E.P., Kritsonis, W.A., Tanner, T., & DeMoulin, D.F. (2008). Conceptualization and Perceptions of Teaching as an Artistic Form: National and International Implications for Evaluation and Assessment. International Journal of Scholarly Academic Intellectual Diversity, 11 (1)
Joshua, A.M., Ukpong, E.M., Joshua, M.T., Kritsonis, W.A., Tanner, T., & DeMoulin, D.F. (2008). Distribution Patterns of the Four Fundamental Temperaments among Secondary School Students in Cross River State, Nigeria: National and International Implications. International Journal of Scholarly Academic Intellectual Diversity, 11 (1)
Joshua, M.T., Bassey, S.W., Asim, A.E., Kritsonis, W.A., Tanner, T. & DeMoulin, D.F. (2008). National and International Implications for Universal Basic Education: Primary School Teachers’ Perceived and Conceived Continuous Assessment Difficulties and Reporting Competence in Cross River South, Nigeria. International Journal of Scholarly Academic Intellectual Diversity, 11 (1)
Kritsonis, W. A. (2008). Functions of the Dissertation Advisor. National Journal: FOCUS On Colleges, Universities, and Schools, 2 (1)
Watkins, D., & Kritsonis, W.A. (2008). National Promise for Student Academic Achievement and Success: Connecting Learning Utilizing the Ways of Knowing Through the Realms of Meaning. National Journal: FOCUS On Colleges, Universities, and Schools, 2 (1)
Taylor, J.H., & Kritsonis, W.A. (2008) National Implications: Quality of Effort and Selected Demographic Variables Contributing to the Prediction of Cognitive Outcomes. National Journal: FOCUS On Colleges, Universities, and Schools, 2 (1)
O’Brine,C.R., & Kritsonis, W.A. (2008). Segregation Through Brown vs. the Board of Education: A Setback or Landmark Case. DOCTORAL FORUM: National Journal for Publishing and Mentoring Doctoral Student Research, 5 (1)
(ERIC Document Reproduction No.ED499169)
Collins, C.J., & Kritsonis, W.A. (2008) National Agenda: Implementing Postmodern Strategies
To Guide Educational Leaders in Creating Schools for Quality Learning in Public Education
in America. DOCTORAL FORUM: National Journal for Publishing and Mentoring Doctoral Student Research, 5(1)
(ERIC Document Reproduction No.ED499554)
Coates-McBride, A., & Kritsonis, W.A. (2008). The M&M Effect-Assessing the Impact of Merit Pay on Teacher Motivation: National Implications. DOCTORAL FORUM: National Journal for Publishing and Mentoring Doctoral Student Research, 5 (1)
(ERIC Document Reproduction No.ED499772)
Terry, L.A., & Kritsonis, W.A. (2008). A National Issue: Whether the Teacher Turnover Effects Students’ Academic Performance? DOCTORAL FORUM: National Journal for Publishing and Mentoring Doctoral Student Research, 5 (1)
(ERIC Document Reproduction Service No.ED499543)
Walden, L., & Kritsonis, W.A. (2008). The Impact of the Correlation Between the No Child Left Behind Act’s High Stakes Testing and the Drop-Out Rates of Minority Students. DOCTORAL FORUM: National Journal for Publishing and Mentoring Doctoral Student Research, 5 (1)
(ERIC Document Reproduction Service No.ED499541)
Springs, M.A., & Kritsonis, W.A. (2008). National Implications: Practical Ways for Improving Student Self-Concept Through Student Achievement. DOCTORAL FORUM: National Journal for Publishing and Mentoring Doctoral Student Research, 5 (1)
(ERIC Document Reproduction Service No.ED499551)
Morgan, M., & Kritsonis, W.A. (2008). A National Focus: The Recruitment, Retention, and Development of Quality Teachers in Hard-to-Staff Schools. DOCTORAL FORUM: National Journal for Publishing and Mentoring Doctoral Student Research, 5 (1)
(ERIC Document Reproduction Service No.499323)
Charlton, D., & Kritsonis, W.A. (2008). The Documentation Process: The Administrator’s Role and the Interplay of Necessity, Support, and Collaboration. DOCTORAL FORUM: National Journal for Publishing and Mentoring Doctoral Student Research, 5 (1)
(ERIC Document Reproduction Service No.ED499101)
Henderson, F.T., & Kritsonis, W.A. (2008). Graduation Rates at Historically Black Colleges and Universities: A Review of the Literature. DOCTORAL FORUM: National Journal for Publishing and Mentoring Doctoral Student Research, 5 (1)
Torrez, A., & Kritsonis, W.A. (2008). National Impact for Pre-Implementation of Smaller Learning Communities. DOCTORAL FORUM: National Journal for Publishing and Mentoring Doctoral Student Research, 5 (1)
(ERIC Document Reproduction Service No.ED499477)
Johnson, C., & Kritsonis, W.A. (2008) Impact of the Mathematics Curriculum on the Success of African American High School Students. National FORUM of Teacher Education Journal, 18(1& 2)
Smith, Y.E., & Kritsonis, W.A. (2008) Leaving Good Teachers Behind: A Professional Dilemma. National FORUM of Teacher Education Journal, 18(1& 2)
Norfleet, S., & Kritsonis, W.A. (2008) Educational Leadership for Improved School-Community Relations. National FORUM of Teacher Education Journal, 18(1& 2)
Watkins, D., & Kritsonis, W.A. (2008) Utilizing the Ways of Knowing Through The Realms of Meaning for a Postmodern Approach to Effecting Change in Special Education. National FORUM of Teacher Education Journal, 18(1& 2)
Townsell, R., & Kritsonis, W.A. (2008) Human Resource Management in Small Rural Districts: The Administrator’s Role in Recruitment, Hiring, and Staff Development. National FORUM of Teacher Education Journal, 18(1& 2
(ERIC Document Reproduction Service No.ED497694)
Love, A., & Kritsonis, W.A. (2008) A Principal’s Role in Retaining First Year Teachers. National FORUM of Teacher Education Journal, 18(1& 2)
Jacobs, K.D., & Kritsonis, W.A. (2008) Utilizing The William Allan Kritsonis Balanced Teeter-Totter Model as a Means to Cultivate a Legacy of Transformational Leaders in Schools.
National FORUM of Teacher Education Journal, 18(1& 2)
Kritsonis, W. (2008). FOREWORD. National FORUM of Educational Administration and
Supervision Journal, 25(3)
Kritsonis, W. (2008). FOREWORD. National FORUM of Educational Administration and
Supervision Journal, 25(2)
Kritsonis, W. (2008). FOREWORD. National FORUM of Educational Administration and
Supervision Journal, 25(1)
Kritsonis, W. (2008). FOREWORD. National FORUM of Applied Educational Research Journal, 21(2)
Kritsonis, W. (2008). FOREWORD. National FORUM of Applied Educational Research Journal, 21(1)
Kritsonis, W. (2008). FOREWORD. National FORUM Teacher Education Journal, 18(1 & 2)
Kritsonis, W. (2008). FOREWORD. International Journal of Scholarly Academic Intellectual Diversity, 11(1)
Kritsonis, W. (2008). On-Line Scholarly Electric Journal Division, National FORUM Journals. Available daily: www.nationalforum.com
Mentored Research - 2007
Dr. Kritsonis
Mentoring and Teaching Doctoral Students and Colleagues to Write for Professional Publication - Refereed Articles Published
Berkins, C.L., & Kritsonis, W.A. (2007) Curriculum Leadership: Curriculum for the At-Risk Student. The Lamar University Electronic Journal of Student Research, 4 (Fall)
(ERIC Document Reproduction Service No ED498643)
Nazemzadeh, N., & Kritsonis, W.A. (2007) Postmodernism, Higher Education, and Economics: A Different View. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Nazemzadeh, N., & Kritsonis, W.A. (2007) Economics and the Six Realms of Meaning. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Renfro, J.M., & Kritsonis, W.A. (2007) Organization Leadership 101: The Importance pf Identifying and Implementing Character Trait Assessments that Move Educational Leaders to Levels of Excellence. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Cheng-Chieh, L., & Kritsonis, W.A. (2007) Five Instructional Strategies for ESL Leaders: Improving ESL Learning through Cultural Activities. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Wawrzyniak, K., Butler, N.L., & Kritsonis, W.A. (2007) Brief Summary of a Doctoral Dissertation in Geophysics. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Cheng-Chieh, L., & Kritsonis, W.A. (2007) CALL Application Electronic Portfolio in the Second Language Classroom. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Berkins, C.L., & Kritsonis, W.A. (2007) Curriculum Leadership: New Trends and Career and Technical Education. The Lamar University Electronic Journal of Student Research, 4 (Fall)
(ERIC Document Reproduction Service No.ED498616)
Nickerson G.T., & Kritsonis, W.A. (2007) An Investigation of How the Factors of Time on Task and Study Habits Contribute or Inhibit the Academic Success of Minority Students. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Nazemzadeh, N., & Kritsonis, W.A. (2007) Ayn Rand: The Nonfiction Work. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Johnson, C., & Kritsonis, W.A. (2007) Maintaining Ethical Leadership and High “Diversity” Standards in Higher Education: A National Issue in Educational Leadership. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Thomas, K., & Kritsonis, W.A. (2007) What Will It Take to Have an Effective Campusss? National Implications. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Norfleet, S., & Kritsonis, W.A. (2007) Leadership Strategies for Closing the Achievement Gap.
The Lamar University Electronic Journal of Student Research, 4 (Fall)
Sands, A., & Kritsonis, W.A. (2007) Three Factors Contributing to African American Males Being Placed into Special Education Classes: National Implications. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Muschalek, B., & Kritsonis, W.A. (2007) National Insight: 5 Strategies to Reach and Teach at-Risk Students. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Watkins, D., & Kritsonis, W.A. (2007) National Focus: Enhancing Student Achievement and Teacher Efficacy Through Effective Grant Writing and Creative Instructional Programming.
The Lamar University Electronic Journal of Student Research, 4 (Fall)
Mroz, L., Butler, N.L., & Kritsonis, W.A. (2007) A Brief Note about the Functions of Discourse Markers in Discourse Coherence. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Butler, N.L., Burbelko, A., Rajzer, I., & Kritsonis, W.A. (2007) International Education Report: AGH University of Science and Technology, Cracow, Poland: Noteworthy Doctoral Recipients. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Jacobs, K.D., & Kritsonis, W.A. (2007) Utilizing Culture to Improve Communication and School Involvement with Parents from Diverse Backgrounds as a Means to Improve Student Achievements Levels in the United States: A National Focus. The Lamar University Electronic Journal of Student Research, 4 (Fall)
Firebaugh, K.D., & Kritsonis, W.A. (2007) National Epidemic: Five Benefits of Implementing the CATCH Program into a Physical Education Curriculum in Helping Fight Childhood Obesity.
The Lamar University Electronic Journal of Student Research, 4 (Fall)
Jacobs, K.D., & Kritsonis, W.A. (2007) An Analysis of Teacher and Student Absenteeism in Urban Schools: What the Research Says and Recommendations for Educational Leaders. The Lamar University Electronic Journal of Student Research, 4(Fall)
Butler, N.L., Griffith, K.G., & Kritsonis, W.A. (2007) The School’s Concern with Grades and the
Societal Consequences. The Lamar University Electronic Journal of Student Research, 4(Summer)
(ERIC Document Reproduction Service No.ED497506)
Butler, N.L., Kritsonis, W.A., & Griffith, K. (2007) The School As An Organization and Social
Institution: A Brief Note. The Lamar University Electronic Journal of Student Research,
4(Summer)
(ERIC Document Reproduction Service No.ED495206)
Butler, N.L., Griffith, K.G., & Kritsonis, W.A. (2007) International Impact: Agreement or Non-
Agreement: Are Polish Higher School Students in Agreement with a Law that Punishes
People for Encouraging Homosexuality in Polish Primary and Secondary Schools?
The Lamar University Electronic Journal of Student Research, 4 (Summer)
(ERIC Document Reproduction Service No.ED497437)
Butler, N.L., Davidson, B.S., Pachocinski, R., Griffith, K.G., Kritsonis, W.A. (2007)
International Perspectives: Polish Post-Secondary Vocational Schools: A Comparison Using An Information Technology Conceptual Model. The Lamar University Electronic Journal Student Research, 4 (Summer)
(ERIC Document Reproduction Service No ED497437)
Rajzer, I., Griffith, K.G., Kritsonis, W.A. (2007) Investigations into the Use of Fibrous Carbon-
Based Materials as Scaffold for Tissue Engineering by Izabella Rajzer. The Lamar
University Electronic Journal of Student Research, 4 (Summer)
Doucet, G., Grant, L.E., Brown, V.E., Kritsonis, W.A. (2007) National Update: Zero
Tolerance School Disciplinary Policy and Criminology Theory. The Lamar University
Electronic Journal of Student Research, 4 (Summer 2007)
Butler, N.L., Griffith, K.G., Kritsonis, W.A. Non-formal Education in Poland and Canada –
Compared: A Brief Commentary. The Lamar University Electronic Journal of Student
Research, 4 (Summer)
(ERIC Document Reproduction Service No ED497368)
Kritsonis, W.A., & Griffith, K.G. (2007) On Writing Well for Professional Publication in
National Refereed Journals in Education. The Lamar University Electronic Journal of
Student Research, 4 (Summer)
Butler, N.L., Davidson, B.S., Pachocinski, R., Griffith, K.G., & Kritsonis, W.A. (2007)
Polish Post-Secondary Vocational Schools and Canadian Community Colleges: A
Comparison using the School as an Organization and Social Institution as a Conceptual
Framework. The Lamar University Electronic Journal of Student Research, 4 (Summer)
(ERIC Document Reproduction Service No.ED497362)
Butler, N.L., Griffith, K.G., & Kritsonis, W.A. (2007) Student Ratings of Faculty Performance
In Polish Higher Schools: A Brief Note. The Lamar University Electronic Journal of
Student Research, 4 (Summer)
(ERIC Document Reproduction Service No.ED497453)
Wells, W.D., Griffith, K.G., & Kritsonis, W.A. (2007) The Achievement Gap between
African-American and Non-minority Students: How Can We Close the Gap?
The Lamar University Electronic Journal of Student Research, 4 (Summer)
Butler, N.L., Griffith, K.G., & Kritsonis, W.A. (2007) The Use of Positive Youth Development
Constructs in Career Development Programs for Incarcerated Juvenile Offenders.
The Lamar University Electronic Journal of Student Research, 4 (Summer)
Butler, N.L., Griffith, K.G., & Kritsonis, W.A. (2007) The Virtual University: A Brief Note.
The Lamar University Electronic Journal of Student Research, 4 (Summer)
Townsell, R., & Kritsonis, W.A. (2007) A National Look at Postmodernism’s Pros and Cons in
Educational Leadership. The Lamar University Electronic Journal of Student Research,
4 (Summer)
(ERIC Document Reproduction Service No. ED497693)
Skinner, D., & Kritsonis, W.A. (2007) Bring You Best Self to an Interview. The Lamar
University Electronic Journal of Student Research 4 (Summer)
Butcher, J., & Kritsonis, W.A. (2007) Human Resource Management: Managerial Efficacy in
Recruiting and Retaining Teachers – National Implications. The Lamar University Electronic Journal of Student Research, 4 (Summer) (ERIC Documentation Reproduction Service No ED497357)
Williams, L., & Kritsonis, W.A. (2007) Leaders We Have a Problem! It is Teacher Retention…What Can We Do About It? The Lamar University Electronic Journal of Student Research, 4 (Summer) (ERIC Document Reproduction Service No ED497436)
Cloud, M., & Kritsonis, W.A. (2007) National Agenda: Development of Best Practices in Human
Resources using Ways of Knowing through the Realms of Meaning as the Framework.
The Lamar University Electronic Journal of Student Research, 4 (Summer)
(ERIC Document Reproduction Service No ED497363)
Williams, M.G., & Kritsonis, W.A. (2007) National Focus on Postmodernism in Higher
Education. The Lamar University Electronic Journal of Student Research, 4 (Summer)
Evans, L.M., & Kritsonis, W.A. (2007) National Impact: The Role of Human Resources
Management and Leadership Development in Education and Their Effectiveness on Teacher
Retention. The Lamar University Electronic Journal of Student Research, 4 (Summer)
Duong, R., & Kritsonis, W.A. (2007) National Implications: Characteristics of Effective
Leadership in K-12. The Lamar University Electronic Journal of Student Research, 4
(Summer)
Williams, M.G., & Kritsonis, W.A. (2007) National Implications: Examining Motivational
Factors among Employees in Higher Education. The Lamar University Electronic Journal
of Student Research, 4 (Summer)
Holloway, F.D., & Kritsonis, W.A. (2007) National Implications: That Was Then, This is Now.
The Lamar University Electronic Journal of Student Research, 4 (Summer)
Melvin, S., & Kritsonis, W.A. (2007) National Implications: Those Who Care, Teach – Strategies
That Promote the Recruitment and Retention of Classroom Teachers. The Lamar University
Electronic Journal of Student Research, 4 (Summer)
Watkins, D., & Kritsonis, W.A. (2007) National Implications: Watkins/Kritsonis Guide to Human Resources Management Utilizing the Ways of Knowing Through the Realms of Meaning. The Lamar University Electronic Journal of Student Research, 4 (Summer)
Melvin, S., & Kritsonis, W.A. (2007) National Phenomenon – Fenwick English’s Postmodernism
Goes to Hollywood. The Lamar University Electronic Journal of Student Research, 4
(Summer)
Collins, C.J., & Kritsonis, W.A. (2007) National Viewpoint: How to Implement the Ways of
Knowing Through the Realms of Meaning as an Ethical Decision Making Process for
Counselors to Improve Student Achievement. The Lamar University Electronic Journal
of Student Research, 4 (Summer)
White, P.A., & Kritsonis, W.A. (2007) The Essence of Effective Administrative Leadership:
National Implications. The Lamar University Electronic Journal of Student Research,
4 (Summer)
Smith, C., Butler, N.L., Hughes, T.A., Herrington, D., & Kritsonis, W.A. (2007) Observations
On Native vs. Non-native EFL Teachers in Poland. The Lamar University Electronic Journal
of Student Research, 4(Summer)
(ERIC Document Reproduction Service No. ED495201)
Evans, L.M., & Kritsonis, W.A. (2007) The Moral Project – The Effects of Benjamin Franklin’s
Thirteen Virtues within My Life. The Lamar University Electronic Journal of Student
Research, 4 (Summer)
Roos, L., & Kritsonis, W.A. (2007) The Use of Positive Youth Development Constructs in
Career Development Programs for Incarcerated Juvenile Offenders. The Lamar University
Electronic Journal of Student Research, 4 (Summer)
Johnson, C., & Kritsonis, W.A. (20077) New Strategies for Educational Leaders to Implement
Postmodern Thinking in Public Education in the United States of America: Creating a
National Change Strategy. The Lamar University Electronic Journal of Student Research,
4(Spring)
(ERIC Document Reproduction No.ED497435)
Jacobs, K., & Kritsonis, W.A. (2007) Strategies for Implementing Postmodern Thinking ofr
Improving Secondary Education in Public Education in the United States of America:
National Impact. The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED495312)
Krukiewicz-Gacek, A., Griffith, K., Skrynicka-Knapczyk, D., Butler, N.L., & Kritsonis, W.A.
(2007) Should We Teach English for Work Purposes to Undergraduates at Polish Higher
Schools? The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED495376)
Hughes, T.A., Butler, N.L., Kritsonis, W.A., & Herrington, David (2007) Primary and Secondary
Education in Canada and Poland Compared: International Implications. The Lamar
University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED495075)
Butler, N.D., Davidson, B.S., Mroz, L., Brown, V., Griffith, K., & Kritsonis, W.A. (2007)
Do Polish High School Students Prefer Speaking in Person, Listening, Reading or Writing
During EFL Classes? The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service NO.ED495075)
Smith, C., Butler, N.L., Hughes, T.A., Herrington, D., & Kritsonis, W.A. (2007). Native vs Nonnative English Teachers in Polish Schools: Personal Reflections. The Lamar University Electronic Journal of Student Research, 4(Spring) (ERIC Document Reproduction No ED495069)
Hughes, T.A., Hughes, J.T., & Kritsonis, W.A. (2007). Brief Reflections on Atlas Shrugged by Ayn Rand: National Implications. The Lamar University Electronic Journal of Student Research, 4 (Spring)
Butler, N.L., Hughes, T.A., Kritsonis, W.A., & Herrington, D. (2007) Native and Non-Native Teachers of English in Polish Schools-Personal Reflections: International Educational Implications. The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED495206)
Hughes, T.A., Butler, N.L., Kritsonis, W.A., & Herrington, D. Cheating in Examinations in Two Polish Higher Education Schools. The Lamar University Electronic Journal of Student Research, 4(Spring) (ERIC Documentation Reproduction Service No ED4955076)
Hughes, T.A., & Kritsonis, W.A. (2007) A Historical Perspective of National Educational Reform Efforts. The Lamar University Electronic Journal of Student Research, 4(Spring)
Hughes, T.A., & Kritsonis, W.A. (2007) Professional Learning Communities and the Positive Effects on Student Achievement: A National Agenda for School Improvement. The Lamar University Electronic Journal of Student Research, 4(Spring)
Hughes, T.A., Butler, N.L., Kritsonis, M.A., Kritsonis, W.A., & Herrington, D. (2007) Religious Education in Government-Run Primary and Secondary Schools in Poland and Canada (Ontario and Quebec) - An International Focus. The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED495110)
Laub, J.D. & Kritsonis, W.A. (2007) A National Perspective: Transforming Leadership in America’s Rural Public Schools. The Lamar University Electronic Journal of Student Research, 4(Spring)
Hughes, T.A., Butler, N.L., Kritsonis, W.A., & Herrington, D. (2007) Education in Canada: A Lecture to the Polish Comparative Education Society. The Lamar University Electronic Journal of Student Research, 4(Spring)
Hughes, T.A., & Kritsonis, W.A. (2007) An Independent Publisher Online’s Highlighted Titles Book Awards and Recognition for Exceptional Teachers. The Lamar University Electronic Journal of Student Research, 4(Spring)
Anderson, A.C., & Kritsonis, W.A. (2007) The Perspectives of Ayn Rand on the Virtues of Selfishness (1964). The Lamar University Electronic Journal of Student Research, 4(Spring)
Anderson, A.C. & Kritsonis, W.A. (2007) Postmodern Philosophical Thinking and Recommendations According to Fenwick English. The Lamar University Electronic Journal of Student Research, 4(Spring)
Anthony, T.D., Kritsonis, W.A., & Herrington, D. (2007) Postmoderism and the Implications for Educational Leadership: National Implications. The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED495291)
Anthony, T.D., Kritsonis, W.A., & Herrington, D. (2007) National Cry for Help: Psychological Issues as They Relate to Education; A Realistic Approach to Understanding and Coping with the African American Males. The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED495296)
Anthony, T.D., Kritsonis, W.A., & Herrington, D. (2007) An Analysis of Human Resource Management: Involving Administrative Leadership as a Means to Practical Applications: National Focus. The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED495294)
Anthony, T.D., Kritsonis, W.A., & Herrington, D. (2007) How to Implement the Ways of Knowing Through the Realms of Meaning in Human Resource Management-Ten Recommendation: National Impact. The Lamar University Electronic Journal of Student Research, 4 (Spring)
(ERIC Document Reproduction Service No ED495293)
Scott-Ferguson., B., Kritsonis, W.A., & Herrington, D. (2007) Human Resource Management and Special Education Administrative Leadership. The Lamar University Electronic Journal of Student Research, 4(Spring)
Scott-Ferguson., B., Kritsonis, W.A., & Herrington, D. (2007) The Development of Human Resource Management and School Board Relations: National Considerations. The Lamar University Electronic Journal of Student Research, 4(Spring)
Branch, R.M., & Kritsonis, W.A. (2007) National Impact: Strategies for Successfully Implementing Postmodern Theory and Practice in Educational Leadership for Improving Schooling in the United States of America. The Lamar University Electronic Journal of Student Research, 4(Spring)
Gilliam, J.C., & Kritsonis, W.A. (2007) Creative Strategies for Implementing Postmodernism Thinking for University Administrators to Improve Colleges and Universities in the United States: National Possibilities. The Lamar University Electronic Journal of Student Research, 4(Spring)
Jacobs, K.D., & Kritsonis, W.A. (2007) National Recommendations: Strategies for Implementing the Ways of Knowing Through the Realms of Meaning for the Development of Professional Personnel. The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED495313)
Jacobs, K.D., & Kritsonis, W.A. (2007) An Analysis of the Objectivist Ethics in Educational Leadership Through Ayn Rand’s The Virtues of Selfishness (1964). The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED495311)
Johnson, C., & Kritsonis, W.A. (2007) National Implications for Urban School Systems: Strategic Planning in the Human Resource Management Department in a Large Urban School District. The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED497431)
Cloud, M., & Kritsonis, W.A. (2007) An Epistemological Analysis of Atlas Shrugged and The Virtues of Selfishness by Ayn Rand: The Ten Most Poignant Points: International Implications. The Lamar University Electronic Journal of Student Research, 4(Spring)
Brown, D.R., & Kritsonis, W.A. (2007) An Exploration of Ten Salient Ideas as Presented by Ayn Rand’s Atlas Shrugged Supported by Virtues of Selfishness. The Lamar University Electronic Journal of Student Research, 4(Spring)
Brown, D.R., & Kritsonis, W.A. (2007) Brown’s Model of Ethics: National Impact. The Lamar University Electronic Journal of Student Research, 4(Spring)
Cloud, M., & Kritsonis, W.A. (2007) National Implications: Implementing the Ways of Knowing Through the Realms of Meaning for Improvement of Ethical Conduct. The Lamar University Electronic Journal of Student Research, 4(Spring) (ERIC Document Reproduction Service No.ED495067)
Butcher, J.T., & Kritsonis, W.A. (2007) Implementing the Ways of Knowing Through the Realms of Meaning for the Improvement of Ethical Conduct: Ten National Recommendations. The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED495205)
Sturgis, K.K., & Kritsonis, W.A. (2007) An Analysis of Ayn Rand’s Atlas Shrugged. The Lamar University Electronic Journal of Student Research, 4(Spring)
Williams, M.G., & Kritsonis, W.A. (2007) Integrating the Ways of Knowing Through the Realms of Meaning to Improve National Fundraising Objectives. The Lamar University Electronic Journal of Student Research, 4(Spring)
Butcher, J.T., & Kritsonis, W.A. (2007) The Impact of Objectivism on Humankind National and International Implications. The Lamar University Electronic Journal of Student Research, 4(Spring)
Williams, M.G., Herrington, D., & Kritsonis, W.A. (2007) Oral History: A Viable Methodology for 21st Century Educational Administration Research: National Impact. The Lamar University Electronic Journal of Student Research, 4(Spring)
Perkins, T., & Kritsonis, W.A. (2007) Ten Penetrating Ideas Presented in Ayn Rand’s Atlas Shrugged (1957) The Lamar University Electronic Journal of Student Research, 4(Spring)
Demaris, M.C., & Kritsonis, W.A. (2007) Residential Learning Communities on Historically Black College and University Campuses. The Lamar University Electronic Journal of Student Research, 4(Spring) (ERIC Document Reproduction Service No. ED495305)
Hart, K.E., & Kritsonis, W.A. (2007) The Stigma of Mental Illness: Exploring the Nature and Resolution of Stereotypical Conceptions. The Lamar University Electronic Journal of Student Research, 4(Spring)
Hughes, T.A., Kritsonis, W.A., & Kritsonis, M.A. (2007) Writing for Professional Publication.
The Lamar University Electronic Journal of Student Research, 4(Spring)
Joshua, A.M., Joshua, M.T., Kritsonis, W.A., & Herrington, D. (2007) Assessment of the Depth of Knowledge of HIV/AIDS Possessed by Secondary School Students in Southern Cross River State, Nigeria. The Lamar University Electronic Journal of Student Research, 4(Spring)
Springs, M.A., & Kritsonis, W.A. (2007) Improving Student Self-Concept Through Student Achievement. The Lamar University Electronic Journal of Student Research, 4(Spring)
Smith, C., Butler, N.L., & Griffith, K.G., & Kritsonis, W.A. (2007) The Role of Communication Context, Corpus-Based Grammar, and Scaffolded Interaction in ESL/EFL Instruction. The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED495290)
Krukiewica-Gacek, A., Griffith, K.G., Skrynicka-Knapczyk, D., Butler, N.L., & Kritsonis, W.A. (2007) Should We Teach English for Work Purposes to Undergraduates at Polish Higher Schools? The Lamar University Electronic Journal of Student Research, 4(Spring)
Herrington, D., Griffith, K.G., Brown, V.E., & Kritsonis, W.A. (2007) “Mixed Methods” Research Designs. The Lamar University Electronic Journal of Student Research, 4(Spring)
Smith, C., Butler, N.L., Griffith, K.G., & Kritsonis, W.A. (2007) Observations on Native vs. Nonnative EFL Teachers in Poland. The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED495201)
Webb, P., Kritsonis, W.A., & Griffith, K.G. (2007) Spare the Rod, Destroy the Child: Examining the Speculative Association of Corporal Punishment and Deviant Behavior among Youth: National Implications. The Lamar University Electronic Journal of Student Research, 4(Spring)
(ERIC Document Reproduction Service No.ED496203)
Butler, N.L., Griffith, K.G., & Kritsonis, W.A. (2007) International Implications: Are Polish
Higher Learners in Favour of Darwin’s Theory of Evolution Being Taught in Primary
and Secondary Schools? The Lamar University Electronic Journal of Student Research,
4 (Spring)
Doucet, G., Herrington, D., Griffith, K.G., Brown, V.E., & Kritsonis, W.A. (2007)
Zero Tolerance School Disciplinary Policy: National Implications for Criminology Theory,
The Lamar University Electronic Journal of Student Research, 4 (Spring 2007)
Asotska, J., Butler, N.L., Davidson, B.S., Griffith, K.G., Brown, V.E., & Kritsonis, W.A. (2007)
Are Polish Primary School Pupils in Favour of Wearing Uniforms? Snapshot Comment.
The Lamar University Electronic Journal of Student Research, 4 (Spring)
(ERIC Document Reproduction Service No.ED495988)
Butler, N.L., Davidson, B.S., Griffith, K.G., & Kritsonis, W.A. (2007) International Update:
Are the Recent Reforms in Polish Education Making it harder for School Discipline to be
Maintained in Schools? The Lamar University Electronic Journal of Student Research,
4 (Spring)
(ERIC Document Reproduction Service No.ED495956)
Nervis, III, J., Kritsonis, W.A., & Griffith, K.G. (2007) She Is My Teacher. The Lamar University Electronic Journal of Student Research, 4 (Spring)
Butler, N.L., Davidson, B.S., Griffith, K.G., Brown, V.E., & Kritsonis, W.A. (2007)
Comparative International Education: Institutions of Higher Education in Poland and
Canadian Universities: A Comparison Using an Information Technology Conceptual
Framework. The Lamar University Electronic Journal of Student Research, 4 (Spring)
(ERIC Document Reproduction Service No.ED495955)
Butler, N.L., Brown, V.E., Griffith, K.G., & Kritsonis, W.A. (2007) Polish High School Learners: Are They Studying English To Secure Employment in Great Britain or Ireland?
The Lamar University Electronic Journal of Student Research, 4 (Spring)
(ERIC Document Reproduction Service No.ED496152)
Butler, N.L., Griffith, K.G., & Kritsonis, W.A. (2007) An Ontological Update: Are Polish Higher
School Learners Consistent in Their Agreement with Cheating in Examinations Sessions?
The Lamar University Electronic Journal of Student Research, 4 (Spring)
(ERIC Document Reproduction Service No.ED496243)
Butler, N.L., Griffith, K.G., & Kritsonis, W.A. (2007) An International Perspective: The School
As an Organizational and Social Institution: Current Challenges. The Lamar University Electronic Journal of Student Research, 4 (Spring)
(ERIC Document Reproduction Service No.ED496245)
Mentored Research - 2008
Dr. Kritsonis
Mentoring and Teaching Doctoral Students and Colleagues to Write for Refereed Journals
Charlton, D., & Kritsonis, W.A. (2008) Atlas Shrugged but Stumbled: A Layman’s Look at Ayn
Rand’s Objectivism. The Lamar University Electronic Journal of Student Research, 8 (Summer)
Torrez, A., Kritsonis, W.A. (2008) The Virtue of Selfishness from a Humanitarian’s View.
The Lamar University Electronic Journal of Student Research, 8 (Summer)
Hogan-Chapman, A., & Kritsonis, W. (2008) Challenges and Techniques when Counseling Asian Americans: Implications for Classroom Teachers, School Administrators and Counselors:
National Implications. The Lamar University Electronic Journal of Student Research,
8 (Summer)
O’Brine, C.R., & Kritsonis, W.A. (2008) Christianity vs. Ayn Rand: An Exploration of Objectivism Through Atlas Shrugged. The Lamar University Electronic Journal of Student Research, 8 (Summer)
Evans, L.M., & Kritsonis, W.A. (2008) National Crisis: The Educational Achievement Gap Between High and Low Socio-Economic Students and Minority and Non-Minority Students.
The Lamar University Electronic Journal of Student Research, 8 (Summer)
Skinner, D.A., & Kritsonis, W.A. (2008) National Impact for Defining the School Counselor’s Role. The Lamar University Electronic Journal of Student Research, 8 (Summer)
Morgan, M.M., & Kritsonis, W.A. (2008) Now and Again: How Ayn Rand’s Objectivist Theory
Shapes Present-Day Ethical Controversies. The Lamar University Electronic Journal of Student Research, 8 (Summer 2008)
Charlton, D., & Kritsonis, W.A. (2008) Reflections on Rand’s The Virtue of Selfishness: Thoughts on Collectivism and Racism. The Lamar University Electronic Journal of Student Research, 8 (Summer)
Demaris, M.C., & Kritsonis, W.A. (2008) The Classroom: Exploring Its Effects on Student Persistence and Satisfaction. The Lamar University Electronic Journal of Student Research,
8 (Summer)
Butler, N.L., Kritsonis, W.A., Griffith, K.G., Tanner, T. & DeMoulin, D.F. (2008) Are Polish Engineering Learners Studying German so That They Can Secure Employment in Germany? A Brief Commentary. The Lamar University Electronic Journal of Student Research, 8 (Summer).
Butler, N.L., Pirog, R., Kritsonis, W.A., Griffith, K.G. & DeMoulin, D.F. (2008) Are Polish Post Secondary Vocational School Learners Studying English so That They Can Secure Employment in the UK and Ireland? A Brief Commentary. The Lamar University Electronic Journal of Student Research, 8 (Summer)
Butler, N.L., Kritsonis, W.A., Griffith, K.G., Tanner, T. & DeMoulin, D.F. (2008) Are Some Topics Uncomfortable for Polish Higher School Students to Discuss During English Classes?
A Brief Report. The Lamar University Electronic Journal of Student Research, 8 (Summer)
Eisenman, R., Kritsonis, W.A. & Tanner, T. (2008) Assignment of Black and White College Students to Remedial Education Classes. The Lamar University Electronic Journal of Student Research, 8 (Summer)
Greiner-Wronowa, E., Pusoska, A., Butler, N.L., Tanner, T., Kritsonis, W.A., Griffith, K.G. & DeMoulin, D.F. (2008) Complementary Measurements to Diagnostic Glass Surface Corrosion by Raman Spectroscopy: Ground Breaking Research. The Lamar University Electronic Journal of Student Research, 8 (Summer)
Butler, N.L., Kritsonis, W.A., Griffith, K.G., Tanner, T. & DeMoulin, D.F. (2008) Do Poles Want Religion to be a Part of the School Leaving Exam (the Matura)? A Brief Note. The Lamar University Electronic Journal of Student Research, 8 (Summer)
Butler, N.L., Kritsonis, W.A., Griffith, K.G., Tanner, T. & DeMoulin, D.F. (2008) Do Polish Engineering Learners Prefer to Learn How to Speak German From a Native Speaker Than From a Non-Native Instructor? Snapshot Comment. The Lamar University Electronic Journal of Student Research, 8 (Summer)
Butler, N.L., Kritsonis, W.A., Griffith, K.G., Tanner, T. & DeMoulin, D.F. (2008) Do Polish Engineering Students Prefer Speaking in Person, Listening, Reading or Writing During German Classes? A Brief Note. The Lamar University Electronic Journal of Student Research, 8 (Summer)
Butler, N.L., Davidson, B.S., Pirog, R., Kritsonis, W.A. & DeMoulin, D.F. (2008) Do Polish Post-Secondary Vocational School Students Prefer Speaking in Person, Listening, Reading or Writing during English Classes? The Lamar University Electronic Journal of Student Research, 8 (Summer)
Butler, N.L., Mroz, L., Pirog, R., Kritsonis, W.A., Griffith, K.G. & DeMoulin, D.F. (2008) Do Polish Post-Secondary vocational Institution Learners Prefer to Learn How to Speak English From a Native Speaker than from a Non-Native Instructor? Snapshot Comment. The Lamar University Electronic Journal of Student Research, 8 (Summer)
Butler, N.L., Pirog, R., Kritsonis, W.A., Griffith, K.G. & DeMoulin, D.F. (2008) Do Polish Secondary School Learners Want Marks in Religion to Be Included in Year End Averages? A Brief Commentary. The Lamar University Electronic Journal of Student Research, 8 (Summer)
Eisenman, R., Kritsonis, W.A., Tanner, T. & DeMoulin, D.F. (2008) On Improving Student Grades and Graduation: A Snapshot of Minority and White Students’ Success from Supplemental Instruction at the University of Missouri at Kansas City. The Lamar University Electronic Journal of Student Research, 8 (Summer)
Kritsonis, W.A. (2008) The Adolescent’s Perception of Failure (2008) The Lamar University Electronic Journal of Student Research, 8 (Summer)
Sturgis, K.., & Kritsonis, W.A. (2008) Characteristics of the Postmodern Educational Leader: National Implications for Improving Education in America. The Lamar University Electronic Journal of Student Research, 7 (Spring)
White, P.A. & Kritsonis, W.A. (2008) Education in the United States of America: Six Philosophical Strategies for Selecting Curriculum Using the Ways of Knowing through the Realms of Meaning. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Sturgis, K.., & Kritsonis, W.A. (2008) How to Implement the Ways of Knowing through the Realms of Meaning as a Process for Selecting Curriculum for the Development of the Complete Person.
The Lamar University Electronic Journal of Student Research, 7 (Spring)
Perkins, T., & Kritsonis, W.A.(2008) Improving Education in America: Implementing the Ways of Knowing through the Realms of Meaning. The Lamar University Electronic Journal of Student Research, 4 (Spring)
Smith, G., F. & Kritsonis, W.A. (2008) Leadership for High School Reform in the United States of America: A Postmodern Concept within a Modernist Campus. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Collins, C.J. & Kritsonis, W.A. (2008) National Agenda: Implementing Postmodern Strategies to Guide Educational Leaders in Creating Schools for Quality Learning in Public Education in America. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Holloway, F., & Kritsonis, W.A. (2008) National Agenda: Strategies for Improving Student
Learning and the Human Condition in Public Education in the United States of America.
The Lamar University Electronic Journal of Student Research, 7 (Spring)
Perkins, T., & Kritsonis, W.A.(2008) Improving Education in America: Implementing the Ways of Knowing through the Realms of Meaning. The Lamar University Electronic Journal of Student Research, 4 (Spring)
Collins, C.J. & Kritsonis, W.A. (2008) National Implications: Implementing Strategies for Improving Academic Achievement in Public Education in the United States. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Smith, G., F. & Kritsonis, W.A. (2008) Leadership for High School Reform in the United States of America: A Postmodern Concept within a Modernist Campus. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Collins, C.J. & Kritsonis, W.A. (2008) National Agenda: Implementing Postmodern Strategies to Guide Educational Leaders in Creating Schools for Quality Learning in Public Education in America. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Iwundu, L., & Kritsonis, W.A. (2008) National Implications: Strategies for Dealing with Growing Diverse Populations in Public Education in the United States of America. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Brown, D.R., Jr., & Kritsonis, W.A. (2008) National Implications for Applying Transitional Leadership in a Postmodern Paradigm for Education in the United States of America. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Duong, R., & Kritsonis, W.A. (2008) National Implications for Postmodernism within the Realms of Educational Leadership. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Perkins, T., & Kritsonis, W.A. (2008) National Implications: Postmodernism and Its Effect on Public Schools in the United States of America. The Lamar University Electronic Journal of Student Research, 4 (Spring)
Duong, R., & Kritsonis, W.A. (2008) National Implications for Educational Leaders in Implementing the Ways of Knowing Through the Realms of Meaning in the Improvement of Academic Achievement. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Iwundu, L., & Kritsonis, W.A. (2008) National Policy Issues and Trends: Strategies for Implementing Postmodern Thinking to Guide Decision Making in the United States of America. The Lamar University Electronic Journal of Student Research, 7 (Spring)
White, P.A. & Kritsonis, W.A. (2008) National Recommendations for Implementing Postmodernism in an Educational Organization for the Improvement of Public Education in the United States of America. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Evans, L. & Kritsonis, W.A. (2008) Postmodern Philosophical Thinking: National Implications and Recommendations for Educational Leaders in the United States of America. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Evans, L. & Kritsonis, W.A. (2008) Strategies for Improving Public Education in the United States of America: On the Development of Complete Persons. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Smith, G. F., & Kritsonis, W.A. (2008) Strategies for Meeting National Standards and Improving Academic Achievement in Public Education in the United States of America. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Holloway, F., & Kritsonis, W.A. (2008) The Emerging Challenges for the World of Education:
That Was Then – This Is Now. The Lamar University Electronic Journal of Student
Research, 7 (Spring)
Jedrys. J., Butler, N.L. Tanner, T., & Kritsonis, W.A. (2008) Dissertation Summation: Application of Selected Geophysical Methods in Facies Differentiation on Upper Jurassic Sediments in the
Cracow--Czestochowa Upland. The Lamar University Electronic Journal of Student Research,
7 (Spring)
Butler, N.L. Tanner, T., & Kritsonis, W.A. (2008) Do Polish Higher Institution Learners Prefer to Learn How to Speak English from a Native Speaker Rather than from a Non-Native Instructor: A Snapshot Comment. The Lamar University Electronic Journal of Student Research,
7 (Spring)
Butler, N.L., Smith, S., Davidson, B.S., Tanner, T., & Kritsonis, W.A. (2008) Polish Post-Secondary Vocational Schools vs. Canadian Community Colleges: A Comparison of Information Accessibility and Accountability. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Butler, N.L., & Kritsonis, W.A. (2008) Should Tuition Fees be required of Polish Higher School Students who Study Full-Time? The Lamar University Electronic Journal of Student Research, 7 (Spring)
Butler, N.L., & Kritsonis, W.A. (2008) Are Polish Higher School Students in Agreement with HIV/AIDS Education Awareness Programs in Polish Primary and Secondary Schools which Include Homosexual Practices? A Brief Note. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Trzaskus-Zak, inz Beata, Buter, N.L., Kritsonis, W.A., & Griffith, K.G. (2008) A Method of
Designation of Marginal Volumes of Economical Factors on a Two-Part Sale Price in the
Gas Distribution Industry. The Lamar University Electronic Journal of Student Research,
7 (Spring)
Kuklina, S.S., butler, N.L., Kritsonis, W.A. & Griffith, K.G. (2008) Learning Tolls for Overcoming Difficulties in Structuring Cooperative Activities in EFL Classrooms.
The Lamar University Electronic Journal of Student Research, 7 (Spring)
Butler, N.L., Kritsonis, W.A., Hines III, M, & Griffith, K.G. (2008) International Education:
Are Polish Higher School Learners Studying Spanish So That They Can Secure Employment
in Spain? A Brief Commentary. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Butler, N.L., Davidson, B.S., Kritsonis, W.A., Griffith, K.G. (2008) International Education:
Do Polish Higher School Students Prefer Speaking in Person, Listening, Reading or Writing
During Spanish Classes? The Lamar University Electronic Journal of Student Research,
7 (Spring)
(ERIC Document Reproduction Service No.ED500292)
Brady, E.C., & Kritsonis, W.A. (2008) Targeting Reading Fluency for ESL Students: A research based and practical application. The Lamar University Electronic Journal of Student Research, 7 (Spring)
(ERIC Document Reproduction Service No.ED500036)
Finch, J., & Kritsonis, W.A. (2008) Unmarried Couples with Children. The Lamar University Electronic Journal of Student Research, 7 (Spring)
Order Form
WILLIAM KRITSONIS, PHD on SCHOOLING
Historical – Philosophical – Contemporary Events and Milestones
362 Pages
2002
ISBN 0-935545-01012
$69.96 United States
$79.95 Canada
$89.95 All Others
Table of Contents
Chapter 1 Introduction to American Schooling Chapter 11 Career Opportunities and Schooling
Chapter 2 History of American Schooling Chapter 12 Teacher Preparation in America
Chapter 3 Philosophies of Schooling and Schooling
Chapter 4 Controlling Schooling in America Chapter 13 Educational Technology and
Chapter 5 Legal Issues in American Schooling Schooling
Chapter 6 Early Childhood Schooling Chapter 14 Future of American Schooling
Chapter 7 Elementary School in America Chapter 15 Important Legalities Affecting
Chapter 8 Secondary Schooling in America Chapter 16 Vocabulary Development
Chapter 9 Special Schooling in America and Improvement
Chapter 10 Educational Administration in America
WILLIAM KRITSONIS, PHD on SCHOOLING is intended for teachers, school administrators, school board members, consultants, community leaders, parents, and many others interested in improving schools in America.
-----------------------------------------------------------------------------------------------------------
How to Order
To roder, make payment to NATIONAL FORUM JOURNALS in the amount of $69.95 (Includes shipping and handling) and forward to:
NATIONAL FORUM JOURNALS
17603 Bending Post Drive
Houston, Texas 77095
281-550-5700
www.nationalforum.com
A BRIEF ANALYSIS OF THE HISTORICAL DEVELOPMENT OF HIGHER EDUCATION FOR AFRICAN AMERICANS
By
Oswell Person, PhD
William Allan Kritsonis, PhD
38 Pages
2006
$20.00 United States
$25.00 Canada
$30.00 All Others
Contents
Background – Civil War – Reconstruction – Freedmen’s Bureau – Churches – Historical Development – Federal Legislation – Morrill Acts – Status of Blacks in the South – Plessy vs. Ferguson – Desegregating Higher Education – Brown vs. Topeka – Philanthropic Organizations – The University Negro College Fund (UNCF) – Contributions of Historical Black Colleges/Universities – Endnotes – Bibliography - Selected References – Tables
Summary
Dr. Person and Dr. Kritsonis provide a penetrating analysis of the historical development of higher education for African Americans. The writers emphasize that African Americans have made enormous contributions to America.
Dr. Person and Dr. Kritsonis tell the story by tracing many struggles the Negro experienced to obtain higher education. The primary purpose of the book is to provide readers with a clearer understanding of the contributions of African Americans to higher education.
About the Authors
Dr. Person is Interim President at Paul Quinn College, Dallas, Texas. He is presently on leave from Prairie View A&M University, Department of Educational Leadership and Counseling, College of Education, Prairie View, Texas. Dr. Person earned his PhD from Michigan State University.
Dr. Kritsonis is a Professor and teaches in the PhD Program in Educational Leadership at Prairie View A&M University/Member of the Texas A&M University System. In 2004, Dr. Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
In 2005, Dr. Kritsonis lectured at the Oxford Round Table in the University of Oxford, Oxford, England. In 2006, he has been invited to the Harvard Leadership Institute, Harvard Graduate School of Education, Harvard University. Dr. Kritsonis earned his PhD from the University of Iowa. In 1983, he Founded National FORUM Journals – over 3,000 professors have published in these journals from across America and world-wide.
Practical Applications of Educational
Research and Basic Statistics
________________________________________
William Allan Kritsonis, PhD
Published by National FORUM Journals
17603 Bending Post Drive
Houston, Texas 77095
Copyright 2008 by William Allan Kritsonis, PhD
Except as permitted under the United States Copyright Act Of 1976, no part of this professional publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the proper written permission of Dr. William Kritsonis. Absolutely no unauthorized reproduction of this text.
ISBN: 0-9770013-4-2
Library of Congress Cataloging in Publication Data
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NATIONAL FORUM JOURNALS
Partial Listing of Affiliated Universities, Colleges, and Schools
Loyola University, New Orleans, LA
Marshall University, South Charleston, WV
Miami-Dade County Public Schools, Miami, FL
Midwest Library Services, Bridgeton, MO
Milwaukee Public Schools, Milwaukee, WI
Mississippi State University, Mississippi State, MS
Morris MacDonald School, Manitoba, Canada
National-Louis University, Wheeling, IL
New York City Board of Education, New York, NY
Niagara University, Niagara University, NY
Nicholls State University, Thibodaux, LA
North Carolina State University, Raleigh, NC
North Dakota State University, Fargo, ND
North Mississippi Regional Center, Oxford, MS
Northern Illinois University, Maryville, MO
Ohio University, Athens OH
Oklahoma City Public Schools, Oklahoma City, OK
Omaha Public Schools, Pittsburgh, PA
Postfach, Schweiz, Switzerland
Prairie View A&M University, Prairie View, TX
Providence College, Providence, RI
Purdue University, West Lafayette, IN
Readmore Academic Services, Inc. Turnersvillle, NJ
Richmond City School District, Rochester, BY
Roosevelt University, Chicago, IL
Roosevelt University, Schaumburg, IL
Rowan University, Glassboro, NJ
San Diego Unified School District, San Diego, CA
Seattle Public Schools, Seattle, WA
SKANFO
NATIONAL FORUM JOURNALS
Partial Listing of Affiliated Universities, Colleges, and Schools
South Carolina State College, Orangeburg, SC
Southeastern Louisiana University, Hammond, LA
Southern Illinois University, Carbondale, IL
Southwest Missouri State University, Springfield, MA
Sul Ross State University Rio Grade College, Eagle Pass, TX
Sul Ross State University Rio Grade College, Uvalde, TX
SUNY, New York, NY
Sweets Blackwell, The Netherlands
Sweets Blackwell, Runnemeda, NJ
Sweets Blackwell, Inc., Exton, PA
Tennessee State University, Nashville, TN
Texas A&M University, College Station, TX
Texas A&M University at Kingsville, Kingsville, TX
The Truman Pierce Institute, Auburn University, AL
The University of Calgary, Calgary, Canada
Toledo-Lucas County Public Library, Toledo, OH
Troy State University, Montgomery, Montgomery, AL
Truman State University, Kirksville, MO
University of Alabama, Tuscaloosa, AL
University of Arkansas, Fayetteville, AR
University of Cincinnati, Cincinnati, OH
University of Colorado at Denver, Denver, CO
University of Dayton, Dayton, OH
University of Florida, Gainesville, FL
University of Georgia, Athens, GA
University of Hawaii, Honolulu, HI
University of Iowa, Iowa City in IA
University of Jordan, Amman, Jordan
University of Jordan, Birmingham, AL
University of Louisiana at Lafayette, Lafayette, LA
University of Louisville, Louisville, KY
University of Lowell, Lowell, MA
University of Maine, Orono, ME
University of Massachusetts, Amherst, MA
University of Memphis, Memphis, TN
NATIONAL FORUM JOURNALS
Partial Listing of Affiliated Universities, Colleges, and Schools
University of Michigan, Ann Arbor, MI
University of Mississippi, University, MS
University of Nebraska at Omaha, Omaha, NE
University of Nevada, Las Vegas, NV
University of Nevada, Reno, NV
University of New Orleans, New Orleans, LA
University of North Carolina at Wilmington, Wilmington, NC
University of North Dakota, Grand Forks, ND
University of North Florida, Jacksonville, FL
University of Oregon, Eugene, OR
University of Pittsburgh, Pittsburgh, PA
University of Portland, Portland, OR
University of Scranton, Scranton, PA
University of South Carolina, Columbia, SC
University of South Dakota, Vermillion, SD
University of Southern Maine, Gorham, ME
University of Southern Mississippi, Hattiesburg, MS
University of Texas Austin, Austin, TX
University of Texas-Permian Basin, Odessa, TX
University of Virgin Islands, St. Thomas, VI
University of Virginia, Charlottesville, VA
University of Washington, Seattle, WA
University of Alabama, Livingston, AL
University of Wyoming, Laramie, WY
Valdosta State University, Valdosta, GA
Vanderbilt University, Nashville, TN
Washington State University, Pullman, WA
Wayne State University, Detroit, MI
Weber State University, Ogden, UT
West Virginia University, Morgantown, WV
Western Carolina University, Cullowhee, NC
Western Kentucky University, Bowling Green, KY
Westwood Elementary School, Westlake, LA
William Woods University, Fulton, MO
Winona State University, Winona, MN
Winston-Salem State University, Winston-Salem, NC
Xavier University, New Orleans, LA
York University, New York, Ontario, Canada
Youngstown State University, Youngstown, OH
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