Wynona K. Burling and Adrienne E. Hyle
National, regional and local disaster preparedness planning requirements allow a wide range of responses. Describes a study in which such responses were cast against Quarantelli’s…
Abstract
National, regional and local disaster preparedness planning requirements allow a wide range of responses. Describes a study in which such responses were cast against Quarantelli’s minimum criteria and Levin’s notion of experience as a powerful source for change. Data collection and comparative analyses were accomplished through the examination of local school district plans and policies as well as interviews with school leaders who had survived disasters. Concludes that school districts meet minimum local standards but few meet Quarantelli’s minimum; and having lived through a disaster neither served as impetus to initiate disaster preparedness plans nor resulted in plans incorporating knowledge gained.
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The purpose of this paper is to review the literature on female faculty and administrators working in higher education, past and present.
Abstract
Purpose
The purpose of this paper is to review the literature on female faculty and administrators working in higher education, past and present.
Design/methodology/approach
Materials were selected based on scholarly impact and reputation of the author. Selections were then examined to assure varied perspectives and wide period coverage.
Findings
Throughout the past century, women have made tremendous strides in the pursuit of equity in the academic working environment. However, statistics and personal experiences indicate that much progress is still needed.
Research limitations/implications
This bibliography is limited to literature on working female faculty and administrators in the USA. It is intended to provide a broad overview of their past and present working conditions. Materials cover the Colonial period though the present. As such, a brief selection of materials available are included. Although there are much fewer resources that include the women of color experience, whenever possible materials are included. For the purpose of this review, the female student demographic is omitted. As there is a plethora of materials on this subject, it should be examined in a separate bibliography.
Originality/value
This bibliography provides students and scholars a brief introduction to research women in higher education which encompasses diverse voices, a wide historical range and contemporary materials.
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Rayma L. Harchar and Adrienne E. Hyle
Suggests that the research literature provides no clear perspective of the tasks needed for effective instructional leadership and no definitive set of traits for instructional…
Abstract
Suggests that the research literature provides no clear perspective of the tasks needed for effective instructional leadership and no definitive set of traits for instructional leaders. Describes a study which sought to develop a theory of instructional leadership grounded in data from practising administrators and their teachers. Grounded theory served as both the theoretical structure and research design. Findings indicated effective elementary instructional leaders engaged in a variety of strategies designed to balance power inequities in their school and school community. The strategies are not linear and not all are used by every administrator; they occur both simultaneously and at varying times, building on each other. The theory known as collaborative power was developed as a model designed to equalize power inequities, fostering instructional leadership strategies and perspectives at the elementary level.
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Adrienne Vanessa Levay, Gwen E. Chapman and Barbara Seed
The purpose of this paper is to explore the paradoxical resistance of parent and private school food vendors to the paternalistic nature of school food policies. It develops the…
Abstract
Purpose
The purpose of this paper is to explore the paradoxical resistance of parent and private school food vendors to the paternalistic nature of school food policies. It develops the hypothesis that resistance, on the basis of them being “paternalistic”, is associated with implementers experiencing ethical breaches that contribute to frustration and low acceptability. This may be leading to accusations of paternalism and non-cooperation.
Design/methodology/approach
It takes a deontological perspective and uses Upshur’s (2002) public health ethics framework to explore the potential that parents involved in school fundraising and private school food vendors are experiencing ethical breaches associated with implementation of school food and beverage sales policies in the Canadian context.
Findings
Upshur’s (2002) harm principle highlighted how some implementers feel a loss of freedom in how they choose to function, which is perceived to be resulting in lost profits. Parents involved in fundraising activities may experience feelings of coercion. Opting out of fundraising may result in their children’s schools having fewer resources. Smaller private vendors are coerced through economic incentives while being bound by what products are available in the marketplace and the associated costs of items that comply with nutrition standards. Discussion around the reciprocity principle revealed implementers feel they are not adequately supported to implement. Transparency has been questioned where stakeholders report their perspectives are often not equally considered in decision making.
Originality/value
This is the first paper to explore the often cited resistance to the paternalistic nature of school food and beverage environment policies as an implementation barrier. Using a deontological ethical perspective offers an original way to discuss school food policies. This work offers potential leverage points at which policy-makers and practitioners may intervene to improve acceptability and contribute to more effective, consistent implementation.