This paper presents a case study of successful rural school leadership in Victoria, Australia. The purpose of the paper is to identify how particular leadership practices were…
Abstract
Purpose
This paper presents a case study of successful rural school leadership in Victoria, Australia. The purpose of the paper is to identify how particular leadership practices were adapted to secure rural school success.
Design/methodology/approach
The author used the International Successful School Principalship Project research protocols to develop a multiple-perspective, mixed-method case study that investigated the principal's leadership at the school.
Findings
The findings illustrate how the leadership practices of the principal healed the fractured school–community relationships, which allowed the school community to work together towards a common school vision. A key factor in the school's success was the principal's personal connection to the local rural community of which he was a part. This notion of native connection could have practical implications for the recruitment and retention of rural principals in the future.
Originality/value
Whilst it is widely acknowledged that principals need to consider their school and community contexts when making leadership decisions, there have been few studies that have focussed on understanding how this can be achieved in the context of rural schools. This case provides a rich account of a principal's leadership practices in one successful school in rural Australia.
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KA STOCKHAM, JOHN RUSSELL, SUSAN WHATELEY and NORAGH JONES
The ‘interview’ undergone by the young prince in W F Yeames' well known painting shown on our front cover this month, was more painful than most. But job interviews are more often…
Abstract
The ‘interview’ undergone by the young prince in W F Yeames' well known painting shown on our front cover this month, was more painful than most. But job interviews are more often than not rather harrowing—at least in prospect—and we have asked four authors, each representing a different part of the interviewing spectrum, to give us their views about the process, its importance, and how best to approach something which happens to most of us at least once in our professional careers.
What is the future for Education in general and its students in particular? G. N. Brown, Professor of Education at the University of Keele, reporting on the BEd degree and the…
Abstract
What is the future for Education in general and its students in particular? G. N. Brown, Professor of Education at the University of Keele, reporting on the BEd degree and the college of education: a Canosrep view.
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J. Bernard Keys, Robert Wells and Al Edge
Reviews briefly the history of management games and outlines themain parts of a game. Lists the best known international managementgames being utilized in the United States…
Abstract
Reviews briefly the history of management games and outlines the main parts of a game. Lists the best known international management games being utilized in the United States. Provides a complete description of the Multinational Management Game (MMG) along with case histories of management development experiences with MMG in Korea, the Pacific Asian Management Programme, The University of Hawaii, The Japan American Institute of Management Science, a programme in Hungary, and an Executive MBA Programme in the United States. Includes excerpts from student experiences within game play and a short review of research validating games as learning environments.
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Previews the characteristics of the global markets rapidlydeveloping throughout the world and highlights development approachesthat can respond to the need for global managers…
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Previews the characteristics of the global markets rapidly developing throughout the world and highlights development approaches that can respond to the need for global managers. Also reviews a new edition of the Multinational Management Game, a possible approach to training global managers.
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This series of papers aims to explore the transition from higher education into work. It reports on research undertaken over a period of two years and which sought to track a…
Abstract
Purpose
This series of papers aims to explore the transition from higher education into work. It reports on research undertaken over a period of two years and which sought to track a number of young graduates as they completed their studies and embarked upon career of choice.
Design/methodology/approach
The approach adopted is defined and discussed as one of “common sense”. Alongside the notion of “common sense” the paper deploys two further concepts, “convention” and “faith” necessary to complete a rudimentary methodological framework. The narratives which are at the heart of the papers are built in such a way as to contain not only the most significant substantive issues raised by the graduates themselves but also the tone of voice specific to each.
Findings
Five cases are presented; the stories of five of the graduates over the course of one year. Story lines that speak of learning about the job, learning about the organisation and learning about self are identified. An uneven journey into a workplace community is evident. “Fragmentation” and “cohesion” are the constructs developed to reflect the conflicting dynamics that formed the lived experience of the transitional journeys experienced by each graduate.
Research limitations/implications
Whilst the longitudinal perspective adopted overcomes some of the major difficulties inherent in studies which simply use “snap shot” data, the natural limits of the “common sense” approach restrict theoretical development. Practically speaking, however, the papers identify issues for reflection for those within higher education and the workplace concerned with developing practical interventions in the areas of graduate employability, reflective practice and initial/continuous professional development.
Originality/value
The series of papers offers an alternative to orthodox studies within the broader context of graduate skills and graduate employment. The papers set this debate in a more illuminating context.
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Some of the strengths and weaknesses of using microcomputers, video(disc and tape) and teleconferencing (which may combine with othertechnologies even when distance is a factor…
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Some of the strengths and weaknesses of using microcomputers, video (disc and tape) and teleconferencing (which may combine with other technologies even when distance is a factor) in business education are explored. It is argued that computers and interactive video appear to be among the most effective methods for learning and that one of their drawbacks – cost – is coming down.
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Tribalism is at the forefront of public discussion across the political spectrum in America today. Zombie stories have also risen to unprecedented popularity. Amid present-day…
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Tribalism is at the forefront of public discussion across the political spectrum in America today. Zombie stories have also risen to unprecedented popularity. Amid present-day racial, political, and otherwise tribal tensions, the story I Am Legend has particular resonance. As the original inspiration behind the modern zombie trope, it was published as a novella in 1954 and has been remade as a film multiple times, in 1964, 1971, and 2007. Using grounded theory, I explore each film regarding what moral attitudes are portrayed concerning confrontation between rival milieus. My findings center on four themes: identification, compassion, ambivalence, and condemnation. Overall, in chronological order, the different renditions of the story exhibit decreasing compassion for the other and decreasing ambivalence about relations with the other. The most dramatic change is between the 1971 and 2007 remakes. Implications for what the changes in the morals presented in the story might reflect in terms of social changes in America are discussed.
A story that Robert told in class during this research exposes the tension of simultaneously studying literacy and identity when submission and control are also processes at work…
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A story that Robert told in class during this research exposes the tension of simultaneously studying literacy and identity when submission and control are also processes at work in the story. There are two pieces of this story. In the first part of the story, Robert relates the narrative. The second part consists of the details of the story he told. Both pieces can be used to illustrate different elements of the tension between studying literacy and identity as a single construct labeled literate identity. In addition to suggesting a metaphor for literacy and identity, Robert's story navigates the constructs of submission and control that Wong (2008) discusses in terms of the aesthetic of motivation. The tension between submission and control when coupled with an exploration of literacy and identity has implications for the notions of resistance to literacy in the field of boys' literacy as well as the being and doing of literacy for the boys in this study.Our class began with the students congratulating Robert on his storytelling. When I inquired further, I found out that Robert had started to tell the legend of Cupid and Psyche in a previous class, but he had run out of time. The rest of the students expressed interest in hearing the story, either for the first time, or to know the end. Initially, his telling ebbed and flowed. He apologized for his lack of fluency and explained he was trying to provide us the parts of the story we would find the most interesting. Eventually he settled into a rhythm and finished 50 minutes later. (Reconstructed field note, December 2009)