Maine Alumnus, Volume 42, Number 6, March 1961

Contents: St. Croix Paper Gives Site for New Forestry Camp --- Faculty Research Varied and Active --- Lewis O. Barrows \u2716 Appointed To Board of Trusteeshttps://digitalcommons.library.umaine.edu/alumni_magazines/1194/thumbnail.jp

Slavery to Liberation: The African American Experience (Second Edition)

Slavery to Liberation: The African American Experience (Second Edition) gives instructors, students, and general readers a comprehensive and up-to-date account of African Americans’ cultural and political history, economic development, artistic expressiveness, and religious and philosophical worldviews in a critical framework. It offers sound interdisciplinary analysis of selected historical and contemporary issues surrounding the origins and manifestations of White supremacy in the United States. By placing race at the center of the work, the book offers significant lessons for understanding the institutional marginalization of Blacks in contemporary America and their historical resistance and perseverance.https://encompass.eku.edu/ekuopen/1002/thumbnail.jp

Good educational leadership :principles of democratic practice : with reference to maintained schools in England

Accepting that "good" leadership is critical for a school to flourish, in a democratic society such leadership should be informed by democratic values. I develop this argument with particular reference to maintained schools in England. These are designated places that prepare the next generation for future lives as citizens, but their leadership practices promote an autocratic model of leadership centred on the agency of an individual, the headteacher. I consider the influence of past practice on this hierarchical tradition of school leadership and criticise its continuing presence in current policy and practice. I offer an alternative conception of good school leadership, based on democratic principles of political liberty and equality. I show, with reference to empirical research by other scholars, how this might be applied to future policy and practice. My argument applies theory to a significant problem in educational practice, working across the foundational disciplines in the study of education. While my critique of current arrangements is interdisciplinary, it leans most towards a philosophical approach. I draw on earlier work within that discipline which establishes what a characteristically democratic approach to school leadership must logically entail. I argue that existing school leadership practices may be democratic when undertaken in the right spirit by people morally committed to those values and skilled at translating them into daily life. I conclude that schools should determine freely for themselves how they wish to be led, within limits identified by a new national framework for school leadership; this should replace the current system, focussed on "standards". Schools should ensure that strategic decisions concerning their future direction are shaped by directly interested parties. This alternative conception of good school leadership will require existing professional development programmes to be revised, because learning for and from leadership start at school, both "taught" and "caught" from experience

1990 Miracle Yearbook

https://digitalcommons.cedarville.edu/yearbooks/1048/thumbnail.jp

Bulletin of Longwood College Volume XLVII issue 3, November 1961

https://digitalcommons.longwood.edu/alumni/1023/thumbnail.jp

Ames Forester Vol. 66

Published Annually by the Ames Forestry Clu

Bowdoin Orient v.87, no.1-26 (1957-1958)

https://digitalcommons.bowdoin.edu/bowdoinorient-1950s/1008/thumbnail.jp