At a Crossroads: The Educational Leadership Professoriate in the 21st Century

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Table of contents and editorial information for Vol. 11, no. 1, Winter-Spring 1984

Table of contents and editorial information for Vol. 11, no. 1, Winter-Spring 1984, Current Issues in School Finance and School La

Doctoral Programs in Educational Leadership: A Duality Framework of Commonality and Differences

In recent years, doctoral programs in education leadership have been subject to notable criticism and proposals for reform

Inspired to Lead: Two Years of Evaluation Data from a Jesuit Ed.D. program for Educational Leadership in Social Justice

Program learning outcomes from a Jesuit Educational Leadership for Social Justice Doctoral (Ed.D.) program were evaluated to determine if candidates were inspired to lead socially just educational communities. This qualitative inquiry went beyond the traditional examination of graduates’ self-perceptions to examine the perspectives of the graduates’ supervisors in the field. Two years of data indicate that graduates were able to take concepts from their coursework and apply them in the field. Findings indicate that the program was transformational, described as a call to action to challenge the status quo, and were corroborated by on-the-job colleagues

Not All Threats Are Equal

School leaders must be fully prepared to respond to all types of threats that occur. In order to respond to threats most appropriately the school needs to have a systematic approach that combines education, prevention, intervention, discipline, security and crisis preparedness measures. All threats must be assessed carefully and swiftly balancing the First Amendment rights of the student making the threat and the safety of the school. All threats are not equal but, all must be dealt with