The Expiration of Exigence : How Postmodern Frameworks Dissolve and What Rhetoric Can Do About It.

Lloyd Bitzer’s 1968 article, “The Rhetorical Situation,” reframed scholarship on communication. Prior to this, rhetorical studies primarily looked to content and style of discourse in order to provide an analysis of meaning and value; however, scholars became frustrated with the limited access that this type of framework afforded. The 1960s marked a dramatic shift in dominant rhetorical thinking from modern thought toward a realm of new ideological approaches, including postmodern thought. Environment became a major focus of postmodern communication studies, claiming that the situation, more than the content itself, determines the message. Rhetorical frameworks continue to rely on a modern or postmodern consciousness, despite the emergence of yet another societal shift into an evolved postmodernism, a reaction to the biases inherent in this relativism. Specifically, the evolution of the postmodern mind into an apathetic consciousness leads to an expiration of exigency as Bitzer defined it 50 years ago. This paper argues that current scholarship lacks a complete awareness of these new assumptions and understandings, specifically relating to cultural apathy. This paper will recount the historical context that leads into this modern framework, illustrate the situation, and argue the potential solutions. Ultimately, this paper reveals that much exigency inhabits a devalued position in the now-evolved postmodern mind, and rhetorical theory must renovate its understanding on discourse accordingly through three steps: acknowledgment, updated definitions, and thoughtful discourse

Developing a Collaboration with the Houston Independent School District: Testing the Generalizability of a Partnership Model

Moving evidence-based practices into real-world settings is a high priority for education and public health. This paper describes the development of a partnership among the Houston Independent School District, the American Institutes of Research, and the Houston Federation of Teachers to support research on and program sustainability for the Good Behavior Game, a team-based classroom behavior management strategy that has shown positive impact in randomized field trials. The conceptual framework guiding partnership development is presented, followed by an application of the framework in Houston. Lessons learned and implications for the next stage of research and practice are then discussed

Three Keys to Success for Principals (and Their Teachers)

This is the author's accepted manuscript, post peer-review. The publisher's official version is available at: http://dx.doi.org/10.1080/00228958.2008.10516527.What is successful leadership and how can leadership concepts be applied to schools? Hundreds of books and articles and a plethora of executive seminars describe what leadership is and propose strategies for what effective leaders do. Most of these writings and presentations, however, focus on business, with much less information available about how to lead schools. In addition, there is a diversity of opinions about what makes leaders effective. This article suggests that it is possible to extract, reframe, and apply the best of what is known about leadership to help principals be more successful. Moreover, if principals are successful, teachers also are positioned to be successful, with the ultimate impact being successful student learning

Cost-size relationships for south central Arizona poultry ranches

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Schools for the twenty-first century : leadership imperatives for educational reform

xxvi, 164 p.; 24 cm

Inventing better schools : An action plan for education reform

xxi, 294 p. : il.; 23 cm

Leading for learning: how to transform schools into learning organizations

this book is about differences between and among schools- differences that make a difference in lives of teachers, students, parents, and communities. It is not about why schools do not get results. It is about why schools get the results they do