Ethical Leadership: What Does It Look Like?

This article focuses on the development and validation of the Ethical Leadership Index (ELI). The development and validation processes included: adopting a framework; developing items; providing evidence of content validity; conduct- ing a pilot study; and analyzing data to provide evidence of construct validity and reliability estimates. Five ethical principles that are mentioned in leadership models, theories, and approaches served as the framework for the ELI. They in- clude respect for autonomy, beneficence, nonmaleficence, justice, and fidelity. The results of the study indicate that the ELI is a psychometrically sound instru- ment, which warrants its use in leadership programs and organizations

Seeking the Sense of Community: A Comparison of Two Elementary School\u27s Ethical Climates

School climate is created through the combined culture of the adults and students within a school – both the culture they share as an organization and the diverse cultures they bring from home. This study compared the school climate of two elementary schools, one urban and one suburban, by measuring 179 fourth and fifth grade students’ and 65 teachers’ perceptions of their schools’ ethical climates. The Elementary School Ethical Climate Index (ESECI) was utilized to factor perceptions into teacher to student, student to teacher/learning environment, and student to student interactions. For each of the ESECI subscales, two-way analyses of variance (ANOVAs) were conducted with a respondent factor (student or teacher/staff) and a community type factor (urban or suburban). While both the urban and suburban schools reported positive perceptions of school culture by students and teachers, the urban teachers were significantly less positive than their suburban peers in student to teacher/learning environment and student to student interactions, and also significantly less positive than their urban students. Results emphasize the importance of evaluating the culture of the school in an intentional, thorough manner by asking all groups for perceptions of school climate and utilizing what is uncovered to strengthen the sense of community

The Development and Validation of the Elementary School Ethical Climate Index

The purposes of this study were to develop and validate an instrument that measures the ethical climate of elementary schools. To create the Elementary School Ethical Climate Index (ESECI), we adapted the ethical climate index for middle and high schools. The ESECI assesses student and teacher interactions and relationships through the application of five ethical principles: respect for autonomy, nonmaleficence, beneficence, justice, and fidelity (Kitchener, 1984, 1985). To provide evidence of the ESECI’s reliability and validity we distributed the ESECI to the students and teachers/staff at one urban elementary school in a Midwestern city. There was a significant difference in student perceptions of student to student interactions and relationships across grade levels. Schools could use the ESECI to pinpoint areas where changes need to be made in order to enhance a school’s sense of community

Student and Agency Personnel Perceptions of the Impact of Community Service-Learning

The purpose of this study was to investigate student and agency personnel perceptions of the impact of community service-learning across several different courses at a Midwestern metropolitan university. Eighty-five students and 18 community agency personnel completed the Service-Learning Index. The results of the study indicated that student and agency personnel perceptions of the impact of community service-learning were positive and similar and did not vary across academic disciplines. Perspectives about the service-learning course received the highest ratings from both students and community agency personnel. Recommendations were made to expand the community service-learning program at the university where the study took place

The Development and Validation of the Diversity Dispositions Index

The population of the U.S. is becoming increasingly more diverse. Yet, administrators and teachers in the U.S. are predominantly European Americans from middle-class backgrounds who speak only English. Many of their students are racial and ethnic minorities, live in poverty, and speak a first language other than English (Banks et aI., 2005, p. 237). The No Child Left Behind Act signed into law in2002 requires school districts to hire highly qualified teachers who possess the necessary dispositions to ensure that all children learn (Center on Education Policy, 2002). School administrators and teachers must understand students\u27 backgrounds and experiences, and they must possess the necessary dispositions to work with students from diverse backgrounds (Villegas & Lucas, 2007)

The Development and Validation of the Ethical Climate Index for Middle and High Schools

One school characteristic that needs to be considered as important in keeping schools safe is school climate. The purposes of this study were to develop and validate an instrument that measures the ethical climate of middle and high schools. To create the School Ethical Climate Index (SECI), we adapted the Ethical Climate Index for graduate and professional school programs to apply to middle and high schools. The SECI measures a school’s sense of community by assessing student and teacher interactions and relationships through the application of five ethical principles: respect for autonomy, nonmaleficence, beneficence, justice, and fidelity. To provide evidence of the SECI’s reliability and validity, we distributed the SECI to 101 teachers and administrators who worked at middle and/or high schools. The reliability coefficients for each of the SECI subscales were greater than .80. Differences between middle and high school teacher and administrator perceptions provided evidence of construct validity. The SECI could be used in school districts to assess areas for school improvement and, thereby, help to reduce school disorder and violence

The Oldest Stars of the Extremely Metal-Poor Local Group Dwarf Irregular Galaxy Leo A

We present deep Hubble Space Telescope single-star photometry of Leo A in B, V, and I. Our new field of view is offset from the centrally located field observed by Tolstoy et al. (1998) in order to expose the halo population of this galaxy. We report the detection of metal-poor red horizontal branch stars, which demonstrate that Leo A is not a young galaxy. In fact, Leo A is as least as old as metal-poor Galactic Globular Clusters which exhibit red horizontal branches, and are considered to have a minimum age of about 9 Gyr. We discuss the distance to Leo A, and perform an extensive comparison of the data with stellar isochrones. For a distance modulus of 24.5, the data are better than 50% complete down to absolute magnitudes of 2 or more. We can easily identify stars with metallicities between 0.0001 and 0.0004, and ages between about 5 and 10 Gyr, in their post-main-sequence phases, but lack the detection of main-sequence turnoffs which would provide unambiguous proof of ancient (>10 Gyr) stellar generations. Blue horizontal branch stars are above the detection limits, but difficult to distinguish from young stars with similar colors and magnitudes. Synthetic color-magnitude diagrams show it is possible to populate the blue horizontal branch in the halo of Leo A. The models also suggest ~50% of the total astrated mass in our pointing to be attributed to an ancient (>10 Gyr) stellar population. We conclude that Leo A started to form stars at least about 9 Gyr ago. Leo A exhibits an extremely low oxygen abundance, of only 3% of Solar, in its ionized interstellar medium. The existence of old stars in this very oxygen-deficient galaxy illustrates that a low oxygen abundance does not preclude a history of early star formation.Comment: 44 pages, 18 figures, accepted for publication in the August 2002 issue of AJ. High resolution figures is available at http://www.astro.spbu.ru/staff/dio/preprints.htm

A Stellar Population Gradient in VII Zw 403 - Implications for the Formation of Blue Compact Dwarf Galaxies

We present evidence for the existence of an old stellar halo in the Blue Compact Dwarf galaxy VII Zw 403. VII Zw 403 is the first Blue Compact Dwarf galaxy for which a clear spatial segregation of the resolved stellar content into a "core-halo" structure is detected. Multicolor HST/WFPC2 observations indicate that active star formation occurs in the central region, but is strikingly absent at large radii. Instead, a globular-cluster-like red giant branch suggests the presence of an old (> 10 Gyr) and metal poor (=-1.92) stellar population in the halo. While the vast majority of Blue Compact Dwarf galaxies has been recognized to possess halos of red color in ground-based surface photometry, our observations of VII Zw 403 establish for the first time a direct correspondence between a red halo color and the presence of old, red giant stars. If the halos of Blue Compact Dwarf galaxies are all home to such ancient stellar populations, then the fossil record conflicts with delayed-formation scenarios for dwarfs.Comment: Accepted for publication in the Ap