chapter 1 Introduction: Evidence and Decision Making

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/72236/1/j.1744-7984.2007.00095.x.pd

Examining the outcomes of equalizing critical theory in educational leadership programming

This paper describes some of the key findings of a study focused on students perceptions of the relevancy and usefulness of diversity issues and curriculum centered in critical theory not just being included, but also equalized in their Ed.D. leadership preparation program. After two years of coursework in which critical theory has been integrally woven among traditional educational leadership topics, students report on the ways in which they believe their biases and pre-existing assumptions have shifted and subsequently how their leadership behaviors have been transformed

Examining the outcomes of equalizing critical theory in educational leadership programming

This paper describes some of the key findings of a study focused on students perceptions of the relevancy and usefulness of diversity issues and curriculum centered in critical theory not just being included, but also equalized in their Ed.D. leadership preparation program. After two years of coursework in which critical theory has been integrally woven among traditional educational leadership topics, students report on the ways in which they believe their biases and pre-existing assumptions have shifted and subsequently how their leadership behaviors have been transformed

A tri-state pilot study of instructionally effective school districts

This symposium features research reports on, and interactive discussion of, results from tri-state pilot study of how unusually effective local school districts improve and equalize student outcomes in the contexts of federal and state accountability systems. The study, funded by the Hewlett Foundation, was designed to broaden the evidence base and to advance theory about district instructional effectiveness through in-depth study of a single pilot district in each of three states: Ohio, North Carolina, and Texas

A tri-state pilot study of instructionally effective school districts

This symposium features research reports on, and interactive discussion of, results from tri-state pilot study of how unusually effective local school districts improve and equalize student outcomes in the contexts of federal and state accountability systems. The study, funded by the Hewlett Foundation, was designed to broaden the evidence base and to advance theory about district instructional effectiveness through in-depth study of a single pilot district in each of three states: Ohio, North Carolina, and Texas