10 research outputs found
The Art (Not Science) of Grants Management
Currently there are more than fifty thousand nonprofit agencies and organizations, including schools, that receive federal grants. These entities invest substantial time and money in seeking grant dollars (Schumacher, 2005). Recipients underestimate the investment and complexity associated with managing grants. The work of creating ownership, establishing and maintaining progress, spending funds wisely and living the grant cycle requires the creativity and diligence of the finest artist
The Art (Not Science) of Grants Management
Currently there are more than fifty thousand nonprofit agencies and organizations, including schools, that receive federal grants. These entities invest substantial time and money in seeking grant dollars (Schumacher, 2005). Recipients underestimate the investment and complexity associated with managing grants. The work of creating ownership, establishing and maintaining progress, spending funds wisely and living the grant cycle requires the creativity and diligence of the finest artist
Topics of Interest to Women in Educational Administration
The topical Interests [training needs] of women in K-12 and post secondary administration were quite similar. Those interested in providing professional development opportunities should be attentive to the fourteen areas of training needs indicated by the respondents [in this study]
A Decade of Inquiry: The Status of Female Superintendents and Secondary Principals in the High Plains
This research provides insight into the status of female administrators from a particular geographical area in rural America. Findings reveal that some progress has been made across the United States but there is more effort needed especially in the High Plains states. The numbers of females in ad- ministrative positions in the High Plains states from 1997 to 2007 were col- lected from the Nebraska, North Dakota, and South Dakota Departments of Education. The percentages of females in the High Plains states were com- pared to national numbers for the same time period. There has been a pattern of increased numbers and percentages of females serving as superintendents and secondary principals across the United States and High Plain states. The High Plains states consistently lag behind the United States in the percentage of increase of practicing female superintendents and secondary principals for the decade of 1997 to 2007. When considering the status of female ad- ministrators, numbers do not tell the whole story. Additional aspects studied through qualitative inquiry were the career tracks of these women, the barriers they encountered, and the support systems provided for them
10 Questions to Answer for Technology to Succeed in Your School
Many of us have experienced buying a new car or a new to you car. We are very protective of our investment. . During the past three decades, the financial investment of owning a car has risen by 300%. This causes us to be cautious about maintenance and in whose hands we place the keys. Technology expenditures and usage in schools have also risen by nearly 300% during the last three decades. Beyond being accountable for these significant expenditures, however, what actions should we take to ensure that technology is successfully implemented? Few principals claim to be technology experts. Most aspire to design a map that leads their schools to success with educational technology. The key to success on the journey is not to know everything. but to ask the right questions. Answering the following 10 questions will help lead to technology success
A Decade of Inquiry: The Status of Female Superintendents and Secondary Principals in the High Plains
This research provides insight into the status of female administrators from a particular geographical area in rural America. Findings reveal that some progress has been made across the United States but there is more effort needed especially in the High Plains states. The numbers of females in ad- ministrative positions in the High Plains states from 1997 to 2007 were col- lected from the Nebraska, North Dakota, and South Dakota Departments of Education. The percentages of females in the High Plains states were com- pared to national numbers for the same time period. There has been a pattern of increased numbers and percentages of females serving as superintendents and secondary principals across the United States and High Plain states. The High Plains states consistently lag behind the United States in the percentage of increase of practicing female superintendents and secondary principals for the decade of 1997 to 2007. When considering the status of female ad- ministrators, numbers do not tell the whole story. Additional aspects studied through qualitative inquiry were the career tracks of these women, the barriers they encountered, and the support systems provided for them
A Bumpy Road: Principal as Technology Leader
Many of us have experienced buying a new car or a “new to you” car. We are very protective of our investment. During the past three decades, the financial investment of owning a car has risen by 300%. This causes us to be cautious about maintenance and in whose hands we place the keys. Technology expenditures and usage in schools have also risen by nearly 300% during the last three decades. Beyond being accountable for these significant expenditures, however, what actions should principals take to ensure that technology is successfully implemented? Few principals claim to be technology experts. Most aspire to design a map that leads their schools to success with educational technology. The key to success on the journey is not to know everything, but to ask the right questions. Answering the following 10 questions will help principals lead others to technology success
Compulsory Education: Challenges and Opportunities
Compulsory education is a deep taproot in the history of our country and is at the heart of our educational system. Since Thomas Jefferson\u27s presentation of the Bill for the General Diffusion of Knowledge in 1775, we have made compulsory education a central focus of our society.
Initially, Jefferson\u27s proposal called for mandatory education for all children for three years. In the 1700s, a year of schooling was not the same as a year of schooling in the 19005. Jefferson\u27s proposal required schooling in reading, writing, and ciphering so that an individual was capable of conducting daily business affairs.
Compulsory education is also linked to the development and conduct of democracy. jefferson\u27s bill was closely aligned with the need to have an educated citizenry so that democracy could flourish. Without reading and writing skills, individuals would not be able to vote knowledgeably on issues of importance to the society.
One of the historically most significant practices and beliefs in the United States has been the belief that education is the key to assimilating new ethnic groups into our society. As wave after wave of immigrants landed on our shores or, more recently, at our airports, public education has been the means of teaching a language and a culture to the new immigrant groups. Compulsory education has provided access to U.S. society to individuals of great diversity.
One of the historically most significant practices and beliefs in the United States has been the belief that education is the key to assimilating new ethnic groups into our society. As wave after wave of immigrants landed on our shores or, more recently, at our airports, public education has been the means of teaching a language and a culture to the new immigrant groups. Compulsory education has provided access to U.S. society to individuals of great diversity
The analysis of a distance learning graduate program
The purpose for conducting this study was twofold: (1) to describe the distance learning graduate program in the Teachers College at the University of Nebraska-Lincoln; and (2) to analyze the achievement and perceptions of the graduate students in the distance learning graduate program. The procedures for this study involved conducting a review of literature, developing a survey instrument, gathering data from records ex post facto interviewing, and assembling written documents. The methodology involved both qualitative and quantitative approaches. Data analysis included a statistical analysis of the survey results and ex post facto data. A qualitative analysis of the data collected was conducted throughout the data collection process. The conclusions drawn were framed around the nine major influences of distance education that were identified. (1) The critical mass and the cohort group is a major influence to distance education. (2) The staff members responsible for program development must understand how change takes place, how to manage that change and work within the system, and how to capitalize on the power structure. (3) Program development is dependent on key leaders and a framework that meets the needs of students. (4) Faculty members who teach distance education courses must spend time planning structured long distance education course. (5) Continued efforts are required to improve and enhance distance learning delivery capabilities. (6) Interactivity, in various forms, is a significant dimension of distance learning. (7) A viable distance learning program requires support services of various kinds. (8) The learning of students in distance graduate programs will be equal to or above the levels demonstrated by on-campus students. (9) Personal barriers contribute to a rationale for providing distance learning to professionals in the field