Discusses the concept of “the reaching mind”. Makes the case that successful learning has to involve the learner as a willing partner in the process and discusses areas where improvements can be made to benefit the learning process.
Discusses the Constitutional responsibilities of the US FederalGovernment for public schools. Citing “control followsfunding”, argues that control should remain with the…
Discusses the Constitutional responsibilities of the US Federal Government for public schools. Citing “control follows funding”, argues that control should remain with the states and school boards. Offers suggestions for reorganizing educational spending and improving educational programmes and school standards. Details important ways for the Federal Government to contribute without taking control.
Argues that the quality of education at the state or local level is not the federal government′s business. As a national concern, public education should be encouraged, that it maintain a high media profile and that both public and private schools be made more effective, efficient, and available. The federal government should not set one standard of rules and regulations for private schools and another for public schools. Both sectors should abide by the same rules. The public wants control of its schools at the local level.
Emphasizes the need to save public education in America as beingessential to the “American way of life”. Pinpoints the lackof a generally accepted goal, the designing of…
Emphasizes the need to save public education in America as being essential to the “American way of life”. Pinpoints the lack of a generally accepted goal, the designing of school programmes to suit teachers, not the students, and the movement of state and federal government further into the leadership and day‐to‐day operation of schools, as the factors which have had a detrimental effect on public schools during the past generation. Lists a 12‐point agenda for getting the public schools back on course and advocates a study of public education to identify what the public wants, followed by a plan to implement a suitable education programme.
Briefly looks at the changes in education since the 1920s which havebeen necessitated by the changes in society with reference tosupervision of instruction, child…
Briefly looks at the changes in education since the 1920s which have been necessitated by the changes in society with reference to supervision of instruction, child protection laws, child labour laws, compulsory attendance laws and new educational programmes.
Do we train or do we educate? The argument has been met since early Egypt. Are we simply to pass on the accumulated wisdom and knowledge of previous generations or are we to develop students who can think abstract thought, solve problems, establish theories and models? Argues that these questions must be addressed directly as we search for a purpose of schools and schooling.
Where we have been is the best indicator of where we are going. This is still true, even in these times of extensive and intensive change, when customs and institutions are revised so frequently and so rapidly as to appear as blurs rather than identifiable constructs. The human animal resists change. Change is contrary to the laws of physics and human nature which has to do with bodies at rest attempting to remain at rest. Argues that nowhere is this more true than in the field of education: we know what worked in the past, we know what is good for students, we know what our public expects of the schools, and we are reluctant to make changes beyond the superficial modification of class schedules, grouping, course title changes, etc, but resist change we must.
This paper examines the evolution of two separate fields, which are essentially concerned with the same issues but are framed by different academic and professional…
This paper examines the evolution of two separate fields, which are essentially concerned with the same issues but are framed by different academic and professional disciplines and practice. It appears that public affairs management researchers often fail to take into account parallel literature from the discipline of public relations — even when purporting to offer an interdisciplinary approach. Equally, the public relations literature frequently fails to speak the language of business management and narrowly defines such key business activities as marketing, policy and strategy. In this paper, the authors present evidence prescribing the differing evolution of public affairs and public relations. They compare and contrast public affairs and public relations in terms of their definitions, scholarship, survey evidence, leading writers, academic and professional associations and educational programme content. They conclude by offering several suggestions for closing the gap between the two areas.
The purpose of this paper is to understand and explain why some professional sports organizations outsource their sponsorship-related activities to sports marketing…
The purpose of this paper is to understand and explain why some professional sports organizations outsource their sponsorship-related activities to sports marketing agencies, whereas others purposely retain these activities in-house.
The paper applies transaction cost economics (TCE) and the resource-based view (RBV) to outsourcing of sports sponsorship activities. It examines the extent determinants descending from these theories influence the sourcing choice of professional sports organizations.
This paper argues that determinants derived from TCE and the RBV are useful to understand the factors likely to influence an outsourcing decision and to analyze which sponsorship-related activities are more or less likely to be outsourced. However, these determinants are insufficient to shed light on why sports organizations arrive at different conclusions about their internal and external environments. With recourse to contingency theory, the authors propose two additional contingencies that affect the sourcing decision: a sport organization’s size and its degree of professionalism. This integrative conceptual framework improves the understanding of sports sponsorship outsourcing, makes several propositions, and paves the way for future empirical research in sports sponsorship.
This is the first paper to apply classical theoretical concepts to outsourcing sports sponsorship activities. As a conceptual paper, it hopes to stimulate further research on outsourcing in sports sponsorship and on the relationship between sports organizations and sports marketing agencies.
The school counselor can reduce barriers to college access for students in underserved communities but there is a lack of focused support and professional development…
The school counselor can reduce barriers to college access for students in underserved communities but there is a lack of focused support and professional development resources to assist them with this task. The purpose of this paper is to gain insight into how a collaborative partnership reframed professional development to increase counselors’ capacities and enrich their role in addressing educational inequities in a local context.
The authors employed an action-oriented qualitative case study through the lens of social justice to critically consider how urban school counselors took action to address local educational inequities in the postsecondary process. Data were collected over a ten month period and consisted of semi-structured interviews, 17 hours of meeting transcriptions, meeting notes, field observations, numerous field notes, researcher reflections, weekly e-mail correspondence, electronic data, counselor demographic surveys, and document analysis.
The inter-agency networked learning community model encouraged the school counselors to take ownership for their professional development, starting small led to greater collaboration, the counselors engaged in collective learning and counselors took a responsibility for the broader school community.
Inter-agency partnerships can address social inequities and initiate transformative change but further research is needed to explore how to address what happens as actors move in and/or out of the partnership. Acknowledging and validating the experience of the school counselors empowered them to take risks, invite new ideas, and adapt the new idea to their local school site. Reframing professional development began to transform how the counselors were viewed by the broader school community. Further research is needed to explore how educational systems can be empowered to engage in conversations to embrace change.
This study illustrated the transformative power of school counselors in building community, collaborating, and constructing bridges between each other, school administrators, and postsecondary researchers. Unless the current devaluing of school counselors shifts, the benefits associated with networked collaborative partnerships will likely go unrealized. We call on policymakers to reconsider the role of school counselors and call on them to ensure these positions are mandatory in all K-12 schools.
This study demonstrated how an inter-organizational collaboration between a university and a K-12 local education agency initiated transformative change. The collective action of the network equipped counselors with tools to build community with each other, within their individual school sites, and in the local community. Many studies provide models regarding what school counselors should do but few explore how to empower them to use the models to enact change. The action-inquiry approach provided an opportunity to explore how urban school counselors experienced and understood the process of engaging in professional development designed to help them try something new in addressing educational inequities in underserved communities.