JRLE
July 2007, Volume 2, Issue 2

FROM THE DESK OF THE EDITOR

The third issue of JRLE represents a learning loop about leadership education. The articles are listed as a standard linear table of contents and are scaffolded from a macro to micro view of leadership education. However, as the JRLE editor, I suggest our readers engage with this set of authors in a circle, beginning with the comprehensive overview of delivery models, developed as part of the UCEA Taskforce on Research in Leadership Education, moving to the issues of design and delivery in diverse or rapidly changing cultural contexts raised by Tooms and Bruner, Greenlee and Hill.

Next, give careful attention to the classroom practices of Marshall and Theoharis, and then treat yourself to the premiere of our special feature, Student Voices. Mansfield's essay is a glimpse into the classroom experience of one student. We hope her perspective will encourage our readers to loop back to the Preis, Grogan, Sherman, and Beatty article, one more to time, to think about how our best designs, deliveries, and knowledge bases are actually experienced by our learners. We hope this issue provides incentive for educational leadership faculty across the world to invite students to interact with the JRLE readership.

Finally, the JRLE editorial team wants to pay tribute to two outgoing members, Dr. Mimi Wolverton and Fergus O'Sullivan. Each of these individuals gave generously of their time and expertise in the launch of JRLE. From the outset of our efforts to craft a mission for the journal, Mimi and Fergus were staunch advocates for publishing interdisciplinary and international research on leadership education. Mimi tirelessly recruited higher education colleagues to join our editorial board, serve as reviewers, and contribute manuscripts. Fergus and Mimi provided marketing expertise that led to instant and widespread exposure for this fledgling publication. Our steady increase in manuscript submissions over the past year is a credit to the efforts of these two stellar professionals. We wish them all the best.

Edith A. Rusch
Editor
Journal of Research on Leadership Education

WHAT THE RESEARCH AND LITERATURE SAY ABOUT THE DELIVERY OF EDUCATIONAL LEADERSHIP PREPARATION PROGRAMS IN THE UNITED STATES

Stacey Preis, University of Missouri-Columbia, preiss@missouri.edu
Margaret Grogan, University of Missouri-Columbia, groganm@missouri.edu
Whitney H. Sherman, Old Dominion University, whserma@odu.edu
Danna M. Beaty, Tarleton State University, dbeaty@tarleton.edu

Abstract:

This article reports the work of Domain 7 of a University Council of Educational Administration (UCEA) taskforce. The purpose of the taskforce was to examine the literature on current delivery models of educational leadership preparation programs and determine which aspects of delivery have been studied. All available articles and chapters that dealt with the aspect of program delivery were reviewed – both in educational administration at the PK-12 level, and in other selected fields to provide instructive comparison. The taskforce found that apart from some empirical research on the cohort model, very little empirical work has been done on delivery. There is some scholarly literature about delivery issues, but clearly, this is a seriously understudied aspect of leadership preparation.

THE REALITY OF LEADERSHIP PREPARATION IN A RAPIDLY CHANGING CONTEXT: BEST PRACTICE VS. REALITY

Darlene Y. Bruner, University of South Florida, dbruner@tempest.coedu.usf.edu
Bobbie J. Greenlee, University of South Florida, greenlee@tempest.coedu.usf.edu
Marie Somers Hill, University of South Florida, mhill@tempest.coedu.usf.edu

Abstract:

Leadership preparation programs find themselves in a state of flux, experiencing changing demands, and increasing scrutiny and accountability. New challenges and definitions of leadership preparation coupled with expanding demands for increased abilities of school leaders in ever larger numbers create the necessity to examine, question, revise, partner, and expand current program offerings. This paper discusses the changing context of a leadership preparation program striving toward a more ideal model while considering the realities of students’ employment obligations, experience, and career aspirations.

AN INTERNATIONAL EFFORT TO BUILD LEADERSHIP CAPACITY:
INSIGHTS FROM THE FIRST COHORT OF EDUCATIONAL ADMINISTRATION
AT THE COLLEGE OF THE BAHAMAS

Autumn Tooms, Kent State University, atooms@kent.edu

Abstract:

The purpose of this qualitative study was to learn what motivated students to enroll in the first formal training program in educational administration in the history of The Bahamas. This research considers the intersections of motivation, career paths, and educational histories of those who live and work in schools in The Bahamas. Open-ended, audiotape recorded, interviews were conducted with each of the 18 members of a cohort of Master’s degree candidates at The College of The Bahamas. Data revealed that motivations for program enrollment ranged from an intrinsic desire to obtain a graduate degree, to the belief that the degree would support entrepreneurial efforts within the Bahamian education system. Interviews also revealed a double standard for women who work in Bahamian schools, in terms of advancement to administrative positions. Implications center on the need to address the gender oriented double standard, as well as the need to increase the cultural value of education in The Bahamas.

LESSONS FROM AN INTERNATIONAL COLLABORATION:
A FACULTY MEMBER’S REFLECTIONS
Autumn Tooms, Kent State University, atooms@kent.edu

MOVING BEYOND BEING NICE: TEACHING AND LEARNING ABOUT SOCIAL JUSTICE IN A PREDOMINATELY WHITE EDUCATIONAL LEADERSHIP PROGRAM

Joanne M. Marshall, Iowa State University, jmars@iastate.edu
George Theoharis, Syracuse University, gtheohar@syr.edu

Abstract:

This article describes activities, discussion questions, and readings from a required educational foundations course in an educational leadership preparation program at a predominantly White Midwestern university. The course is designed to move future educational leaders beyond their inherent “niceness” to a sense of social justice in their schools. Strategies and implications are discussed.

“JUST THE WAY THINGS WERE” OR MALICIOUS INTENT?: ONE PROFESSOR’S EFFORT TO FACILITATE TRUTH

Katherine C. Mansfield, University of Texas at Austin, kcmansfield@mail.utexas.edu

A JRLE Student Voices Essay