Charol Shakeshaft

Reforming science education to include girls

One study reports that among seniors who have taken physics and calculus, 64 percent of males and only 18.6 percent of females were planning on majoring in science in college (AAUW, 1992). Arnold (1993) has studied the education and career paths of academically talented women and men and reports that 15 years after graduating as valedictorians of their high schools, women are more likely than men to have moved away from science majors and careers. During elementary school, males and females are equally interested in science, and as many girls as boys say they are going to be scientists when they grow up. As students reach middle school, the sexes begin to move apart in interest, participation, and achievement in science. By the time they graduate from high school, males express more interest in science and are twice as likely to report they will pursue careers in science (Linn & Hyde, 1989). In high school, when students are free to select courses, males and females make different decisions. Charol Shakeshaft is professor and chairperson of administration and policy studies at Hofstra University. Males are more likely than females to take physics and advanced chemistry, while females are most often found in biology classes. If girls are not required to take science, they often do not (AAUW, 1992). Parents and counselors are much more likely to tell boys to stay in elective science courses than to brief girls on the importance of science to their futures. Recent state mandates that increase the number

Wild Patience and Bad Fit: Assessing the Impact of Affirmative Action on Women in School Administration:

Goals 2000: Educate America Act of 1994, Pub. L. No. 103-227 (1994). (Title IX-Educational Research and Improvement, 20 U.S.C. 6001) Government Performance and Results Act of 1993, Pub. L. No. 103-62 (1993). Improving Americas Schools Act of 1994, Pub. L. No. 103-287 (1994). (20 U.S.C. 6301; reauthorizes the Elementary and Secondary Education Act; contains equity provision in the General Education Provision Act, ?427) Title IX of the Education Amendments of 1972-Prohibition of Sex Discrimination, Pub. L. No. 92-318, 86 Stat. 373 (1972). (20 U.S.C. 1681-87; 34 C.F.R., Part 106; 30955 Fed. Reg. (1980))

Know the Warning Signs of Educator Sexual Misconduct

Educators can prevent much of the sexual misconduct in schools if they know how to recognize and respond to suspicious patterns and if administrators enforce an environment of high expectations for behavior.

The New "Revolution" in Administrative Theory.

Forty years ago the so‐called “theory movement” took root in educational administration because it so fundamentally broke with the past, replacing trial‐and‐error experience with analysis and research in an effort to improve our understanding of educational organizations and how to manage them. Fuelled by support from private foundations and, eventually, the US federal government, this landmark development in administrative and organizational theory altered the way in which universities taught educational administration. In the educational reform movement of the 1980s, however, the established and time‐honoured theoretic concepts of the past four decades – with their emphasis on mathematical proof and ways of thinking borrowed from laboratory science – gave way to newer, richer ways of understanding organizations and thinking about them. Describes the emerging new directions in organizational and administrative theory and where they are taking us.

Immersive, Interactive, Web-Enabled Computer Simulation as a Trigger for Learning: The next Generation of Problem-Based Learning in Educational Leadership

This paper describes the use of advanced computer technology in an innovative educational leadership program. This program integrates full-motion video scenarios that simulate the leadership challenges typically faced by principals over the course of a full school year. These scenarios require decisions that are then coupled to consequences and scored in the background to create a profile of learner strengths and needs. Because the content has been filmed in an operating school and because of the unique choice-consequence sequences, the immersive and interactive simulation triggers more potent learning than is possible with either previous paper-and-pencil or discussion-based techniques. The scenarios are embedded in a Web-enabled framework that facilitates the provision of individualized feedback tailored to the specific choices made by the learner, and supports the collection of multiple metrics that relate to the performance of the learner and the learning framework itself. Project Authentic Learning for Leaders (ALL) demonstrates the future of teaching and learning in either hybrid (face-to-face instruction plus digital teaching and learning) or in individual anywhere, anytime learning.

Methodological Issues in Researching Women in Educational Research: The Legacy' of a Century:

That body of writing cannot be ignored, even if courses introduce readings that counterbalance its views by making women the Subject and men the Other. Hence, we have to undertake a continuing process of examination, of discussion about the paradigm that has traditionally been accepted. We have to reconceptualize the history of education in order to make both men and women, together, the Subject. Our task is to write new histories using that as our paradigm.

Criterion-inspired, Emergent Design in Doctoral Education: A Critical Friends Perspective

The Carnegie Project on the Education Doctorate (CPED) is focused on encouraging Schools of Education to reclaim the education doctorate (EdD) (Shulman, Golde, Bueschel, & Garabedian, 2006) by developing EdD programs that refine the leadership skills of practitioners of educational leadership who wish to remain in practice. The creation of such programs implies a set of courses and emphases that are distinct from those conventionally offered in the PhD. As Mezirow (1990) asserted, “we learn differently when we are learning to perform than when we are learning to understand what is being communicated to us” (p. 1). This is not to say that the CPED-aligned EdD is devoid of learning to understand, but the emphasis on practice suggests that the identical course will not conform well to both EdD and PhD programs. In this context, the EdD has to overcome an “80-year history of confusion” (Perry, 2011, p. 3)—a history during which it has sometimes been referred to as “PhD-Lite” (Shulman et al., p. 27)—on its way to being known as “the highest professional degree in education” (Shulman et al., p. 28). To facilitate the process, Shulman et al. (2006) proposed “a ‘zero base’ approach to design, without any of the assumptions that characterize the status quo” (p. 28).

Gender and Educational Change

The purpose of this chapter is to explore issues of gender in educational change. The scholarship on change rarely explores gender issues, and, when gender is considered, it is usually synonymous with female.

Necessary but Not Sufficient: The Continuing Inequality between Men and Women in Educational Leadership, Findings from the American Association of School Administrators Mid-Decade Survey

The gender of school leaders makes a difference in career paths, personal life, and characteristics of workplace. There is additional evidence that men and women are appointed or elected to lead different kinds of educational jurisdictions. Even if those differences did not exist, equitable access to leadership positions for people of different backgrounds would make this an important issue. This article reports gender-related findings from the American Association of School Administrators (AASA) 2015 Mid-Decade Survey. Findings confirm many of the trends in research on the superintendency over the past fifteen years. The profiles of women superintendents are becoming more like their male counterparts. Both men and women appear to be less mobile than in the past. Men and women are spending about the same time as teachers before becoming superintendents, women and men appear to experience stress similarly, and women are receiving mentoring much more than in the past. There are few data to support the beliefs that women superintendents, more than men are limited by family circumstance although this survey sheds no light on perspectives of women aspirants. This survey also confirms that there are a variety of paths to the position providing opportunities for women who have not necessarily had the typical teacher/principal/central office administrator trajectory. Nevertheless, significant differences still exist. Most important is that men are still four times more likely than women to serve in the most powerful position in education and both women and men of color are still grossly underrepresented.

Women in academic administration

The major unit of analysis for this inquiry is doctoral dissertations on women in educational administration completed between January 1973 and January 1373. These studies have been located using the usual formal and informal bibliographic search procedures. However, the major strategy that has been used is a systematic search of Volumes 33-39 of Disse~tatoi: iL?str~~cts International. Titles of dissertations have been sought in the index under the following headings: educational administration. female, feminine, feminism, feminist, sex, sexism, sex-role, sexuality, woman and women. Any study that related to women administrators in any educational setting and at any level has been selected. The final sample, which represents a population of all available dissertations \;ritten between January 1973 and January 1979, consists of 114 studies.