Frederick C. Wendel

Inter‐institutional collaboration and team teaching

Abstract Inter‐institutional collaboration and team teaching can enhance distance education. Limited human and financial resources and the quality of teaching, learning, research, and course offerings can all be maximized by the collaborative sharing of resources. Collaborative relationships can be difficult to start and keep on track; however, the potential benefits to institutions of higher education, students, and faculty warrant thorough investigation. The triad of inter‐institutional collaboration, team teaching, and distance education presents a multiplicity of issues that must be considered and planned for before initiating programs. Within each element exists a set of inhibitors that could undermine a valuable program if not recognized and dealt with in advance. Of particular interest to those who are new to distance education or collaborative relationships, this paper discusses several issues that should be considered in the planning process to avoid potential roadblocks and to maximize returns.

Improving the Selection of Principals: An Analysis of the Approaches

These writers report here the results of their study of concur rent validity between performance on the Administrator Per ceiver Interview and the NASSP Assessment Center.

Grading and Marking Systems : What Are the Practices, Standards?

Wise principals will work with teachers to design and implement classroom practices and procedures that are consistent with sound measurement attributes.

Preparing for College: Senior High School Education in China

Why is it so difficult for Chinese students to be promoted to senior high schools? How do senior high school students in China manage course requirements? What must students do to gain admission to college? The answers may be of interest to people in countries where free pre-collegiate education is provided to all students.

Individualizing School- Climate Surveys

Summary A positive school climate is important in maintaining an effective educational environment characterized by excellence, productivity, and cooperation. Because of its impact on successful educational experiences, administrators should attempt to assess climate rather than rely on feelings or intuition to estimate it. Individualized surveys offer a flexible method of addressing specific school needs and concerns. At first glance, the thought of individualizing a climate survey may appear to be an overwhelming task; however, with planning and effort, it can be accomplished. A systematic process outlining a method for individualizing a climate survey includes (a) planning, (b) preparation, (c) survey development, (d) administration, (e) analysis of results, and (f) dissemination. A tailored climate survey can be used by administrators to assess the current climate, evaluate programs designed to enhance the climate, and periodically monitor a climate for signs of change. Although time and effort are re...

Junior High School Education in China

ne of the advantages of studying and teaching at a major research university is the opportunity to compare education systems firsthand with graduate students from other countries. Because many international students hold high-ranking positions in their respective education systems, they can provide up-to-date information and observations on the status of education in their homelands. In such discussions, the differences between education systems that emerge span the gamut of curriculum, instruction, methodology, and philosophy. Many practices and approaches are similar, although fundamental differences do exist. In some countries, for example, students must pass standardized examinations if they want to continue their educations beyond junior high, whereas in the United States, all students in public schools routinely move from junior high to high school. China, the most populous country in the world, is one of the countries where students take a test at the end of junior high to see where, and if, they will continue their educations. Other major differences also exist between the two systems. I believe that an understanding of the structure and dynamics of junior high school education and other aspects of the Chinese education system will give American educators the global perspective they are required to have and to pass on to their students in this ever-shrinking world. Hence, I designed and conducted an interview with Jiali Luo, a distinguished scholar from China who is studying at the University of Nebraska-Lincoln. F.C.W.

The Search for Success.

First, we wrote to leaders of profes sional organizations and institutions and asked them to name outstanding school ad ministrators they knew. Over 1000 names were provided—some from every state in America. Our second step was to write to the nominees and ask them to tell us why they thought they were nominated as outstand ing school administrators. Their open-ended responses filled six notebooks. Of the 491 respondents, 70 were middle level adminis trators. Some of their thoughts follow.

Are Administrators' Personalities Related to Their Job Skills?.

Does knowing the personality types of prospective administrators help predict their performance on job-relat ed skills ? Or, should hiring officials stick to the traditional methods of information gathering?

Project Success: Outstanding Principals Speak Out.

I feel very fortunate to have been privileged to receive an excellent education in the effective school movement and effective school improvement in general. . . . Three conclusions describe my route to success: (1) Excellence is a qualitative phenomenon. Doing more does not equal better. High performers focus on qualitative, not quantitative improvements. (2) Talent is a useless concept. (3) Excellence is mundane. Excellence is accomplished through the doing of performers, ordinary in themselves, performed persistently and carefully, habitualized; compounded together, added up over time.

Light's Retention Scale: Does It Have Content Validity?.

The content validity of the Lights Retention Scale (LRS) was examined by assessing the use of selected retention criteria from the scale. Results indicated that several criteria were not typically considered in retention decisions and the remaining criteria varied widely in their use. Suggestions for limitations on use of the LRS were included.