Sandra Harris

Extending Transfer of Learning Theory to Transformative Learning Theory: A Model for Promoting Teacher Leadership

This article describes collaborative efforts to frame university teacher preparation program activities within transfer of learning and transformative learning theories to promote teacher leadership. Specifically, we describe (a) a community sponsored, public school, campus-based experience during an introductory teacher preparation course; (b) a university supervision program designed to empower teachers to take primary responsibility for guiding and developing future colleagues; and (c) a model for providing guidance and development for a postbaccalaureate alternate route to certification for students during their first year of teaching. A goal for each program is to foster within teachers a long-term commitment to teacher leadership, particularly in culturally diverse, low socioeconomic schools.

Texas Middle School Principals' Perceptions of Bullying on Campus

Most bullying data to date have been gathered through student reports. This study surveyed 59 middle school principals to better understand their perceptions of bullying on their campus. The study found that compared to students, principals have a different awareness of bullying. In addition, nearly all of the principals considered the school very safe and felt that they were highly supportive of reducing bullying. This is not in agreement with other research that has found that students do not always consider their schools safe, nor do students view administration as supportive of reducing bullying.

Aspiring Principal Perceptions: Are Mentor Principals Modeling Standards-Based Leadership?.

The purpose of this study was to explore how often 159 practicing teachers enrolled in a university Masters degree principal preparation program observed their mentor principals model the four mandated Texas standards‐based instructional leadership competencies for the principalship. The competencies focus on leadership through curriculum and planning, nurturing and sustaining the instructional program, implementing a staff evaluation plan and applying decision‐making skills. Findings on the four competencies ranged from a high of 59.1% to a low of only 44.7% of the participants who indicated that they observed their mentor principals modeling these four competencies at least ‘usually.’

A Comparison of 9th and 10th Grade Boys'and Girls' Bullying Behaviors in Two States

Abstract This paper compared the bully behaviors of 250 9th and l0th grade boys and girls in four schools in Texas and Nebraska. Nearly one-third of girls and one-fifth of boys observed bullying often. The most common kind of bullying for both boys and girls was hurtful teasing and name-calling. Boys bullied using more physical violence, while girls reported less; however, both boys and girls indicated they were threatened with harm more than 26% of the time when bullied.

A Mentoring Program for New Teachers: Ensuring Success.

Principals can play a pivotal role in ensuing the survival and success of first-year teachers by providing a mentor program.

Stories of Six Successful African American Males High School Students A Qualitative Study

This qualitative, narrative study explored experiences of six successful African American male high school students. Findings suggested that barriers prior to high school were negative elements in the home and community. To be successful in high school, they overcame barriers of absent fathers, disruptive homes, negative community, and peers, and an inadequate school system. They found support in spirituality, a desire to make mother proud, and from school personnel. Personal characteristics contributing to their success included self-esteem, spiritual maturity, and inner motivation to succeed.

Beliefs and Effective Practices of Successful Principals in High Schools With a Hispanic Population of at Least 30

The purpose of this qualitative study was to investigate the effective beliefs and practices of successful principals at high schools with a Hispanic population of at least 30%. Eight purposefully selected high school principals participated in the study. Findings emphasized that successful principals are passionate in their commitment to support all students, maintain an atmosphere where high standards and expectations are commonplace, find time to build effective relationships, recognize when change is necessary, and use effective change processes.

Chapter 4 African American Females' Career Paths to the Presidency: Navigating the Glass Ceiling Challenge

The history of the African American woman in the United States can be described as a struggle for survival and identity within a tripartite of oppression that includes racism, classism, and sexism [Hudson-Weems, C. (1989). The tripartite plight of African American women as reflected in the novels of Hurston and Walker. Journal of Black Studies, 20, 192–207.]. In spite of these challenges, African American women have always considered education an important investment in the future [Gregory, S. T. (1995). Black women in the academy. New York, NY: University Press of American, Inc.)], and despite gender and racial stereotyping that have limited educational opportunities African American females have been inspired to become educators (McFarlin, Crittenden, & Ebbers, 1999). Although African American women are underrepresented in higher educational leadership roles (Ross & Green, 2000; Waring, 2003), little research exploring the development of women leaders in academia, as well of that of existing university presidents, is available (Madsen, 2007). The purpose of this chapter is to explore the career paths of African American university women presidents. This research has important implications to strengthen opportunities to attain these important leadership roles in higher education institutions.

Using an equity audit investigation to prepare doctoral students for social justice leadership

The purpose of this article is to both introduce and describe the use of an equity audit investigation to prepare students in an educational leadership doctoral program for social justice leadership. The course setting where the equity audit served as the culminating activity is described. The authors also report on a five‐question, open‐ended survey in which students identified the equity audit problem they investigated, their findings, the result of their findings, how the investigation impacted their school and the perceived value of the process to them as a scholar‐practitioner. Qualitative feedback from the student survey responses indicated that using an equity audit led to powerful experiences for students seeking to become social justice leaders. Most students reported that sharing data from their equity audit investigation led to changes on their campuses that were more equitable and more socially just. Students also reported that conducting an equity audit was one of the most educationally transformative course requirements in the doctoral program.

An Andragogical Model: Learning through Life Experiences.

Sandra Harris is Assistant Professor of secondary education and educational leadership at Stephen F. Austin State University in Nacogdoches, Texas. She has taught at all K–12 levels and served as a principal and superintendent. Areas of specialization include school reform, principalship, and peer harassment. t isn’t supposed to be like this,” a frustrated and disappointed student in my alternativecertification class told me after her first week of teaching. On their campuses, my students— despite their newness to the profession—were treated no differently than other teachers, and many of them coached or sponsored clubs and other beforeand after-school campus activities in addition to their regular teaching responsibilities. Though they felt well prepared by their university course work in educational theories, they found putting these theories into practice in the classroom to be a tremendous challenge. Individuals accepted into this state-approved alternativecertification program must hold academic degrees from regionally accredited institutions of higher education and meet certain other prerequisites for admission. Students in the program serve as teacher interns who are hired by a school district and work as fulltime teachers with all the responsibilities of a regular teacher. During this internship, students also attend university classes and complete course work. Despite full days that frequently extended into evenings, students had to come to my class to satisfy the requirements. I was determined to make their class time valuable. To support these new teachers, I had to help them make the critical connections betweens the theories they were studying and what they were doing in their own classrooms. As I created the syllabus, I considered the structure—the unique characteristics of the adult learner; I considered the strategy—by reviewing the literature on teaching new teachers how to teach; and I considered the format of the scenario in the process of reflection.