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Journal articles on the topic 'Superintendent of Public Instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Pisapia, Michael Callaghan. "The Authority of Women in the Political Development of American Public Education, 1860–1930." Studies in American Political Development 24, no. 1 (March 5, 2010): 24–56. http://dx.doi.org/10.1017/s0898588x09990113.

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Through a comparative historical analysis of the American states, I show how public education was the original policy field through which white American women became empowered as voters and political officials. Women's changing status within the education profession and “school suffrage” rights are an important and overlooked aspect of women's political history, and the rural orientation of state governments and women's increasing administrative authority as county superintendents and rural supervisors of education was pivotal to women's political empowerment. Women's authority, however, varied across regions and across states, with women's authority especially strong in Western states. I find that women in the field of public education were most empowered where there was a history of school suffrage rights, where administrative offices were elective rather than appointed, and where the power of the state superintendent of public instruction was weak. These findings suggest that democratic institutions, more than economic development or state capacity, were fundamental to women's increasing authority in the policy domain that commanded the largest share of state and local resources at the time.

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Ruswick, Brent, and Elliott W. Simon. "INDUSTRY, IMPROVEMENT, AND INTELLECTUAL DISABILITY: FINDING THE HOPES AND FEARS OF PARENTS AND SUPERINTENDENTS AT THE PENNSYLVANIA TRAINING SCHOOL." Journal of the Gilded Age and Progressive Era 17, no. 1 (January 2018): 145–69. http://dx.doi.org/10.1017/s1537781417000585.

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This article examines late nineteenth-century preadmission records taken at the Pennsylvania Training School in order to better understand the biographical and medical characteristics of persons seeking admission to this prominent school for the “feeble-minded.” It draws on those records to then explore how guardians and the superintendent assessed the likelihood and nature of educational improvement. A pioneering institution for the education of people with intellectual disability, the Training School, generally known as “Elwyn,” kept extensive biographical and etiological records that contain a previously untapped wealth of data. These records offer valuable insight into parents’ understanding of their children's disability, their hopes for improvement, and opinions of what would constitute a successful, productive life. The authors use the records to develop a statistical profile of the characteristics of applicants that superintendent Dr. Martin Barr would deem most likely to improve from instruction, and a similar profile for those deemed incapable of improvement. We situate our analysis of the records within the Gilded Age context of anxieties surrounding the state of public education and worker productivity in an industrial economy. In the field of disability studies, the article adds to our understanding of how superintendents constructed and applied the “medical model” of disability and its tension with the lived social experience of disability.

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3

Smith, Elizabeth. "Retrospection: The First Hundred Years of North Carolina’s Libraries - 1905." North Carolina Libraries 63, no. 1 (May 15, 2008): 5–11. http://dx.doi.org/10.3776/ncl.v63i1.52.

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This first in a series of articles will highlight events and statistics about North Carolina’s libraries in 1905, which were collected fromvarious publications in Joyner Library’s Verona Joyner Langford North Carolina Collection. The Biennial Report of the Superintendent ofPublic Instruction of North Carolina and the Biennial Report of the State Librarian provided information about school and public libraries. Information about college and private libraries was taken from the First Biennial Report of the North Carolina Library Commission and from books about the institutions of higher education.

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4

MURPHY, JOSEPH, and PHILIP HALLINGER. "THE SUPERINTENDENT AS INSTRUCTIONAL LEADER: FINDINGS FROM EFFECTIVE SCHOOL DISTRICTS." Journal of Educational Administration 24, no. 2 (February 1986): 213–36. http://dx.doi.org/10.1108/eb009917.

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5

Hackett, David G. "The Prince Hall Masons and the African American Church: The Labors of Grand Master and Bishop James Walker Hood, 1831–1918." Church History 69, no. 4 (December 2000): 770–802. http://dx.doi.org/10.2307/3169331.

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During the late nineteenth century, James Walker Hood was bishop of the North Carolina Conference of the African Methodist Episcopal Zion Church and grand master of the North Carolina Grand Lodge of Prince Hall Masons. In his forty-four years as bishop, half of that time as senior bishop of the denomination, Reverend Hood was instrumental in planting and nurturing his denomination's churches throughout the Carolinas and Virginia. Founder of North Carolina's denominational newspaper and college, author of five books including two histories of the AMEZ Church, appointed assistant superintendent of public instruction and magistrate in his adopted state, Hood's career represented the broad mainstream of black denominational leaders who came to the South from the North during and after the Civil War. Concurrently, Grand Master Hood superintended the southern jurisdiction of the Prince Hall Masonic Grand Lodge of New York and acted as a moving force behind the creation of the region's black Masonic lodges—often founding these secret male societies in the same places as his fledgling churches. At his death in 1918, the Masonic Quarterly Review hailed Hood as “one of the strong pillars of our foundation.” If Bishop Hood's life was indeed, according to his recent biographer, “a prism through which to understand black denominational leadership in the South during the period 1860–1920,” then what does his leadership of both the Prince Hall Lodge and the AMEZ Church tell us about the nexus of fraternal lodges and African American Christianity at the turn of the twentieth century?

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Edelberg, Thomas. "Emphasizing Technology Over Instruction: Adapting a 20-Year-Old Survey to Examine the Climate of K–12 Instructional Technology Leadership in Public School Districts." Journal of School Leadership 30, no. 3 (November 7, 2019): 257–74. http://dx.doi.org/10.1177/1052684619884783.

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Current research on computer technology integration in K–12 school classrooms indicates that student learning outcomes remain flat despite heavy investment. Examining school leadership conceptions about technology integration might reveal a way to reverse this trend. This study adapts a survey instrument from Brush and Bannon and applies it to Indiana school district superintendents. Key findings indicate respondents perceive developing technology goals and plans for a school district, providing instructional support, and integrating technology into a core curriculum are very important for instructional technology leadership, but educational experiences and credentials are less important. However, respondents from school districts with smaller student enrollments and who report having little or no knowledge of instructional technology tend to view educational experiences and credentials more highly than respondents from larger schools and who report being very knowledgeable. Implications are that superintendents tend to emphasize the technology-use aspect of instructional technology leadership over instructional proficiencies.

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7

Ryan, Ann Marie. "Negotiating Assimilation: Chicago Catholic High Schools' Pursuit of Accreditation in the Early Twentieth Century." History of Education Quarterly 46, no. 3 (2006): 348–81. http://dx.doi.org/10.1111/j.1748-5959.2006.00002.x.

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At the Catholic Educational Association's (CEA) annual meeting in 1911, Reverend John E Green, president of St. Rita College Prep, an academy for boys on the southwest side of Chicago administered by the Augustinian Fathers, argued against Catholic schools' seeking accreditation from non-Catholic institutions. He called the practice “a heterodoxical spectacle” and “a stultification of our claim of the necessity of Catholic education.” Reverend Green opposed accreditation by both state agencies and professional associations, but just five years later requested assistance from the speaker of the Illinois House of Representatives, David E. Shanahan, to pursue state recognition for St. Rita. Speaker Shanahan called on the Illinois Superintendent of Public Instruction and asked him to respond to Reverend Green's request to dispatch the Illinois High School Supervisor to St Rita. What motivated a staunch opponent of recognition and accreditation like Green to go to such lengths to procure it? While accreditation by non-Catholic institutions did not negate the need for Catholic education, as Reverend Green feared, how did it contribute to the assimilation of Catholic schools and hence Chicago Catholics in the early twentieth century?

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Perry-Higgs, Jacqueline. "Collateral Damage in the Middle of Transformation: School Board Politics in Lieu of a Student’s Academic Needs." Journal of Cases in Educational Leadership 22, no. 2 (February 19, 2019): 26–38. http://dx.doi.org/10.1177/1555458919831342.

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This case focuses on a novice principal who advocates for a student who was assigned to the first grade for 3 consecutive years. As the instructional leader of the school, the novice principal is troubled by ethics and social justice issues involved to make the decision to assign the student to his age-appropriate grade. The student was placed in the exceptional students’ program to receive services for a specific learning disability in reading and writing during his first year returning to public school. The student will enter the second grade at the age of 9 years. The superintendent does not support the novice principal. The novice principal now has to decide next steps as a transformative leader in the district.

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Griffin, Sean. "Archbishop Murray of Dublin and the Episcopal Clash on the Inter-Denominational School Scripture Lessons Controversy, 1835–1841." Recusant History 22, no. 3 (May 1995): 370–408. http://dx.doi.org/10.1017/s0034193200001977.

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In September 1831, the newly elected liberal Whig government under Earl Grey introduced an experiment of national education in Ireland aimed at uniting Catholics and Protestants in one general system. Schools were officially non-denominational but provision was made for separate religious instruction at designated times under the superintendence of the respective churches. It was a response to ten years of intensive lobbying by the Irish Catholic Church, and over twenty years of public and parliamentary debate, seeking a school system supported by State funds which would explicitly prohibit interference with the religious convictions of children.

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SULLIVAN, SUSAN, and VIVIAN SHULMAN. "Managing change: The superintendent as line director of instruction." International Journal of Leadership in Education 8, no. 2 (January 2005): 123–43. http://dx.doi.org/10.1080/01446190500041784.

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11

Lowery, Sandra, Sandra Harris, and Russell Marshall. "Hiring a Superintendent: Public Relations Challenge." Journal of School Public Relations 23, no. 1 (January 1, 2002): 70–79. http://dx.doi.org/10.3138/jspr.23.1.70.

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12

Isa Medina Machmudi Isa, Nitce, Azlin Norhaini Mansor, Jamalul Lail Abdul Wahab, and Bity Salwana Alias. "Principals’ Instructional Leadership towards Teachers' Self-Efficacy." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 449. http://dx.doi.org/10.14419/ijet.v7i3.30.18349.

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Principals’ instructional leadership practices have proved to be an imperative predictor to teachers’ self-efficacy. Yet, educators are concerned about the ability to adapt to new instructional leaderships due to unspoken principal-teacher expectations. This paper discusses the extent of instructional leadership practices by two newly transferred principals at two different schools. The purpose of this quantitative study was to examine how their instructional leadership practices affected the self-efficacy of the teachers. Through the use of a cross-sectional survey, responses made by 64 teachers employed in one public school and one privately-run school, were compared. The Principal Instructional Management Rating Scale (PIMRS) Teacher Short Form and the Teachers’ Sense of Efficacy Scale (TSES) were used for data collection. The findings showed a high level of instructional leadership practices and self-efficacy in both schools. The test results indicated a strong and positive relationship between the principals’ perceived instructional leadership practices and the teachers’ self-efficacy. Some of the details even suggested that newly transferred principals enforce specific school goals as their main agenda. Nevertheless, the areas of significance identified by this study may help district school superintendents develop the right knowledge to support newly transferred principals in their instructional leadership, thus enhancing teachers’ self-efficacy at the school level.

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13

Grissom, Jason A., and Hajime Mitani. "Salary, Performance, and Superintendent Turnover." Educational Administration Quarterly 52, no. 3 (February 2, 2016): 351–91. http://dx.doi.org/10.1177/0013161x15627677.

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Hilliard, Ann Toler, and Edward Newsome, Jr. "Effective Communication And Creating Professional Learning Communities Is A Valuable Practice For Superintendents." Contemporary Issues in Education Research (CIER) 6, no. 4 (September 29, 2013): 353. http://dx.doi.org/10.19030/cier.v6i4.8102.

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As the chief executive officer, the superintendent must demonstrate high quality performance at every level in order to impact student achievement. In order to be an effective superintendent, the individual must have knowledge and skills in educational leadership and be able to articulate information clearly and precisely about the school district, state and federal accountability systems, policy related to student achievement and personnel practices. The American Association of School Administrators states that the superintendent must know policy for collective bargaining processes for the state/local schools, school district policy and administrative regulations, district finances and budget matters, model the use of technology for instruction and management and should know the role of the Board of Education (AASA, 2011). Superintendents do not work alone, but work in collaboration with school personnel, leadership teams, broader communities and the Board of Education to ensure a productive school system. The responsibilities of the superintendent are many. The superintendent has the task to supervise the general conduct of district schools, instructional curriculum, handle school district management affairs, hiring appropriate personnel and dismissal of personnel based on state policy through the human resources management office. For the local schools, the superintendent should seek ways to encourage the practices of learning communities within the school district for the purpose of working together to improve teaching instructional skills based on the needs of students and if effective will promote higher student learning (Stoll, 2006). This study will focus on skills and knowledge needed for superintendents, what parents want, value of data, strategic planning, effective communication, learning community practices of ethics and morals, technology as a resource, and the characteristics of high performing schools.

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15

Murphy, Priscilla Eng Lian, Tanya Evans, Sergiy Klymchuk, Julia Novak, Jason Stephens, and Michael Thomas. "University STEM students' perceptions of creativity in non-routine problem-solving." ANZIAM Journal 61 (July 27, 2020): C152—C165. http://dx.doi.org/10.21914/anziamj.v61i0.15052.

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The primary purpose of this study is to investigate students' perceptions about the characteristics of creativity and engagement in solving non-routine problems. It involved 64 science, technology, engineering, and mathematics (STEM) university students, who participated in a two-year research project in New Zealand during which participants were given opportunities to utilise puzzle-based learning in their courses. Comparing open-ended responses of two surveys, this article focuses on student perceptions about attributes of creativity in non-routine problem-solving. These results have pedagogical implications for tertiary stem education. References A. J. Baroody and A. Dowker. The development of arithmetic concepts and skills: Constructive adaptive expertise. Routledge, 2013. URL https://www.routledge.com/The-Development-of-Arithmetic-Concepts-and-Skills-Constructive-Adaptive/Baroody-Dowker/p/book/9780805831566. S. A. Costa. Puzzle-based learning: An approach to creativity, design thinking and problem solving. implications for engineering education. Proceedings of the Canadian Engineering Education Association (CEEA), 2017. doi:10.24908/pceea.v0i0.7365. N. Falkner, R. Sooriamurthi, and Z. Michalewicz. Teaching puzzle-based learning: Development of transferable skills. Teach. Math. Comput. Sci., 10(2):245–268, 2012. doi:10.5485/TMCS.2012.0304. A. Fisher. Critical thinking: An introduction. Cambridge University Press, 2011. URL https://www.cambridge.org/us/education/subject/humanities/critical-thinking/critical-thinking-2nd-edition/critical-thinking-introduction-2nd-edition-paperback?isbn=9781107401983. E. C. Fortes and R. R. Andrade. Mathematical creativity in solving non-routine problems. The Normal Lights, 13(1), 2019. URL http://po.pnuresearchportal.org/ejournal/index.php/normallights/article/view/1237. P. Gnadig, G. Honyek, and K. F. Riley. 200 puzzling physics problems: With hints and solutions. Cambridge University Press, 2001. URL https://www.cambridge.org/us/academic/subjects/physics/general-and-classical-physics/200-puzzling-physics-problems-hints-and-solutions?format=AR&isbn=9780521774802. J. P. Guilford. Creativity: Yesterday, today and tomorrow. J. Creative Behav., 1(1):3–14, 1967. doi:10.1002/j.2162-6057.1967.tb00002.x. J. P. Guilford. Characteristics of Creativity. Illinois State Office of the Superintendent of Public Instruction, Springfield. Gifted Children Section, 1973. URL https://eric.ed.gov/?id=ED080171. G. Hatano and Y. Oura. Commentary: Reconceptualizing school learning using insight from expertise research. Ed. Res., 32(8):26–29, 2003. doi:10.3102/0013189X032008026. S. Klymchuk. Puzzle-based learning in engineering mathematics: Students\T1\textquoteright attitudes. Int. J.Math. Ed. Sci. Tech., 48(7): 1106–1119, 2017. doi:10.1080/0020739X.2017.1327088. B. Martz, J. Hughes, and F. Braun. Developing a creativity and problem solving course in support of the information systems curriculum. J. Learn. High. Ed., 12(1):27–36, 2016. URL https://files.eric.ed.gov/fulltext/EJ1139749.pdf. Z. Michalewicz, N. Falkner, and R. Sooriamurthi. Puzzle-based learning: An introduction to critical thinking and problem solving. Hybrid Publishers, 2011. B. Parhami. A puzzle-based seminar for computer engineering freshmen. Comp. Sci. Ed., 18(4):261–277, 2008. doi:10.1080/08993400802594089. URL http://www.informaworld.com/openurl?genre=article&id. G. Polya. How to solve it: A new aspect of mathematical method. Princeton University Press, 2004. URL https://press.princeton.edu/books/paperback/9780691164076/how-to-solve-it. M. A. Runco. Creativity: Theories and themes: Research, development, and practice. Elsevier, 2014. URL https://www.elsevier.com/books/creativity/runco/978-0-12-410512-6. A. H. Schoenfeld. Mathematical problem solving. Elsevier, 2014. URL https://www.elsevier.com/books/mathematical-problem-solving/schoenfeld/978-0-12-628870-4. C. Thomas, M. Badger, E. Ventura-Medina, and C. Sangwin. Puzzle-based learning of mathematics in engineering. Eng. Ed., 8(1):122–134, 2013. doi:10.11120/ened.2013.00005. M. O. J. Thomas. Developing versatility in mathematical thinking. Med. J. Res. Math. Ed., 7(2):67–87, 2008. A. Valentine, I. Belski, and M. Hamilton. Developing creativity and problem-solving skills of engineering students: A comparison of web and pen-and-paper-based approaches. Eur. J. Eng. Ed., 42(6):1309–1329, 2017. doi:10.1080/03043797.2017.1291584. G. Wallas. The art of thought. Solis Press, 1926.

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Casey, Patricia. "The Savvy Superintendent: Leading Instruction to the Top of the Class20123Linda K. Wagner. The Savvy Superintendent: Leading Instruction to the Top of the Class. Rowman & Littlefield Education, 2010. 135 pp., ISBN: 978‐1607097211 $65.00." Journal of Educational Administration 50, no. 3 (May 4, 2012): 389–90. http://dx.doi.org/10.1108/09578231211232040.

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17

Addi-Raccah, Audrey. "School principals’ role in the interplay between the superintendents and local education authorities." Journal of Educational Administration 53, no. 2 (April 13, 2015): 287–306. http://dx.doi.org/10.1108/jea-10-2012-0107.

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Purpose – The purpose of this paper is to probe the extent to which principals, as boundary spanners, manage with the influence of the local educational authority (LEA) and the superintendent over school matters. Design/methodology/approach – The study is based on sequential quantitative→qualitative explanatory mixed research design. It is based on a sample of 161 Hebrew elementary school principals in two school districts in Israel who completed a questionnaire and on in-depth interviews with four school principals. Findings – The findings indicated that school principals initiate assistance from the superintendent and the LEA depending on the influence they have in schools. However, they utilize their relations with each external agency differently. With the LEA, they established mutual exchange relations whereas school principals engage with the superintendent in order to negotiate more effectively with the LEA. By doing so, principals can control external agencies’ involvement in schools along with strengthening the power of the central educational authority. Originality/value – The study makes a unique contribution to the literature on school principals’ role with external agencies by revealing their navigation and balancing among the various factors that influence schools. The study highlights the agential role of school principals.

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18

Mayo, Russell. "From outside In: Additional Conflict for the Public School Superintendent." Journal of School Leadership 9, no. 2 (March 1999): 160–79. http://dx.doi.org/10.1177/105268469900900204.

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19

Hapney, Terry L. "Public Relations and the School Superintendent: From Theory to Practice." Journal of School Public Relations 37, no. 3 (July 1, 2016): 306–19. http://dx.doi.org/10.3138/jspr.37.3.306.

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20

Davis, Bradley W., and Alex J. Bowers. "Examining the Career Pathways of Educators With Superintendent Certification." Educational Administration Quarterly 55, no. 1 (July 24, 2018): 3–41. http://dx.doi.org/10.1177/0013161x18785872.

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Purpose: We used gatekeeping theory to frame our examination of whether and when educators with superintendent certification become superintendents, and how their likelihood of making that transition is influenced by race, sex, and other characteristics. Furthermore, we sought to identify variation in career pathways to the superintendency. Data and Method: We analyzed 26,071 observations of 4,813 unique individuals, representing the entire population of Texas public school educators who obtained their first superintendent certificate between the 2000-2001 and 2014-2015 school years. We constructed alluvial diagrams to visualize these educators’ career pathways. In addition to compiling a life table and visual displays of hazard, we used a discrete-time hazard model to control for individual and contextual characteristics associated with transitions into the superintendency. Findings: Educators are most likely to enter the superintendency in the academic year immediately following that in which they obtained the requisite certification. Furthermore, pathways to the superintendency differ greatly based on educator sex and race, as well as the level and locale employment setting. Finally, we determined that age, experience, education, level of employment, and sex all have statistically significant impacts on the likelihood of becoming a superintendent. Implications for Research and Practice: We discuss the role that researchers must play in coordinating with practitioners to ensure more equitable opportunity for aspiring superintendents. We also emphasize the important role that preparation programs play in preparing candidates for the job market. Finally, we ponder further expansions of similar presuperintendency research, as well as more robust applications of alluvial diagrams.

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21

Intner, Sheila S. "The Public and Bibliographic Instruction:." Reference Librarian 14, no. 31 (December 1990): 15–30. http://dx.doi.org/10.1300/j120v14n31_03.

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Allison, Bradford, and Gary Schumacher. "Learning Research and Community Decision Making." Journal of Cases in Educational Leadership 14, no. 4 (December 2011): 10–21. http://dx.doi.org/10.1177/1555458911432019.

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This case presents a situation in which a reformist superintendent attempts to achieve a systemwide, yet simple change in the school time schedule to incorporate well-established neurocognitive sleep research to enhance student learning. The public discussion of the reform proposal brought forth a very negative, single issue group who took over the dialogue process using intimidation. The board of education ended the dialogue and dismissed the superintendent. Governance design and political practices trump established learning research to accommodate small group resistance.

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Pionke, J. J. "Accessible Instruction." Public Services Quarterly 14, no. 1 (January 31, 2018): 92–97. http://dx.doi.org/10.1080/15228959.2017.1404547.

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Lamb, Alexandra J., and Jennie Miles Weiner. "Technology as infrastructure for change: district leader understandings of 1:1 educational technology initiatives and educational change." Journal of Educational Administration 59, no. 3 (February 24, 2021): 335–51. http://dx.doi.org/10.1108/jea-10-2020-0220.

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PurposeWhile educational infrastructure is consistently identified as a key lever for educational change, it is often overlooked in research and practice and specifically in relation to technology in schools. By using educational infrastructure as a lens to examine a group of districts' implementation of 1:1 programs, this work provides opportunities for understanding and approaching technology programs in new, and potentially more effective, ways.Design/methodology/approachUsing the concept of educational infrastructure (Mehta and Fine, 2015; Peurach and Neumerski, 2015), this multiple-case study explores the ways superintendents and district technology leaders understand and enact 1:1 technology initiatives to support educational change.FindingsThe authors find these leaders see 1:1 technology as both embedded in, and engaged in changing, the physical, cultural, instructional and leadership infrastructures. This suggests that 1:1 technology can act as an infrastructure itself and has the potential to support changes to teaching and learning across the system.Originality/valueThis study offers a new perspective to understand and enact the opportunities of 1:1 technology. Specifically, it helps to reframe technology programs away from discrete classroom or school-based interventions to consider and attend to the system-level resources they require and thus increase benefits they can produce. While always useful, such considerations are particularly important in the current context and the proliferation of online learning for so many.

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Underwood, Julie. "Under the Law." Phi Delta Kappan 98, no. 5 (January 23, 2017): 76–77. http://dx.doi.org/10.1177/0031721717690374.

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School boards can enact rules about commenting at their public meetings, but they cannot impede someone’s right to speak, whether employees or the public. A recent federal district court case — Barrett v. Walker County School District (N.D. Ga. 2016) — raised this issue. Jim Barrett, a district employee and president of the local educators’ union, disagreed with the district’s new grading policy and tried to get on the school board agenda to share his concerns. The superintendent, who controlled access to the public comment portion of the meeting, did not approve his requests. The federal district court ruled that this violated Barrett’s First Amendments rights of free speech because it gave the superintendent unfettered discretion to approve, deny, or delay requests to speak before the board and limited the nature of issues that someone could take to the board.

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Johnson, G. Wesley. "Professionalism: Foundation of Public History Instruction." Public Historian 9, no. 3 (1987): 96–110. http://dx.doi.org/10.2307/3377190.

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Burford, Vanessa. "Public library instruction: A novice's experience." Research Strategies 15, no. 2 (March 1997): 106–11. http://dx.doi.org/10.1016/s0734-3310(97)90027-6.

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Kaehr, Robert E. "Bibliographic Instruction in the Public Library:." Public Library Quarterly 9, no. 4 (December 1989): 5–12. http://dx.doi.org/10.1300/j118v09n04_02.

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Matteson, Miriam Louise, and Beate Gersch. "Information literacy instruction in public libraries." Journal of Information Literacy 14, no. 2 (November 26, 2020): 71. http://dx.doi.org/10.11645/14.2.2680.

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Extending from existing research on how public libraries offer information literacy (IL) instruction through classes or programs, the purpose of this research was to explore how public librarians provide IL instruction through individual interactions with patrons. US public librarians recorded their impressions of instructional interactions over a five-day period using an online diary instrument. Key findings were that public librarians incorporate a range of IL concepts in their interactions with patrons, across a wide variety of expressed information needs, with most of the instruction directed toward helping patrons plan their information tasks, access information, and judge information. Secondary themes showed that although librarians believed strongly in the value and importance of providing instruction, individual and situational factors presented barriers to effective instruction. This research contributes to an understanding of how IL instruction in public library settings differs from school and academic library settings and raises some questions around the need for instructional resources focused more specifically around the needs of the public library to facilitate effective instruction.

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Mellor, Betty Kullman, Marcia L. Martin, Toba Schwaber Kerson, and Mindy Jane Berman. "Field Instruction in a Public School." Clinical Supervisor 12, no. 1 (January 3, 1995): 105–21. http://dx.doi.org/10.1300/j001v12n01_08.

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Hunter, Richard C. "Privatization of Instruction in Public Education." Education and Urban Society 27, no. 2 (February 1995): 168–94. http://dx.doi.org/10.1177/0013124595027002006.

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POWELL, ROBERT, and MARY JANE COLLIER. "Public Speaking Instruction and Cultural Bias." American Behavioral Scientist 34, no. 2 (November 1990): 240–50. http://dx.doi.org/10.1177/0002764290034002012.

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Wajenberg, Arnold S. "Cataloging Instruction for Public Service Librarians." Cataloging & Classification Quarterly 7, no. 4 (August 17, 1987): 109–19. http://dx.doi.org/10.1300/j104v07n04_09.

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Kesler, Marilyn, and Christa Speed. "Suzuki Instruction in the Public Schools." American String Teacher 42, no. 3 (August 1992): 52. http://dx.doi.org/10.1177/000313139204200321.

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Davey, Michael R. "Public School Sex Education Instruction Time." Health Education 21, no. 5 (October 1990): 30–32. http://dx.doi.org/10.1080/00970050.1990.10614571.

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Munoz, Ava J., Shirley J. Mills, Anita Pankake, and Sandra Whaley. "Disparity In The Superintendency." Contemporary Issues in Education Research (CIER) 7, no. 4 (September 16, 2014): 269–78. http://dx.doi.org/10.19030/cier.v7i4.8840.

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This paper examines the career aspirations of female and male central office administrators and their reasons for or against pursuing a superintendency, in the Texas, K-12 public school arena. Information unique to seeking and attaining superintendencies by these central office administrators will be presented, to assist with illuminating gender specific commonalities and differences, between all of the superintendent aspirants, involved in the study. This study provides insight, as to why gender disparity persists in the office of the superintendency, despite the availability of similarly, talented female and male central office administrators who aspire to gain the position of superintendent.

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Kruse, Sharon D., Katherine C. Rodela, and Kristin S. Huggins. "A Regional Network of Superintendents Confronting Equity." Journal of School Leadership 28, no. 1 (January 2018): 82–109. http://dx.doi.org/10.1177/105268461802800104.

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Research into equity leadership has been a growing focus within educational leadership. Few studies explore the role of the superintendent in equity work. Drawing from interview data and observation of monthly regional leadership meetings, this article examines how 12 superintendents describe their equity leadership practices. Focusing on the ways their practice is evidenced across public and private domains of talk and action, we employ the term “messy messages” to communicate the complex, fluid, and uncomfortable nature of this work. Discussion illustrates the complexity of district equity advocacy, and increasing need for social justice education in superintendent leadership preparation programs.

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Brenner, Devon, Brandon Presley, John Conradi, Wayne Rodolfich, and Tyler Hansford. "Get Connected Now: A Conversation with School Leaders and Policy Makers about Expanding Rural Broadband Access." Rural Educator 41, no. 3 (January 18, 2021): 57–62. http://dx.doi.org/10.35608/ruraled.v41i3.1156.

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At the most recent National Forum to Advance Rural Education in November of 2020, editor Devon Brenner led a panel discussion about current and future efforts to expand broadband access for rural schools and communities with Brandon Presley, Public Service Commissioner for the Northern District of Mississippi; John Conradi, executive director of Connect Americans Now; and two Mississippi school leaders, Wayne Rodolfich, superintendent of the Pascagoula-Gautier School District, and Tyler Hansford, superintendent of Union City School District and chair of the Mississippi Rural Education Association. Their conversation is excerpted here. Some portions have been edited for cohesiveness and clarity.

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DelSesto, Matthew. "Norfolk’s “Model Prison Community”: Howard Belding Gill and the Social Process of Prison Reform." Prison Journal 101, no. 2 (February 3, 2021): 127–46. http://dx.doi.org/10.1177/0032885521991074.

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This article explores the social process of criminal justice reform, from Howard Belding Gill’s 1927 appointment as the first superintendent of the Norfolk Prison Colony to his dramatic State House hearing and dismissal in 1934. In order to understand the social and spatial design of Norfolk’s “model prison community,” this article reviews Gills’ tenure as superintendent through administrative documents, newspaper reports, and his writings on criminal justice reform. Particular attention is given to the relationship between correctional administration and public consciousness. Concluding insights are offered on the possible lessons from Norfolk Prison Colony for contemporary reform efforts.

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Nir, Adam E., and Ori Eyal. "School‐based management and the role conflict of the school superintendent." Journal of Educational Administration 41, no. 5 (October 2003): 547–64. http://dx.doi.org/10.1108/09578230310489362.

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Alsbury, Thomas L., and Kathryn S. Whitaker. "Superintendent perspectives and practice of accountability, democratic voice and social justice." Journal of Educational Administration 45, no. 2 (March 27, 2007): 154–74. http://dx.doi.org/10.1108/09578230710732943.

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Bridgewater, Rachel, Anne-Marie Deitering, and Karen Munro. "Library Instruction 2.0." Public Services Quarterly 5, no. 2 (May 26, 2009): 114–24. http://dx.doi.org/10.1080/15228950902831098.

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Lochmiller, Chad R. "Changing Course in Jefferson City: Reevaluating a District Initiative to Convert Under-Enrolled Elementary Schools." Journal of Cases in Educational Leadership 21, no. 2 (October 11, 2017): 89–103. http://dx.doi.org/10.1177/1555458917735356.

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This case positions the reader as the superintendent of Jefferson City Public Schools (pseudonym). Like many urban school districts in the United States, Jefferson City faces a complex milieu of fiscal challenges attributed to inadequate state funding and declining student enrollment. Within this case, the superintendent must address the failing implementation of a district-wide initiative, which converted K-5 elementary schools to K-8 combination schools in response to declining middle school enrollment. The case invites the reader to consider how the district might engage in strategic planning to revise or eliminate the initiative. The case is appropriate for use in administrator preparation programs, particularly those preparing district-level administrators.

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Bryan, W. H. "Itinerant Orientation and Mobility in Public Schools." Journal of Visual Impairment & Blindness 83, no. 9 (November 1989): 473–75. http://dx.doi.org/10.1177/0145482x8908300913.

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Most visually impaired children receive their orientation and mobility instruction on an itinerant basis. Because of the distances their instructor must travel, many of these children receive instruction only once or twice a week and are cheated out of the consistent instruction they require. This article explores alternative ways of scheduling these students so they can receive the amount of consistent and high-quality instruction they need to become safe independent travelers.

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Hurst, Todd M. "The discursive construction of superintendent statesmanship on Twitter." education policy analysis archives 25 (March 27, 2017): 29. http://dx.doi.org/10.14507/epaa.25.2300.

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The modern school superintendent fulfills a unique role in the U.S. public education system. He or she is structurally empowered as the de facto head of the local educational system, thereby granted with a certain amount of trust and authority regarding educational issues. At the same time, the superintendent is, in most cases, an employee of a politically appointed school board. While norms have traditionally encouraged superintendents to use caution with respect to political discourse (Boyd, 1974), social media has created a new platform upon which they can reach a broad range of stakeholders regarding many issues, including politics. This study seeks to better understand the emerging practice of political discourse by superintendents on Twitter. Employing discursive psychology principles (Potter & Wetherell, 1992), I will analyze the political tweets of superintendents and position current practices in relation to established role conceptualizations of the position. Findings include that superintendents utilize Twitter as a tool to establish their positions as political insiders and as advocates for students.

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Zuhlke, David J. "The HOPE Partnership: A Public School District Superintendent???s Policy and Leadership Perspective." Academic Medicine 81, Supplement (June 2006): S51—S54. http://dx.doi.org/10.1097/01.acm.0000225251.07251.10.

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Bost, Loujeania Williams, and Paul J. Riccomini. "Effective Instruction." Remedial and Special Education 27, no. 5 (September 2006): 301–11. http://dx.doi.org/10.1177/07419325060270050501.

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Amason, Craig R. "Instruction for Genealogists in the Public Library." Reference Librarian 9, no. 22 (November 1988): 283–95. http://dx.doi.org/10.1300/j120v09n22_25.

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Haas, Tanni. "Public Journalism Challenges to Curriculum and Instruction." Journalism & Mass Communication Educator 55, no. 3 (September 2000): 27–41. http://dx.doi.org/10.1177/107769580005500304.

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Critcher Lyons, Reneé. "A Rationale for Public Library Civics Instruction." Public Library Quarterly 35, no. 3 (July 2, 2016): 254–57. http://dx.doi.org/10.1080/01616846.2016.1210462.

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