Florida Agricultural and Mechanical University
Professional Education Unit
Tallahassee, Florida 32307
COURSE SYLLABUS
Course Title: Comparative Leadership Issues among Rural,
Course Number: EDF 6074
Urban, and Suburban Districts
Prerequisite(s):
Course Credit: 3 hours
College:
Education
Course Hours: 3
Required Text(s): American Psychological Association.
Department:
(2010). Publication manual of the American psychological
association. (6th edition). Washington, DC: Author.
Educational Leadership & Human
Services
See Readings in syllabus
All candidates in the Educational Leadership program are
required to purchase a Tasktream account. The Taskstream code
for this course is XSM3N6.
Faculty Name:
Supplies:
Term and Year: Summer 2010
Place and Time: GEC-B, Room 101
Telephone: 850-599-3173, 599-3191
e-mail:
[email protected]
Warren C. Hope
Office Location: GEC-A, Room 305
Office Hours
Monday
Tuesday
10 am- 2 pm
Wednesday
Thursday
10 am-2 pm
Friday
Saturday
Before & After
Class
Course Description
This course is design to compare issues and trends related to similar and dissimilar factors relative to cultural
diversity and equity in rural, urban, and suburban educational environments.
Course Purpose
This course begins with an exploration of the concept of leadership. It then moves to an explanation and
comparison of rural, urban, and suburban school district environments for the purpose of understanding the kinds
of leadership strategies that are appropriate for school success in each of these settings.
Conceptual Framework
The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach
to providing educational experiences that result in exemplary professional educators. The Framework is comprised of six
themes with the mission of developing high quality classroom teachers, administrators and support personnel. The term
“exemplary” refers to the kind of graduates the PEU strives to produce. The figure below provides a diagram of the
Exemplary Professional Conceptual Framework:
1
•
•
CRITICAL THINKING
CF4
Through this focal area, the FAMU professional education candidate will:
Conceptual
Framework
CF:
4.5 (S)
Proficiencies
Demonstrate the use of higher order thinking skills.
FEAPs
F: 7, 2
INTASC
I: 5, 10
Academic Learning Compact
Standards Crosswalk
Assignment
Behavioral
objectives
Article Critique
Collect and
examine data
about schooling
in rural, urban,
and suburban
school settings.
PEU
Conceptual
Framework
Program Standard
Program Standard 1 Leadership. Demonstrate a comprehensive
understanding of multiple leadership theories and engage in leader
behavior as articulated by the knowledge base. Program
Standard 8. Organizational Management and Development:
Demonstrate an understanding of the individual and collective
behavior of humans in organizations. Demonstrate leadership
skills in the organizational context. Demonstrate the ability to
lead, motivate, communicate, and make decisions in the
organizational context. Demonstrate the ability to conceptualize
the dimensions of the organization and be able to coordinate these
dimensions to achieve organizational goals. Establish operational
plans and processes to accomplish strategic goals. Program
2
Discussion
Leadership
Collect and
examine data
about schooling
in rural, urban,
and suburban
school settings.
Narrative
School Visit
Assess their
leadership styles
and the
implications of
their styles on
their interactions
with others.
Examine and
compare the
styles of leaders
in rural, urban,
and suburban
school settings.
Research Paper
Identify
qualities, traits,
characteristic of
effective
leaders.
Review the
literature related
to diverse
educational
environments.
Collect and
examine data
about schooling
in rural, urban,
and suburban
school settings.
Overall Goals of the Course
Standard 9. Collaboration: Demonstrate the ability to form
partnerships with individuals and various entities to accomplish
goals.
Program Standard 1 Leadership. Demonstrate a comprehensive
understanding of multiple leadership theories and engage in leader
behavior as articulated by the knowledge base. Program
Standard 8. Organizational Management and Development:
Demonstrate an understanding of the individual and collective
behavior of humans in organizations. Demonstrate leadership
skills in the organizational context. Demonstrate the ability to
lead, motivate, communicate, and make decisions in the
organizational context. Demonstrate the ability to conceptualize
the dimensions of the organization and be able to coordinate these
dimensions to achieve organizational goals. Establish operational
plans and processes to accomplish strategic goals. Program
Standard 9. Collaboration: Demonstrate the ability to form
partnerships with individuals and various entities to accomplish
goals.
Program Standard 1 Leadership. Demonstrate a comprehensive
understanding of multiple leadership theories and engage in leader
behavior as articulated by the knowledge base. Program
Standard 8. Organizational Management and Development:
Demonstrate an understanding of the individual and collective
behavior of humans in organizations. Demonstrate leadership
skills in the organizational context. Demonstrate the ability to
lead, motivate, communicate, and make decisions in the
organizational context. Demonstrate the ability to conceptualize
the dimensions of the organization and be able to coordinate these
dimensions to achieve organizational goals. Establish operational
plans and processes to accomplish strategic goals. Program
Standard 9. Collaboration: Demonstrate the ability to form
partnerships with individuals and various entities to accomplish
goals.
Program Standard 1 Leadership. Demonstrate a comprehensive
understanding of multiple leadership theories and engage in leader
behavior as articulated by the knowledge base. Program
Standard 8. Organizational Management and Development:
Demonstrate an understanding of the individual and collective
behavior of humans in organizations. Demonstrate leadership
skills in the organizational context. Demonstrate the ability to
lead, motivate, communicate, and make decisions in the
organizational context. Demonstrate the ability to conceptualize
the dimensions of the organization and be able to coordinate these
dimensions to achieve organizational goals. Establish operational
plans and processes to accomplish strategic goals. Program
Standard 9. Collaboration: Demonstrate the ability to form
partnerships with individuals and various entities to accomplish
goals.
This course is designed to provide candidates with a comparative view of the exercise of leadership in diverse
educational environments. Candidates will explore leadership, issues, and trends as they relate to urban, suburban,
and rural school settings.
3
Specific Behavioral Objectives
Candidates will:
1. Identify qualities, traits, characteristic of effective leaders.
2. Assess their leadership styles and the implications of their styles on their interactions with others.
3. Examine and compare the styles of leaders in rural, urban, and suburban school settings.
4. Review the literature related to diverse educational environments.
5.Explore the impact of gender and race on leadership styles.
6. Collect and examine data about schooling in rural, urban, and suburban school settings.
National and State Standards Addressed in the Course
Program Standard 1 Leadership. Demonstrate a comprehensive understanding of multiple leadership theories and engage
in leader behavior as articulated by the knowledge base. Program Standard 8. Organizational Management and
Development: Demonstrate an understanding of the individual and collective behavior of humans in organizations.
Demonstrate leadership skills in the organizational context. Demonstrate the ability to lead, motivate, communicate, and
make decisions in the organizational context. Demonstrate the ability to conceptualize the dimensions of the organization and
be able to coordinate these dimensions to achieve organizational goals. Establish operational plans and processes to
accomplish strategic goals. Program Standard 9. Collaboration: Demonstrate the ability to form partnerships with
individuals and various entities to accomplish goals.
Topical Outline
Leadership in Urban Schools
Leadership in Suburban Schools
Leadership in Rural Schools
Issues and Trends in Urban Schools
Issues and Trends in Suburban Schools
Issues and Trends in Rural Schools
Teaching Methods
Lecture Discussion
Group Activities
Student Presentations
Computer Presentations
Cooperative Learning Groups
Demonstrations
Projects
Course Evaluation
Class Attendance: Candidates are permitted one class absence. Two class absences will result in a letter Grade
reduction for the course. A conference with the professors needs to be scheduled if a candidate misses more than
two classes. Absence from class on an assignment’s due date is NOT an acceptable excuse for late work. Any
assignment turned in after collection of the assignment at the beginning of the class on the specified due date will
receive a letter grade reduction. The assigned grade may be reduced one letter grade per day late.
Reading Assignments: Candidates will be given specific reading assignments for which they will be responsible
for the content.
Evaluation Criteria
Assignments are subject to the following evaluation: The extent to which the submitted product met the details
emphasized. The degree of Human, Technical, and Conceptual Understanding applied to the assignment. The
4
Degree of Analysis, Synthesis, and Evaluation applied to the assignment. The degree of scholarship applied to the
assignment. The ability to apply APA writing style and use scholarly language.
Outside reading and papers: Practicing professionals are expected to be current in regard to the knowledge base
of their specialty area(s). It is recommended that extensive reading in applicable journals be an ongoing activity.
Oral reports: Yes. Class Readings, written and oral reports
Laboratory/Field Experiences: Yes
Grading
Evaluation in the course will be based on professional attitude, competence in the language arts, attendance, class
participation, written and oral assignments, readings, examinations, and projects. The quality of the work you
submit in consideration of a grade counts. Grades are determined by the quality of student performance. Grades
in the course are based on satisfactory performance on several assessment measures. Your work should
always reflect a substantial investment of time and reflection. It should be of superior quality. A final grade
in this course will be based on the following assignments:
1. Article Critique (25%). Select an article that relates to Rural, Suburban, or Urban schools. Make sure that the
article’s length is 10+ pages. Ensure that the article is from a refereed source. The article’s focus can be in one or
several of the following areas: Consolidation, Curriculum, Student Academic Achievement, Financial Support,
Leadership, Principalship, Facilities, Teacher Recruitment and Retention, Diversity/Multiculturalism, Special
Education, Transportation, School Climate, Extracurricular Activities, Technology, Discipline, School Funding,
Certification, Violence, School Size, Parent/Community Involvement, and Superintendency. Your critique must
be 5 or more pages in length (excluding title, abstract, and references) and written according to APA 6th edition.
This assignment is a critique and not just a summary. The application of higher order thinking skills, analysis,
synthesis, and evaluation is required. Upload to TaskStream. The rubric for this course requirement is located in
TaskStream and available for candidates to review and print
2. Discussion Leadership (25%). Candidates will be delineated into three groups for this course. Groups will be
assigned the title of Rural, Urban, and Suburban. Candidates will structure a two-hour presentation (with support
documents) on issues, problems, and trends related to rural, urban, and suburban schools. Discussion areas
include: Consolidation, Curriculum, Student Academic Achievement, Financial Support, Leadership,
Principalship, Teacher Recruitment and Retention, Facilities, School Climate, Diversity/Multiculturalism,
Extracurricular Activities, Special Education, Transportation, School Funding, Certification, Discipline,
Technology, Violence, School Size, Parent/Community Involvement, and Superintendency. All candidates are
expected to perform in a leadership capacity for this assignment. The application of higher order thinking skills,
analysis, synthesis, and evaluation is required
3. School Visit Narrative (25%). Candidates are to interview a rural school principal. Create a protocol to guide
the interview. Candidates should consult with the course professor for final approval of the protocol. Protocol
items should relate to school financing and budget, school climate, business and community partnerships, teacher
selection, retention, and attrition, curriculum offerings, parent involvement, leadership, and student achievement.
Upload to TaskStream. The rubric for this course requirement is located in TaskStream and available for
candidates to review and print.
4. Research Paper (25%). This is a 10+ page document (excluding title, abstract, and references) that is a
comparative analysis of issues, problems, and trends related to rural, suburban, and urban education. The
candidate will synthesize the literature and research related to rural, urban, and suburban schools. The synthesis
will represent an understanding of the educational issues for these categories of schools. This document should
reflect a high degree of critical thinking and employment of higher order thinking skills, analysis, synthesis, and
evaluation. Upload to TaskStream. The rubric for this course requirement is located in TaskStream and available
for candidates to review and print.
Grading Scale:
A=90-100,
B=80-89
C=70-79
D=60-69
F=Below 60
5
Grading Rubric
F=Favorable, A=Acceptable, M=Marginal, U=Unsatisfactory
Favorable performance is exemplified in activity(ies), product(s), response(s) that exceed or meet established
criteria, which demonstrates candidates’ acquisition of knowledge, skills, and dispositions relative to institutional,
national, state, and program standards. A favorable performance designation is assigned to products, which
demonstrate a significant presence of (a) higher order thinking skills, analysis, synthesis, and evaluation, (b)
mastery of a specific writing style, American Psychological Association, (c) continuity of ideas within
paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word selection, (e) creativity, and
(f) a significant understanding and use of theory and blending of theory with practice. Products meeting these
criteria will be determined as “F” products and assigned a numerical score in the range of 90-100.
Acceptable performance is exemplified in activity(ies), product(s), response(s) that approach or approximate
established criteria, which demonstrate candidates’ acquisition of knowledge, skills, and dispositions relative to
institutional, national, state, and program standards, but does not meet the criteria for favorable designation. An
Acceptable performance designation is assigned to products, which demonstrate vague attempts at including (a)
higher order thinking skills, analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American
Psychological Association, (c) continuity of ideas within paragraphs, (d) appropriate grammatical construction,
spelling, punctuation, and word selection, (e) creativity, and (f) a significant understanding and use of theory and
blending of theory with practice. Products meeting these criteria will be determined as “A” products and assigned
a numerical score in the range of 80-89.
Marginal performance is exemplified in activity(ies), product(s), response(s) that do not exceed, meet, or
approach or proximate established criteria, which demonstrate candidates’ acquisition of knowledge, skills, and
dispositions relative to institutional, national, state, and program standards. A Marginal performance designation
is assigned to products, which demonstrate minimal inclusion of (a) higher order thinking skills, analysis,
synthesis, and evaluation, (b) mastery of a specific writing style, American Psychological Association, (c)
continuity of ideas within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word
selection, (e) creativity, and (f) a significant understanding and use of theory and blending of theory with practice.
Products meeting these criteria will be determined as “M” products and assigned a numerical score in the range of
70-79.
Unacceptable performance is exemplified in activity(ies), product(s), response(s) that do not exceed, meet, or
approach or proximate established criteria, which demonstrate candidates’ acquisition of knowledge, skills, and
dispositions relative to institutional, national, state, and program standards. An Unacceptable performance
designation is assigned to products, which demonstrate a lack of (a) higher order thinking skills, analysis,
synthesis, and evaluation, (b) mastery of a specific writing style, American Psychological Association, (c)
continuity of ideas within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word
selection, (e) creativity, and (f) a significant understanding and use of theory and blending of theory with practice.
Products meeting these criteria will be determined as “U” products and assigned a numerical score in the range of
60-69.
Course Policies
All assignments submitted for consideration of a grade are to be word processed and are due on the date and
time specified in the syllabus or by course professor. A substantial penalty (20%) will be assessed for all
assignments not turned in on the specified date and time. Plagiarism is unethical and unacceptable. Essays,
papers, tests and other similar requirements must be the work of the candidate submitting them. When direct
quotations are used, they must be indicated, and when ideas of another are incorporated in the body of an
assignment they must be appropriately acknowledged. Plagiarism can be the bases for a candidate’s dismissal
from the Ph. D. in Educational Leadership program. Supervisory responsibilities for teachers and administrators
are a part of public education. Punctuality is a positive characteristic of teachers and administrators and desired
behavior in schools and this class. Candidates are expected to be punctual (on time) and attend all classes and
contribute to the learning process. Two absences will result in a letter grade reduction for the semester.
Consultation with course professor needs to occur if a student is absent more than two class meetings.
6
Dispositions As a component of student assessment, the College of Education has instituted a system for
monitoring the professional dispositions: Professionalism, Effective Communication, Respectful Behavior,
Ethical Behavior, and Reflective Behavior. At the end of each semester each instructor will fill out an
assessment instrument for each student which will be turned in to the department chair and kept in the student’s
file. If a problem arises during the semester, a disposition feedback form may be completed by an instructor or
school personnel and turned in to the student’s department chair. The severity of the behavioral deficiency will
influence the chairperson’s handling of the situation. (See Assessment Instrument for Dispositions and
Disposition Feedback Form for more detailed information. This policy includes provisions for professional
dress, attendance, punctuality, use of cell phones, etc.).
Advanced Level
Candidate’s Name: ___________________ Student ID: ____________ Program Area: __________________
Criteria for rating
Favorable
4
The candidate
consistently and
thoroughly
demonstrates
indicators of
performance.
(90–100 %)
Acceptable
3
The candidate
usually and
extensively
demonstrates
indicators of
performance.
(89-80%)
Marginal
2
The candidate
sometimes and
adequately
demonstrates
indicators of
performance.
(79-70%)
Professional Behavior : The Other Professional Educator Candidate demonstrates
professional behavior (Please use a  to indicate level of performance.)
•
•
•
•
•
•
•
•
•
Unacceptable
1
The candidate rarely
or never and
inappropriately or
superficially
demonstrates
indicators of
performance.
(60-69%)
Outcome
F
A
M
U
(4) (3) (2) (1)
is punctual and regularly attends class
has a positive disposition (possesses congenial interpersonal skills; is patient,
resilient, optimistic and approachable).
presents oneself in a professional manner both in demeanor and appearance.
handles feelings appropriately (emotional management)
maintains integrity and high professional standards.
works in a reliable, dependable manner, utilizing initiative.
seeks opportunities for professional development and actively participates in
professional organizations.
demonstrates the appropriate use of personal technology during class.
demonstrates academic honesty.
Criteria for rating
Favorable
4
The candidate
consistently and
thoroughly
demonstrates
indicators of
performance.
(90–100 %)
Acceptable
3
The candidate
usually and
extensively
demonstrates
indicators of
performance.
(89-80%)
Marginal
2
The candidate
sometimes and
adequately
demonstrates
indicators of
performance.
(79-70%)
Effective Communication: The Other Professional Educator Candidate
demonstrates effective communication skills (Please use a  to indicate level of
performance.)
• communicates effectively in a professional manner using standard English language
and appropriate tone for the situation.
Unacceptable
1
The candidate rarely
or never and
inappropriately or
superficially
demonstrates
indicators of
performance. (6069%)
Outcome
F
A
M
U
(4) (3) (2) (1)
7
•
•
•
is highly sensitive to what to do or say in order to maintain good relations with others
and acts accordingly.
is willing to share information and ideas in a mutually respectful manner.
utilizes and models active listening and appropriate feedback skills.
Criteria for rating
Favorable
4
The candidate
consistently and
thoroughly
demonstrates
indicators of
performance.
(90–100 %)
Acceptable
3
The candidate
usually and
extensively
demonstrates
indicators of
performance.
(89-80%)
Marginal
2
The candidate
sometimes and
adequately
demonstrates
indicators of
performance.
(79-70%)
Professional Practice: The Other Professional Educator Candidate demonstrates
professional practice (Please use a  to indicate level of performance.)
•
•
•
•
•
•
•
•
is curious, willing to experiment with new ideas and techniques, and is receptive to
change.
analyzes and evaluates concepts and clinical practices.
experiments, evaluates, and initiates innovative practices.
demonstrates a willingness to review and analyze research and/or conduct research
on his/her own.
recognizes the individual differences that distinguish his/her students from one
another and takes into account these differences in behavior of students.
is respectful, tolerant, and responsive to the cultural and family differences, including
special needs, which students and colleagues bring to the learning environment.
continually deepens knowledge of practice and student learning.
understands the roles of assessment, including the roles of standards and outcomes in
assessment.
Criteria for rating
Favorable
4
The candidate
consistently and
thoroughly
demonstrates
indicators of
performance.
(90–100 %)
Acceptable
3
The candidate
usually and
extensively
demonstrates
indicators of
performance.
(89-80%)
Marginal
2
The candidate
sometimes and
adequately
demonstrates
indicators of
performance.
(79-70%)
Systematic Thinking: The Other Professional Educator Candidate demonstrates
systematic thinking (Please use a  to indicate level of performance.)
•
•
•
•
Unacceptable
1
The candidate rarely
or never and
inappropriately or
superficially
demonstrates
indicators of
performance. (6069%)
Outcome
F
A
M
U
(4) (3) (2) (1)
Unacceptable
1
The candidate rarely
or never and
inappropriately or
superficially
demonstrates
indicators of
performance. (6069%)
Outcome
F
A
M
U
(4) (3) (2) (1)
critically examines his/her practice on a regular basis to deepen knowledge, expand
his/her repertoire of skills, and incorporate findings into practice.
thinks critically before responding to unforeseen circumstances and modifies his/her
actions as a result.
thinks critically about how to best manage, apply, and integrate technology into
his/her everyday practice.
conducts self assessment through reflection in problem solving.
8
Advanced Level Student Professional Dispositions
I. Professional Behavior: Professional and Ethical Standards, Commitment and Behavior
a. Is punctual and regularly attends class
b. Has a positive disposition (possesses congenial interpersonal skills; is patient, resilient,
optimistic and approachable).
c. presents oneself in a professional manner both in demeanor and appearance.
d. handles feelings appropriately (emotional management)
e. maintains integrity and high professional standards.
f. works in a reliable, dependable manner, utilizing initiative.
g. seeks opportunities for professional development and actively participates in professional
organizations.
h. demonstrates academic honesty.
II. Professional Practice: The Desire to Analyze/Evaluate Concepts and Clinical Practices, to Experiment and to
Evaluate and/or Initiate Innovative Practices
a. is curious, willing to experiment with new ideas and techniques, and is receptive to change.
b. analyzes and evaluates concepts and clinical practices.
c. experiments, evaluates, and initiates innovative practices.
d. demonstrates a willingness to review and analyze research and/or conduct research on his/her
own.
e. recognizes the individual differences that distinguish his/her students from one another and
takes into account these differences in behavior of students.
f. is respectful, tolerant, and responsive to the cultural and family differences, including special
needs, that students and colleagues bring to the learning environment.
g. continually deepens knowledge of practice and student learning.
h. understands the roles of assessment, including the roles of standards and outcomes in
assessment.
III. Effective Communication
a. communicates effectively in a professional manner using standard English language and
appropriate tone for the situation.
b. is highly sensitive to what to do or say in order to maintain good relations with others and acts
accordingly.
c. is willing to share information and ideas in a mutually respectful manner.
d. utilizes and models active listening and appropriate feedback skills.
IV. Systematic Thinking
a. critically examines his/her practice on a regular basis to deepen knowledge, expand his/her
repertoire of skills, and incorporate findings into practice.
b. thinks critically before responding to unforeseen circumstances and modifies his/her actions as
a result.
c. thinks critically about how to best manage, apply, and integrate technology into his/her
everyday practice.
d. conducts self assessment through reflection in problem solving.
Academic Honor Policy
The University’s Academic Honor Policy is located in the FANG Student Handbook, under the Student Code of ConductRegulation 2.012 section, beginning on page 55-56.
1. An academic honesty violation shall include a student who gives or takes information of material and wrongfully uses
its to aid himself/’herself or another student in academic endeavors. It shall further include receiving unauthorized written
or oral information from a fellow student. Additionally, it shall include stealing, buying, selling, or referring to a copy of
an examination before it sis administered. 2. In the instance of papers written outside of the class, academic honesty
violations shall include plagiarism. Plagiarism may be specifically defined for the purposes of any course by the instructor
involved. Unless otherwise defined, plagiarism shall include failure to use quotation marks or other conventional
Approved/Revised 10/30/07
9
markings around material quoted from any source. Plagiarism shall also include paraphrasing a specific passage from a
specific source without indicating accurately what that source is. Plagiarism shall further include letting another person
compose or rewrite a written assignment. 3. A student who assists in any of the academic honesty violations mentioned
above shall be considered equally as responsible as the student who accepts such assistance. 4. For procedural information
regarding academic honesty violations, students should consult with the academic dean or director in the respective school
or college. 5. The penalties for academic honesty violations shall include: reprimand, reduction of grade, denial of
academic credit; invalidation of university credit or of the degree based upon such credit; probation; suspension;
dismissal; or expulsion. In addition to any other penalties that may be imposed, the individual or student may be denied
admission or further registration, and the University may invalidate academic credit for work done by a student and may
invalidate or revoke the degree based upon such credit if it is determined that the student has made false, fraudulent, or
incomplete statements in the application, residence affidavit, or accompanying documents or statements in connection
with, or supplemental, to, the application for admission to or graduation from the University.
Non-Discrimination Statement
It is the policy of Florida A&M University to assure that each member of the university community is permitted to work
or attend classes in an environment free from any form of discrimination, including race, religion, color, age, handicap,
sex, marital status, national origin, veteran status, and sexual harassment as prohibited by state and federal statutes. This
shall include applicants for admission to the university and employment. Questions concerning this policy and procedures
for filing complaints under the policy should be directed to the University EEO/EEA Officer.
ADA Compliance
To comply with the provisions of the Americans with Disabilities Act (ADA), please advise instructor of accommodations
required to insure participation in this course. Documentation of disability is required and should be submitted to the
Learning Development and Evaluation Center (LDEC). For additional information please contact the LDEC at (850) 5993180.
Tentative Course Calendar
Week 1
May 15
Course Overview
Week 2
May 22
Rural School Research
Week 3
May 29
Readings/Preparing Rural School Leaders/Issues and Trends in Rural
Schools/Article Critique/Speaker Michael Thompson
Week 4
June 5
Discussion Leaders (Rural Schools)
Week 5
June 12
Suburban School Research
Week 6
June 19
Readings/Preparing Suburban School Leaders/Issues and Trends in
Suburban Schools
Week 7
June 26
Discussion Leaders (Suburban Schools)
Week 8
July 3
Reading/Research/Writing/No Class/ School Visit Narrative Due
Week 9
July 10
Urban School Research
Week 10
July 17
Readings/Preparing Urban School Leaders/Issues and Trends in Urban Schools
Approved/Revised 10/30/07
10
Week 11
July 24
Discussion Leaders (Urban Schools)
Week 12
July 31
Research Paper Due
Week 13
August 7
Synthesis of Urban, Suburban, and Rural School leadership, issues, and trends
Note: The tentative course calendar and elements of the syllabus are subject to change. The course Professor will in such
instances provide as much advance notification as possible.
References
Bloom, D., Katz, L. Solsken, J. Willet, J., & Wilson-Keenan, J. (2000). Interpellations of family and
classroom literacy practices. Journal of Educational Research, 93, 155-163.
Boyd, R., Anderson, D., Crosby, E., Cunningham, L., Frymier, J., Gansneder, B., & Roaden, A. (1999).
Are Ohio urban youth at risk? Urban and suburban schools in the Buckeye state. Indiana: Phi
Delta Kappa.
Chalker, D. M. (2002). Leadership for rural schools: Lessons for all educators. Boston: Scarecrow Press,
Inc.
Clotfelter, C. T. (2004). After "Brown": The Rise and Retreat of School Desegregation. Princeton, NJ:
Princeton University Press.
Duke, D. L. (2005). Education Empire: The Evolution of an Excellent Suburban School System. New
York: State University of New York Press
Fry, R. (2007). The Changing Racial and Ethnic Composition of U.S. Public Schools. August.
Washington, DC: Pew Hispanic Center.
Hammer, P.C. (2001). Joining rural development theory and rural education practice.Charleston, WV:
AEL
Harris, D. (2006) Lost learning, forgotten promises: A national analysis of school racial segregation,
student achievement, and “controlled choice plans. Washington, DC: Center for American
Progress.
Hicks, J.L. (2002). Distance education in rural schools. United States Distance Learning Association
Journal, 16 (3). Retrieved August 2005 from http://www.usdla.org/html/journal/MAR02_Issue/archives.html
Higgins, A. (1993). Rural differences: A challenge for beginning teachers. Townsville, QLD:Rural
Education Research and Development Centre, James Cook University.
Labov, W. (1972). Language in the inner city: Studies in the black English vernacular. Philadelphia:
University of Pennsylvania Press.
Ladson-Billings, G. (1994). The dream keepers: successful teachers of African
Francisco: Jossey Bass.
American children. San
Lipman, P. (2004). High Stakes Education: Inequality, Globalization, and Urban School Reform. New
York: Routledge.
Logan, J., Stowell, J., & Oakley, D. (2002). Choosing segregation: Racial imbalance in American public
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schools, 1990-2000. University of Albany: Lewis Mumford Center for Comparative Urban and
Regional Research.
McDermott, P. & Rothenberg, J. (1999). Teaching in high poverty, urban schools -- Learning from
practitioners and students. Paper presented a
t the Annual Meeting of the American Education
Research Association, Montreal, Canada, April 19-23, 1999. (ERIC Document Reproduction Service No. ED 408
346)
McDermott, P., Rothenberg, J., & Gormley, K. (1999). The impact of community and school practica on
new urban teachers. The Educational Forum, 63, 180-185.
Reardon, S. F., & Yun, J. T. (2001). "Suburban Racial Change and Suburban School Segregation, 198795," Sociology of Education, 74,
Spencer, M. S. (1998). Reducing racism in schools: Moving beyond rhetoric. Social Work in Education,
20, 25-37.
Tillman, L. C. (2008). The scholarship of Dr. Asa G. Hilliard, III: Implications of Black principal
leadership. Review of Educational Research, 78(3), 589-607.
Yeakey, C. C., Bennett, C. T.(1990). Race, schooling, and class in American society. Journal of Negro
Education, 59(1), 3-18.
Wells, A. S., & Crain, R. J. (1997). Stepping Over the Color Line: African-American Students in White
Suburban Schools. New Haven, CT: Yale University Press.
Wiggan, G. (2007). Race, school achievement, and educational inequality: Toward a studentbased inquiry perspective. Review of Educational Research, 77(3), 310-333.
Yeakey, C. C., Bennett, C. T.(1990). Race, schooling, and class in American society. Journal of Negro
Education, 59(1), 3-18.
Readings
Rural School Literature
Bauch, P. A. (2001). School--community partnerships in rural schools: Leadership, renewal,
and a sense of place. Peabody Journal of Education, 76(2), 204-221.
Tricia Browne-Ferrigno, T., & Knoeppel, R. (2005). Training principals to ensure access to
equitable learning opportunities in a high-need rural school district. Educational
Considerations 33(1), 8-14.
Budge, K. M. (2010). Why shouldn't rural kids have it all? Place-conscious leadership in an
era of extralocal reform rolicy. Education Policy Analysis Archives 18(1), 1-23.
Cruzeiro, P. A., & Morgan, R. L. (2006). The rural principal's role with consideration for
Special Education. Education, 126(3), 569-579.
Howley, A., Woodrum, A., Burgess,L., & Rhodes, M. (2009). Planning for culturally
responsive leadership: Insights from a study of principals of exemplary schools.
Educational Planning, 18(3), 12-26.
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Litchka, P. R. (2007). No leader left behind: Planning to prepare effective educational leaders
in this era of accountability, Educational Planning, 16(2), 44-52.
Little, P. S., & Miller, S. K. (2007). Hiring the best teachers? Rural values and personorganization fit theory. Journal of School Leadership 17(2), 118-158
Rude, H. A., Paolucci-Whitcomb, P. E., & Comerford, S. (2005). Ethical leadership: Supporting
human rights and diversity in rural communities. Rural Special Education Quarterly,
24(4), 26-31.
Warren, L. L. & Peel, H. A. (2005). Collaborative model for school reform through a rural
school/university partnership. Education, 126(2), 346-352.
Epply, K. (2009). Rural schools and the highly qualified teacher provision of No Child Left
Behind: A critical policy analysis. Journal of Research in Rural Education (Online, 24
(4), 1-11.
Clark, C. D., Lambert, D. M., Park, W. M., & Wilcox, M. D. (2009). Willingness to fund public
education in a rural, retirement destination county. Journal of Research in Rural
Education (Online), 24(6), 1-16.
Patterson, J. A., Koenigs, A., Mohn, G., & Rasmussen, C. (2006). Working against ourselves:
decision making in a small rural school district. Journal of Educational Administration,
44(2), 142-158.
Masmumoto, M., & Brown-Welty, S. (2008). Case Study of leadership practices and schoolcommunity interrelationships in high-performing, high-poverty, rural California high
schools. Journal of Research in Rural Education (Online), 24(1), 1-18.
Simmons, B. J. (2005). Recruiting teachers for rural schools. Principal Leadership. (Middle
Level Ed.). 5(5), 48-52.
Howley, C. B. (2009). The meaning of rural difference for bright Rednecks . Journal for the
Education of the Gifted, 32(4), 537-564,576.
Hardré, P. L., Sullivan, D. W., & Crowson, H. M (2009). Student characteristics and motivation
in rural high schools. Journal of Research in Rural Education (Online), 24(16), 1-19.
Zacharakis, J., Devin, M., & Miller, T. (2008). Political economy of rural schools in the
Heartland. Rural Special Education Quarterly, 27(3), 16-22.
Barter, B. (2008). Rural education: learning to be rural teachers. Journal of Workplace Learning,
20(7/8), 468-479.
Hannum, W. H., Irvin, M. J., Banks, J. B., & Farmer, T. W. (2009). Distance education use in
rural schools. Journal of Research in Rural Education (Online), 24(3), 1-15.
Chance, P. L., & Segura, S. N. (2009). A rural high school's collaborative approach to school
improvement. Journal of Research in Rural Education (Online), 24(5), 1-12.
Scribner, J. (2010). Teacher learning in context: The special case of rural high school teachers.
Education Policy Archives. Available at: http://epaa.asu.edu/ojs/article/view/240.
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Capper, C. A. (1993). Rural community influences on effective school practices. Journal of
Educational Administration, 31(3), 20-39.
Reed, K. (2010). Multicultural Education for Rural Schools: Creating Relevancy in Rural
America. The Rural Educator, 31(2), 15-21.
Beesley, A., Atwill, K., Blair, P., & Barley, Z. (2010). Strategies for Recruitment and Retention
of Secondary Teachers in Central U.S. Rural Schools. The Rural Educator, 31(2), 1-9.
Powell, D., Higgins, H. J., Aram, R., & Freed, A. (2009). Impact of No Child Left Behind on
Curriculum and Instruction in Rural Schools. The Rural Educator, 31(1), 19-29.
Cruzeiro, R., & Boone, M. (2009). Rural and small school principal candidates: Perspectives of
hiring superintendents. The Rural Educator, 31(1), 1-9
Mollenkopf, D. L. (2009). Creating highly qualified teachers: Maximizing university resources
to provide professional development in rural areas. The Rural Educator, 30(3), 34-40.
Harmon, H. L., & Schafft, K. (2009). Rural school leadership for collaborative community
development. The Rural Educator, 30(3), 4-10.
Alfen, C. V., & Schmidt, S. M. (2007). Leadership and rural school boards: Utah Data. The
Rural Educator, 29(1), 12-16.
Jenkins, C. (2007). Considering the community: How one rural superintendent perceives
community values and their effect on decision-making. The Rural Educator, 28(3), 28-32.
Salazar, P. S. (2007). The professional development needs of rural high school principals: A
Seven-state Study. The Rural Educator, 28(3). 20-28.
Lamkin, M. L. (2006). Challenges and changes faced by rural superintendents. The Rural
Educator, 28(1), 17-24.
Lowe, J. M. (2006). Rural education: Attracting and retaining teachers in small schools. The
Rural Educator, 27(2), 28-32.
Brown-Ferrigno, T., & Maynard, B. (2005). Meeting the learning needs of students: A rural
high-need school district's systemic leadership development initiative. The Rural Educator, 26(3), 5-18.
Egley, R. J. & Jones, B. D. (2004). Rural elementary administrators' views of high-stakes testing.
The Rural Educator, 26(1), 30-40.
Kallio, B. R. (2003). School administrators and ethical decision-making in rural communities.
The Rural Educator, 25(1), 26-.
Woodrum, A. 2009). Cultural identity and schooling in rural New Mexico. Journal of Research
in Rural Education, 24(8), 1-5.
Reeves, E. B, & Bylund, R. A. (2005). Are rural schools inferior to urban schools? A multilevel
analysis of school accountability trends in Kentucky. Rural Sociology, 70(3), 360-387.
Lemley, C., & Lemley, D. (2001). Rural schools need disaster plans, too. Principal, 81(1), 3032.
Ferrandino, V. L. (2001). Challenges facing urban and rural principals. Principal, 81(1), 80.
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Beeson, E. (2001). Rural schools: Facing unique challenges. Principal 81(1), 22-24.
Buckingham, D. (2001). The rural principalship: For better or worse. Principal, 81(1), 26-29.
Theobald, P., & Nachtigal, P. (1995). Culture, community, and the promise of rural education.
Phi Delta Kappan, 77(2), 132-136.
Urban School Literature
Saffold, F., & Longwell-Grice, H. (2008). White women preparing to teach in urban schools: Looking for
similarity and finding difference. The Urban Review, 40(2), 186-209. DOI: 10.1007/s11256-0070069-3.
Jackson, J. (2005). Leadership for urban public schools. The Educational Forum, 69(2), 192-202.
Rodgriquez, M. A., Murakami-Ramalho, E., & Ruff, W. G. (2009). Leading with heart: Urban
elementary principals as advocates for students. Educational Considerations, 36(2), 8-14.
Nevarez, C., & Wood, J. L. (2007). Developing urban school leaders: Building on solutions 15
years after the Los Angeles riots. Educational Studies (American Educational Studies
Association), 42(3), 266-288.
Jones, C. (2002). Teachers’ perceptions of African American principals’ leadership in urban
schools. Peabody Journal of Education, 77(1), 7-34.
Payne, C., & Knowles, T. (2009). Promise and peril: Charter schools, urban school reform, and
the Obama administration. Harvard Educational Review, 79(2), 227-241.
Okpala, C. O., Rotich-Tanui, J., & Ardley, J. (2009). Voices of preservice teachers on teacher
quality components in urban schools. The Journal of Negro Education, 78(2), 135-145.
Brown, L. H., & Beckett, K. S. (2007). Building community in an urban school district: A case
study of African American educational leadership. School Community Journal, 17(1), 7-33.
Paris, D. (2009). “They’re in my culture, they speak the same way”: African American language
in multiethnic high schools. Harvard Educational Review, 79(3), 428-449.
Barnyak, N. C., & McNelly, T. A. (2009). An urban school district’s parent involvement: A
study of teachers’ and administrators’ beliefs and practices. School Community Journal,
19(1), 33-59.
Love, A., & Kruger, A. C. (2005). Teacher beliefs and student achievement in urban schools
serving African American students. The Journal of Educational Research, 99(2), 87-99.
Bryan, J. (2005). Fostering educational resilience and achievement in urban schools through
school family community partnerships. Professional School Counseling, 8(3), 219-227.
Harper, B. E. (2007). The relationship between Black racial identity and academic achievement
in urban settings. Theory into Practice, 46(3), 230-238.
Cross, B. E. (2007). Urban school achievement gap as a metaphor to conceal U. S. apartheid
education. Theory into Practice, 46(3), 247-255.
Smith, D. L., & Smith, B. J. (2006). Perceptions of violence: The views of teachers who left
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urban schools. The High School Journal, 89(3), 34-42.
Campbell, L. (2003/2004). As strong as the weakest link: Urban high school dropout. The High
School Journal, 87(2), 16-24.
Reed, W. A. (2009). The bridge is built: The role of local teaches in an urban elementary school.
School Community Journal, 19(1), 59-76.
Lytle, J. H. (1990). Reforming urban education: A review of recent reports on legislation. The
Urban Review, 22(3), 199-220.
Conger, D. (2005). Within-school segregation in an urban school district. Educational
Evaluation and Policy Analysis, 27(3), 225-244.
Schwartz, A., & Stiefel, L. (2004). Immigrants and the distribution of resources within an urban
school district, Educational Evaluation and Policy Analysis, 26(4), 303-327.
Spillane, J. P., Hallet, T., & Diamond, J. B. (2003). Forms of capital and construction of
leadership in urban elementary schools. Sociology of Education, 76(1), 1-17.
Morris, J. E. (2004). Can anything good come from Nazareth? Race, class, and African
American schooling and community in the urban South and Midwest. American
Educational Research Journal, 41(1), 69-112.
Lipman, P. (2002). Making the global city, making inequality: The political economy and
cultural politics of Chicago school policy, American Educational Research Journal,
39(2), 379-419.
Nasir, N. S., McLaughlin, M. W., & Jones, A. (2009). What does it mean to be African
American? Constructions of race and academic identity in an urban public high school.
American Educational Research Journal, 46(1), 73-114.
Jones, C. (2002). Teachers’ perceptions of African American principals’ leadership in urban
schools. Peabody Journal of Education, 77(1), 7-34.
Dunbar, Jr., C., & Villarruel, F. A. (2002). Urban school leaders and the implementation of zerotolerance policies: An examination of its implications. Peabody Journal of Education,
77(1), 82-104.
Antrop-Gonzalez, R. (2006). Toward the “school as sanctuary” concept in multicultural urban
education: Implications for small high school reform. Curriculum Inquiry, 36(3), 273301.
Orr, M. T., Berg, B., Shore, R., & Meier, E. (2008). Putting the pieces together: Leadership for
change in low-performing urban schools. Education and Urban Society, 40(6), 670-693.
Hentschke, G. C., Nayfack, M. B., & Wohlstetter, P. (2009). Exploring superintendent leadership
in smaller urban districts: Does size influence superintendent behavior? Education and
Urban Society, 41(3), 317-337.
Pijanowski, J. C., & Brady, K. P. (2009). The influence of salary in attracting and retaining
school leaders. Education and Urban Society, 42(1), 25-41.
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Ilg, T. J., & Massucci, J. D. 2003). Comprehensive urban high school: Are there better options
for poor and minority children? Education and Urban Society, 36(1), 63-78.
Reyes, A. H., & Rodriguez, G. M. (2004). School finance: Raising questions for urban schools.
Education and Urban Society, 37(1), 3-21.
Kimball, K., & Sirotnik, K. A. (2000). The urban school principalship: Take this job and ….!
Education and Urban Society, 32(4), 536-544.
Ng, J. C. (2003). Teacher shortages in urban schools: The role of traditional and alternative
certification routes in filling the voids. Education and Urban Society, 35(4), 380-398.
Talbert-Johnson, C. (2004). Structural inequities and the achievement gap in urban schools.
Education and Urban Society, 37(1), 22-36.
DeLuca, B. M., Takano, K., Hinshaw, S. A., & Raisch C. D. (2009). Are the “best” teachers in
the “neediest” schools? An urban intradistrict equity inquiry. Education and Urban
Society, 41(6), 653-671.
Portin, B. S. (2000). The changing urban principalship. Education and Urban Society, 32(4),
492-505.
Shen, J., Rodgriquez-Campos, L., & Rincones-Gomez, R. (200). Characteristics of urban
principalship: A national trend study. Education and Urban Society, 32(4), 481-491.
Talbert-Johnson, C. (2006). Preparing highly qualified teacher candidates for urban schools. The importance of
dispositions. Education and Urban Society, 39(1), 147-160.
Uhlenberg, J., & Brown, K. M. (2002). Racial gap in teachers’ perceptions of the achievement gap. Education and Urban
Society, 34(4), 493-530.
Jordan, W. J., & Cooper, R. (2003). High school reform and Black male students: Limits and
possibilities of policy and practice. Urban Education, 38(2), 196-216.
Flowers, T. A., et. al. (2008). Factors affecting urban African American high school students’
achievement in reading. Urban Education, 43(2), 154-171.
Stotko, E. M., Igram, R., & Beaty-O’Farral, M. E. (2007). Promising strategies for attracting and
retaining successful urban teachers. Urban Education, 42(1), 30Diamond, J. B., & Spillane, J. P. (2004). High-stakes accountability in urban elementary schools:
Challenging or reproducing inequality? Teachers College Record, 106(6), 1145-1177.
Bradley, K. D., et. al (2005). Urban secondary educator’s views of teacher recruitment and
retention. NASSP Bulletin, 89, 2-28.
Suburban School Literature
Brown, K. M., Anfara, V. A., & Roney, K. (2004). Student achievement in high performing,
suburban middle schools and low-performing, urban middle schools: Plausible
explanations for the differences. Education and Urban Society, 36(4), 428-456.
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Evans, A. E. (2007). Changing faces: Suburban school response to demographic change,
Education and Urban Society, 39(3), 315-348.
Strayhorn, T. L. (2009). Different folks, different hopes: The educational aspirations of Black
males in urban, suburban, and rural high schools. Education and Urban Society, 44(6),
710-731.
Lassiter, M. D. (2004). The suburban origins of “color blind” conservatism: Middle-class consciousness
in the Charlotte busing crisis. Journal of Urban History, 30, 549-582.
Connelly, P. I. (2000). Leadership on race in a changing suburban high school. Journal of
Applied Behavioral Science, 36, 407-424.
D’Entremont, C., & Huerta, L. A. (2007). Irreconcilable differences? Education vouchers and the
suburban response. Educational Policy, 21(1), 40-72.
Lleras, C. (2008). Race, racial concentration, and the dynamics of educational inequality across
urban and suburban schools. American Educational Research Journal, 45(4), 886-912.
Gadsden, B. (2010) “The other side of the Milliken coin”: The promise and pitfalls of
metropolitan school desegregation. Journal of Urban History, 36, 173-196.
Chambers, T. T. V., Huggins, K. S., & Scheurich, J. J. (2009). To track or not to track:
Curricular differentiation and African American students at Highview High School.
Journal of Cases in Educational Leadership, 12(1), 38-50.
Mabokela, R. O., & Madsen, J. A. (2003). Intergroup differences and their impact on African
American teachers. Urban Education, 38(6), 725-749.
Mabokela, R. O., & Madsen, J. A. (2007). African American teachers in suburban desegregated schools:
Intergroup differences and the impact of performance pressures. Teachers College Record,
109(5), 1171-1206.
Diamond, J. B. (2006). Still separate and unequal: Examining race, opportunity, and school achievement in “integrated
suburbs”. Journal of Negro Education, 75(3), 495-506.
Reardon, S. F., & Yun, J. T. (2001). Suburban racial change and suburban school segregation,
1987-1995. Sociology of Education, 74(2), 79-1-101.
Chizhik, E. W. (2003). Reflecting on the challenges of preparing suburban teachers for urban
schools. Education and Urban Society, 35(4), 443-461.
Johnson, D. P. (2007). Challenges to No Child Left Behind: Title 1 and Hispanic students locked
away for later. Education and Urban Society, 39(3), 382-398.
Leland, C. H., & Harste, J. C. (2005). Doing what we want to become: Preparing new urban
teachers. Urban Education, 40(1), 60-77.
Carter, D. J. (2004). Black American students in an affluent suburb: A study of academic
disengagement. Harvard Educational Review, 74(4), 440-454.
Holme, J. J. (2002). Buying homes, buying schools: School choice and the social construction of
school quality. Harvard Educational Review, 72(2), 177-207.
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Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding
achievement in U. S. schools. Educational Researcher, 35, 3-12.
Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap:
Two sides of the same coin. Educational Researcher, 39(1), 59-68.
Ascher, C., & Branch-Smith, E. (2005). Precarious space: Majority Black suburbs and their
public schools. Teachers College Record, 107(9), 1956-1973.
Eick, C. (2010). Complicating “Whiteness” and other markers of difference in suburbia. Educational
Horizons, 88(2), 102-113.
Dougherty, J., Harelson, J., Maloney, L., Murphy, D., Smith, R., Snow, M., & Zannoni, D. (2009). School
choice in suburbia: Test scores, race, and housing markets. American Journal of Education,
115(4), 523-548.
Beard, K. S., & Brown, K. M. (2008). “Trusting schools to meet the academic needs of African American
students? Suburban mothers’ perspectives. International Journal of Qualitative Studies in Education, 21(5), 471485.
Field, R. F. (2008). Keeping pace in suburbia and rural America. School Administrator, 65(10), 24-26.
Internet Resources:
http://www.mcrel.org/topics/RuralEducation/
http://www.eric.ed.gov/
http://www.ruraledu.org/
https://www.ecs.org/html/NewsMedia/LeadershipLinks.asp?nDate=2/16/2006
http://www.leadershipchallenge.com/WileyCDA/Section/id-131107.html
Clearing House on Urban Education – A community guide to multicultural education programs: Articles, links, etc.
http://eric-web.tc.columbia.edu
Issues Challenging Education – Preparing educators for multicultural classrooms: Paper which presents idea of
incorporating multicultural learning
http://horizon.unc.edu/projects/issues/papers/Penny.asp
http://www.edchange.org/multicultural/papers/spates.pdf
Excellent Qualitative Study- Why Urban Parents Resist Involvement in their Children's Elementary Education by Peter
McDermott and Julia Rothenberg http://www.nova.edu/ssss/QR/QR5-3/mcdermott.html
Jennifer R. Spates Published by EdChange and the Multicultural Pavilion – http://www.EdChange.org/multicultural
Preparing Leaders for Rural Schools http://www.iel.org/pubs/ruralleaders.pdf
Scholarly Journals in Educational Leadership
http://library.ucf.edu/Reference/Guides/EducationJournals/EducationalLeadership.asp
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