Local Education Administrators Research Articles

Perceptions of Local Special Education Administrators on Facilitating Career Development Services in Rural Districts

Local special education administrators (LSEAs) are integral in facilitating career development services for students with disabilities alongside their peers, particularly in rural school districts. This qualitative study explored the perceptions of 12 LSEAs regarding their contributions related to career development for students with disabilities in their rural districts and the factors they perceive to shape their own ability in this area. The emergent grounded theory indicated that LSEAs viewed their own roles in career development to vary widely and compete with other priorities as well as to be contextualized by their knowledge and awareness of opportunities within their districts and communities. Furthermore, LSEAs perceived these roles to be shaped by their collaborations within their districts, their partnerships in the community, the involvement of students’ families, and training and supports available to them. Recommendations for research, practice, and policy with respect to extending the contributions of LSEAs are provided.

지방교육행정 공무원의 갈등관리유형과 직무만족도의 관계에서 의사소통능력의 매개효과

Objectives The purpose of this study is to find an effective conflict management method and lead a successful professional life by increasing job satisfaction by verifying the mediating effect of communication ability in the re-lationship between conflict management type and job satisfaction of local education administrative officials.
 Methods To this end, a survey was conducted using the conflict management type scale, communication ability scale, and job satisfaction scale, targeting 404 grade 5 local education administration officials in 2023, and re-gression analysis was conducted using the SPSS WIN 23.0 program and the SPSS Macro.
 Results Research results are as follows. First, the conflict management type of local education administration of-ficials had a significant effect on communication ability. Second, the type of conflict management of local educa-tion administration officials had an effect on job satisfaction. Third, among the conflict management types of local education administrative officials, the cooperation, avoidance, and compromise types had a partial mediating ef-fect in which communication ability had a direct effect on job satisfaction, while the competition type had a com-plete mediating effect with only an indirect effect. However, in the dependent type, communication skills did not mediate job satisfaction.
 Conclusions These results require efforts to convert the conflict management type into a cooperative and com-promise type that seeks to obtain the best interests of both sides of the conflict situation through efficient com-munication skills and to resolve it rationally. This suggests the need for customized education that provides pro-grams that can enhance communication skills according to the conflict management type of the students.

Co-Creating News Oases in Media Deserts

The Media Deserts Project is a research effort to map and model the changing media landscape in the United States. Media deserts are defined as geographies lacking fresh, daily news and information. Using circulation data of US print newspapers, emerging hyperlocal online news sites in digital networks, and broadband access data from the Federal Communication Commission, the Media Deserts Project maps these changes using geographic information systems down to the zip code level, making visible local communication systems and gaps. To develop community-centered news and information solutions, this research team used community-based research practices, where students engaged with residents, local business leaders, health, education, and other administrators to examine the communication needs of three specific communities in Southeast Ohio. We centered our efforts on building relationships with community members and designing localized media tools. We learned key insights that we believe may travel well into other projects using community-based engagement, participatory design, and co-creation practices.

지방교육재정의 현안과 지방의회의 대응 방향

This study analyzed the characteristics of local educational autonomy and finance operation and explored the future role and tasks of the local council. To this end, the trend of local educational autonomy and the role and operation direction of education finance were t summarized based on policy and institutional changes and related issues. Even though securing stable education finance is a precondition for realizing local educational autonomy and a necessary condition for the development of local educational autonomy, as the school age population continues to decrease, there is a growing demand for appropriate size of local educational finance. In addition, as local autonomy has been strengthened and fiscal decentralization has expanded, interest in fiscal soundness and accountability has also increased. Internally, it is necessary to establish cooperation between local administration and educational administration centered on the local council.

A Participatory and Democratic Education Administration Model: Local Education Boards

This article presents a mixed method study on how to develop a participatory education management model as an alternative to the Turkish education administration system. Consisting of qualitative and quantitative methods, the mixed research method has been adopted to acquire the required data. Qualitative phase the education administration systems applied in OECD member countries, documents and reports available in the literature were evaluated. To reach wider masses, an online survey aiming at collecting the views of teachers and administrators was carried out by using the quantitative phase of the mixed method. This study has laid it bare that the principles of good governance, common sense, transparency, accountability, participation, democracy, effectiveness, efficiency, and sustainability stand forefront in educational systems that adopt the participatory education boards model. Eventually, a board/commission oriented local education administration model has been designed and developed as an alternative for the Turkish educational administration system.

Efficiency and Productivity of Local Educational Administration in Korea Using the Malmquist Productivity Index

As local governments around the world struggle to finance and deliver quality education under fiscal constraints, pressures mount to increase efficiency and productivity in order to obtain more output from the same or fewer resources. Focusing on the case of Korea, this study investigates the productivity of outputs in local offices of education (OEs) through the analysis of personnel and financial factors by year (2012–2016). Overall, the results indicate the efficient operation of the OEs in Korea. The Malmquist productivity index (MPI) mean decreased from 2012 to 2014, increased from 2014 to 2015, and decreased from 2015 to 2016. The rate of chronological change in each OE’s MPI showed the same pattern of change in the distribution ratio of school expenditures. Finally, the MPI had the same pattern as the Technical Change Index. Policy implications are provided.

A Study on the Reorganization of Local Educational Administration in Thailand under the Military Government: A Comparative Analysis of Educational Service Areas Committee and Provincial Education Committee

A Study on the Reorganization of Local Educational Administration in Thailand under the Military Government: A Comparative Analysis of Educational Service Areas Committee and Provincial Education Committee

Grow More Food Drive and Secondary Curriculum Developments in Colonial Punjab during Second World War

This article presents the case of the British colonial rule and Second World War affecting secondary school curriculum developments in colonial Punjab. The focus rests on the description of those curricular and co-curricular activities that were directed towards war-centric demands for the Grow More Food Drive of Second World War. While aligning secondary education with the emerging needs of the War, the colonial rulers also maintained the confidence of the local educational administration. With the War approaching towards the end, the Indian leaders made their demands upon the British Government to adopt a broader policy emphasizing agricultural knowledge with more of a scientific orientation.

An Exploratory Study on the Restructuring Directions of Jeju Educational Organizations to Vitalize Industrial Education

Purpose - The outcomes of school education are more successful when unit schools’ educational capacities and the support and appropriate intervention of educational administration institutions coexist. Therefore, the necessity of restructuring the local educational administration institutions in the macroscopic and microscopic aspects is emphasized. Therefore, the purpose of this study was to explore the restructuring directions of Jeju Educational Organizations to vitalize Industrial Education in the era of fourth industrial revolution. Research design, data and methodology - For the study literature review and depth interview were employed. First, for literature research, previous studies on the reorganization of schools and educational administrative organizations, data on the reorganization of Jeju Special Self-Governing Provincial Office of Education, and the trends of reorganization of educational support offices and support works of other cities’ offices of education were analyzed. For interview surveys, in-depth interviews were conducted with persons concerned with Jeju Special Self-Governing Provincial Office of Education and persons concerned with educational support offices Result - The municipal and provincial offices of education and educational support offices insisted on the establishment and operation of school districts. The educational support offices presented improvement plans that will enable them to provide efficient administrative services and insisted on the separation or new establishment of large-scaled educational support offices. They proposed to restructure the organization and works of educational support offices. In addition, they suggested that organizations dedicated to school support should be newly established. Conclusion - The major results are as follows: First, the school district system (SDS) should be established successfully. To accomplish the goal, the professional learning community need to be ran prior to establishing the SDS, autonomy of administration, finance and communication in the SDS be increased, and interdependent support system between the current educationcentered system and the SDS be implemented. Second, the school organizations should be reorganized successfully in order to vitalize Industrial Education. To do so, all the stakeholder of schools need to build school culture for Industrial Education vitalization by sharing the student growth-centered vision, reinforce collective responsibility, and renew the role of a principal and a vice principal in each school.

Utilizing the European Programmes “Erasmus+” for the Development of Cultural Education

This paper presents a small-scale survey that records the opinions of the educational community (pupils, parents and teachers) of Western Attica (Greece), an area with acute social problems and conditions, about the importance of Cultural Education, with the purpose of incorporating it into the daily activities of high-schools. This survey has been conducted within the framework of the European Programmes “Erasmus+” that support educational initiatives, regarding the mobility of students and teachers in the European Union’s member states and other associated countries, with the purpose of training in issues of common interest. The relevant activities of the overall methodology that is presented herein include the training of high-school teachers in Cultural Education issues. This training aims at achieving the strategic goal of the local educational administration, which considers Cultural Education as a prime tool for confronting social problems in school communities, worldwide.

地方教育行政における教育委員会と首長の関係 : 2012年大阪市の事例を検証する( 地方自治における教育と政治)

地方教育行政における教育委員会と首長の関係 : 2012年大阪市の事例を検証する( 地方自治における教育と政治)

教育行政の専門性・独立性(政界再編と地教行法体制,I 年報フォーラム)

教育行政の専門性・独立性(政界再編と地教行法体制,I 年報フォーラム)

「木田宏オーラルヒストリー」と地方教育行政の今日的課題 : 教育行政実践者の立場から

「木田宏オーラルヒストリー」と地方教育行政の今日的課題 : 教育行政実践者の立場から

「木田宏オーラルヒストリー」と地方教育行政の組織及び運営に関する法律の成立 : 成立にあたっての諸課題について

「木田宏オーラルヒストリー」と地方教育行政の組織及び運営に関する法律の成立 : 成立にあたっての諸課題について

Differences in school boards with hired and elected superintendents: a first look

In this article, we use original survey data collected from Florida school board members to determine if the perceived benefits of an appointed local government executive apply to the school board context. Though we observe a performance advantage for school districts with appointed superintendents, the advantage appears to be a function of school district size and demographics rather than government form. Similarly, observed differences in board governance dynamics in districts with elected as opposed to appointed superintendents appear to be a function of factors other than government form. Finally, we find that board members are more likely to delegate day-to-day financial management duties to appointed superintendents. Overall, we conclude that the government form literature does not necessarily translate to special purpose governments. The results are of interest to scholars of local government, education administration, and group dynamics.

Cultivating a Community of Effective Special Education Teachers

Evidence of the powerful impact teachers have on student achievement has led to an intensive focus on cultivating effective teachers, including special education teachers (SETs). Local special education administrators (LSEAs) share responsibility for cultivating effective SETs throughout their districts. However, the roles LSEAs play in this process have not been clearly defined through research. This qualitative investigation used grounded theory methods to examine how LSEAs in the Victoria School District, a high-performing, inclusive district, described their roles cultivating a district-wide community of effective SETs. The findings have implications for districts’ efforts to cultivate effective SETs systemically and for future research on effective district-level leadership for special education.

Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963

This article throws light on the space and range of education professionals and their interventions against deviants understood as the ‘problem child’ or the ‘ineducable child’. The article argues these interventions played a central role in successfully establishing schools as social administrators in England during the constitutive years of English welfare state formation. Using Birmingham local education administration as an empirical and historical case, the influential Children Acts of 1948 and 1963 serve to demarcate the period treated. The theoretical framework is drawn from Bourdieu and Wacquant's concept of state, with the key concept being ‘state‐crafting’. The article contributes knowledge about the imaginaries, and the manufacturing and managing of ‘the public good’—understood as a referent for modern governing—of the English welfare state. The article concludes that the boundaries of unacceptable otherness seem to fluctuate with ideas about usefulness in relation to an industrialised society.

Analysis and Improvement of Non-Fixed Term Labor Management System at Local Educational Administration

Analysis and Improvement of Non-Fixed Term Labor Management System at Local Educational Administration

Helping Orphaned and Vulnerable Children to Manage Cognition and Learning Crises through Policy: The Case of Zimbabwe

This qualitative enquiry tried to find out ways in which policy could further assist orphans and vulnerable children to manage their cognition and learning crises. It is based on the policy issues of the Zimbabwe National HIV and AIDS Strategic Plan (ZNASP, 2006-2010), the National Action Plan for Orphan and Vulnerable Children (NAP for OVC 2006-2010), the Zimbabwe Education Act (Chapter 25:04) and the Zimbabwe Millennium Development Goals (2004). The triangulated data were collected through participant observations, open-ended questionnaires, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare Officer, making a total sample of 34. The findings confirmed that even though some OVC reported occasional receipt of aid through donors and the government’s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky enough to remain beneficiaries up to the end of their secondary schooling. Orphanhood was found to be a psychological deterrent to cognition and learning. Therefore the local community, education administrators, policy makers, and children’s rights advocates together with the children’s representatives should map out life lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. DOI: 10.5901/mjss.2014.v5n1p439

The Hijab and the Integration of the MuslimOtherin Spanish Schools

The social integration of migrant populations has been defined as an intercultural, mutually enriching process, and can be distinguished from processes of assimilation that involve a more unilateral adaptation on the part of immigrants to the norms of the host country. In Spain, this distinction has become blurred in both political and educational policy discourses. In this article the authors analyse an incident that occurred in 2011 in which an 11-year-old girl was expelled from her school for wearing a hijab, one of two such cases in Spain and the first of its kind in the autonomous community of Galicia. The initial argument as expressed in the school policy reveals an essentialist and assimilationist understanding of culture in terms of the norms of the host society: students were expected to ‘keep their heads exposed’ in class as a ‘sign of respect’. Based on press reports, policy documents and legal proceedings, the authors interrogate the discourses deployed by the school and the local educational administration officials, politicians, Muslim community representatives and the family directly involved in the case, focusing on the ways in which they reveal an overall assimilationist vision of Spanish—Muslim intercultural community relations at the level of school policy.