Within this article, we thematically present common challenges associated with the role of the rural principal. In this literature review, we delimit our search to work published from 2003–2013. A limitation of this study is that it represents data predominantly from American, Canadian, and Australian rural settings, restricting a global applicability of results. Findings highlight that many rural principal candidates face a hiring disadvantage if they do not have a historical connection with the community advertising a position. Additional challenges include juggling diverse responsibilities, lack of professional development and resources, gender discrimination, and issues surrounding school accountability and change. This information is beneficial for researchers, policymaker, senior educational leaders, principals, vice-principals, teachers, parents, and community members interested in school leadership within rural communities. We conclude that to be successful, rural principals must be able to nimbly mediate relations within the local community and the larger school system.
This article is a literature review of the professional competencies and personal qualities commonly associated with successful leadership in rural schools. Multiple definitions of the term rural are provided. A delimitation of this research is that findings reflect literature published from 2005–2015, positioning this document as a current analysis of rural leadership. A limitation of the article is that the research predominantly emanates from rural American, Canadian, and Australian settings, restricting a global application of results. The findings are represented via two overarching themes. Successful rural principals promote people focused relationships with staff, students, parents, and community members. Second, rural principals have the opportunity to be agents of change through balancing local and district policies and through enacting instructional leadership. At the root, both of these themes reveal the importance of rich collaboration with members of the school community. This research is pertinent to researchers, government leaders, policymakers, school leaders, teachers, parents, and community members interested in understanding and responding to the demands of rural schools.
Herein we provide a literature synthesis pertaining to the state of Aboriginal early childhood education in Canada. We identify key features of quality Aboriginal early childhood programs. The background and significance of early childhood education for Aboriginal peoples is explicated. Cultural compatibility theory is employed as the philosophical basis to conceptualize quality Aboriginal early childhood education. Based on this theoretical premise, we suggest Aboriginal early childhood programs should incorporate Aboriginal pedagogy, be infused with Aboriginal language and culture, be adequately staffed by qualified Aboriginal educators, be structured to empower Aboriginal communities and incorporate full-day kindergarten. Prominent Aboriginal early childhood programs are featured within the article.
For many Aboriginal peoples, trying to acquire a postsecondary education denotes overcoming a multitude of formidable barriers. Within this paper, I discuss the nature of these obstacles, which I classify as: (a) historical; (b) educational; (c) social, economic, and geographical; (d) cultural and pedagogical; and (e) financial. Also within this article, I offer suggestions of how to surmount each of these grave challenges.
The purpose of this paper is to document the perceptions of school leaders regarding the technological use, skills, and attitudes of high school teachers. Using a qualitative research approach, 11 educational leaders from Prince Edward Island (Canada) were individually interviewed. Participants represented the Department of Education, principals, vice-principals, and department heads. Analyzed through the concept of e-leadership, the findings indicated that participants used a growing array of technological tools and activities including Smartboards, flipped classrooms, Prezi, educational apps, YouTube, and teacher blogs. Participants identified lack of time as a possible reason why some teachers were not incorporating technology into student learning. Findings highlight the need for provincial and school district authorities to promote policies aimed at promoting e-leadership among teachers. We insert an appendix to provide descriptions of the technological terms included within the paper.
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