An act of leadership is always an act of practical theory. We lead because we hold visions of the world as it ought to be, because of the not yet, because of the potential that we see in ideas and people. Yet, there still exists a perceived binary between leadership theory (in the strong sense) and leadership practice, a binary that divides organizations, classrooms, and the differing bodies of leadership literature. In this Symposium, Duncan Waite and his colleagues discuss the barriers they have faced in bringing theory to the educational leadership classroom, as well as the promise they feel theory holds for more productive, equitable, and humane schooling organizations.
Recent occurrences of violence on high school and college campuses have led to increased interest among education professionals, parents, students, and community leaders in the identification of potentially violent students. Many school districts have implemented school-wide violence prevention plans to meet the safety needs of their students, and test developers have recognized the need for objective instruments to facilitate the identification of student's at risk for violence. Relevant tests usually assess the extent to which a student's collection of risk factors deviates as compared to the general population or to various clinical or diagnostic groups.One such instrument is the recently developed Adolescent and Child Urgent Threat Evaluation (ACUTE; Copelan & Ashley, 2005).
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