The idea for the Evidence publications first began in 1980 at the National Committee for Citizens in Education. Stan Salett had discovered a study that linked schools with PTAs to higher student achievement and wondered if there might be more relevant research. Bill Rioux thought something should be published about it if there were studies available, and Carl Marburger refused to testify or speak publicly about the research unless he had rocksolid information. Their beliefs led to the publication of The Evidence Grows (1981). Bill Rioux then insisted on two updates-The Evidence Continues to Grow (1987) and A New Generation of Evidence: The Family Is Critical to Student Achievement (1994). Chrissie Bamber guided the development and marketing of all early three editions. This new Evidence publication is the result of a true collaborative effort. In 2000 the U.S. Department of Education's Office of Educational Research and Improvement charged the Southwest Educational Development Laboratory's new National Center for Family and Community Connections with Schools (the Center) with doing an annual review and synthesis of current research about family and community connections. In early 2001 the Center's staff and steering committee began making plans to document the growing evidence that family and community connections with schools make a difference in student achievement and success. About the same time, Karen L. Mapp, president of the Institute for Responsive Education (IRE), and Anne Henderson, senior consultant for the Institute for Education and Social Policy, who had written the earlier Evidence publications, began conversations about an updated version. As a member of the Center's steering committee, Karen Mapp knew about the Center's plans and suggested that the Center partner with IRE and Anne Henderson to do this. The Center agreed that a partnership made sense. So its staff began searching for, reading, analyzing, and annotating the research studies while Anne Henderson and Karen Mapp conceptualized and wrote this newest Evidence publication.
An increasing awareness reflected in the literature, research, and among practitioners is the need to reassess leadership skills and attributes most needed for today's technologically savvy organization. The majority of models of organizational leadership emanated from the industrial era's thinking on organizational productivity, long before the technological tsunami's global impact, and in many aspects have less applicability today. This chapter considers the shift taking place in what constitutes leadership for organizational effectiveness—and even survival-- in the digital era and explores emergent ideas and research on a new paradigm of leadership, particularly for higher education, befitting today's digitally based, information age.
No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational programs or activity receiving federal financial assistance. --From the preamble to Title IX of the Education Amendments of 1972
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