And that’s what I want to take a look at, minimizing our misses.

In my opinion, sporting clays competition has become a precision sport. Never before have so many demands been placed on the competitor’s shoulders to guide the gun properly. Mistakes in the swing are rarely forgiven by today’s more creative and deceptive match presentations. While ours is not a game of perfect, scores are climbing. That’s why knowing where we missed and why is so critical. As scores continue to climb, there is less and less margin for missing, putting the emphasis squarely on better strategies and error free swing execution. Miss management.

Top shooters have good form. While their shooting styles may differ, the style each one uses is consistent, making it dependable, at the target and on the score sheet. But there’s more going on there than meets the eye.

Let’s start with a target presentation you like, a favorite of yours. Maybe it’s a left to right crossing target, medium speed at about 25 yards. This is a target that you rarely miss. Confidence on this bird is very high as you walk into the shooting box. Why? Because you know this shot. From the set up through the break you know every aspect of this shot cold. Swing feel and sight pictures are very familiar to you. I’m not inferring you can take the target for granted. I am saying you feel very secure, putting a lot of trust in your move on this bird. You know how to break it and it will break. So it’s safe to say you have this shot, any time, anywhere.

Now stand beside me at Hunters Pointe on Sunday at the state shoot, 15 yards to the left and under the 60 foot tower. Both traps are on the top. True pairs, the birds leave from behind us, on our right, overhead and away. The first thing we notice is the line on each bird is somewhat awkward, so putting the gun on the line will be touchy. To compound matters, the targets are fast, meaning time is limited and we’ll have to make good use of the time we have. The margin for swing errors is small indeed and swing mistakes, careless or otherwise, won’t be forgiven here. Like so many of Chuck’s well thought out presentations, precision will be at a premium……

***

This Sporting Clays Article was previously published in Sporting Clays Magazine by Dan Schindler in January 2006.

The Paragon School of Sporting is now making available the remainder of this article as well as numerous others, available for download on The Paragon School of Sporting Website.

Sporting clays continues to be an elegant sport born of long tradition, fulfilling our wingshooting passion to experience the wing and shot. Feather and clay, inescapably tied, grants us so many learning opportunities to hone our skills, a path of personal growth that affords us a refreshing, unbiased look at ourselves. Time and again, my students have learned how entirely more capable they are than once thought. The American sporting clays shooter can honestly and proudly say, in a very short period, he has indeed advanced to take his rightful place among the best in the world. And, let’s not forget, no one is having more fun out here than you and I are.

The events, times, places and persons in my articles are all true. While I changed a name here and there, 100% of the information came from my experiences with you. Each tournament, each lesson, each experience with you generated the material for my work. I am grateful.

We hope you enjoyed the first part of the article and will visit us online to browse the numerous collection that is available. Until then, happy Sporting!

http://www.paragonschool.com

Order Magazine Articles Online: http://www.paragonschool.com/catalog

Related Videos :

• Adam Sandler At a Medium Pace

  I' m going to attempt re-uploading this song and see if WMG doesn' t remove it. Lyrics: Put your arms around me baby Can' t you see I need you so Hold me close against your skin I' m about to begin Lovin' you Spit on your hand and stroke my cock At a medium pace Play with my balls and tell me How big they

• Medium Alone

  Medium fan fictional video. Joe/Allison music:: heart – alone I own nothing except the editing. Clips are from the best tv show ever lyrics I hear the ticking of the clock Im lying here the rooms pitch dark I wonder where you are tonight No answer on the telephone And the night goes by so very slow Oh I hope that it wont end though Alone Till now I always got by

• OFFICIAL WORLD RECORD GUITAR SPEED Guinness World Records

  GuitarSuperStar.Net Learn how to become a pro at guitar almost overnight using the techniques here. Check it out! http MERCHANDISING SPACE === I would say that this video is just to show my expertise, I do music and speed it is simply a supplement, but realized many people in recent months saying that the record was not true, many have tried, and say that the

• Google Chrome Speed Tests

  These speed tests were filmed at actual web page rendering times. If you' re interested in the technical details, read on! Equipment used: – Computer: MacBook Pro laptop with Windows installed – Monitor – 24″ Asus: We had to replace the standard fluorescent backlight with very large tungsten fixtures to funnel in more light to capture the screen. In addition, we flipped the monitor 180 degrees to eliminate a shadow from the

• Medium Internal Frames Kelty Redwing Part 1

  A medium-sized backpack will often be your most used pack. For carrying daypack loads, tactical loads, travel gear, and perhaps a very light overnight load the Kelty Redwing is one of the best. It is Nutnfancys reference backpack in this this category (2000-3500 cubic inches, internal frame). Also notable is the excellent GoLite Continuum backpack also discussed. While these designs have been updated or discontinued, a review

Random Posts

• Isn’t the secretary of education pushing for a longer school day?
• Can anyone spare a minute to vote for my school?
• Applying to College in Foreign Countries?
• Is there a boarding school like PCA in ontario?
• Can you offer new ideas about how the company I established can accomplish its mission statement sooner?

Related Videos :

• Football Soccer

  www.hotforwords.com to score a goal. Soccer requested by alleTiger, sportcrazy13, aLx, tohellwithit2745, tricovictus, jyangchi, arthur07, nvalline, prospero811, djsalbro, huckster, acciocoolusername, yeeeaahhbaby, renegade_69, maxedgy1, eastcoast007, 1der, micheldiego, rigo611, okay4now, plutten, capman911, laguss, annuddermale, lalorocks86 and gomezzz Ending music by: www.ronaldjenkees.com From: hotforwords Views: 3009080 6834 ratings Time: 03:56 More in Howto & Style

• Crazy Truckers on European Highway

  iTunes: tinyurl.com Amazon MP3: tinyurl.com….. You can also get this song for FREE on youtube audioswap — watch this video to learn how: www.youtube.com Artist: 009 Sound System Song: With A Spirit Length: 09:58 lyrics: you can be whatever u want when you' re high walk slowly with a spirit by your side (oh baby) don' t fear if u lose your mind say how u doin' boy i' m feelin' fine…

• The Final Countdown Europe with lyrics

  The song The Final Countdown by Europe. Images First image: i47.photobucket.com Second image: i173.photobucket.com Third image: Yet to find; help is appreciated. PM if you have it. Thank you to (in no specific order): ropersonline, kokob1975, Vanslashington, DaKurllz, 135Link135, and 336600fan for finding the pictures in the video. Lyrics We' re leaving together, But still its farewell And maybe well come back, To earth, who can tell? I guess there is no one to

• Nano the next dimension Film produced for European Commission

  www.eux.tv Nanosciences and nanotechnologies represent a formidable challenge for the research community and industry. World-class infrastructure, new fundamental knowledge, novel equipment for characterisation and manufacturing, multi-disciplinary education and training for innovative and creative engineering, and a responsible attitude to societal demands are required. This documentary film, made available by the European Commission, provides a glimpse of some of the many activities that are being

McCadi.com articles:

• Is there any way a U.S. student can attend a public school in England by staying with a family there?
• I need to fine a good boarding school?

 

“ALS is expected to provide solutions in areas of conflict, critical thinking, in indigenous people communities and in areas where literacy is most wanting and where literacy is needed.”

 

Hon. Jesli Lapus, Secretary of Department of Educatin

The government’s vision for non-formal education is revitalized and epitomized through an Executive Order No. 358 S. 2004, rnaming and reinventing of the Bureau of Nonformal Education to Bureau of Alternative Learning System (BALS) whose vision is to view the Philippines as a nation where all the citizens, especially the marginalized individual or group of learners who could not equitably gain access to formal education because of unwanted conditions, be given equal access to quality education by taking an alternative learning system that will enable them to become productive workforce and members of the land. As its mandates, ALS is propelled by its functions to:

 

Address the learning needs of the marginalized groups of the population including the deprived , depressed, and underserved citizens;

Coordinate with various agencies for skills development to enhance and ensure continuing employability, efficiency, productivity, and competitiveness in the labor market;

Ensure the expansion of access to educational opportunities for citizens of different interests, capabilities demographic characteristics and socio-economic origins and status; and

Promote certification and accreditation of alternative learning programs both formal and informal in nature of basic education.

This mini case study focuses on the role of the ALS programs catered by the Lopez East District ALS coordinator and its local instructional managers to address the present needs and to delineate briefly their clienteles’ way of life in the settlement or community in Brgy. Villa Espina, Lopez, Quezon. The Aetas in Lopez, Quezon can not be overlooked for they are already adapting to the changes in their surrounding. Furthermore, being members of the disadvantage group of people, giving them the opportunity to equal access to education is a priority concern of the government being carried over by its local counterpart.

While some nongovernmental organizations also take part in aiding educational facilities and health and sanitation service, this mini-case study highlighted only the application of ALS in the promotion of literacy among the Aetas of Lopez, Quezon, describing the attitude or responses of the clienteles in Aeta community toward the realization of educational efforts starting February 2008 to the present.

 

This case study includes the initiatives and actions of the ALS coordinator and her instructional managers’ common experience with their clienteles and the attitude or behavior of the Aeta clienteles toward its programs. It also includes ethnographic account of how the usual ALS class goes on. The student-researchers were able to validate such remarks and notes in direct observations and interview they conducted at the Aeta clienteles and its immediate community.

Majority of the data used in this report were drawn from interview and observations from the school site and reports of the Lopez East District Alternative Learning System Office. On the other hand, this mini-case study had also limitations. The researchers initially recommend that another follow or related study on the subjects be conducted concerning on the cultural impact of this learning in an alternative way.

ALTERNATIVE LEARNING SYSTEM OF LOPEZ EAST DISTRICT AND THE AETA CLIENTELES IN BRGY. VILLA ESPINA

 

 

The Alternative Learning System Coordinator of Lopez East District who is in-charged of delivering the programs of BALS to the Aeta community is Mrs. Angelina J. Oblina. On her team are two Instructional Managers (IM) and an Aeta coordinator. The two instructional managers are the key teachers and implementers who directly get involved and supervised and promote ALS program to the Aeta Community. Mrs. Mabel A. Oblina and Wilma Capistrano are the IMs, who are paid by the local government with a monthly honorarium of P 4, 500.00 pesos each. The Aeta coordinator is Andy Villa Franco, local villager who maintains direct contact to the Aeta community clienteles in the absence of the IMs or the ALS coordinator.

 

From non-formal to ALS, it formally opened last February 2008. Through local ALS Coordinator’s initiatives of hiring local funded instructional managers and her unquestionably commitment to its program implementation, ALS instruction to the Aeta community begun. Since its target clienteles are the Aeta community, encouragement and recruitment to this displaced minority was the biggest toll at the onset.

 

Formerly, on her report, Mrs. Oblina was able to delineate some of its beginning noting the following points.

 

Tribal groups, specifically Aetas are the deprived, depressed and undeserved population. Their settlement can be found in a far-flung area. Uncivilized and illiterate, only few attended formal schooling because they do not understand the benefit that education could give to a person. On September 1, 1994, Non-Formal Education (NFE) brought the school for the Aetas, through “Magbasa Kita Project” a basic literacy program of the department. I was assigned to handle the class or community of Aeta as “para-teacher” at the same time “ate” not ma’am or teacher by the Aetas. Back then, I introduced the phono-syllabic lessons. The school was made up of nipa that existed in Villa Espina. The enrollees of these classes are of no age limit.

Dealing with Aetas as one of the NFE/ALS clienteles is not an easy task for me. So, I mobilized our local system. It is indeed very challenging on our part. We had a hard time encouraging and motivating them so that they will come to school. Convincing them to come to school even included drinking liquor with them. Furthermore, we use variety of ways and approaches to be able to win their interest. The school set-up lasted for some years yet their ways of living have not changed despite all the efforts exerted by their other mentors. Some still carried the old practices and do not even own a house where they can live permanently and comfortably.

Construction of two-room building sponsored by the ABS-CBN “Tree of Hope Program” built last year (2007) became one of the motivating factors that led the Aetas to take ALS program. ALS program formally started from February to April 2008. Fortunately, out of more or less 50 households, Fifty-four Aetas were its first batch of students. The group was divided into two separate classes. The first group consisted of young Aetas for 6 to 13 years old under the tutelage of Mrs. Wilma A. Oblina. This group is at the beginning level of instructional. The other class, under Mrs. Wilma Capistrano comprised of the teenagers to adult consisting of 13 years old to as old as forty-four. This group could be considered as emergent learners progressing from the very basic level. During this grace period, meetings were done three times a week. Instruction during those times focused mainly to basic literacy focus, which is more on reading of the alphabet (phono-syllabic lessons), writing (specifically writing their names) and clienteles’ adjustment to alternative schooling.

 

Alternative Learning System programs continued starting this beginning school year, June 2008. There was an increased enrolment. From fifty-four (54) Aetas who enrolled last February, it escalated to seventy-four (74) this June. Out of this 74, majority of which is female, 65% and male, 35%. Ten of which are parents and mostly are young ones. “However, maintaining 100% attendance is the biggest problem,” the instructional managers noted. On the average, 50-60 % of the total enrolment comes to school regularly. Consequently, the food for school program requested by the ALS District Coordinator which the Local Government Unit (LGU) addressed the problem of abseeteism among the Aetas. However sustaining the program is another concern. Meetings this time are from Monday to Friday not unlike the previous one, which is only three times.

 

The coordinator and instructional managers would recount that the usual or typical day would go like this…

 

The Aeta-clienteles would come to school in the morning. Not all students would come early. Others were still be coming from Brgy. Pisipis and other neighboring barangays. Some wore uniform others in their ragged cloths. A flag ceremony used to be held at the start of the week. Then, the Aetas did housekeeping and other pre-routinary activities. Basic alphabet to word reading, writing, and arithmetic activities were provided for three hours. We would read aloud the alphabet, minimal pair words, read short passages, and ask them to read aloud and write. Most of them get bored easily for they had different types of learning. Most of them had usually short span of attention so we had quick breaks from time to time.

 

Preparing the meal of the day was the most important for them. Since some of them had not taken breakfast or suffer the day before. After the early morning routinary activities, we would be preparing the meal of the day where everybody will be part. Food is the best reward and encouragement we could offer them. Because of food nourishment, they come to school. There was even an incident that Aeta would come very late to school just in time for lunch. After a while or a siesta, Afternoon session would be allotted to free and varied activities. Film viewing occupied the most times, because of the Television set and educational package, we have recently received from a donation all the way from Hawaii. Televiewing became a part of the afternoon session. When the day was over, we teachers could not help but be challenged different adjustments met so as our Aeta clienteles.

 

We find teaching and learning with them demanding yet very stimulating because of some reasons:

 

· Some unsanitary practices of some of the Aeta clienteles are lessened. We introduced teaching of basic sanitary hygiene. However, for customary reason few would not heed our advice for it already became their system since they were born. Consequently, we got use to some of their unsanitary practices but we always address them as much as possible teaching the parent clienteles the right ways though most of them do not care much to their children for customary reason.

· Abseetism is also common problem since the approach is new for them at the start. Looking at them from a day-to-day perspective, most of them skip school because some work in farms by harvesting young anahaw leaves or working with their specific “Amos”, and for very apparent reason, if there are times that we don’t have food or meal of the day to offer them, we would rather have an empty room than to have clienteles with empty stomachs.

· Aetas clienteles interact with the ALS program differently. Students learning style and mental capacity vary different from one another. Some learn smoothly. Others need constant review. At the beginning level, it is common to see Aeta-clienteles to misspell their names what is even the worse is that they sometimes forget their surname or they change their names.

· Few of their practices are still prevalent but mostly are dead or forgotten. One Aeta client even shares that they could no longer remember any tribal rites taught to them by the elders. Still, some of them wander and work from the community to nearby barangays. They don’t permanently stay in one place, except of course for those who have learned to fit in to the local villagers. What is quite pressing for us in relation to their ways is that an early marriage is common thing. An Aeta could already find and live with his/her partner at the age of 12. In addition, they could easily switch or change partner as the pair pleases. Another noticeable activity they often engage with is drinking. Moreover, in certain occasion, a villager could get along with most of the Aeta over bottles of liquor or any alcoholic drink and if Aetas drink alcohol, it ends to a drinking spree. This manner somehow affects their attitude to learning. An adult Aeta clientele could compromise going to school just to a bottle of liquor.

Battling these all sort of things every day, we as their teachers or “Ate” as they call us, could freely tell that we influence their lives toward the basic literacy and even more. Most of them have already accustomed to the ways of the civilized people. Emerging clienteles whom we have been teaching hard can already read and write basic Filipino words, can calculate numbers so that they well not be cheated by their “Amos” for their fair share of farm works, can practices basic sanitary hygiene from brushing of teeth to basic housekeeping, and for some who have fitted in to the latest technology can send short messaging service (SMS) via cellphone. The Aetas in Brgy. Villa Espina are becoming like civilized people because of us, other local villager’s intervention, and the influences of the latest technology-stricken world.

With the programs being offered by the District, seeing ALS greater impact for the future of the Aeta community, has a long way to go, of which the District Coordinator and the researchers unanimously agreed upon adding that a lot of concerns or priorities still must and should be acted promptly.

OTHER CONCERNS

 

“Education to be meaningful must be rooted in the community life and experience of the people; because learning takes place in this context as well as in the way they understand the stages of their cycle.”

 

BALS framework

 

To ensure the expansion of access of educational opportunities and capability building, the BALS national office has been training its ALS district coordinators starting the opening year. One seminar on ALS Trends & Updates for Full Time District ALS Coordinators impacted much the approaches of Mrs. Oblina and her team of local counterparts. Myriad of realization was absorbed by contemplating and living up with the BALS framework. It does require change from their usual approaches.

 

Meanwhile, on a division level training, the local ALS people and some of the Aeta representatives attended just recently this month (August 2008). They were exposed to training framework for the Indigenous People (IP) and Indigenous People Core Curriculum (IPCC). With the help, expertise of local indigenous people and in coordination with the National Commission on Indigenous People (NCIP) Summer Institutes of Linguistic (SIL) and other IP concerned agencies: the Bureau was able to develop an Indigenous Peoples (IP) Core Curriculum. The competencies identified by the ALS curriculum are now realized through a modular system of education that will guide the coordinator, Instructional Managers and the Aeta clienteles to mode and education the clienteles will receive.

 

Citing this remarkable interventions or realization, the following concerns and points are noted by experts for the culturally sensitive and integrative delivery of instruction to the IP, specifically the Aeta clienteles:

 

The development process not only ensured a culture-sensitive core curriculum but also maximized local participation in all aspects of decision making and actions relevant to the finalization of the IP Core Curriculum.

Expert on IPCC remarked that without necessarily emphasizing an overkill tone, the highly western-entrenched current educational system has contributed to the further marginalization and exploitation of IPs. The said system has been producing graduates who are trained to become employees and not as entrepreneurs who can become employers.

The Right-Based Approach (RBA) to education verbalizes these facts. Its strengths sustainable development and the exercise of self-determination in as much as education is supposed to be an “enabling” (for recognition and empowerment), an “ensuring” (for protection) and an “enhancing” (for development and promotion) tool for indigenous Peoples, their ancestral domains and their cultural integrity.

 

Adding the important issues mentioned, on the literature of a news article of Ina Hernando-Malipot, available at http://www.mb.com.ph/issues/2008/08/18/YTCP20080818132815.html, she stressed the study done by Dr. Jill Bevan-Brown, associate professor at Massey University in New Zealand during the 5th International Conference on Teacher Education (ICTED) marking that the children with special needs from ethnic minority groups can have additional disadvantage.

 

In her talk entitled, “Culturally Appropriate Provisions for Children with Special Needs from Ethnic Minority Groups: A Story of Two Maori Initiatives,” Dr. Brown mentioned that for children with special needs from ethnic minority groups, having access to special education provisions is not a problem. In fact, in various special education categories, they are over-represented. “However, receiving an education that is culturally-appropriate and effective is major issue.”

 

“Thus, we have developed two initiatives that aim to improve this situation – the teachers conducting a cultural self-review of their early childhood center or school as part of their SpEd qualification; and the involvement of government agencies, teachers and parents of the children,” Dr. Brown revealed.

 

Dr. Brown finally said that in gaining education, children with special needs have additional challenges compared to their non-disabled peers. “Similarly, children with special needs from ethnic minority groups face challenges their disabled peers from majority cultures do not face, these children have been dealt ‘double whammy’.”

 

The literature clearly appeals that change or innovation must be made to fit to the educational needs of the Aeta community in Brgy. Villa Espina, Lopez, Quezon. Since the ALS in this community is newly born, greater measures adaptive to their or Aeta clienteles’ culture which is being compromised should and must be acted upon not only by the ALS people, but also by the LGU, the NCIP, and most of all by people who are in control of major local resources.

IMPLEMENTATION REQUIREMENTS

 

The following questions have become starting points to ponder. Is the ALS in Villa Espina “enabling” its Aeta clienteles (for recognition and empowerment)? “Ensuring” (for protection)? And “enhancing” (for development and promotion) tool for indigenous Peoples, their ancestral domains and their cultural integrity?

 

Mrs. Oblina is hopeful that the modules on functional literacy that they have been waiting to be delivered by the national office would be received at the soonest possible time to empower the process of instruction and therefore the Aeta clienteles. The Local Government Unit through the Municipal Mayor, Hon.Isaias Ubana, has been planning an initiative that would give the Aeta community a place of home and refuge where their inherit and latent cultural ways and norms will be restored and revived. The Municipal Mayor himself has just disclosed this local initiative to the ALS coordinator. This mode of action if achieve would ensure protection. However, issues about ancestral domain surfaces. This is not the first time, municipal heads before the incumbent mayor had been appealed by the Aeta community though their local chieftain for support of their ancestral land recovery. Unfortunately, the petition for land recovery fell to deaf ears or should the researchers say “no clear response at the moment”.

 

With the trainings and supports given by the national and local government units side by side with the non-governmental sectors, the ALS Lopez East District and the researchers envision that the ALS for the Aeta community in Lopez, Quezon on its long-term target goals will continue to realize and realize those following plans of:

 

· Offering of food for school program be sustained and as time progress be replaced by a sustainable livelihood programs which the Aeta clienteles can be trained of and apparently leading to their independence from aids to self-sufficient and working individual or group of the community;

 

· Liberating the members of the Aeta community from ignorance to functionally literate people. A functionally literate person is defined as one who can communicate effectively, solve problems scientifically, creatively and think critically, use resources sustainable and be productive, develop himself/herself and his/her sense of community and expand his/her world view;

 

· Accessing to accreditation and competency tests is given to the ALS Aeta graduates. If the clientele is successful in the competency exam, going or transferring to the higher formal education if he or she desires, will be straightforward for them;

 

· Having properly paid, equipped, and trained instructional managers. Nationalization of the locally compensated IMs will empower them further to work not only as a teacher but as highly committed social workers for the betterment of the clienteles; and

 

· Educating them not only for literacy but also for restoration of their cultural ways as Indigenous People (IP) who have their cultural integrity and ancestral domains creating their own cultural identity as part and parcel of the Lopez, Quezon community and of the Filipino people.

 

To achieve all of these, which some are still in plans, need hand-in-hand actions emanating both from the government and from the Aeta community. If this will be realized, equitable access to education is now at hand to those who need and aspire for it. Apparently, tt comes from alternative ways, if non-governmental sectors even take part to this movement like the ABSCBN school building project for the Aeta, and other philanthropic individual who are all genuine in their interests, the social cultural revival and education empowerment for the Aetas will surely be accomplished.

References and Further Readings:

 

Ina Hernando-Malipot news article available at http://www.mb.com.ph/issues/2008/08/18/YTCP20080818132815.html

 

Executive Order No. 358 S. 2004 available at http://www.ops.gov.ph/records/eo_no356.htm

 

The Indigenous Peoples Core Curriculum by Department of Education, Bureau of Alternative Learning System (BALS) Handouts 2006

 

Lopez East District Alternative Learning System Initial School Reports SY 2008-2009

Acknowledgements are given to the following persons for the interviews, observation and other data gathered of which the researchers are greatly indebted with.

 

MRS. ANGELINA J. OBLINA, Lopez East District ALS Coordinator

 

MRS. MARIVEL A. OBLINA, Instructional Manager

 

MRS. WILMA S. CAPISTRANO, Instructional Manager

THIS MINI CASE STUDY, WHICH THE RESEARCHERS CONSIDERED AS LABOR OF LOVE, IS IMPLICITLY DEDICATED TO THE AETA COMMUNITY OF BRGY. VILA ESPINA, LOPEZ, QUEZON. MAY YOU FLOURISH AND BE NOURISHED BY THE ALTERNATIVE LEARNING SYSTEM OF LOPEZ EAST DISTRICT.

Related Videos :

• 1 The Life of Prophet Muhammad pbuh Characteristics of the Prophet s Sh Yasir Qadhi

  *NEW SERIES* In the Arabic language the word seerah comes from saara yaseeru. Linguistically it means to travel or to be on a journey. When we' re talking about someone' s seerah we' re talking about that person' s journey through life. You are talking about the person' s birth, the events surrounding it, his life and his death, and you are also studying the manners and characteristics of that person.

• John Assaraf How To Be More Productive Goal Setting Success Coaching

  The Secret has created a new wealth program. Check thesgrprogram.com for Details The main teachers behind The Secret have launched a new program and it is based on employing the Law of Attraction to create wealth. Now you can learn how to use the “Law of Attraction” to create whatever you want in life – be it money, love or happiness – and generate abundance in all areas of life.

• Total Productive Maintenance TPM Clip

  Tapping the Hidden Capacity of Your Equipment Do equipment issues in your facility lengthen lead times, reduce productivity, increase down time, inflate maintenance costs and frustrate your employees? If so, youre not alone. But youre also not without hope. In this installment of the Lean Training Video Series, brought to you by Bruce Hamilton and the GBMP team and narrated by John Kravontka, renowned TPM

• How to Be Productive With ADD HADD And a Learning Disability

  www.LearningDisabilityDynamics.com http www.LearningDisabilityDynamics.com In today' s world of distraction how can anyone stay focused and be product? Being productive is difficult, but add ADD, HADD, or a learning disability to the mix and being productive becomes near impossible! It is the littlest distraction that ruins your focus. This article will give you the tools and strategy to be as productive as possible with your time.

McCadi.com articles:

• Why isn’t The George Washington University in the top 50 colleges listed in the US News World Report?
• Which state has the best elementary schools in the country?

The Committee of Ten wanted to enlighten the “immature mind of the school student”, (J.M. Taylor, 1894, p. 194) namely, both boys and girls, with an education that would last a lifetime. The Committee aimed to do this through a “continuity of study”. This “continuity of study” would develop in two ways. First, the “school student” would receive an in depth education in nine “principal fields of knowledge” and their respective auxiliary subjects. (The Committee of Ten: Main Report, Section 46, 1893) Secondly, the Committee having a concern for a student’s complete education and knowing only a small proportion of students would stay to the end of secondary schooling at eighteen years of age, wanted also to have this continuity of study commence in the elementary grades with the introduction to the nine “principal fields of knowledge”. For the Committee, it was vital to develop “all mental habits, which the adult will surely need …before the age of fourteen.” (The Committee of Ten: Main Report, Section 16) Ultimately, the Committee of Ten believed that educating the student meant opening the intellect to thought and knowledge. (The Committee of Ten: Main Report, Sections 46 – 50) The Committee believed that this development of the intellect was the main purpose of education.

In response to the Committee’s view of education, the Cardinal Principles boldly retorted “its protest against any and all plans” of the Committee of Ten’s “formalism and sterility” because it resulted in “divorcing vocation and social-civic education.” (Cardinal Principles of Secondary Education, Chapters V – VII, 1918) The writers of the Cardinal Principles presented seven principles that were intended to re-organize secondary school education from the Committee’s intellectualism to “vocation” and “social- civic education”. These seven Cardinal Principles would replace formalized, developmental academic knowledge with training in life tasks, and, moral values for boys and girls.

By eradicating pedagogy and curriculum that would allow students to think in the abstract and replace this with training in concrete life skills, the writers of the Cardinal Principles hoped to maintain and sustain the current American economy and democracy. A boy was to be equipped with the ability “to secure a livelihood for himself and those dependent on him…” (Cardinal Principles of Secondary Education, Principle 4 Vocation, Section 7) A girl was to be trained in the “household arts…because of their importance to the girl herself and to others whose welfare will be directly in her keeping.” (Cardinal Principles of Secondary Education, Principle 3, Worthy home membership, Section 6) With boys and girls trained to employ their proper places in society, it was expected that the American economy would prosper.

Of equal importance in secondary school instruction, was the immersion of boys and girls in moral values. These values were expected to “permeate the entire school –principals, teachers, and pupils”; this infusion of moral values would shape the primary ingredient needed in a democratic society, namely, “Ethical character”. (Cardinal Principles of Secondary Education, Principle 7, Ethical character, Sections 9 & 10) For the writers of the Cardinal Principles, without the seven cardinal principles, secondary education was frivolous and wasteful since it did not prepare boys and girls for “the needs of life”. (Ravitch, 2000. p. 129)

While the Committee of Ten was intent on intellectualizing the student; the Cardinal Principles was fixed on training the student. The Committee of Ten believed, given an education, a student would develop the thinking processes necessary to make right decisions in adulthood. The writers of the Cardinal Principles held an opposing view. They believed that only through practical rote skills and values could the “right attitude”, “sterling character”, and “right principles” guarantee the right workings of adulthood. (Cardinal Principles of Secondary Education, Chapters I – XX)

The effects of the Cardinal Principles are imbedded in the systems of education today. It is the skills and training that a student garners by the end of Secondary School which are of most importance; not the development of his or her independence of thought. Given the turbulent times of today, it is debatable if the Cardinal Principles of ninety years ago can ensure an American society that is secure and sustainable tomorrow.

References

Elliot, C. W. (1893). Report of the Committee of Ten. Retrieved October 23, 2007 from http://tmh.floonet.net/books/commorften/mainrpt.html

National Education Association. (1918) Cardinal Principles of Secondary Education.Retrieved October 23, 2007 from

http://tmh.floonet.net/articles/cardprin.html

Ravitch, D. (2000). Left Back, A Century of Battles Over School Reform. New York:Simon & Schuster.

Taylor, J. M. (1894). The Report of the Committee of Ten. The School Review 2(4), 193-199. Retrieved October 23, 2007 from http://www.jstor.org/journals/ucpress.html.

Related Videos :

• Fields of Athenry

  “Sir Charles Trevelyan was secy of the treasury for Irish relief. When the potato failed, he said it was God' s punishment of the Irish and ' an opportunity to clear the land of surplus population' . He exported Irish grain (on the same ships as fleeing peasants) for the ' free market' . Trevelyan' s relief corn was inedible. His cold heartedness is believed to have increased Irish deaths.

• Heavy Metal Cats Key of Awesome 1

  Heavy Metal Cats! Kittens! Are you obsessed with LOL cats and I Can Has Cheezburger? Do you watch funny cat videos incessantly? Then this video is for you! Metallica Cats = MetalliCats! Click here to download this and ALL the Key of Awesome songs!! bit.ly Check out the REMIX from Ultra Kawaii! www.youtube.com Watch our other songs in the Key of Awesome! 1. METALLICATS www.youtube.com 2. TRICK OR TREAT

• TWILIGHT SUCKS Emo Vampire Song The Key of Awesome 3

  Twilight sucks? Agree? Click here to download this and ALL the Key of Awesome songs!! bit.ly Subscribe above! And watch the rest of the Key of Awesome series below. 1. METALLICATS www.youtube.com 2. TRICK OR TREAT OR DIE www.youtube.com 3. TWILIGHT SUCKS! The Emo Vampire Song www.youtube.com 4. DO THE CRYBABY www.youtube.com 5. THE HOT VOICEMAIL LADY www.youtube.com 6. LADY GAGA AND LORD GAGA (BAD

• sting fields of gold

  You' ll remember me when the west wind moves Upon the fields of barley You' ll forget the sun in his jealous sky As we walk in fields of gold So she took her love for to gaze awhile Upon the fields of barley In his arms she fell as her hair came down Among the fields of gold Will you stay with me, will you be my love Among

• The Wreck of the Edmund Fitzgerald

  A tribute to the 29 men who died November 10, 1975, aboard the Edmund Fitzgerald in Lake Superior. —- Announcer (0:04): An air and sea search is continuing for possible survivors of the Edmund Fitzgerald, a 729 foot ore carrier, which apparently broke apart and sunk last night on Lake Superior. The ship and its 29-man crew vanished in a storm with 80 mile-an-hour winds and wave heights up to 25

Random Posts

• Which Ivy League colleges offer degrees in elementary or secondary education?
• how could a 14 yEar old girl make enough money for her to go to a boarding school?
• Who can help me write sentences using these vocab words?
• If you want to be a Chiropractor do you have to go to college?
• What courses do I take and what else should i do to get into Harvard University?

Related Videos :

• Suzumiya Haruhi OST Itsumo no fuukei

  Web: radiomanga.net jbestmusic.blogspot.com http Itsumo no fuukei Anime: The Melancholy of Haruhi Suzumiya OST: Soundtrack 1 & Radio Bangumi (2006) [audio] The Melancholy of Haruhi Suzumiya (涼 宮 ハ ル ヒ の 憂 鬱 , Suzumiya Haruhi no Yū utsu) is the name of the 2006 television anime about a girl who, unbeknownst to her, possesses the power to change reality. The story is based on the series

• Double Pumper Carburetor Video Holley Install Tuning DVD

  Double Pumper Carburetor Video – Holley Install & Tuning DVD store.boxwrench.net Click here for the “Holley Installation & Tuning” DVD This is an animated tour of the Holley 4150 Mechanical Secondary “Double Pumper” carburetor. We' ll guarantee you' ve never seen your carb in this way before. You can' t learn the inside of your carb any better than how this DVD will show you. If you buy a

• 17 Investment Banking and Secondary Markets

  Financial Markets (ECON 252) First, Professor Shiller discusses today' s changing financial system and recent market stabilization reform introduced by US Treasury Secretary Henry Paulson. The financial system is inherently unstable and would benefit from more surveillance, particularly for consumer protection issues, given the recent subprime mortgage crisis. Although this particular reform might not be successful, more regulators and policymakers are talking about changing the stabilization system and will likely alter the role

• Phish Waste

  Studio version of “Waste” by Phish off of “Billy Breathes” don' t want to be an actor, pretending on the stage don' t want to be a writer with my thought out on the page don' t want to be a painter ' cause everyone comes to look don' t want to be anything where my life' s an open book don' t want to

• Modern Warfare 2 37 1 Secondary Only TDM by Pyropuncher MW2 Gameplay Commentary

  www.youtube.com Click here to watch more Modern Warfare 2 gameplay by Pyropuncher. ONLYUSEmeSECONDARY. DIRECTOR' S CHANNEL: www.youtube.com DIRECTOR' S TWITTER: www.twitter.com – - – - – - – - – - – - – - – - – - – - – - – - – - – - – - – - – - – - – - Follow Machinima on Twitter! Machinima ‪ twitter.com Inside Gaming

McCadi.com articles:

• What are the legal requirements for secondary education?
• What are options if Bachelor’s Degree in Secondary Education English for Master degree programs?
• What Praxis exams do you need to take to be certified in Secondary Education English in Pennsylvania?
• Are there educational games for the Nintendo DS?

Related Videos :

• Dynamic Kicking Pecoraro s Academy Of Martial Arts

  Dynamic Kicking – Pecoraro' s Academy Of Martial Arts Pecoraro' s Academy Of Martial Arts We Empower People! www.rpdojo.com Join our Facebook Fan page: Pecoraro' s Martial Arts also visit: www.AdamLandDVD.com Our Mission: The mission at Pecoraros Academy of Martial Arts is to empower our members with the physical, mental and emotional skills necessary to be successful in life. By emphasizing self-defense, health, fitness and life skills in a friendly, safe,

• Charlton Heston v Ice T s Cop Killer and Time Warner

  Charlton Heston v. Ice-T' s Cop Killer and Time Warner Charlton Heston was a great American who always stood up for what he thought was right, no matter what the personal cost to himself. Back in the 60' s he stood next to and marched with Martin Luther King Jr. when it was not the popular thing to do. He not only talked the talk, he walked the walk; he was

• Heston Blumenthal s snail porridge

  Heston Blumenthal' s snail porridge This is a small clip from “full on food”. A program which used to be on uktv food. Recipe below………. Snail porridge Heston Blumenthal Serves 6 Ingredients For the snail butter 25g/1oz garlic cloves, peeled 40g/1oz button mushrooms, finely chopped 40g/1oz shallots, finely chopped 200g/7oz butter, at room temperature 25g/1oz Dijon mustard 20g/oz ground almonds 5g salt 100g/37frac12; oz flatleaf parsley, chopped 40g/1oz Parma ham For the

• Charlton Heston in Space Does Man Still Make War against His Brother Planet of the Apes 1968

  This is one of my favorite movies ever. I' ll never forget at the end of the movie when he realizes that he is back home and that we had blown ourselves up, and then he damned us all to hell. Other than Charlton Heston damning us all to hell, it' s a really good movie, and I would recommend it to anyone. When I first

• The Academy Is Classifieds

  Directed by Ryan Rickett, yours truly. This video was flagged by Warner Music Group for copyright infringement, but I disputed it and got it back online. Sorry for the corporate nonsense, it makes no sense. Anyway, since I directed this piece I am legally allowed to use it for portfolio purposes. Thanks everyone for the awesome comments! ====== VIDEO INFORMATION ====== I can' t remember the exact budget for this video but

Incoming search terms for the article:

• charlton heston

McCadi.com articles:

• If you were going to do a powerpoint presentaion on the Academy Awards what would you discuss?
• Giving away academy awards to a wedding party, what should the categories consist of?
• Where to find video of 81st Annual Academy Awards?
• Giving away academy awards to a wedding party, what should the categories consist of?

Secondary education degrees prepare tutors to work in high schools and middle schools or junior high schools. Meant for teachers, administrators or other education specialists, this degree helps them getting specialized in one subject area and further educate students more about the subject effectively. Secondary education degrees can be earned at the bachelor’s degree level, although several advanced degrees in the field are also available. Besides this, most secondary education programs facilitate individuals earn a teaching certificate, which many schools ask teachers to hold these days.

The major advantage of attaining a degree in secondary education is it provides the training and the teaching credential that an individual must need to get for his or her first teaching job. In addition, for those who are already in teaching profession, this course provides guidance on how to effectively teach students the intended curriculum in communities of learning. It primarily focuses on the methods of instruction, educational psychology in the field of education, social and cultural issues related to school, etc. This type of training in turn can help teacher in playing their role more efficiently and educating children properly. Apart from all this, it can also help an individual or tutor move into school administration, education policy, or related fields like education consulting. Moreover, in most schools even if an individual working as a teacher continue teaching the same classes, holding a secondary education degree can help him increase his salary.

The basic admission requirements for entering into the degree program in secondary education courses may vary from institution to institution. Some institutions insist on a qualifying written test. However, in most of the institutes, successful completion of a high school diploma or some preliminary courses in education is essential to satisfy the eligibility criteria for admission.

Today there is definitely big requirement for teachers and administrators throughout the secondary education field. Perhaps this is an appropriate time to follow a degree in secondary education, as the education industry is keenly seeking and expected to seek for more qualified professionals in coming years.

Related Videos :

• Trustmarks Credentials Tip 11 12 Trust increases online sales

  Trustmarks, Credentials – Tip # 11 & 12 – Trust increases online sales Sell your Small Business Services Online by leveraging your credentials and TRUST. Third party firms verify your education, credentials and certifications for you. Credentials help customers do their research. Compete using your ASSETS and education. Differential with Association and Professional Directory links. Be seen in all the Business Directories. Market yourself

• DUFFY AN EDUCATION SMOKE WITHOUT FIRE

  Written by Duffy for the soundtrack of “An Education”. www.slashfilm.com If I' d known you were cheating me, I would have saved myself and set you free. If I learned you weren' t the loving kind, I would have saved some peace of mind. My friends told me you would break my heart, And never last, we would surely part. There' s no smoke without fire, Baby,

• Vijay Kumar Achieves Additional Credential Of Medical Doctrine From Xavier University

  When Vijay Kumar was awarded his medical doctrine degree at Xavier University School of Medicine, the achievement added to noteworthy academic and professional competencies. Kumar already held a doctorate in social sciences, a masters in physical therapy along with several post graduate degrees in medicine, and was recognized in 2004 as United States' Businessman of the Year Award. While pursuing his degree, Kumar continued his business of 17 years -

• Palin on her National Security Credentials It s about en

  Palin on her National Security Credentials… It' s about “en Hellooooo Palin!! Security Credentials do not equal Energy Independence. Excerpt from Sarah Palin' s interview with Charlie Gibson on ABC News this evening. Palin on her National Security Credentials… It' s about “energy independence” GIBSON: But this is not just reforming a government. This is also running a government on the huge international stage in a very dangerous world. When I asked John

McCadi.com articles:

• Degree in Secondary Education – A Right Career Move

Related Videos :

• JRA By Chance You I NEW ORIGINAL

  JRA – By Chance (You & I) (NEW ORIGINAL) Lyrics Hi Girl you just caught my eye thought I should give it try and get your name & your number go grab some lunch & eat cucumbers WHY, DID I SAY THAT? I don' t know why. But you' re smilin' & it' s something' i like on your face, yeah it suits you girl we connect like we have bluetooth i don'

• DON TRUNK THE MAKING OF SCHOLARSHIP CHICK WATCH IN HD

  WATCH DON TRUNK LIVE IN THE STUDIO CREATING SKARR AKBAR' S BRAND NEW SINGLE “SCHOLARSHIP CHICK!” THIS VIDEO TAKE YOU STRAIGHT INTO DON TRUNK' S HOME STUDIO SHOWING YOU HOW HE CREATED THIS COLLEGE GIRL ANTHEM! YOU WILL SEE DON TRUNK TALK ABOUT HOW HE CREATED THE SONG, HIS INSPIRATION TO WRITE THE SONG, ALL THE WAY TO INTRODUCING THE SONG TO THE WORLD! WATCH AS DON

• Bully Scholarship Edition Final Showdown

  The final battle. One of my favorite showdowns in any video game, and I' ve been playing games since 1985. This play was strictly for fun, so don' t be too harsh. I got hit with a couple of bricks crossing the beam, and I slipped a couple of times too. Oops! By the way, I think Gary is one of the greatest villains in any video game, and he' s my favorite NPC

• Savatage Chance

  Savatage – 3. Chance – Handful of Rain He was standing all alone Trying to find the words to say When every prayer he ever prayed Was gone And the dreams he' s never owned Are still safely tucked away Until tomorrow he just Carries on See the Devil in the streets at night See him running in the pouring rain See him grinning � neath a twisted light I'

• Bully Scholarship Edition The Big Game Part 1

  This is a really long mission. It' s so long that I had to break it into two parts even though I was going as fast as I could. Earnest has a master plan to play a bunch of pranks on the football team during the big game. This culminates in a boss fight with Ted, the leader of the jocks. Ironically after all the football throwing, you only

Incoming search terms for the article:

• if i get into westpoint for an athletic scholarship do i have to leave for war

McCadi.com articles:

• How can I tell my mom I want to go to boarding school?
• Do potential employers often ask for your college transcript when applying/interviewing?
• How can I tell my mom I want to go to boarding school?
• How can home-schooling parents start a real school?
• Would joining the AF Academy really be the best thing to do if i want to become a fighter pilot?

A lot of students have the bad habit of changing their minds about what career they would like to have, and unfortunately, this comes with changing majors. Some changes are small, but there are students that completely change direction and have to alter their course load, and this would be more difficult at a private college. Private colleges are much more expensive, and it would cost a student an awful lot of money to change his or her mind!

These days, a student has to make extra sure that they know exactly what they want to do for a living before they decide what kind of school to go to. This way, they will know which school will look the best on their resume. Whether or not an employer will care about which type of college an applicant lists on their resume all depends what career choice someone makes. Some employers barely look at the education part of a resume, caring more about skill and experience, while others scrutinize the education section.

If you are looking to make a career out of a job that is more skill based, it would probably be a better idea to choose a good community college. These types of colleges tend to offer much more hands on experience and learning than private colleges. Employers will be more likely to hire a student right out of college if they have had this type of learning. If your goal is to make a career out of a job that is more knowledge based, a private college may be a good choice. These fields can be more competitive, and employers are more likely to look at the education part of your resume.

There is a middle ground between the two career types discussed above, and for this broad span of career choices, students need not worry about which school to choose. These employers will probably mostly care about the fact that you have the education and experience for the job and will not be concerned about whether you went to a community college or a private college.

If you fall into that “middle ground”, you can feel free to make your choice based on what the school offers you, as opposed to choosing between community and private. If you have the money to spend, a private college might be a good choice, and if a community college has just what you are looking for, then it would be just as good a choice for you. There is not a established rule in what is better, it all depends in one’s needs.

Related Videos :

• Avatar The Game Choice Two Worlds Trailer HD

  Avatar: The Game Choice: Two Worlds Trailer [HD] Developer: Ubisoft Release: 12/2009 Genre: Action/Adventure Platform: PS3/X360/Wii/PC Publisher: Ubisoft Website: www.avatargame.us.ubi.com In James Cameron' s Avatar: The Game, you arrive on the distant world Pandora, hand-picked to take part in the Avatar Program, a little known scientific initiative launched by the RDA Corporation, which is mining Pandora for rare minerals. You learn to pilot your own avatar, a hybrid of your DNA and that of

• Miley Cyrus Pole Dances at Teen Choice Awards 2009 AMEN

  Watch the New Buck News Here: www.youtube.com Please rate/comment/fave/tweet! Thanks for subscribing! Comment Questions of the Day: 1. What did you think of the Teen Choice Awards? General thoughts? 2. Did you think Mileys pole dance was fun or inappropriate for a 16 year old girl? 3. Who was your favorite winner of the night? 4. Who was your favorite performer of the night? 5. Would you rather someone lip synch

• Double Dutch Bus Raven Symone College Road Trip

  Raven-Symone Music Video for the single “Double Dutch Bus” from her new movie College Road Trip. RAVEN-SYMON (Melanie) is one of Hollywood' s most powerful and talented young stars. She is best known for her role in the Emmy nominated comedy series “That' s So Raven” for the Disney Channel. She played Raven Baxter, a teenage girl who periodically received brief psychic visions of the near future. Trying to make these visions

• Homosexuality Is It A Choice For the Bible Tells Me So

  A short clip from the multiple award-winning documentary, “For The Bible Tells Me So”. See www.forthebibletellsmeso.org for more… —Resources and evidence— Twin studies for male homosexuality: www.tim-taylor.com allpsych.com www.springerlink.com See: tinyurl.com for the PDF. Fraternal birth order effect on sexual orientation: www.pnas.org msu.edu Why Reparative Therapy and Ex-Gay Ministries Fail www.csufresno.edu American Medical Association on Homosexuality www.clgs.org American Psychiatric Association on Homosexuality www.soulforce.org American Psychological Association on Homosexuality

• Allen Iverson College Mix Georgetown University

  For those who were there at McDonough Gymnasium on August 4, 1994, few will forget the arrival of a 6-0 freshman guard who needed no introduction. The rumors of Allen Iverson' s arrival to the Kenner Summer League were true, and by game' s end, Iverson had scored 40 points. By the Sunday afternoon final, before an overflow crowd inside the gym and a crowd of those outside who could not get in, Iverson

McCadi.com articles:

• I am a Secondary Education studying college student.what is my degree going to be called?
• What’s the difference between secondary and elementary education as your college major?
• Undergrad research required to become PA or a NP?
• Does an alternative school look bad on your diploma and/or resume?
• I am a senior Political Science major, but I am thinking about double majoring in secondary education?

“Leadership is influence…[and] the ability to obtain followers.” (Cruzeiro & Morgan, 2006, p. 569)

Principals of rural schools spend a large percentage of their time teaching cross-age, multi-grade students (Starr & White, 2008). As recent legislation and litigation continue to place more responsibility on the principal, site level responsibilities challenge the constant, increasing role of the administrator (Cruzeiro & Morgan, 2006).

Most principals in rural schools get little in the way of administrative support, ancillary personnel, and ground staff (Starr & White, 2008). While principals in larger schools are able to delegate and share in management tasks, this is not a luxury afforded to their small rural counterparts (Starr & White, 2008). Regardless of the size of the school, principals still have a moral obligation to comply with federal and state standards. The ethical behavior of educators, write Rude & Whetstone (2008), is a driving force that ensures balance.

Statement of the Problem

A rural school district is classified as such in that all of the schools in that particular district are located in counties with a population density of fewer than 10 persons per square mile and was identified as rural by a governmental agency (Cruzeiro & Morgan, 2006). Due in large part to declining enrollment, loss of resources, and loss of population, most school districts across America, rural schools and district are confronted and faced with continuous challenges (Patterson et al.., 2005). Additional barriers involve resistance to change, economic challenges, and geographic challenges (Cruzeiro & Morgan, 2006).

Principals in rural school districts do not receive funding which assists in overcoming small-school challenges. The problems faced by rural school principals create additional leadership challenges which require the need for increased school personnel. Other problems faced by principals include (a) redefined principalship, (b) workload proliferation, (c) educational equity issues, (d) escalating role multiplicity, and (e) school survival (Starr & White, 2008).

Redefined principalship. School reforms have made a drastic impact on the way schools operate and the way principals are positioned. Principals see their main role as instructional leaders (Starr & White, 2008). Principals express concern over the bureaucratic interference, which changes the nature of their roles and the way in which they work (Starr & White, 2008). There is constant complaining that rural school principals have to do more with less (Starr & White, 2008).

“Principals feel dislocated and alienated from debates about education policy-making, whereas previously they felt more involved, connected, and integral to the business of making a difference and setting direction” (Starr & White, 2008, p. 5). There is an ongoing consensus that principals are marginalized and ignored by education bureaucracies. Many principals are not supported by the education system at either the state or federal level (Starr & White, 2008). It is vital, says Wright (2007), that policy makers, educational administrators, and local citizens understand that schools are vital to rural communities.

Further, rural principals feel that there is a sense that the system is not set up to assist them, but rather the system is there to mandate, appraise, control, admonish when expectations are not met (Starr & White, 2008). Principals believe that the system is unsupportive and detracts from the more important work—the system, they say, is a nuisance (Starr & White, 2008).

Workload proliferation. The biggest concern expressed by principals is the increased amount of mandatory administrative and compliance work arriving from district, state, and federal governments (Starr & White, 2008). In addition to their increased workload, principals are also in the classrooms teaching. Workload pressures, principals say, also steal time from family life. Principals express anger and frustration with the ever increasing workload in the following ways

I’m running the whole day… I find it very hard to close the door when someone wants to see me—because who else would they see?… It’s getting worse the longer I’m in the job. It’s very tiring… You just never stop… It’s just never-ending. I’m always busy. It’s the horrendous hours you put in to do things well…so it’s huge…You’ve still got to do it all the things you’ve got to do in bigger schools, but you’ve only got one day of administrative school services officer support, and by the time they ay the bills…and get stuff ready for the school council, what’s normally left…is left to you… I just put in the extra hours.

          (Starr & White, 2008, p. 4).

Principals as absorbed with the extra requirements of their existing work lives. They argue that they are too busy to engage with reforms, as the use of personnel time is valuable. Because principals are too busy coping with the everyday immediate needs of the school, they have no time to participate in politics (Starr & White, 2008).

Educational equity issues. Educational equity, according to Starr & White (2008), appears dependent on a principal’s ability to prepare a strong, convincing case utilizing standardized samples. Starr & White (2008) use the example of staffing for students with special needs being a submission-based exercise with strict criteria; therefore, there are fewer students qualifying for extra support.

Resources are “difficult to obtain despite increasing learning support needs as homogeneity decreases in some rural populations” (Starr & White, 2008, p. 5). Even if funding submissions are successful, there is more work to be done. Now suitable teachers have to be found and progress and final reports are required (Starr & White, 2008).

Escalating role multiplicity. Principals, according to Starr & White (2008), see their main role as instructional leader. Principals in small rural schools do not have assistant principals and unanimously complain about the lack of administrative support in undertaking increasing external demands (Starr & White, 2008). The breadth of the problem is stated in the following comments

There’s a feeling of great frustration amongst principals for the lack of support and care from the Department… I think we’re getting sick of trying to make do… Morale is terribly low for principals…the role is busier and more complex. I…work every night of the week. You work most Sundays… If it’s for the school you don’t mind, but if it’s for the Department you tend to put it off…otherwise you’d be working all of the time…You can’t take a day off. The work[load] has skyrocketed and resources have disappeared… There’s no time to do anything thoroughly… The Department’s on about outcomes and improvement, but how do they expect it’s going to happen? They’re making things worse. The support and money [from] the Department isn’t there now. The job satisfaction isn’t what it used to be. The demands are getting greater and greater… People are getting a lot more jaded than they used to…they’re getting run down. There’s too much expectation and responsibility put on principals.

          (Starr & White, 2008, p. 4)

The sidelining of important educational matters and unrealistic expectations are a burden on principals. The increase in responsibility also causes an increase in managerial tasks, feelings of isolation, rising stress levels, and a decrease in professional satisfaction (Starr & White, 2008). These concerns detract from the real issues of leadership because of the lack of reward principals receive for their hard work, as they receive no tangible evidence of any positive outcomes.

School survival. As resources decline, funding for rural schools depend to a great extent on the successful completion of funding submissions (Starr & White, 2008). One principal expressed her frustration by stating

I get the impression that if you’re [a] small [school], people think you can cope… You haven’t got that many kids to deal with, so you don’t need extra resources. You should just get on with it. I think we’re disadvantaged from a perception point of view. I think we’re viewed as so insignificant as to not matter very much… So you start to think, “Why bother?”

          (Starr & White, 2008, p. 5)

If schools become too small, they are subject to closure. Many rural schools are facing continual enrollment decline. Starr & White (2008) suggest population trends show no immediate solution to this problem. Principals made the following comments on this issue

You’re concerned all the time about survival. [The school is]…an asset in the community, you wonder what would happen if it closed. So you watch the enrollments and fear every time a family moves out of the district taking several kids with them. You can’t get caught riding a dead horse. The numbers went down quite rapidly…due to local demographics. We had big groups—well big for us, say 10 in each class. Then those students went off to high school and we were left with only 3 or 4 kids per class. Our numbers are decreasing. Because we’re isolated, there’s not much up here anymore employment-wise. We get a few transient families who will stay for 4-6 months and leave again… [This school] is not cost effective…and that makes you worry about what [will happen] in the longer term. We have to make do and do more with less. There should be differential staffing that recognizes the real needs… But while we’re losing numbers, the staffing formula makes things worse. You lose teachers and it’s even busier. We should have more control over human resources.

          (Starr & White, 2008, pp. 6-7).

As a result of decreasing numbers in population, school closures have increased over the past several decades. If a rural school closes, it usually means that children are forced to travel long distances to ascertain alternative schooling (Starr & White, 2008).

Significance of the Study

Cruzeiro & Morgan (2006) write that inclusionary schools occur through purposeful leadership. The principal, Cruzeiro & Morgan (2006) writes, is the key to leading others through the change process. In order to do so, the principal must validate its perception with other stakeholders in the school community, including teachers, families, students and community members, and also in other rural communities (Cruzeiro & Morgan, 2006). Validation, according to Cruzeiro & Morgan (2006) involves evaluating reported inclusion efforts, in particular, leadership.

School reform has criticized over the years for universalizing schools and students (Wallin & Reimer, 2008). Such reform pays insufficient attention to race, class or gender. The premise takes into consideration the differences between rural and urban school. Further, commitment to a formal education which sustains local communities is a thing of the past and has been replaced with national and global school improvement initiatives (Wallin & Reimer, 2008). The future health of rural schools is related to the sustainability of their rural communities (Zacharakis et al., 2008).

Literature Review

Background. Wallin & Reimer (2008) write while rural scholars and educational stakeholders believe rural schools should serve local community interests, conflicts still exists over the purpose of schooling. Concerns in urban school reforms are often overshadowed by those of the rural schools. Rural schools, according to Wright (2007), serve a vital role in recreating communities in a highly mobile, industrialized society. Further, according to Wallin & Reimer (2008), rural schools are often plagued with educational problems such as (a) isolation from specialized services; (b) limited accessibility to quality staff development and university services; (c) teacher shortages in math and science; (d) decreasing enrollment which leads to decreased funding; and (e) declining pool of qualified administrative candidates.

Many rural schools offer fewer support and extracurricular programs overall than nonrural schools (Hardré et al., 2007). Often times when studies are presented on school district issues, the circumstances of rural schools are overlooked. As a result, rural schools are not included in school improvement plans across all school systems (Wallin & Reimer, 2008). Rural school principals are left bearing the burden of survival are dependent on the funding from school districts.

Analysis. It is quite evident that in order for schools to succeed they must hire principals who are willing to work to keep rural schools open. The school districts have an obligation to ensure that they do all they can to encourage and motivate school leaders. Districts need to consider promoting from within the community when seeking loyal rural school principals.

Synthesis. Challenges faced by principals in small rural schools result in creative initiatives. As a result, principals in rural communities are moving beyond traditional pathways to deliver educational benefits to their students (Starr & White, 2008). Such pathways involve cross-school activities, extensive use of information, involvement from the community, and greater communication (Starr & White, 2008).

Principals are working in a collective effort to cover teaching, learning, leadership, and management requirements, and to keep up-to-date with standardization and legislation. These collective activities occur as a result of school reform and the lack of available resources. Some principal explain the basis of these collaborative efforts as follows

We decided to combine our collective funding to hire a teacher for six schools, and share learning resources. [The literacy focus] was critical so we went from there, starting with “how can we solve this problem rather than re-inventing the wheel?” There’s a range of activities that are organized across the schools—drama days, inter-school sports days, combined with professional development days. The job is getting bigger all the time. You can’t do it all yourself. You can’t get caught up in all the red tape about parents needing police checks and not being out of sight of teachers… You just have to be pragmatic—do what needs to be done and take on any help that’s on offer.

          (Starr & White, 2008, p. 7)

Evaluation. Studies show regardless of the issues rural school districts have with staying in business, studies do very well academically and socially as they move from middle school to high school (Patterson et al., 2005). According to a study released by the U.S. Department of Education, students in rural areas perform better in science and math than those in urban areas (Anonymous, 2007). Patterson et al. (2005) writes “Evidence of their accomplishments can be found in State Assessment scores, honor roll listings, homecoming candidate announcements, and those who have excelled in various extracurricular activities” (p. 153).

A 2006 report from the American College Testing Program, Inc. show performance of students on this high stakes test continue to climb (Zacharakis et al., 2008). Anonymous (2007) states compared to students at all grade levels, students in rural schools scored better on national science and math tests than children in cities. Smaller schools, Patterson et al. (2005) writes, perform well on state-mandated assessment tests.

Students in Iowa, Minnesota, Wisconsin, and most other states in the Heartland evidence the highest percentage (60-80%) of students who take this test (Zacharakis et al., 2008). Further, the US Department of Education showed student achievement scores well above the state average in almost all content areas and in some cases reaching the state’s “standard of excellence” rating (Patterson et al., 2005).

According to Anonymous (2007), the achievement in science by rural students is better because students get their education in a real-world setting as well as in classrooms. Zacharakis et al. (2008) write that measuring school success by the standard parameters of student test scores and achievement is meaningless in the overall scheme of defining the purpose of a rural community. “Parental involvement is an important factor—huge factor—in student achievement” (Anonymous, 2007, p. 59).

Summary, Conclusions, and Recommendations

 “In any moment of decision the best thing you can do is the right thing, the next best thing is the wrong thing, and the worse thing you can do is nothing.” – Theodore Roosevelt (Rude & Whetstone, 2008).

Restatement of the Problem. Keeping well-liked principals on board increases the morale of parents and satisfies the need of the communities (Patterson et al., 2005). However, principals in rural schools have more than their fair share of work. Principals in rural schools are overworked and need more assistance to serve the schools in the manner best serving to the students. The school districts are not stepping up to the task of providing more assistance to the small rural school principal. As such, the lack of funding and administrative assistance is reflective in the high turnover rate of principals who leave because the work is too much to handle alone. Hardré et al. (2007) writes “Many rural schools find it hard to recruit and retain high quality teaching staff.”

Restatement of the Purpose. According to Berkeley & Ludlow (2008), the ethical imperative is an ideal based upon an assumption that we must both do good and do good well (p. 3). However, the job of a rural school principal is both cumbersome and burdensome. One principal describes his disparate workload in this manner

You have to constantly be on the front foot… You try and keep up with what the Department wants, you have to watch your numbers [enrollments], you have to keep an ear to the ground to know what’s happening in the community that might spill over into the school, and you have to watch how staff in the school are faring with pressures to do as much as a large school does. It’s a juggling act that’s a lot about survival.

          (Starr & White, 2008, p. 6)

School leaders have the skills and experience to contribute to community leadership in rural communities, yet they are recruited for their school administrative skills and not for their community leadership skills (Zacharakis et al., 2008).

Findings. It is possible for principals in rural schools to focus on three components which might assist them in having success in their endeavors (a) Legitimization of Alternatives, (b) Diverse Networks, and (c) Resource Mobilization.

Legitimization of Alternatives focuses on the value of constructive controversy so that communities can engage in discussions around inclusive processes, without the political nature of those discussions becoming personal (Willin & Reimer, 2008). As a consequence Willin & Reimer (2008) write, superficial harmony and destructive conflict are replaced with processes that encourage dialogue and thoughtful decision making. Such alternatives are legitimized and valued, therefore continuous improvement occurs as goals are monitored and assessed (Wallin & Reimer, 2008).

Diverse Networks involve establishing horizontal and vertical networks to access potential sources of experience and knowledge (Wallin & Reimer, 2008). Diverse networks are diverse and inclusive and are created through both broad-based and personal invitations (Wallin & Reimer, 2008). Horizontal networks are teachers, administrators, staff, trustees, the school and the community. Vertical networks are individuals linked to regional, provincial, and national organizations (Wallin & Reimer, 2008). Such networks are diverse, can change and grow or narrow, depending on the issue at hand.

Resource mobilization speaks to the need to develop surplus in the community through private and collective local investments (Wallin & Reimer, 2008). According to Wallin & Reimer (2008), there is an equal distribution of resources and individuals or groups are encouraged to take risks to improve the community. These resources are available to everyone with the criteria being clear and visible to all.

Further findings indicate that principals are also community leaders who make significant contribution to local community and economic development activities (Zacharakis et al., 2008). It is concluded, therefore, that leaders should be developed from within. As such, local leadership should include professional development training and support for principals to attend workshops and national conferences (Zacharakis et al., 2008).

The professional role and responsibility of rural school principals receive a vast amount of guidance through the use of ethical guidelines as well as examples from real world practice (Rude & Whetstone, 2008). It would unethical for a principal to assume a role or responsibility for which he or she is not qualified. Once professional development is implemented utilizing the right training, it can produce the desired results (Rude & Whetstone, 2008).

Conclusions

Small rural principals spend a substantial amount of their time teaching. They “face multiple conflicting work demands in ways that far exceed those of their non-rural peers” (Starr & White, 2008, p. 6). Further, Starr & White (2008) write, the necessity of teaching multi-grade and ability levels concurrently and the absence of personnel, such as an assistant principal, business manager, specialist teacher, student counselor, and maintenance staff, make the principal’s more labor intensive. Younker (2008) writes, “one of the many joys of teaching in a rural school used to be the amount of contact [he] could have with the students in [his] class whom [he] saw as people, not statistical variations” (p. 13). Principals need to get back to developing one-to-one relationships with their students and not treat their students as wedges on pie charts.

It is necessary that participants from all levels of the school district participate in collaborative efforts. Combining the leadership of “principals, school councils, and education department officers enables schools to engage future scenario planning, to share expertise, and to devise combined strategic plans to affect community educational provision—including making decisions about what is educationally viable and what is not” (Starr & White, 2008, pp. 8-9). Educational capacity and community development should be co-mingled so that sustainability replaces fear about school closures. Further, distance learning opportunities allow the use of broad curriculums and enable the transmission of lessons to students and parents (Starr & White, 2008). In this regard, all rural communities will benefit if everyone come together to present ideas which can solve this dilemma.

Authors Rude & Whetstone (2008) put it all together in this writing

The challenges facing educational communities today are as sacred in their importance as they are difficult to undergo. It is up to ethical leaders in rural communities that are far away from the mainstream of urban life to take a piece of the mess and not wait for higher authorities to figure out the answers. Those who do not see the significant benefits of adaptive changes that benefit the school and community as a whole, to the point where they simply cannot or will not go along with the change will become casualties. Ethical leaders are willing to accept these casualties as a result of courage and commitment to ethical change based on moral purpose (p. 16).

Recommends for Further Study. It is recommended, as a result of this study, that federal and state government fund further investigation into small rural school principals (Starr & White, 2008). That they encourage new forms of resource allocation, and maintain an equal distribution leadership in all schools. Further, that government and state officials invest in the future of our schools by rewarding principals who work over and above the call of duty to maintain schools whose doors can now remain open. “Rural research is essential because rural schools often face serious economic and community resource constraints that place rural students at risk for low motivation and lack of school success” (Hardré et al., 2007).

References

Anonymous. (2007). Study: rural students better in science. Techniques, 82(6), p. 59.

Berkeley, T. R., & Ludlow, B. L. (2007). Ethical dilemmas in rural special education: a call for a conversation about the ethics of practice. Rural Special Education Quarterly, 27(1/2), pp. 3-9.

Cruzeiro, P. A., & Morgan, R. L. (2006). The rural principal’s role with consideration for special education. Education, 126(3), pp. 569-579.

Hardré, P. L., Crowson, H. M., Debacker, T. K., & White, D. (2007). Predicting the academic motivation of rural high school students. The Journal of Experimental Education, 75(4), pp. 247-269.

Patterson, J. A., Koenigs, A., Mohn, G., & Rasmussen, C. (2005). Working against ourselves: decision making in a small rural school district. Journal of Educational Administration, 44(2), pp. 142-158.

Rude, H. A., & Whetstone, P. J. (2008). Ethical considerations for special educators in rural America. Rural Special Education Quarterly, 27(1/2), pp. 10-18.

Starr, K., & White, S. (2008). The small rural school principalship: key challenges and cross-school responses. Journal of Research in Rural Education, 23(5), pp. 1-12.

Wallin, D. C., & Reimer, L. (2008). Educational priorities and capacity: a rural perspective. Canadian Journal of Education, 31(3), pp. 591-613.

Wright, K. A. (2007). Reenergizing small communities: a vital role for rural schools. The Educational Forum, 71(4), pp. 345-360.

Younker, K. (2008). Our mandate as teachers in a democracy. English Journal, 97(5), pp. 13-14.

Zacharakis, J., Devin, M., & Miller, T. (2008). Political economy of rural schools in the heartland. Rural Special Education Quarterly, 27(3), pp. 16-22.

 

Related Videos :

• Miyagawa cho Geisha District

  Miyagawachō (宮 川 町 ) is one of the hanamachi (花 街 , flower towns) or geisha districts in Kyoto. Miya-gawa means Shrine River, referring to the nickname of the Kamo River just south of Shijō . During the Gion Festival the mikoshi (portable shrine) of Yasaka Shrine used to be purified here in the waters of the river. Miyagawachō has three interconnected rings as its trademark, symbolizing the unity of the shrine/temples, the

• SINDHU PALCHOK DISTRICT OF NEPAL

  SINDHU PALCHOK DISTRICT OF NEPAL स ि न ् ध ु प ल ् च ो क ् , प ा ँ च प ो ख र ी स ि न ् ध ु प ल ् च ो क ज ि ल ् ल ा क ो र म न ि य त ि र ् थ स ् त ल प ा

• Liberty and Economics

  What kind of man was Ludwig von Mises? As this unique film shows, Mises (1881-1973) was a man who never stopped fighting for freedom: not when the Nazis burned his books, not when the Left blackballed him at universities, not when it seemed as if statism had won. With courage and genius, he fought big government until the day he died… in 25 books, hundreds of

• Fox News Stimulus Money Goes to Congressional Districts That Don t Exist

  Fox News: “Stimulus” Money Goes to Congressional Districts That Don' t Exist Ten months after the President signed a $1 trillion stimulus spending bill that his aides claimed would keep unemployment below 8 percent, Americans are still asking: where are the jobs? It turns out that some of jobs the Administration claimed were saved or created by the so-called stimulus were from Congressional districts that dont even exist. ABC News has also

• Auto Tune the News 1 march madness economic woes pentagon budget cuts

  Interviewers, sportscasters, and vice presidents alike break into song to report important news. The players include my homey Sarah Fullen Gregory (she married my brother). You can find her music here: www.myspace.com www.facebook.com Newt Gingrich (on nuclear disarmament) Robert Gates (on cutting the Pentagon budget) Jim Nantz (on March Madness) Joe Biden (on the economic situation) Wayne Ellington (on how it feels to win) Lyrics: MG: Mr.

McCadi.com articles:

• San Jose Schools’ Alternative Education Program Saves Troubled Students
• What are some different school districts policies on having fast food in schools?
• How many school districts are there in Ohio?
• Did your high school abolish your student government and elections?
• Best alternative certification program in Texas?