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A 4 page research paper that consists of 3 short papers. The first is on site management and school autonomy (1 page); the second is on multicultural education (1 page), and the finally topic pertains to competencie3s needed in the principal's leadership role (2 pages). Bibliography lists 1 source.
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4 pages (~225 words per page)
File: D0_khisscmg.rtf
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strategies, rather than following dictums established by district administration. However, with such autonomy, there are associated problems and complications. For example, autonomy is useless unless the school also has the
resources to carry out initiatives (Greer and Short 92-93). Today schools are held to accountability standards established at both the state and national levels. Having individual schools set out on
their own to establish programs geared specifically to the needs of their students seems logical, but violates what school administrators have been taught concerning "school system structure and coordination" (Greer
and Short 93). This results in actions such as a district superintendent withdrawing a school from a statewide network of experimental schools because that official felt that the "school was
departing too far from the norms established by the other district schools" (Greer and Short 94). The authors of this chapter offer some guidance on making site-management initiatives succeed. First
of all, principals should establish their personal credibility. Initiatives should begin small with "highly respected and effective teachers" (Greer and Short 95). Lastly, principals and staff do well not to
call attention to their uniqueness or "lord their successes over the other schools in the district" (Greer and Short 95). Insights & concerns of multicultural education A multicultural perspective on
education acknowledges the fact that knowledge is presented to students within the context of culture and that in a diverse population cultural orientations can differ. In developing a multicultural orientation,
schools progress through distinct levels of cognition. At the first level, multicultural education consists of "single-focused events, such as cultural celebrations, ethnic-specific courses and unrelated cultural topics" (Baptiste 116). A
principal goal for level 1 is to recognize that cultural diversity exists and to aid students of different cultural backgrounds in communicating and understanding each other (Baptiste 118). At
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