College of Education, Health & Human Development
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/24
The College of Education, Health and Human Development (EHHD) is comprised of two departments: the Department of Education and the Department of Health and Human Development.
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Item Measuring work conditions for teachers of American Indian students(2008) Erickson, Joanne L.; Terhune, M. Neil; Ruff, William G.The purpose of this study was to re-validate the Quality of Teacher Work Life Survey (QTWLS) with a population of 404 teachers in Montana schools with predominant American Indian student enrollments; and to describe the job-related stress and satisfaction of those teachers. Factor analysis showed nine satisfaction and eight stress factors with this population compared to eleven satisfaction and 10 stress factors in Pelsma, Richard, and Harrington’s (1989) original study with primarily Caucasian teachers and students. Knowledge of these results on the QTWLS could lead to interventions that contribute to an improved work life for teachers of American Indian students and increased learning among the students.Item Leadership, quality, and school improvement: A reflection(2008-08) Ruff, William G.The author discussed the notion of leadership as instilling within individuals and infusing within a community the greater capacity for experiencing quality. The meaning of capacity and quality was deconstructed to provide clarity. Capacity was viewed as the potentiality of individuals to assume multiple roles, view events from different circumstances, and determine action from a variety of possible responses. The author defined quality as the close alignment of a mental model to the current reality of a situation. An argument was elaborated concluding that school leadership requires empowerment, but without the requirement for inquiry as well, quality remains unattainable.Item Leading with Heart: Urban Elementary Principals as Advocates for Students(2009) Rodríguez, Mariela A.; Murakami-Ramalho, Elizabeth; Ruff, William G.Principals in urban settings serve elementary schools often densely populated with highly mobile, ethnically diverse, and economically disadvantaged students (Dworkin, Toenjes, Purser, & Sheikh-Hussin, 2000). Due to the changing landscape of increasing accountability issues required by the No Child Left Behind Act (NCLB) (2001), principals must adjust the mission of the school community to meet legislative demands (Johnson, 2004). Elementary principals are now heavily invested in strategies to meet the increased expectations of raising students’ academic performance. It is important to understand how urban elementary school principals reconcile the tensions between accountability and equality for all students.