"El Escalafon y el Doble Turno": An International Perspective on School Director Preparation

Autor/inn/en	Slater, Charles L.; Boone, Mike; Nelson, Sarah; De La Colina, Maria; Garcia, Elizabeth; Grimaldo, Leticia; Rico, Grace; Rodriguez, Sonia; Sirios, Cheryl; Womack, Damaris; Garduno, Jose Maria Garcia; Arriaga, Ruth
Titel	"El Escalafon y el Doble Turno": An International Perspective on School Director Preparation
Quelle	In: Journal of Educational Research & Policy Studies, 6 (2006) 2, S.60-90 (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-6875
Schlagwörter	Foreign Countries; Beginning Principals; Administrator Education; Job Placement; Teacher Administrator Relationship; Parent School Relationship; Expectation; School Schedules; Cultural Influences; Cross Cultural Studies; Interviews; Mexico; Texas + Suchen Sie Ihr Suchwort? Ausland; Employment service; Employment services; Arbeitsvermittlung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Expectancy; Erwartung; Schulzeiteinteilung; Cultural influence; Kultureinfluss; Cultural comparison; Kulturvergleich; Interviewing; Interviewtechnik; Mexiko
Abstract	"El Escalafon" is the process for appointing school directors and "el Doble Turno" is the double shift of morning and afternoon session in Mexican schools. These two concepts open the door to examine more general issues in the appointment of school directors and the structure of the school day. Director appointment and school time are rooted in local culture but can have implications across national borders. This study reports interviews of six first-year school directors in the state of Sonora, Mexico and six principals in Texas, USA. It is part of a larger international study that includes Australia, Canada, England, Jamaica, Scotland, South Africa, and Turkey. The purpose is to look at the appointment, preparation, and challenges of first-year school directors. School directors in both countries wrestled with parent expectations and relations with teachers. The systems for appointing school directors and the structure of the school day were different. These differences were based in cultural orientations and suggested contradictions and shortcomings in each educational system. These issues are important to consider in planning programs of educational administration preparation. (As Provided).
Anmerkungen	National Office for Research on Measurement and Evaluation Systems. University of Arkansas, 346 North West Avenue, 302 WAAX, Fayetteville, AR 72701. Tel: 479-575-5593; Fax: 479-575-5185; e-mail: normes@uark.edu; Web site: http://normes.uark.edu/erps/resources.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10