Doctor of Philosophy abbreviated as PhD is one of the most advanced academic degree. Pursuing a PhD requires rigorous intense and focused study. Unfortunately, PhD programs are very demanding and for most PhD candidates its become difficult to continue job or fulfilling personal responsibilities at the same time. Due to such limitations large numbers of candidates willing to learn PhD opt for Online PhD or Distance Learning PhD programs. There are large numbers of advantages for online PhD which makes its popular through out the world. Due to financial constraints and other limitations it becomes difficult for the candidate to relocate, thus Online PhD appears the most suitable alternative. Online PhD courses are structured in a similar format as a campus-based course or program, and concludes with a book-length thesis or dissertation based on research completed throughout the course of study. A distance learning PhD program offers several advantages over a campus-based education. Students can interact and share views from other student all around the Globe. They learn how to collaborate variety of programs in a virtual environment. A doctorate education online is ideal for working parents, adults who do not wish to attend a college campus or anyone working a full-time job.

There are large number of recognized Universities which offers Distance PhD courses such as Walden University, Capella University, University of Phoenix Jones, International University, Touro University International, Boston University Online, Indiana State University and many more. Get all the detailed information about genuine PhD Distance courses here at find-phd-degree.info.

There are large numbers of specialization in PhD programs such as Doctor of Psychology, PhD in Education, Engineering, Public Health, a Ph.D. in business or a Doctor of Business Administration and many more. This degree sure adds value to one profile compare to others. To survive in this competitive world it is highly essential to qualify for such degrees so to get an edge over others. http://find-phd-degree.info

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Sam Sanders talks about his experience of NCU and his Doctorate in Business Administration. Sam values the flexibility, academic rigour and applicability of NCUs accredited online degrees – Earn your bachelors, masters or doctoral degrees 100% online with NCU. NCU graduates have great things to say about their experiences.

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DOCTORAL FORUM

NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL RESEARCH

VOLUME 6 NUMBER 1, 2009

Ayn Rand: To be Selfish or Not to be Selfish-

That is the Question

Tyrus L. Doctor

PhD Student in Educational Leadership

Whitlowe R. Green College of Education

Prairie View A&M University

Prairie View, Texas

Associate Principal

Mansfield Independent School District

Mansfield, Texas

William Allan Kritsonis, PhD

Professor and Faculty Mentor

Whitlowe R. Green College of Education

Prairie View A&M University

Prairie View, Texas

Member of the Texas A&M University System

Visiting Lecturer

Oxford Round Table

University of Oxford, Oxford, England

Distinguished Alumnus

Central Washington University

College of Educational and Professional Studies

________________________________________________________________________

ABSTRACT

Ayn Rands The Virtue of Selfishness (1961) is comprised of a philosophy that defies the entire premise of what our education system is and shall be built upon. The Objectivist perspective has depicted a clear distinction between the Haves and the Have Nots or the Bourgeoisie and Proletariat. The Objectivist perspective believes that the Haves are entitled to that which others are not, which alarmingly includes education. The Objectivist philosophy would be detrimental in an already deteriorating educational system and would thus take part in its total demise.

________________________________________________________________________

Introduction

In Ayn Rands The Virtue of Selfishness (1961), Objectivists view the education system as being doomed and irreparable. In their opinion, education is wasted on the Proletariat or working class and is essential to the Bourgeoisie or elite. They view the education system as a great entity like the engine invented by John Galt: Here today, gone tomorrow. This perspective that education is wasted on the poor or working class is in opposition to the entire American educational philosophy. As educators, our goal is to educate every child, so we relentlessly review data and develop programs that will assist us in reaching the needs of every child. In education we often ask the complicated question: how can we effectively educate all students? With increased accountability for educators across the board due in part to No Child Left Behind, many educators are asking themselves whether that question is logical. According to Chrisman (2005), many U.S. schools are being identified as low performing on the basis of low test scores. So the question remains: How can we improve the quality of education our students are receiving? Rands Objectivist answer would be if they can pay for school let them stay. If they can not, put them to work. In the field of education and as an educator, to have this perspective would be to set up both our educations system and our students for failure. My position on education is that of an altruistic perspective and I am in opposition of the objectivist perspective having any place in education and having anyone involved in the process of educating others.

Purpose of the Article

The purpose of this article is to discuss and provide readers with different altruistic practices that may be used by educators to improve our education system. This article will incorporate practices that will provide a positive outcome for our students.

We Can Improve

We can improve the quality of the type of education students are receiving and the motivation behind their learning with the following: data-driven decisions, student engagement, educational values, character education, strong and positive educational leaders, competent and compassionate teachers, students feeling a sense of ownership with their school, and increased parental involvement.

Data-Driven Decisions

According to Ayn Rand (as cited in the Ayn Rand Institute, 2009, par. 4), In order to live, man must act: in order to act, he must make choices; in order to make choices, he must define a code of values; in order to define a code of values, he must know what he is and where he is.

In order to determine the path you must take to achieve the ultimate goal of educating each child, you must define a code of values; you must interpret information to analyze where you are and where you must go. Rand (as cited in the Ayn Rand Institute, 2009, par. 4) stated that one must Know his own nature. We believe achieving the ultimate goal is imperative in education. We seek strong, positive, and data-driven educational leaders. Strong educational leaders prepare their teachers by making sure they are teaching concepts and content, not the test. This would be a perfect time to practice some of Ayn Rands ideologies of selfishness, but instead principals provide teachers and themselves with ample opportunities for staff development and other types of continued education. Educators understand and embrace the importance of educating all and providing those directly involved with educating our students with opportunities to develop new skills. Students educational and social needs change from day to day, so it is highly important for any person involved in the education of students to develop an epistemological sense of awareness. This sense of awareness will give us the instructional knowledge, determination, and foundation to become life-long learners, not just of our subject area, but of our students and their needs. Valerie Chrisman (2005) observed schools in California to determine the similarities and differences between low performing schools that were able to improve test scores and low performing schools that were not able to improve. When conducting this study, she asked principals from schools who improved student performance what they did to improve student achievement. They stated that they let the data drive their decisions. Becoming a data-driven school and educational leader is imperative for the success of students, teachers, educational leaders, and school districts. The data is factual; if you ignore it, you are simply ignoring the facts.

Rand (1961) addressed the importance of debating or determining an objective by utilizing factual information, rather than emotional or illogical information (in the case of education) to determine the validity or need for certain programs. To argue without facts or data would be an ad hominem, or a fallacy consisting of attempting to refute an argument by impeaching the character of its proponent (p.162).

Not only is it important for educational leaders to be data-driven, but teachers should utilize the data as well. Schools in Chrismans study (2005) found that teachers were more successful when they used data from their students assessments to determine which instructional strategies and instructional environments encouraged student learning. These assessments provided teachers with the information needed to insure that students had the best opportunities for success.

Student Engagement

1. Blum (2005) agrees that establishing and holding our students to high expectations will help increase a sense of school connectedness.

It is my opinion that all of this will be null and void if we can not get our parents involved in the educational process of our students. Students seek their parents approval and acceptance; if the parents are not there for this reinforcement, students will seek it from another source, and unfortunately, that source is usually not a positive one.

Ayn Rand explains individualism, in any form, is an objective requirement of mans proper survival (p.158). Adopting this perspective will be detrimental to the entire school community. It is my interpretation that Ayn Rand believes that we must not sacrifice ourselves at the benefit of others, but to incorporate the lifestyle of that of a barter. To have this Survival of the Fittest perspective will create a sense of division within the school community. This form of division is predestined to cause low academic performance and possible violence within the school environment.

With strong, data-driven intervention programs and professional development opportunities for educators and actively engaged students, educational systems will improve the quality of student learning.

Educational Values

Turn on the television, watch the news or any random television sitcom, open the newspaper, or go to the mall and you may be bombarded with the thought, Where is John Galt or “What has happened to our Axiology as a culture?” Have we determined that our values are no longer necessary to make appropriate decisions? Are we no longer concerned with metaphysics? It is no surprise that moral and ethical educational issues are of increasing concern. I have read several articles that discuss the importance of educators addressing the issues of moral standards and ethical decision-making skills, which Ferrero (2005) supports with his assertion that a student gaining a sense of self empathy and empathy for others is non-negotiable. The crime rate has risen in many cities across the world because some students and adults do not have the skills needed to make ethical decisions. According to Ayn Rand (1961), Every living being is an end to himself, not the means to the ends of the welfare of others (p. 30). It is this type of mentality that floods the minds of criminals. This laissez- faire attitude toward the well- being of others is, in my opinion, the underlying cause of the increasing crime rates in most American cities, which unfortunately filters into our school systems. It is Ayn Rands (1961) own statement that a persons sensesdo not tell him what will benefit his life or endanger it, what goals he should pursue and what means they will achieve them, what values his life depends on actually supports the necessity for schools to implement values and ethics into educating the whole child (p.21).

Character Education

There is no time like the present to teach character education and moral education. If we have never needed this before, we need it now. Some of our youth are not equipped with the skills needed to make quality decisions. In the time of conflict, many students turn to violence to solve the issue. Even Ayn Rand (1961) asserts that what [man] will consider good or evilwhat he will love or hatedepends on his standard of value (p.31). It makes sense that in adopting the concept of character and / or moral educations, districts are equipping their students with the skills needed to handle conflict appropriately since ones reaction to a conflict depends on ones standard of value.

Conflict resolution skills provide students with a nonviolent alternative to resolving issues with others. Joseph and Efron (2005) group this as a component of peace education (p.528). The purpose of peace education is to introduce students to conflict resolution, peace studies, environmental education, global education, and human rights education. In essence, They will examine the causes of war, develop a sense of appreciation and respect of those who are different from them, and understand basic human rights” (Joseph & Efron, 2005, p.528). These components are extremely important in developing ideal citizens for our communities. Students who have been introduced to these components will, in my opinion, gain a sense of empathy and respect for others.

Although I believe that character/ moral education is a key factor in developing students’ moral values, I also know that character education alone will not complete the task. As David Ferrero, (2005) states in Pathways to Reform: Start with Values, “philosophy” is a crucial and highly overlooked source. Ferrero (2005) explains philosophy as “the beliefs and values that create a sense of what makes life worth living, and therefore what is worth teaching and how we should teach” (p.8) The concepts and content that should be discussed and taught according to our Texas Essential and Knowledge and Skills (TEKS) are important, but should not be the end of our educational process of students. We must address the whole student. As educators, we are ineffective if we do not develop educated and productive members of society. We must strive to do both: educate on content and educate on values. I can not recall one educator, as Ferrero states, who went into education with the thought of increasing test scores. I decided education was my calling because I wanted to become a positive influence on students; it is my interpretation and perspective that I can not do this if I fall true to the Objectivist perspective identified in Ayn Rands The Virtues of Selfishness (1961).

What Can Educators do to Help Students Become Caring, Morally Responsible People?

It is important to model that of altruism, the perspective which emphasizes the idea that self-sacrifice and service to others is the highest moral duty (Rand, p. 38). Providing students with opportunities to see others act in unselfish ways will give them more positive and resourceful means to emulate.

Concluding Remarks

1. We all must recall the reasons that we chose education as our field of study and career. Hopefully, we all come to the conclusion that we are here for the students. We must not betray them by neglecting the entire person. We must develop both their desire to achieve a higher education and a desire to be a productive and positive member of society. We must guide each student, as Ayn Rand states, to develop into a rational being through the whole of his lifespanin all those aspects of existence which are open to his choice (p. 26).

References

Ayn Rand Institute (2009). What makes Ayn Rands philosophy unique? Ayn Rand Education. Retrieved February 7, 2009, from http://aynrandeducation.com/Ideas.php

Blum, R. (2005, April). A case of school connectedness. Educational Leadership, 62(7), 16-19.

Chrisman, V. (2005, February). How schools sustain success. Educational Leadership, 62 (5), 16-20.

Ferrero, D. (2005, February). Pathways to reform: Start with values. Educational Leadership, 62(5), 8-15.

Gray, H. (2007, March). As diversity grows, so must we. Educational Leadership, 64(6), 16-22.

Joseph, P. B., & Efron, S. (2005, March). Seven worlds of moral education, Phi Delta Kappan, 86(7), 528.

Rand, A. (1961). The virtue of selfishness. New York: Signet.

1. Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor, National FORUM Journals, Houston, Texas www.nationalforum.com

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Art is a busy man and he knew that he needed an online doctoral program that would allow him to travel on the road and not miss class. He found University of Phoenixs Doctor of Management program and liked that the program focused on management leadership, unlike the other programs he researched. Once Art started the Doctor of Management program, his laptop became his classroom. He was able to travel with his job and still earn his doctoral degree online. Discover the other online doctoral degree programs at University of Phoenix www.phoenix.edu

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Dr. Kritsonis Recognized as Distinguished Alumnus

In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of Americas Best Colleges.

A PhD degree in distance learning is the most prestigious degree awarded in the field of education these days. PhD or Doctor of Philosophy is awarded for a number of specializations including Instructional Design for Online Learning, Leadership for Higher Education, Leadership in Educational Administration, Postsecondary and Adult Education, Professional Studies in Education, Training and Performance Improvement, etc. The PhD degree is awarded in recognition of an original contribution to the subject, the demonstrated mastery and knowledge of the subject or for conducting and presenting scholarly research on a selected topic. This is known as the doctoral thesis or dissertation.

Educational Requirements for PhD Degree

The PhD degree in distance learning requires completion of a master’s degree in education accompanied by two to five years of postgraduate research training. Some institutions may not require a master’s degree, if the candidate has relevant expertise. The aspiring doctoral candidates in distance learning are selected on the basis of written and oral examination. Then they must conduct the research on their chosen subject and write a dissertation. On completion of the research, doctoral students have to satisfactorily present the dissertation before a committee of professors in the field.

The minimum registration period for a full-time PhD is two years and a maximum of three to four years. But there can be broad variations from university to university. Most of the PhD programs in distance learning have a residency requirement. Doctoral students are required to spend a specific time at their chosen university. This provides the support and valuable sources of information from fellow students and instructors.

Advantages of Acquiring a PhD Degree

The PhD degree in distance learning can lead to a high level position in a number of educational settings whether they are traditional, corporate or online. The PhD program in distance learning is designed to prepare researchers and includes coursework, internships, and independent work in distance learning course planning, data analysis, and instructional theory. A PhD degree is required to become a professor, dean or an administrator in a university.

The PhD degree in distance learning is offered by a number of accredited universities. Some of them are University of Phoenix Online, Walden University, Capella University, University of Maryland University College, Boston University, University of Florida, etc. PhDs in distance learning offered by these universities prepare students to lead and manage challenges in a variety of educational settings. The program provides expertise in designing, organizing, teaching, and evaluating course work for online education.

So, if you aspire to achieve a high level position in any type of educational set up or gain indepth knowledge and expertise in the field of distance learning, a PhD degree is extremely helpful.

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Jim Zorn is web master of the Guide to Distance Learning. Please visit to learn more about online colleges and universities, distance learning degrees, majors and courses offered.
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Simone A. Gardiner & William Allan Kritsonis, PhD

Introduction

In todays world Postmodernism can be viewed as a response to the preceding modernist movement wherein modernism simply reacts against classical concepts. Postmodernism is not just a philosophical movement. Postmodernism is found in architecture, the graphic arts, dance, music, literature, and literary theory. As a general cultural phenomenon, it has such features as the challenging of convention, the mixing of styles, tolerance of ambiguity, the emphasis on diversity, acceptance of innovation and change, and stress on the contractedness of reality. Postmodernism is often seen by its proponents as bringing an end to metaphysics, ontology, epistemology, and so forth, on the grounds that these types of discourse assume a fixed, universal reality and method of inquiry. Strategic planning is a powerful tool to provide a focus for the key areas that an organization or institution must do in the future. Strategic planning must be able to add value to the activities of the organization or institution.

Purpose of the Article

The purpose of this article is to discuss how postmodernism and the realms of meaning concepts can be implemented in students learning with the use of strategic planning. It will explore Ways of Knowing Through the Realms of Meaning (2007) by Dr. William A. Kritsonis and postmodern challenges according to Dr. Fenwick W. English. The emphasis will be on exploring postmodern views with the use of symbolics, empirics, esthetics, synnoetics, ethics, and synoptics.

In the Eyes of Postmodernism

The main word when trying to understand postmodern education is constructivism. Constructivism is the main underlying learning theory in postmodern views on education. The basic idea is that all knowledge is invented or “constructed” in the minds of people. Knowledge is not discovered as modernists would claim. In other words, the ideas teachers teach and students learn do not correspond to “reality;” they are merely human constructions. Knowledge, ideas and language are created by people, not because they are “true,” but rather because they are useful.

Postmodern perspectives, terms, and assumptions have penetrated the core of American culture over the past decades. Postmodernism’s primary significance is its power to account for and reflect vast changes in our society, cultures, education and economy as we move from a production to a consumption society. Postmodernism has captured our interest because it involves a stunning critique of modernism, the foundation upon which our thinking and our institutions have rested. Today, postmodernist schools of higher learning are increasingly viewed as inadequate, pernicious, and costly. Postmodernists attack the validity and legitimacy of the most basic assumptions of modernism. Because higher education is quintessentially a modern institution, attacks on modernism are attacks on the higher education system as it is now constituted.

Postmodernism has become the orthodoxy in educational theory, particularly in feminist educational theory. It heralds the end of grand theories like Marxism and liberalism, scorning any notion of a united feminist challenge to patriarchy, of united anti-racist struggle and of united working-class movements against capitalist exploitation and oppression. In essence, the concept of postmodernism is that there is a logical historical connection with existentialism which essentially brought to light in literature and philosophy a realization of the meaningfulness of modern life.

The postmodern take on things is that all ‘certain’ meaning which can be proposed from history, or science or other methods of knowledge, can be shown to not be ‘certain’, but instead to have come about through the biased construction of certain individuals, groups, governments, and educational institutions. Postmodern may seem scary to people who feel like their sense of certainty is built on concrete, but philosophically that may turn into a different assumption. Few people are able to retain a high level of consciousness in postmodern thinking because it is not paired with a strength of will for constructing new meaning that goes beyond the corrosive power of postmodernism. Postmodernism challenges modernist dependency on reason, uniformity, and grand theories (meta-narratives), which provide umbrella explanations of phenomena and events. Postmodernism questions the progression towards certainty and clear unambiguous reasoning. It welcomes diversity, variety, multiple interpretations of phenomena and multiple strategies.

Implementing the Realms with Postmodernism Strategies

The first realm, symbolics, comprises ordinary language, mathematics and various types of nondiscursive symbolic forms, such as gestures, rituals, rhythmic patterns, and the like. These meanings are contained in arbitrary symbolic structures, with socially accepted rules of formation and transformation (Kritsonis, 2007, p.11). Ordinary language uses communication, everyday speech, writing and knowledge. In the postmodernism world true language is more concerned with power because this theory embraces both the structure of its language, and its ability to describe things in order to communicate and influence others (English, 2003, p. 15)

In examining language, the postmodernist rationality towards meaning and the realms of symbolics have integral patterns. The postmodernist example would be a red cloud that has no particular meaning in weather systems; however, a red traffic signal does have a specific meaning within communication. Red meaning stop is purely contained within that notational communication system (English, 2003, p. 16). In educational standards, both Kritsonis (2007) and English (2003) have common grounds to confer that in some cases language can be theoretical.

Empirics, the second realm, includes the science of physical world, of living things, and of man. It provides factual descriptions, generalizations, and theoretical formulations and explanations that are based upon observation and experimentation in the world of matter, life, mind and society (Kritsonis, 2007, p. 12). Science is concerned with matters of fact, different abstractions and assessments. In postmodernism, science is simply a language game, a set of rules governed by linguistic habits that use non-scientific metanarratives to justify and legitimize larger social context(English, 2003, p. 13).

A postmodernist prospective is that science in education has to be real, especially in finding the theoretical framework which grasps students to fully comprehend in-depth science and its real meaning. Therefore, administrators should be able to use lessons which are strategically planned to incorporate the models of postmodernist and empirics to replace the metaphor dominant in education to vocally train those teachers to be effective individuals that will allow demands to take precedence over actions that requires improving the educational productivity of students.

The third realm, esthetics, contains the various arts, such as music, the visual arts, the arts of movement, and literature (Kritsonis 2007, p.12). In this realm, meanings are concerned with the contemplative perception of particular significant things as unique objectifications of ideated subjectivities (Kritsonis 2007, p. 12). Teaching music offers many classes of satisfaction to students as well as adults. Usually a teacher can work with learners of all cultures and ages experience the thrill of sharing thoughts and feelings with others and seeing others learn is so important in esthetics. Esthetics can help educators and administrators expose those children who are not able to grasp things easily; but, with the use of visual art, movements and music then the patterns of sounds or art will be better able to direct them with a better foundation of comprehension.

The postmodernist view is that leaders in schools must envision actors who occupy organizations and engage in social processes (English, 2003, p. 28). In this 21st century, educational administrators will have to use strategic planning to change their leadership style in order to have schools shift to a positive sense of value that will impact significant school improvement and the perceptions that teach children the arts will help them achieve a well rounded education.

Synnoetics, the fourth realm, examines and embraces what Michael Polanyi calls personal knowledge and Martin Buber the I-Thou relation Synnoetics signifies relational insight or direct awareness (Kritsonis 2007, p. 12). Personal or relational knowledge is concrete, direct, and existential. In examining the knowledge strategies of school administrators and teachers in schools to acquire and use information for decision making in various areas of school development, emphasis on personal knowledge strategies of school administrators and teachers are highly correlated to the perception of positive knowledge for safer environments in the school systems. It is quantifiable and supremely to state that personal strategies also tend to influence the knowledge culture within schools. School administrators and leaders can center personal strategies that can maneuver the way students and staff seeks and tolerates new knowledge, and how ideas are valued and used. Educational administrators and leaders should establish higher levels of personal knowledge strategies which will also likely result in a stronger belief in the quality process of decision making in schools. The knowledge strategies are not an exhaustive list, but school leaders need to cultivate competent knowledge strategies amongst their staff members to consolidate the knowledge culture in schools. According to English,the states role in education has evolved slowly since the nineteenth century. At that time, state involvement in education focused on creating local districts,academic requirements and compulsory education. It is evidently a pattern that administrators should critically identify the need to actively create a school environment that enables teachers to actively and intensively utilize the information to create new knowledge and enhance the knowledge and information culture in their schools. (2003, p. 28)

Ethics, the fifth realm of meaning, includes moral meanings that express obligation rather than fact, perceptual form, or wariness of relation (Kritsonis, 2007, p. 13). Ethics is a code of values to guide mans choices and actions, the choices and actions that determine the purpose and the course of life (Rand, 1964, p. 13). Right and wrong are deliberate actions and moral choices made by an individual have both personal and impersonal elements (Kritsonis, 2007, p. 438). Kritsonis believes that ethics is everyones business. English looks at the school administrator as an educational leader who promotes the success of all students by facilitating the development and stewardship of a vision (2003, p. 103). Rand alludes to ethics as a code which is based on and derived from a metaphysics that is from a theory about the fundamental nature of the universe in which man lives and acts (1964, p. 55).

1. On the surface, it appears that educational administrators should ensure a measureable value to the humanistic orientation and the rhetoric of education in making the elicit responses ranging from doing things right.

Synoptics, the sixth realm of meaning, refers to meanings that are comprehensively integrative (Kritsonis, 2007, p. 130). In the synoptics realm, history, religion, and philosophy can be an overall learning plan for student academic achievement and success.

Educational administrators and leaders must expand learning for students in the synoptic realm, as this will challenge their students to read and study more in-depth philosophy, religion, and history as it affect their world. Bloom taxonomy can also be used by administrator and leaders as a foundation of the principle in focusing on the fundamental disciplines in education. The postmodernist approach towards the educational leaders focuses on insisting that education is absolutely necessary in order to remain innovative and competitive in this increasingly global economy.

Strategic Planning and Postmodernism in Schools

Postmodernism is dependent on objectivity and not on efficiency. Postmodernism is less easy to generalize across multiple settings. It is the responsibility of educational leaders to examine the cultural issues, resources, and other factors that may impinge on the planning process.

Concluding Remarks

In conclusion, an integrated model based on strategic planning and the Ways of Knowing Through the Realms of Meaning (Kritsonis, 2007) and enhanced by postmodernistic ideas (English, 2003) can be utilized to solve the many challenges of our present day educational system. By utilizing and applying the strategies and framework set forth by both English and Kritsonis, it is evident that administrators will be able to structure a learning environment that should be integrated in a postmodernistic pattern.

REFERENCES

English, F. (2003). The postmodern challenge to the theory and practice of educationaladministration. Springfield, IL: Charles C. Thomas Publisher, LTD.

Kritsonis, W. A. (2007). Ways of knowing through the realms of meaning. Houston, TX: National FORUM Journals.

Rand, A. (1964). The virtues of selfishness. New York: Penguin Putnam.

National FORUM Journals Online Journal Division Available Daily

www.nationalforum.com

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Richard Lee talks about his experience of NCU and his Doctorate in Management Information Systems. Richard appreciates connectivity, flexibility and the standard of the accredited online graduate degrees at NCU – Earn your bachelors, masters or doctoral degrees 100% online with NCU. NCU graduates have great things to say about their experiences.

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Simone A. Garder & William Allan Kritsonis, PhD

For graduate students interested in pursuing a doctorate, New Zealand and Australia offer compelling programs well worth consideration. Universities in both countries provide doctoral programs that are research driven and include little class work. While most programs in North American institutions involve a greater amount of class work, PhD study in Australia and New Zealand provide students with a greater opportunity to make actual contributions to their field through research.

To earn a PhD, Australia and New Zealand universities typically require students to complete three years of work. During this time, students are provided with access to world-class research facilities. In addition to top-notch resources, those studying for a doctorate in Australia or New Zealand are matched with a faculty member that acts as a supervisor. Support is readily available to insure doctoral candidates can take full advantage of all available opportunities.

Requirements for PhD Study in Australia and New Zealand

To be considered for a PhD, Australia and New Zealand universities require students to complete a Master’s degree first. In fact, if a Master’s degree is missing, universities inevitably delay processing the application altogether. To get on track for PhD study in Australia or New Zealand, it is recommended that students first enroll in a Master’s program. After some time, it will be possible to convert to a PhD program within the university.

Applying for a doctorate in New Zealand and Australia

The application process for a PhD program is more time consuming than for undergraduate degrees since the degree itself is more customized and research driven. A descriptive outline of the intended research as well as a current CV is required to apply for a Doctorate. New Zealand and Australia universities then use this information to match doctoral candidates with supervisors from their faculty. The quality of this match is critical for doctoral candidates, as supervisors play a significant support role in the process. For this reasons, candidates do well to consider potential supervisors as well as potential universities when applying for PhD study in Australia or New Zealand.

Once an application for PhD study in Australia or New Zealand has been accepted, doctoral candidates can coordinate an exact start date with their supervisor. Because the degree work is research driven, students are not tied to the usual university schedule. Technically, research can begin at any time of the year.

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Patty Clark talks about her experience of NCU and her Doctorate in Business Administration. Patty is proud of her accredited online business degree and values the flexibility, academic rigour and applicability of NCUs accredited online degrees – Earn your bachelors, masters or doctoral degrees 100% online with NCU.

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Susan Slobac advises college students on study abroad opportunities in Australia, New Zealand and the South Pacific. She provides guidance in regards to specialized programs such as PhD study in Australia and New Zealand

William Allan Kritsonis, PhD

Dr. Kritsonis Lectures at the University of Oxford, Oxford, England

In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.

Dr. Kritsonis Recognized as Distinguished Alumnus

In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of Americas Best Colleges.

Educational Background

Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.

Professional Experience

Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.

Books Articles Lectures – Workshops

Dr. Kritsonis lectures and conducts seminars and workshops on a variety of topics. He is author of more than 500 articles in professional journals and several books. His popular book SCHOOL DISCIPLINE: The Art of Survival is scheduled for its fourth edition. He is the author of the textbook William Kritsonis, PhD on Schooling that is used by many professors at colleges and universities throughout the nation and abroad.

In 2007, Dr. Kritsonis version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with the late Dr. Philip H. Phenix. Dr. Kritsonis was in continuous communication with Dr. Phenix until his death in 2002.

In 2007, Dr. Kritsonis was the lead author of the textbook Practical Applications of Educational Research and Basic Statistics. The text provides practical content knowledge in research for graduate students at the doctoral and masters levels.

In 2008, Dr. Kritsonis book Non-Renewal of Public School Personnel Contracts: Selected Supreme and District Court Decisions in Accordance with the Due Process of Law is scheduled for publication by The Edwin Mellen Press, Lewiston, New York.

Dr. Kritsonis seminar and workshop on Writing for Professional Publication has been very popular with both professors and practitioners. Persons in attendance generate an article to be published in a refereed journal at the national or international levels.

Dr. Kritsonis has traveled and lectured throughout the United States and world-wide. Some recent international tours include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, and many more.

Founder of National FORUM Journals Over 4,000 Professors Published

Dr. Kritsonis is founder of NATIONAL FORUM JOURNALS (since 1983). These publications represent a group of highly respected scholarly academic periodicals. Over 4,000 writers have been published in these refereed, peer-reviewed periodicals. In 1983, he founded the National FORUM of Educational Administration and Supervision now acclaimed by many as the United States leading recognized scholarly academic refereed journal in educational administration, leadership, and supervision.

In 1987, Dr. Kritsonis founded the National FORUM of Applied Educational Research Journal whose aim is to conjoin the efforts of applied educational researchers world-wide with those of practitioners in education. He founded the National FORUM of Teacher Education Journal, National FORUM of Special Education Journal, National FORUM of Multicultural Issues Journal, International Journal of Scholarly Academic Intellectual Diversity, International Journal of Management, Business, and Administration, and the DOCTORAL FORUM National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. In 1997, he established the Online Journal Division of National FORUM Journals that publishes academic scholarly refereed articles daily on the website: www.nationalforum.com. Over 500 professors have published online. In January 2007, Dr. Kritsonis established Focus: On Colleges, Universities, and Schools.

Professorial Roles

Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.

In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).

In 2007, Dr. Kritsonis has been invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.

Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University Member of the Texas A&M University System. He teaches in the newly established PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He lives in Houston, Texas.

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In his international work, Charles needed the credentials of an doctoral degree in order to advance his business position. In the online classes and doctoral residency requirements he noticed the willingness of the faculty members to accommodate the rigorous academic schedule with his busy life. Charles earned more than a doctoral degree, he learned about humility and teamwork, which is the backbone for success. Learn more about the online doctoral programs at University of Phoenix at www.phoenix.edu

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About Author

William Allan Kritsonis, PhD -
About the Author:

Dr. William Kritsonis (Tenured)
Professor
PhD Program in Educational Leadership
PVAMU, The Texas A&M University System

PHD will certainly be a word you would recognize if you have performed any research into the area of high level degrees. Representing a form of doctoral degree, it is a distinguished degree that is considered the highest level of education attainable. When obtaining a doctoral degree the recipient will have attained an extremely high level of skill and knowledge of on a subject with the toughest level of educational study. Hence by earning a doctorate they will be considered an expert in their field.

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Why Pursue a Doctoral Degree?

The possession of a doctoral degree can have quite a few benefits. The prestige of having a recognized school confirming the expert knowledge of a graduate will be quite a boost to a person’s accreditation as a professional.

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Why Earn A Doctorate Degree Program Online?

As previously mentioned, flexibility and inclusiveness are among the most beneficial attributes of online doctoral degrees. In the past, when the only option of acquiring a doctoral degree centered on attending class “in person”, those that could not commit to a rigid schedule would need to slowly chip away at their degree requirements for several years.

Then, there were those that were left with no options. They simply could not partake in a degree program at all. Through the advent of online degree programs, the ability to actually complete an advanced degree becomes a viable option for many. The ability to do the research and study within a flexible schedule allows an online doctoral degree to be completed whilst continuing to meet current work and family commitments. There are many reasons why online degree programs suit today’s lifestyles that make online learning a nice option for most people.

What Choices Are There for Online Doctoral Degree Programs?

Online doctorate programs include the same options that are available in a conventional university or college setting. Liberal arts and sciences are partly available online. Other programs that will require a physical presence can also be partially taken online.

Will it Benefit My Career By Acquiring a Doctoral Degree?

There are many different professions that look to hire those with doctoral degrees. As the highest possible form of education you can achieve you will be viewed as an expert in your chosen field and hence are very valuable to the right employer. The federal and state governments look to acquire talented individuals with such a degree. The teaching profession significantly seeks such individuals. Various research and policy institutes require professionals with PHD skills. Really, the avenues open for a person with a doctoral degree are vast and the earning potential that goes with it is very attractive as well. That is why the degree is so valuable.

As you can see, possessing a doctoral degree can open many professional doors. Now, online doctoral degree programs make access to such a degree much more inclusive. There are many fully accredited and highly respected schools that offer doctoral degree courses online and for most online programs financial support is available.

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John Maxted -
About the Author:

John Maxted is an online education expert who is helping others discover the advantages of Online PhD Programs in the USA. Save yourself some time and go straight to the best online schools for doctorate degrees right now. For further information visit => www.BetterOnlineDegrees.com

CHAPTER 1

INTRODUCTION TO AMERICAN SCHOOLING

KEY POINTS

1. Public education is the largest employer in this country.
2. Some of the reforms, as a result of the critical reports issued in the early 1980s, have been successful while others have failed.
3. The majority of the general public believe schools have stayed the same or gotten worse during the past five years. >
4. The purposes of todays schools go way beyond the original purposes of religious and academic training.
5. The melting pot theory has never been fully realized; many diverse cultural groups retain distinct identities and are represented in public schools.
6. To improve the quality of teachers, many states have initiated reforms including competency tests, better salaries, merit pay, incentives, merit pay incentives, and stiffer entrance requirements into teacher education programs.
7. Conservative groups played a major role in the educational reform movement of the 1980s.
8. Changing enrollment patterns continue to create problems in planning for public education.
   1. The general future outlook for public education is excellent.

CHAPTER 1INTRODUCTION TO AMERICAN SCHOOLING

A. OVERVIEW

Chapter 1 presents information regarding the status of public education in this country. Specific content focuses on the magnitude of education, current trends, effective schools, and future possibilities in public school programs.

B. KEY TERMSDEFINITIONS

A NATION AT RISK – this report issued in 1983 by a government commission called for far-reaching reforms.

ACCOUNTABILITY – responsibility related to quality of educational programs.

AFT – American Federation of Teachers, a major teacher union. The AFT has more than 825,000 members.

BILINGUAL EDUCATION – a component of multicultural education that focuses on attempts to teach English skills to non-English speakers. The students are taught in their native language until they become proficient enough in English to receive the majority of instruction in English. In some cases instruction in the childs native language receives equal attention with English.

CONSERVATIVE MOVEMENT – calls for returning to the basic purpose of public schools such as:

a. return to emphasizing the basic core of academic subjects;

1. a de-emphasis on extracurricular activities;
2. an emphasis on moral education;
3. inclusion of school prayer;
4. more control of the education process by the family.

CRITICAL REPORTS – the most critical report was A Nation at Risk issued in 1983 by the National Commission of Excellence in Education.

CULTURAL PLURALISM – pluralists reject the traditional Americanizing function of the public school because it has meant assimilation and acculturation into the white, middle class pattern of American Society; a realization that the melting pot theory of American culture had not occurred and probably would not occur.

CURRICULAR REFORM – a back-to-the-basics reform movement started in the 1970s. Many believe the basic curriculum should have greater emphasis.

DECLINING ENROLLMENTS – changing enrollments have a major effect on the educational system:

1. affecting state funding;
2. impacting on the number of teachers needed;
3. altering class sizes;
4. causing redistricting of school boundaries;
5. changing school plant needs.

HOME SCHOOLING – a conservative movement by parents to formally educate their children at home or in a small group setting.

MELTING POT – the theory that people from all cultures form a common bond.

MERIT PAY – a plan of providing extra pay for superior performance by teachers.

MULTICULTURAL EDUCATION – a concept predicated upon a fundamental belief that all people must be accorded respect, regardless of age, race, sex, economic class, religion, nationalism, physical or mental ability; innovative ways for dealing with the education of minorities.

NEA - National Education Association, one of the two major teacher unions: NEA is the larger and more powerful of the two with 2.2 million members nationwide.

NEW RIGHT – a coalition that includes traditional conservative groups and certain fundamentalists religious groups who advocate extreme viewpoints.

PUBLIC EDUCATION – free, government-supported schools open to all children. Note: Resident alien children and illegal immigrant children are allowed to attend USA public schools.

REFORM REPORTS – critical reports issued in the 70s and 80s by education reform groups that listed many solutions to the problems faced by public education.

SCHOOL DISTRICTS – a division of public school programs within a state.

TAX REFORM – a tax reform movement that is funding increased taxes for educational reform.

THREE Rs – reading, writing, and arithmetic.

Total Number of School Districts in America

State

Total Number of Districts

State

Total Number of Districts

50 States and D.C.

14,367

Missouri

525

Alabama

127

Montana

465

Alaska

55

Nebraska

653

Arizona

214

Nevada

17

Arkansas

311

New Hampshire

164

California

999

New Jersey

582

Colorado

176

New Mexico

89

Connecticut

166

New York

709

Delaware

19

North Carolina

119

District of Columbia

1

North Dakota

234

Florida

67

Ohio

611

Georgia

180

Oklahoma

548

Hawaii

1

Oregon

233

Idaho

112

Pennsylvania

500

Illinois

905

Rhode Island

36

Indiana

292

South Carolina

95

Iowa

383

South Dakota

173

Kansas

304

Tennessee

138

Kentucky

176

Texas

1,044

Louisiana

66

Utah

40

Maine

228

Vermont

251

Maryland

24

Virginia

132

Massachusetts

248

Washington

296

Michigan

593

West Virginia

55

Minnesota

383

Wisconsin

426

Mississippi

153

Wyoming

49

Source: U.S. Department of Education National Center for Education Statistics. (1999). Common core of data, national public education survey. Washington, DC: U.S. Department of Education. Adapted with permission.

SNAPSHOT FORECAST OF EDUCATION STATISTICS
(Estimations 2002/2003)

1. Public school enrollment, K-12, increased between 1985-2002.
2. Private school enrollment has changed little over the past decade.
3. Approximately 11% or about 6 million students attend private elementary and secondary schools.
4. Elementary and secondary school enrollments will continue to rise.
5. Pre-kindergarten and kindergarten enrollment of 3- to 5-year-olds increased about 30% between 1990-2002. The enrollment of 5-year-olds in kindergarten programs has changed little since 1990.
6. The enrollment rates of 5- to 17-year-olds has remained steady since 1990, about 96%.
7. Practically all elementary-aged children are enrolled in school.
8. The proportion of minority students in public elementary and secondary schools increased between 1990 and 2002. During this time, the proportion of Hispanics in public elementary and secondary schools increased at a faster rate than the proportion of African Americans.
9. In 1976-77, 8% of children were educated in programs for the disabled compared with 14% in 2002.
10. The proportion of 18- and 19-year-olds attending high school or college is about 63%.
11. The proportion of 20- to 21-year-olds attending high school or college is about 45%.
12. Total college enrollment has continued to grow since 1990. Much of this growth can be attributed to the increase in the number of women over 24 years of age attending college.
13. Projections indicate that from 2002 to 2010, there will be an 18% growth in enrollment of persons 25 years age in college.
14. Projections indicate enrollments of persons over 25 years of age in college will be stable from 2002-2010.
15. The proportion of American college students who are minorities has been increasing. In 2002, about 27% are minorities.
16. Graduate school student enrollment has been rising steadily. As of 2002, graduate enrollment rose about 20%.
17. The number of women in graduate school has exceeded the number of men.
18. The number of male full-time graduate school students increased by 22%.
19. The number of elementary and secondary school teachers has risen about 25%.
20. The ratio of pupils per public school teachers is estimated to be about 17 pupils per teacher.
21. The ratio of pupils per private school teachers is estimated to be about 15 pupils per teacher.
22. The average salary for public school teachers has remained steady over the past 10 years, reaching $39,485.00.
23. The teaching force in public elementary and secondary schools includes 74% women and 88% non-Hispanics.
24. Approximately 66% of teachers have at least 10 years of full-time teaching experience.
25. The proportion of high school graduates who completed the full college preparatory program recommended by the Commission on Excellence was about 30%.
26. The number of high school graduates totaled about 2.8 million. About 2.5 million graduated from public schools and about 300,000 graduated from private schools.
27. Many students complete high school through alternative programs, such as night schools and the General Educational Development (GED) program.
28. About 84% of all 25- to 29-year-olds have completed high school or its equivalent.
29. The dropout rate in high school has declined over the past 20 years. The difference in dropout rates between the races has narrowed. The dropout rate for Hispanics remains high at 30%, compared to 8% for Caucasians and African Americans.
30. About 90 million adults or about 21% of the United States adult population perform at the lowest levels of literacy.
31. Adults with higher levels of educational attainment have higher levels of prose literacy.
32. Adults aged 19-54 have higher average literacy attainment than those 55 and older.
33. The differences in literacy between younger and older adults may be due to the higher level of educational attainment among younger adults.
34. Americans are becoming better educated. Within the past 30 years the adult population graduation rate has increased from 54% to 84%. During the same time period, the proportion of adults with at least four years of college increased from 11% to 25%.
35. The number of degrees conferred by institutions of higher education is estimated to be about 564,000 associate degrees; 1,176,000 bachelors degrees; 390,000 masters degrees; 78,000 first professional degrees; and 44,000 doctors degrees. Women earn the majority of degrees at the associate, bachelors, and masters degree levels.
36. Expenditures for public and private education, from preprimary through graduate school, are estimated at approximately 621 million.
37. The expenditures of elementary and secondary schools are expected to total about $775 billion, while institutions of higher education will spend about $250 billion.
38. The total expenditures for education are expected to amount to about 7.5% of the gross domestic product.
39. The state share of revenues for funding public elementary and secondary schools grew through most of the 1980s, but in 1987 the trend began to reverse.

Between 1986-87 and 1993-94, the local share of school funding rose while the proportion from state government dropped.

By 2002, a greater proportion shifted back to the states as 47.5% of revenues came from state sources, 45.9% came from local sources, and 6.6% came from the federal government.

1. The estimated current expenditures per student in average daily attendance is about $6,951.00. After adjustment for inflation, this represents an increase of 15% since 1988-89.
2. Private colleges are heavily dependent on tuition for revenues, receiving 43% from tuition.
3. Public colleges and universities receive about 40% of revenues from state and local governments.
4. Expenditures per student at institutions of higher education through the 1990s has been slow in growth.
5. After adjustment for inflation, current fund expenditures of higher education per student rose about 16% between 1980-1981 and 1988-89, but increased only 8% between 1992-2002.
6. Annual undergraduate charges for tuition, room, and board are estimated to be $8,218.00 at public four-year colleges and $19,980.00 at private four-year colleges.
7. On a per student basis, adjusted for inflation, expenditures for scholarships and fellowships rose about 85% at public universities between 1986-2002, compared with 9% for instructional expenditures.
8. On a per student basis, expenditures on scholarships and fellowships rose about 68% at private universities between 1986-2002.
9. Research expenditures in public institutions of higher education rose by 31% per student at public universities and 36% at other public four-year colleges.
10. Students at private colleges are more likely to receive aid than students at public colleges.
11. College students obtain financial aid through a variety of programs; 56% receive some sort of federal aid, and 11% participate in work-study programs.
12. Private colleges provide aid from internal sources to over half of their full-time undergraduates.
13. For all full-time undergraduate public and private college students, the average student aid package from all sources totaled about $6,932.00 in 2002.
14. Federal support for education was sizeable between fiscal years 1965-2002. Large increases occurred between 1965 and 1975. After a period of relative stability between 1975-80, federal funding for education declined approximately 16% between 1980 and 1985. From 1990-2002, federal funding for education increased by 29%.

Note: Much of the information provided is available at the: United States Department of Education. (1999). Mini-digest of education statistics. Washington DC: National Center for Education Statistics, (NCES).

C. SOME PRECEDING THOUGHTS

1. How many pupils are served in public education in the U.S.?

Fifty-four million students for the 2002/03 school year; about 6 million students in private schools; about 40 million for the 87-88 school year in 15,713 school districts; 1985 was the first year in 14 years where there was an increase in enrollment; an additional 5.6 million students were in private schools.

1. What were the major criticisms voiced in the reports on education in the early 80s?
   1. Major portions of the public are functionally illiterate, as are many of our 17 year olds.
   2. Science and math participation was down as were science and math scores.
   3. More than 40% of our high school students were in a general curriculum rather than a college preparatory one.
   4. Students in this country spend less time in school and less time studying than in most other industrialized countries.
   5. Teachers were coming from the bottom of their graduating classesboth high school and collegepartly because the pay was $17,000 on the average for a teacher with 12 years experience.

3. What is the status of reforms initiated during the early 80s?

The very substantial and ever increasing dollars spent for education have not yet given us the results our children deserve.

1. What is the purpose of public education?

The original purpose was to teach students to read well enough to be able to understand their Bible readings. It evolved to teaching the Three Rs of Reading, wRiting, and aRithmetic. Now we expect our schools to teach everything from the basic Rs to include civic, vocational, artistic, and personal goal instruction and fulfillment.

5. What goal is the Conservative movement playing in public education?

The New Right believes our schools have gotten away from their purposes and from traditional values. They are lobbying for

1. reduction or removal of extra-curricular activities (all of them);
2. more academic emphasis;
3. emphasis on moral education;
4. reinstatement of school prayer;
5. more family control of the educational process. They are attempting to write legislation that the states can all copy. They want to promote creationism, to censor textbooks and library books, to promote interests of Christian schools, to end the unions and their influence, and to fight secular humanism.

Some Christian values promoted in the curriculum by the Conservative movement include:

1. promotion of two-parent families with the father working and the mother at home;
2. sexual abstinence before marriage;
3. abstinence from smoking, drinking, and drugs;
4. the immorality of gay and lesbian lifestyles;
5. forbidding abortion;
6. patriotism;
7. obedience to and respect for authority;
8. politeness;
9. courtesy;
10. honesty;
11. prayer;
12. humility;
13. reverence for God.
14. What has been, and is emerging as, the federal governments role in public education?

The federal governments role has been one of a watch dog and a guide dog combined. It was supposed to ensure that the schools in all areas of the country were adequately run and adequately funded. The true failure has been in the short-sighted view of adequate achievement.

1. What is multicultural education?

It began as a movement to promote racial equality and harmony. Americanization has meant blending into/with the white dominant middle class. Correcting errors of omission, stereotyping, and misinformation, as well as information dissemination, has been replaced/absorbed by multicultural education. Now the goal is to assimilate reliable cultural pluralism into the overall curriculum, a concept predicated upon a fundamental belief that all people must be accorded respect, regardless of age, race, sex, economic class, religion, physical, ethnic origin, or mental ability.

8. What teacher organizations have influence in education?

NEA – National Educators Association

AFT – American Federation of Teachers

Many leading authorities believe these organizations are losing authority and influence. Many people believe strong unions are a barrier to educational reforms. They have huge lobbying budgets.

9. What are some characteristics of effective schools?

1. Strong administrative leadership that includes the principal:
   1. having a clear vision about the desired direction of the school;
   2. having a commitment to improvement of instruction;
   3. encouraging participative decision making;
   4. serving as a buffer for teachers so that they can devote maximum time to working with students.
   5. Safe and orderly environment that includes:
      1. working conditions that support the efforts of teachers to address specific problems of their students;
      2. environment conducive to teaching and learning.
      3. Emphasis on instruction in the basic skills including:
         1. the school having a commitment to the basic skills as instructional goals;
         2. basic skills being the foundation for higher order thinking skills.
         3. High teacher expectations of students to include:
            1. setting high performance standards for students;
            2. providing specific instructions and are sensitive to individual differences;
            3. using clear and appropriate rewards to recognize student work.
            4. Monitoring and reporting of student performance including:
               1. using systematic methods to assess student progress;
               2. aligning curriculum across subject areas and grades;
               3. matching curriculum, desired outcomes, and assessment activities.
               4. Necessary resources to meet objective including:
                  1. making available sufficient personnel and materials in the school;
                  2. providing sufficient time for instructional planning, staff development, and adapting new innovations;
                  3. providing opportunities for professional growth.
                  4. Culture of the school including:
                     1. positive human interactions among students and teachers;
                     2. continuous growth and development of students and teachers;
                     3. state-of-the-art instructional practices and strategies for teaching and learning.

D. DISCUSSION QUESTIONS AND EXERCISES

1. List some of the criticisms presented in A Nation At Risk.

1. 23 million U.S. adults are functionally illiterate;
2. 13% of all 17-year-olds & 48% of minority 17-year-olds are functionally illiterate;
3. SAT scores declined from 63 to 80;
4. science achievement scores of 17-year-olds declined in 69, 73, and 75;
5. remedial math classes in college increased by 72% from 75 to 80;
6. number of students in general curriculum in high schools increased to 42%;
7. 31% of high school graduates completed intermediate algebra;
8. 25% of credits earned by general track high school students were in PE, health, remedial math, English, and work outside the school;
9. students in other industrialized countries spend more time on science and math;
10. 20% of all four-year universities had to accept all students from state high schools;
11. 50% or more of credits to graduate could be electives in 13 states;
12. U.S. students spend less time in school than many other industrialized countries;

m. average school provided only 22 hours of instruction per week;

1. too many teachers came from bottom of high school class and bottom of college class;
2. average salary for teachers with 12 years experience was $17,000.

2. What are the status of the educational reforms initiated during the early 1980s?

1. SAT and ACT scores either dropped or remained static;
2. minority students increased their scores;
3. the graduate rate dropped between 85 and 86;
4. average teacher pay had risen 38%;
5. average pupil spending increased by 50%;
6. twelve states instituted minimum competency testing for grade promotion and twenty-four other states planned to implement minimum competency testing.

3. What is the magnitude of public education in the United States?

Public education in the United States is big business. Some of the emphasis of school districts and regulators needs to be taken off of the business end of things and concentrated on the education end of things. Some 54 million students are directly affected, along with the teachers and administrators. Suppliers, knowing they have a captive market, are allowed to gouge schools on a regular basis, just as they do other government entities. Our schools deserve a fair shake.

4. What effect does declining enrollments have on schools?

1. affects state funding;
2. impacts on the number of teachers needed;
3. alters the class size;
4. causes redistricting of school boundaries;
5. changes school plant needs, buildings, and grounds.

Instructional programs are affected. The areas most affected are language arts, social studies, science, fine arts, and foreign language. This results in fewer course offerings and fewer professional positions in these areas.

5. What is the role of the federal government in education?

Reagans White House began returning responsibility to the states and localities. As a result, federal spending in education was reduced.

Again, the federal governments role has been one of a watch dog and guide dog combined. It was intended to ensure that schools in all areas of the country functioned properly and were adequately funded. The true failure has been in the short-sighted view of adequate achievement. President George W. Bush is planning to initiate numerous educational reforms during the 2000s.

6. What are estimations for schooling in 2002/2003?

In the United States:

1. over 25% of the people are students or are employed by schools or colleges;
2. of the approximately 250 million people there are:

1… 54.5 million students in public elementary and secondary schools;

2. . 14.3 million students in higher education;

3… 3.6 million faculty and teachers;

4. . 3.9 million non-instructional personnel;

5… 68.1 million total participants.

1. there are about 14,367 school systems;
2. there are over 27,000 private elementary and secondary schools;
3. there are over 3,500 colleges and universities;
4. there are over 83,425 elementary and secondary schools;
5. there are over 26,807 private elementary and secondary schools;
6. there are over 2,127 four-year colleges and over 1,408 two-year colleges;
7. there are over 1,532 private four-year colleges and over 440 private two-year colleges;
8. about 28% of elementary and secondary students are African American or Hispanic while 17% of college students are African American or Hispanic;
9. there are approximately 2,744,000 elementary and secondary teachers, of which approximately 2,391,000 serve in public schools and 353,000 serve in private schools;
10. the average salary for an experienced teacher is $39,385, for a beginning teacher $28,515;

m. approximately 30% of teachers are male; approximately 70% are female;

1. the dropout rate among African Americans 16 to 24 years old dropped from 28% in 1992 to 13% in 2002; for all 16- to 24-year-olds was 12% in 2002, down from 15% in 1992;
2. in 2002, (persons between ages 25 and 29) – approximately 85.8 million persons earned high school diplomas (includes GED, equivalency certificates, etc.); 23.6 million persons had attained four or more years of college;
3. in 2002, (persons between ages 25 and over) – approximately 80.1 million persons earned high school diplomas (includes GED, equivalency certificates, etc.); 21.5 million had attained four or more years of college;
4. the education level of the adult population has been increasing since 1940; the education level among young adults (ages 25-29) has not increased significantly since 1980;
5. in 2002, approximately 446,000 persons earned Associate of arts, associate of science degrees; approximately 1,044,000 persons earned bachelor of arts, bachelor of sciences degrees; approximately 320,000 persons earned master of arts, master of sciences degrees; approximately 39,000 persons earned doctor of philosophy degrees; approximately 72,000 persons earned first professional degrees: chiropractic, dentistry, law, medicine, optometry, osteopathic medicine, pharmacy, podiatry, theology, and veterinary medicine degrees.

Note: Much of the information provided here is available at the United States Department of Education, National Center for Education Statistics (NCES), Digest of education statistics, 1999.

E. REVIEW ITEMS

True-False

1. Public education in the U.S. has been taken for granted for many years.
2. All professionals agree with the A Nation at Risk report.
3. Multicultural education began in the early 1980s.
4. The reforms initiated during the 1980s were all very successful.
5. The development of new technologies has not had a major impact on education.
6. The tax revolt of the late 1970s was a continuation of a trend started in the mid-1960s.

Multiple Choice

1. Recent criticisms of public education began in the _______.
2. a. late 1960s b. late 1970s c. early 1980s d. early 1970s
3. Approximately _______ students are served in public schools.
4. a. 25 million b. 30 million c. 75 million d. 54 million
5. The conservative movement advocating extreme viewpoints is _______.
6. a. conservative pool b. new right c. far right
   d. conservative coalition e. oversight movement
7. The tax reform bill passed in Massachusetts in 1980 was _______.
8. a. Proposition 13 b. Proposition 2 c. Proposition 191
   d. retrenchment
9. The number of schools using microcomputers increased 16% in 1982 to ______% in 1988.
10. a. 25% b. 50% c. 70% d. 90% e. 97%

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Part of my application to the doctoral / PhD program in Library and Information Studies at Florida State University’s College of Information. Includes, as requested, background information about myself and my accomplishments, why I am interested in the College of Information, my research interests and the faculty with whom I would be interested in working, and my career goals after completing the doctoral degree. Copyright (c) 2009 Adam Worrall

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William Allan Kritsonis, PhD -
About the Author:

Dr. Kritsonis Recognized as Distinguished Alumnus

In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of Americas Best Colleges.

NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL

Volume 23, Numbers 1&2, 2009-2010

FOREWORD

STRATEGIC PLANNING USING THE WAYS OF KNOWING THROUGH THE REALMS OF MEANING By Queinnise Miller,PhD Student in Educational Leadership, Cohort 5 – PVAMU – The Texas A&M University System

About the Issue

The year 2004 marked the inception of the Educational Leadership Doctoral Program in the Whitlowe R. Green College of Education at Prairie View A&M University. Since then over 32 educational professionals have graduated and joined the academy of Doctors of Philosophy in Educational Leadership. As the program grows each year new cohorts of educational professionals are established, and the future of research becomes brighter. This special issue contains the thoughts and theories based on research of Cohort 5, as it relates to strategic planning as a theoretical framework by utilizing the Ways of Knowing Through the Realms of Meaning (2007) by Dr. William Allan Kritsonis. These articles were a partial requirement for a course in the doctoral program taught by Professor Kritsonis.

In the first article, Queinnise Miller explores professional learning communities while taking a look at how they impact school improvement and their place in strategic planning in education. In the second article, Rosnisha Stevenson discusses ways school districts can meet one of their goals on their campus improvement plan and increase their standardized test scores by using the six realms of meaning in the classrooms. In the third article, Carmelita Thompson discusses ways in which strategic planning implemented by utilizing the Ways of Knowing Through the Realms of Meaning (Kritsonis, 2007) creates a high performing educational organization. In the fourth article, Barbara Thompson discusses significant aspects of the six realms of meaning as it relates to strategic planning in instructional leadership. In the fifth article, Kashan Ishaq discusses how school leaders understanding of the six realms of meaning can be strategically integrated in solving the educational problems of today and improving the schools of tomorrow. The sixth article, Christine Lewis discusses ways our educational leaders in public schools can incorporate the Ways of Knowing Through the Realms of Meaning (Kritsonis 2007) to take strategic planning from the modernism age to postmodernism age to improve our nations educational system. In the seventh article, Tyrus Doctor discusses strategies used within our current school environment, while implementing postmodern thinking. In the eight article, David Palmer shows the linkage between the realms of meaning and strategic planning and to show how symbolics, empirics, esthetics, synnoetics, ethics and synoptics has an under pinning value to the planning that is required for successful schools. In the ninth article, Sheri Miller-Williams introduces the concept of systems thinking and suggest two frameworks that could work to support comprehensive school reform. In the tenth article, Simone Gardiner discusses how postmodernism and the realms of meaning can be implemented in students learning with the use of strategic planning. In the eleventh and final article, Demetria Diggs apprises educators of how incorporating the six realms from the Ways of Knowing Tthrough the Realms of Meaning (Kritsonis, 2007), into school improvement and strategic plans to yield avant-garde results for all educational stakeholders. (Over)

Cohort 5 at PVAMU sincerely appreciates the opportunity to publish in the National FORUM of Applied Educational Research Journal. We thank the National Policy Board representing all National FORUM Journals for their confidence in our work. To be published as doctoral students in a national refereed journal is professionally rewarding. We thank our professor Dr. William Allan Kritsonis for providing outstanding mentorship in guiding us in our writing pursuits.

Queinnise Miller

PhD Student in Educational Leadership Cohort 5

Prairie View A&M University

Teacher

Alief Independent School District

National FORUM of Applied Educational Research Journal

Volume 23, Numbers 1&2 2009-2010

Issue Distribution and Circulation (Approximations)

Issue Distribution Libraries.. 948

Association of College and Research Libraries 383

Deans, College of Education .396

NCATE Accredited Institutions 632

Selected Professors. 1,289

State Superintendents 52

Editors of National, Regional, State Journals. 95

School Superintendents/Principals/Supervisors2,005

Bureaus of Educational Research Services243

Conference Distribution279

National Organizations. 104

International Distribution/Worldwide 641

2,839 Circulation

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Prospective students gathered at Stanford to learn how their degree in Economics, Mathematics, Engineering, or the Social or Natural Sciences could lead to an academic career in business. Panelists shared insights into a career in business academia and participants heard from business school faculty and current students. Potential students learned about admissions criteria, financial aid, and student life at 20 doctoral business programs in the United States. Panelists included Robert Urstein, Assistant Dean, PhD Program; Anat Admati, George GC Parker Professor of Finance and Economics; Baba Shiv, Professor of Marketing, Eric So, PhD candidate 2012. Recorded: October 13, 2009 Graduate School of Business PhD Program: www.gsb.stanford.edu DocNet Consortium of Business Doctoral Programs: www.businessdoctoralprograms.org

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William Allan Kritsonis, PhD -
About the Author:

Dr. Kritsonis Recognized as Distinguished Alumnus

In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of Americas Best Colleges.

Tyrus L. Doctor & William Allan Kritsonis

Introduction

Nationwide school communities are faced with the extreme and gut wrenching task of successfully meeting state and federal accountability guidelines. Upon the passing of the No Child Left Behind Act, the onus of reaching these goals lies in the hands of district superintendents, principals, teachers and students. This has put extreme pressure on superintendents and principals to ensure that their students perform at an exemplary level.

An educators main goal shall be to provide students with the best education possible, while providing them with the skills needed to be successful in their future endeavors. In an effort to achieve students success and reach state and federal accountability standards, it is imperative that educators have a detailed plan to achieve these goals. To assume that these goals may be reached without Postmodernistic forethought and planning would prove to be catastrophic to the entire school community. Thus, it is the obligation of educational leaders to implement a Postmodern organizational plan that will assist in the success of our schools and, most of all, the success of our students.

Purpose of the Article

The purpose of this article is to express the significance of postmodernism using the six realms of meaning found in the Ways of Knowing Through the Realms of Meaning (2007) by Dr. William A. Kritsonis. Upon reading The Ways of Knowing Through the Realms of Meaning, it becomes apparent that each of the Realms explained in this text may be applied to each postmodern educational entity. Postmodernism will provide students with an educational experience comprised of strong academic skills, effective teachers and opportunities for growth.

Symbolics in Instructional Management

The postmodern principal of an effective school serves as an exceptional educational leader, who is a highly valuable and consistent communicator with parents, students, and staff. The ability for a principal to articulate well with each stakeholder is imperative for the overall success of the school. This type of postmodern leadership ability allows principals to develop relationships with students, parents, and staff in nontraditional ways, which Blankstein asserts by stating that Relationships are at the core of successful learning communities (2004). This postmodern notion unites the knower and the known, abolishes objectivity and subjectivity, and erases the line between fact and fiction leaders and followers (English, 2003).

1. The first realm, symbolics, comprises ordinary language, mathematics and various types of nondiscursive symbolic forms, such as gestures, rituals, rhythmic patterns, and the like (Kritsonis, 2007, p. 11). As stated in Ways of Knowing Through the Realms of Meaning (Kritsonis, 2007), there is an ordinary language that is utilized in communications among with people. This form of language is the forms of discourse employed in everyday speech and writing (Kritsonis, 2007, p. 111). It is clear and concise, which allows others to have a lucid understanding of what is expected of them or what they should take away from any conversations you may have. The use of ordinary language by educational leaders would assist in developing a clear line of communication. Communication between all stakeholders that is unambiguous and distinct is imperative to the success of the school.

Principals also provide opportunities for others to share in leadership roles in that the principal and staff must work collaboratively to articulate and stress the importance of learning, establishing high expectations for students, teachers, and principals (California Center). Likewise, English validates such communication by asserting that Such leadership [transformation] occurs when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of motivation and mortality (2003, p. 42). With educators under extreme scrutiny and higher accountability standards, the determination that every child will succeed could be a postmodern thought because while we recognize the enormity of this task, we also know it can be accomplished. There is not one person (Principal) who can handle this job alone. Thus, it is important for instructional leaders to develop postmodern leaders within their school. Developing these leaders will be beneficial to the success of the entire school community. One thing that superior school administrators have in common is that they trust and have confidence in both the capabilities and the motivation of subordinates and believe that they want to accept responsibility and work hard (Kritsonis, 2007, p. 152). Blankstein concurs with this idea in stating that when you invest power in other people; it inevitably comes back to you (2004).

Empirics in School Organizational Moral

Bardwicks question, What is the business of our business? (as cited in Blankstein, 2004, pg. 65). It is an important question that should be asked by any postmodern institution before addressing students needs. Having a clear and focused mission is vital to student success. Without such a mission, one cannot know which direction to go to address the entire school community and its stakeholders. English supports the importance of this business by stating that by Moving into a postmodern view of theories of educational administration, the dominant scientific modality has to be decentered, pushed aside (2003, p. 140). The concept that Mission and purpose give guidance to what people work toward on a daily and weekly basis (Deal & Peterson, 1996, p. 12) serves to promote the notion of establishing a focus for all stakeholders.

The strategic plan must have a postmodern school mission that is clearly stated. It shall include postmodern campus level goals, expectations and standards. It is important to have the schools mission clearly stated, but we must also ensure that others are knowledgeable and understand the postmodern mission.

The second realm empirics, includes the sciences of the physical world, of living things, and of man (Kritsonis, 2007, p. 12). By implementing this postmodern realm, educational leaders will ensure that they provide each stakeholder with the information necessary for the implementation of their postmodern goals and mission. Kritsonis further states that The essence of physical science is the discovery and formulation of general patterns among quantities derived from the process of physical measurement (p. 178). In establishing a clear and focused mission it is important that what is determined to be necessary must be measurable. To have a goal that cannot be measured would be irrelevant and unnecessary. Blanksteins (2004) idea that effective missions are measurable and define learning coincides with Kritsonis statement that Precise calculations depend on precise data (Kritsonis, 2007, p. 188). The ability to measure a schools success and its mission depends on concise data; otherwise, your school and the success of your students will be catastrophically affected.

Ethics in Safe School Environment

In recent decades we have noticed an increase in the amount of instances of school violence: Since the 1992-1993 school year, 270 violent deaths have occurred in schools within the nation. However the number of deaths in 1999-2000 was almost one quarter the number that occurred in 1992-1993 (Kelly, 2009). School violence has moved from just a couple of kids having a fist fight on the playground to one or more students armed with weapons killing teachers and fellow students. This has caused extreme concern and caution among school personnel. Educational leaders across the country are participating in postmodern mock drills, bus evacuation, and shelter in place, in an effort to prepare students and staff in the event that there is a threat on the school. Although it is important to have such drills, it is even more important to provide students with the skills needed to prevent possible violence. Educational leaders should be advocates for programs that implement Character Education or Conflict Resolution strategies. Skills developed through these programs provide students with the tools needed to handle conflict with the absence of violence. This type of strategic plan works because, according to Kanigel (1997) The concept of best practice, which is the equivalent of Taylors one best way, are both derived from empirical work of the match between methods and means and determined not by teachers (workers) but by experts (researchers) (as cited in English, 2003, p. 65).

According to Kritsonis (2007), The fifth realm, ethics, includes moral meanings that express obligation rather than fact, perceptual form, or awareness of relation (p. 452). To implement programs such as Character Education and Conflict Resolution alone would not assist in the success of a schools safety. We must address the moral and ethical issues of our students. We must teach them to be empathetic and caring of others, as Kritsonis further states in saying that students must be able to relate with others and with oneself in acceptance and love, to act with deliberate responsibility, and to coordinate these meanings into an integrated vision and commitment (2007).

It is imperative that educational leaders of effective schools create a postmodern safe and orderly environment. It is not a surprise that students who are in a safe and conducive environment will be more successful both academically and socially. Incorporating each of these will in turn provide the type of school culture necessary for academic success.

Synoptics in Student Management

Many educators scream with conviction that every child can learn when among their educational counterparts. Do they, however, really believe that every child can learn? Do they have these same convictions when in their own home,community, or classroom? Do they exhibit the mentality that every child can learn among their students, despite their diverse backgrounds whether low socio-economic, cultural or linguistically?

It is important as instructional leaders for us to ensure that students and staff members alike understand that their past circumstances do not have to dictate their future, which Kritsonis further supports in asserting that The appropriate mode of discourse for history is the past tense (2007, p. 41). Yes, every child can learn, and will learn under postmodern leadership.

The sixth realm, synoptics, refers to meanings that are comprehensively integrative. This realm includes history, religion, and philosophy (Kritsonis, 2007, p. 484). The postmodern strategic plan will exhibit a climate of expectation in which the staff believes and demonstrates that all students can attain mastery of essential academic skills. This is a postmodern philosophy among effective schools.

The school climate will also be affected by the way administrators carry out their postmodern administrative duties. According to Kritsonis, a primary role of school principals is to be a child advocate, manager, instructional leader, disciplinarian, human relations facilitator, educator, conflict manager, collective bargaining agent, staff developer, change agent or innovator, and community relations liaison (Kritsonis, 2002, p. 252). To maintain a postmodern environment and climate that is conducive to learning, principals must not dismiss the importance of each of these roles. To neglect one of these primary roles will have a catastrophic affect on the school climate and effectiveness of the school.

In a postmodern school, you must continuously monitor students progress by utilizing different methods of assessment. The schools ability to make improvement plans is directly tied to the quality of its data. Without clear, quantifiable information, leaders will find it very difficult to create focused improvement plans (Blankstein, 2004). Blankstein further asserts that the value of any instructional practice should be judged according to its results.

1. Based upon this collection and disaggregation of the data, they will use the date to target intervention and prevention strategies for the needs of their school (Blankstein, 2004). Educational leaders must utilize the data that is collected; to allow it to sit on a shelf and collect dust will not assist in the success of a postmodern school.
2. One facet of accountability is the capability of tacking results (as indicated in data trends) to those who manage (make decisions about the work) to those who do the work (p. 165). This information is essential tothe development, continuance, or termination of programs or strategies that are used within a school.

Esthetics in Positive Community Relations

The third realm, esthetics, contains the various arts, such as music, the visual arts, the arts of movement, and literature. Meanings in this realm are concerned with the contemplative perceptions of particular significant things as unique objectifications of ideated subjectivities (Kritsonis, 2007, p. 275). Esthetics is based on ones senses or feelings, which makes having a positive community relationship a postmodern essential to student success. Postmodernity does expand the idea of leadership to broader perspective than has usually been the case. But English suspect that it will be stoutly resisted as irrational or subjective (English, 2003, p.26).

Principals who have established Postmodern Relations will endure the benefits of such a partnership. They will notice and increase in student achievement and motivation and thus academic success. In an effective postmodern school, parents are provided with a clear understanding of the schools mission and are provided with a strategic plan to support the mission.

The age old proverb, It takes a village to raise a child, plays an intricate part in the education of our students. The education of our students is a shared responsibility and should be treated as such. Educators must not view children as simply students. If educators view children in this way, they are likely to see the family as separate from the school. That is, the family is expected to do its job and leave the education of children to the schools. If educators view students as children, they are likely to see both the family and the community as partners (Epstein, 2009, p. 20). To establish this partnership would be to honor and acknowledge that we share common interests and goals.

Synnoetics in Organizational Improvement

In a highly effective school, postmodern teachers allocate an ample amount of time to relevant instruction. This allows students to have an increase in their opportunities for learning because relevance make rigor possible for most.

Although direct instruction plays an essential role in the success of student learning experience, students motivation to complete the task assigned is as important. Those who have taught know and understand that keeping a child motivated is not always an easy task. With an increase in environmental issues such as poverty, abuse, and domestic violence (to name a few) violating the lives of many of our youth, it is of no surprise that they are not always motivated. It is our duty and obligation as educators, however, to ensure that we make every attempt to increase students motivation.

It is in the fourth realm that engagement is required. The fourth realm, synnoetics, embraces what Michael Polanyi calls personal knowledge and Martin Buber the I-Thou relation (Kritsonis, 2007, p. 394).

Concluding Remarks

In conclusion, in an effort to increase student achievement and effectiveness of schools, the utilization of the six realms in relation with postmodern thinking will provide a framework that will assist in the achievement of those goals. Remarkably, the Ways of Knowing Through the Realms of Meaning (Kritsonis, 2007) may be applied to any aspect of education.

It is the obligation of each educational leader to provide students with the tools needed to succeed; this may not be done on a whim. We must plan to reach our goals, thus we must have a postmodern strategic plan. Blankstein states,

The research is abundantly clear: Nothing motivates a child more than when learning is valued by schools and family/community working together in partnershipThese forms of involvement does not happen by accident or even by invitation. They happen by explicit strategic intervention. (2004, p.167)

REFERENCES

Association for Effective Schools (1996). What is effective schools research? Retrieved July 9, 2009, from Association for Effective Schools Web site: http://www.mes.org/esr.html

Blankstein, A.M. (2004). Failure is not an option. Thousand Oaks, CA: Corwin Press.

California Center for Effective Schools (n.d.). Effective schools. Retrieved July 9, 2009, from Connections for Success Web site: http://effectiveschools.education.ucsb.edu/correlates.html

Deal, T. E., & Peterson, K.D. (1999). Shaping school culture: The heart of leadership. San Francisco, CA: Jossey-Bass.

English, F.W. (2003). The postmodern challenge to the theory and practice of educational administration. Springfield, IL: Charles C. Thomas.

Epstein, J.L. et al. (2009). School, family and community partnerships. Thousand Oaks, CA: Corwin Press.

Kelly, M. (2009). School violence. Retrieved July 9, 2009, from About: Secondary Education Web site:

http://712educators.about.com/cs/schoolviolence/a/schoolviolence.htm

Kritsonis, W.A. (2002). William Kritsonis, PhD on schooling. Mansfield, OH: BookMasters, Incorporated.

Kritsonis, W.A. (2007). Ways of knowing through the realms of meaning. Houston, TX: National FORUM Journals.

McEwan, E.A (2003). 10 traits of highly effective principals. Thousand Oaks, CA: Corwin Press.

National FORUM Journals have about a 15% acceptance rate

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Help answer the question about doctoral phd

About Author

William Allan Kritsonis, PhD -
About the Author:

Dr. Kritsonis Recognized as Distinguished Alumnus

In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of Americas Best Colleges.