The 1995 NCPEA Yearbook is organized into five major sections. The first, The Landscapes of Change: Challenges for Professors of Educational Administration, contains four chapters that frame the major themes and issues of the 1994 conference. In Section 2, Educational Leadership and Development Program: Theoretical Perspectives, the authors explore theoretical lenses for examining the preparation of educational leaders and the development of educational administration programs. Section 3, Responding to New Realities: Program Development in Educational Administration, contains detailed descriptions of emerging educational realities that have begun to trigger program changes and innovations in departments of educational leadership at six institutions. Rethinking and Revisioning Teaching and Learning to prepared Educational Leaders, Section 4, offers five excellent vignettes of changes and challenges for professors in creating new teaching and learning environments for themselves and their students. In the final section, Policies, Programs, and Practices: Investigations in Educational Administration, six chapters relate the finds of researchers using very different research designs and methods. The implications for professors of educational administration and for all educational stakeholders are discussed.

At a time when individuals need inspiration the most due to adversity, peer-pressure, and loss of direction From Failure to Promise -- author Dr. Cleamon Moorer shares insights, experiences, and a miraculous story of how God can transform the real you into the ideal you. Dr. Moorer tells about his journey from being a college flunk-out to becoming an engineer and ultimately a university professor. He exposes the realities of how many of the downtrodden are pushed to the brink of either surrender to the power of God or to a resistance and rejection of promise. Dr. Moorer takes readers on a faith journey from his adolescence in Detroit Public Schools to academic failure on the collegiate level and through other turbulent tracks on the way to becoming a university professor. This story of one young man's journey will serve as a compass for those who are in pursuit of success. He shares relative scriptures, skills, and strategies pertinent to overcoming failure. So many of us have experienced traumatizing failure and have struggled to find the strength and courage to stand and try again. Then there are those of us who fear failure and self-limit our potential to pursue what seems to be the impossible. But, the voice of God steadily calls for us to trust, follow, and obey. On a daily occasion you may find yourself wondering, how can I get to the top? Will I ever be who and what I want to be? Does God really want me to be in a position of power and authority? Whether you are beginning to pursue your dreams or facing seemingly insurmountable circumstances, you will need to understand how adversity, strife, and tribulation can bring you into alignment with God's will for your life to ultimately experience and realize great triumph. Readers will come away with a renewed inspiration and a guide to transformation through the renewal of mind, body, and spirit. This book will reassure readers that trouble and trials are often necessary for the fulfillment of great promise.

The 1995 NCPEA Yearbook is organized into five major sections. The first, The Landscapes of Change: Challenges for Professors of Educational Administration, contains four chapters that frame the major themes and issues of the 1994 conference. In Section 2, Educational Leadership and Development Program: Theoretical Perspectives, the authors explore theoretical lenses for examining the preparation of educational leaders and the development of educational administration programs. Section 3, Responding to New Realities: Program Development in Educational Administration, contains detailed descriptions of emerging educational realities that have begun to trigger program changes and innovations in departments of educational leadership at six institutions. Rethinking and Revisioning Teaching and Learning to prepared Educational Leaders, Section 4, offers five excellent vignettes of changes and challenges for professors in creating new teaching and learning environments for themselves and their students. In the final section, Policies, Programs, and Practices: Investigations in Educational Administration, six chapters relate the finds of researchers using very different research designs and methods. The implications for professors of educational administration and for all educational stakeholders are discussed.

What are the problems to which materialist methodologies are posed as a solution? In this book, Aaron M. Kuntz maps the impact of materialism on contemporary practices of inquiry in education and the social sciences. Through this work, the author challenges readers to consider inquiry as a mode of ethically engaged citizenship with implications for resisting our contemporary moment towards a more equitable future. The author engages his own inquiry as radical cartographic work, drawing forth distinctions between dialectical and dialogic formations of materialism in order to develop what he terms relational materialism—an engaged orientation to living that dwells in the entangled relations of affirmative ethics and enduring practices of resistance and refusal. Drawing upon examples from higher education, contemporary culture, and normative assumptions of governance, the author considers the potential that we might generate living alternatives to the contemporary status quo; daily practices no longer dependent on binary division or standardized calculations of what "matters." As such, the author advocates for practices of virtuous inquiry (future-orientated ethical assertions of what one should do) that orient inquiry as materially ethical activity. Despite the often-overwhelming state of inequity and exploitation in our contemporary world, Kuntz generates an affirmative ethical stance that we can become relationally different, guided by a virtuous determination to articulate inquiry as the cartographic work of disruption and imagination. This text will prove valuable to graduate students and faculty who take inquiry seriously and seek the means to understand their work as engaged in the necessary challenge for material change.

Building sustainable diversity in higher education isn't just the right thing to do—it is an imperative for institutional excellence and for a pluralistic society that works. *Updated Edition* Daryl G. Smith has devoted her career to studying and fostering diversity in higher education. In Diversity's Promise for Higher Education, Smith brings together research from a wide variety of fields to propose a set of clear and realistic practices that will help colleges and universities locate diversity as a strategic imperative and pursue diversity efforts that are inclusive of the varied—and growing—issues apparent on campuses without losing focus on the critical unfinished business of the past. To become more relevant to society, the nation, and the world, while remaining true to their core missions, colleges and universities must continue to see diversity—like technology—as central, not parallel, to their work. Indeed, looking at the relatively slow progress for change in many areas, Smith suggests that seeing diversity as an imperative for an institution's individual mission, and not just as a value, is the necessary lever for real institutional change. Furthermore, achieving excellence in a diverse society requires increasing institutional capacity for diversity—working to understand how diversity is tied to better leadership, positive change, research in virtually every field, student success, accountability, and more equitable hiring practices. In this edition, which is aimed at administrators, faculty, researchers, and students of higher education, Smith emphasizes a transdisciplinary approach to the topic of diversity, drawing on an updated list of sources from a wealth of literatures and fields. The tables and figures have been refreshed to include data on faculty diversity over a twenty-year period, and the book includes new information about • gender identity, • embedded bias, • student success, • the growing role of chief diversity officers, • the international emergence of diversity issues, • faculty hiring, • and important metrics for monitoring progress. Drawing on forty years of diversity studies, this third edition also • includes more examples of how diversity is core to institutional excellence, academic achievement, and leadership development; • updates issues of language; • examines the current climate of race-based campus protest; • addresses the complexity of identity—and explains how to attend to the growing kinds of identities relevant to diversity, equity, and inclusion while not overshadowing the unfinished business of race, class, and gender.

The Lost Promise is a magisterial examination of the turmoil that rocked American universities in the 1960s, with a unique focus on the complex roles played by professors as well as students. The 1950s through the early 1970s are widely seen as American academia’s golden age, when universities—well-funded and viewed as essential for national security, economic growth, and social mobility—embraced an egalitarian mission. Swelling in size, schools attracted new types of students and professors, including radicals who challenged their institutions’ calcified traditions. But that halcyon moment soon came to a painful and confusing end, with consequences that still afflict the halls of ivy. In The Lost Promise, Ellen Schrecker—our foremost historian of both the McCarthy era and the modern American university—delivers a far-reaching examination of how and why it happened. Schrecker illuminates how US universities’ explosive growth intersected with the turmoil of the 1960s, fomenting an unprecedented crisis where dissent over racial inequality and the Vietnam War erupted into direct action. Torn by internal power struggles and demonized by conservative voices, higher education never fully recovered, resulting in decades of underfunding and today’s woefully inequitable system. As Schrecker’s magisterial history makes blazingly clear, the complex blend of troubles that disrupted the university in that pivotal period haunts the ivory tower to this day.