Blazing New Trails - Connexions

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118 CRITICAL ISSUES IN SHARED LEADERSHIP CONCLUSION In conclusion, this study was an initial foray into research terrain that currently has a dearth of information—the nexus among special education administration, small rural school districts and the roles and responsibilities of small district educational leaders. Rodriquez (2007) suggested a need for increased special education training in pre-service administrative programs. Until we begin to understand what special education functions are addressed by school leaders in rural states, such as Montana, where districts that have spare populations and serve large areas of geography, we can only speculate about what students need to know. Similarly, we need to know which functions are performed by the school administrators and to what extent. We need to know why rural school administrators are delegating the functions, in order to effectively revise or design educational leadership preparation programs that adequately prepare future administrators for assuming leadership roles and provide support for those already serving in the field within these small and geographically isolated school districts. Although the conclusions are limited by the size of the sample and the reliance of self-reports, this study does provide a contribution to the literature of the field by suggesting that small rural school and school district leaders are attending to the administration of special education programs in their schools and assuring primary leadership roles with multiple responsibilities. Further studies are needed to substantiate this finding and to continue to build our understanding regarding the needs of rural school leaders in administering special education programs. REFERENCES Bays, D. A. (2001). Supervision of special education instruction in rural public school districts: A grounded theory. Dissertation Abstract International: 64, no. 10A (2006): 3642. DiPaola, M. F., Walther-Thomas, C. (2003). Principals and special education: The critical role of school leaders (COPPSE Document No. IB-7). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education. Dunlop, C. D. (2006). Perceptions of superintendents and business managers regarding purchasing policies, practices, and procedures in small, rural school districts: A North Dakota study. Dissertation Abstract International: 67, no. 11A (2006): 4047. Hansen, S. P. (2007) Ending Special Education’s Isolation. Principal Leadership 7(9), 37–40. Helge, D. (1981). Problems in implementing comprehensive special education programming in rural areas. Exceptional Children, 50(4), 294–305. Hesbol, D. G., (2005). The role understanding and perceptions of the superintendent/principal in small rural Illinois schools. Dissertation Abstract International: 66, no. 07A: 2452. Hodge, C. L. (2007). Effects of No Child Left Behind mandates on special education programs in rural school districts. Dissertation Abstract International: 70, no. 01A (2007): 140. Hutchinson-Page, L. M., (2004) Attrition and mentoring special education teachers in rural Georgia. Dissertation Abstract International: 65, no. 02A: 465. Kouzes, J. M. & Posner, B. Z. (2007). The leadership challenge (4 th ed.) San Francisco: Josey-Bass. Lamkin, M. L. (2006). Challenges and changes faced by rural superintendents. Rural Educator, 28(1)17–24. Lasky, B., Karge, B. D. (2006) Meeting the Needs of Students with Disabilities: Experience and Confidence of Principals. NASSP Bulletin, 90(1) 19–36. Lochry, R. R. (1998). The superintendent/principal in small, rural elementary school districts in California: Managing dual responsibilities. Dissertation Abstract International: 59, no. 04A: 1028. Patterson, J. (2001). School leader's guide to special education: Essentials for principals. Alexandria, VA: National Association of Elementary School Principals. Patterson, J., Bowling, D., Marshall, C. (2000). Are Principals Prepared To Manage Special Education Dilemmas? NASSP Bulletin, 84(613), 9–20.
The Administration of Special Education Programs in Rural Schools 119 Osborne, A. G., (1993). Effective management of special education programs: A handbook for school administrators. <strong>New</strong> York: Teachers College Press. Rodriquez, C. M., (2007). A qualitative assessment of the elementary principals’ preparation for special education leadership. Dissertation Abstract International: 68, no. 11A: 4569. United States Department of Labor, Occupational Outlook Handbook, 2010-11 EditionU http://www.bls.gov/oco/ocos070.htm#projections_data. Wilson, A. P. (1982) The principalship in rural America. Las Cruces, NM: ERIC Clearinghouse on Rural Education and Small Schools
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20 NCPEA 11 BLAZING NEW TRAILS: Pre
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NCPEA EXECUTIVE BOARD 2010-2011 Pre
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NCPEA HONOR ROLL OF PRESIDENTS, 194
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TABLE OF CONTENTS Contributing Auth
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Betty J. Alford, Stephen F. Austin
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xii Yearbook Reviewers Kenneth Rasm
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INVITED CHAPTERS PART 1
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4 PRESIDENT’S MESSAGE (3) The fed
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Shadows and Images II 7 LIVING LEGE
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Shadows and Images II 9 see little
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Shadows and Images II 11 settings,
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Shadows and Images II 13 into the m
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16 INVITED CHAPTERS Purpose of the
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18 INVITED CHAPTERS do not recogniz
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20 INVITED CHAPTERS Research Proced
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22 INVITED CHAPTERS Political maneu
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24 INVITED CHAPTERS CONCLUSION This
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26 INVITED CHAPTERS Johnson, R. B.,
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Complexities in the Workload of Pri
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47 CRITICAL ISSUES IN SHARED LEADER
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Professional Learning Communities:
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CRITICAL ISSUES IN PROMOTING ACADEM
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Principals and Teachers Stated Beli
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Distinguishing Practices for Admini
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CRITICAL ISSUES IN SCHOOL IMPROVEME
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The Social Justice Implications of
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Name Exton Gateway Experiences with
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Experiences with PTELL in Six Illin
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Part 5 CRITICAL ISSUES IN EDUCATION
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CRITICAL ISSUES IN EDUCATION LEADER
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Service to the Profession: The Forg
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Qualitative Data Service to the Pro
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