Empirical Research
The Role of Educational Leaders in Implementing a Culturally Responsive Pedagogy Designed to Increase the Learning Opportunities for Diverse Students
Reviewed By Frank E. Andrews
Volume 4 - Issue 4
Feb 7, 2007 - 7:18:40 PM

While there has been a dramatic shift in the demographic educational landscape of the United States, to a more culturally diverse student population, the characteristics of teachers and educational leaders have remained largely homogeneous. Classroom teachers and school principals remain predominately White, approximately 90%, and 84% respectively (National Center for Education Statistics, as cited in Taylor & Whittaker, 2003). According to many experts, the differences between school and home culture result in lower rates of academic achievement for diverse learners. This article focuses on the challenge facing educational leaders to respond to this demographic shift by leading the implementation of a more culturally inclusive pedagogy that will improve the learning opportunities of diverse students.

Empirical Research
A Case Study, Initiating a Peer Mentoring Program at a State University with a Diverse Student Body
Reviewed By Frank E. Andrews
Volume 3 - Issue 2
Feb 13, 2007 - 4:39:44 PM

Abstract  

            Effectively implementing change in any organization has been the topic of much research. Hall and Hord (2001) describe the implementation of change as a “…process through which people and organizations move as they gradually come to understand, and become skilled and competent in the use of new ways.”  Hall and Hord seem to be saying that there are fundamental changes principles embedded in the process that hold true for all cases.

On the other hand, Bridges (2003) describes change as situational, for example moving from Ohio to Massachusetts, or getting a promotion, and that the outcome that the change produces is what most individuals and organizations focus on. He goes on to say, that transition is the resultant psychological three step phase that begins with the ending that the change produces. Bridges is saying that effective change is due to effective transition management and that change fails when organizations do not plan to manage the impact on people. (p.37)

Fullan (2004) describes change as rapid, nonlinear which creates messiness. He goes on say that change cannot be managed but it can be understood and possibly led. His emphasis seems to be that effective change results from those individuals in a position of leadership who understand the change process is elusive but can be directed.

The focus of this paper is on leading and guiding the change process as it applies to a Peer Mentoring Program begun this semester in the College of Management (CoM) at U.Mass Lowell (UML). Specifically, this paper will discuss the fieldwork with respect to the initiation and adoption of the program. A second case paper will look at the actual implementation and hopefully institutionalization of the program.