Criticizes popular models such as transformational leadership, suggesting leaders need to focus on constructivism and contextualism. Points out the narrowness of the "great man" model fostered in English public schools, arguing for expansion of leadership development options. (SK)

Discusses concepts of witnessing and advocating and their use in educational leadership. Includes case study and teaching exercises in the use of these concepts in teaching educational leadership. (Contains 36 references.) (PKP)

Presents a case study of the Women's Leadership Program at the University of Cincinnati, exploring the development and achievement of the three-year-old project and directions for its future. (EV)

Presents a model for calculating the return on investment in outdoor experiential training that focuses on pre- and posttraining behavior and business performance. Includes a method for converting data on turnover, absenteeism, productivity, quality, and job performance into monetary values to compute return. (Contains 54 references.) (SK)

Provides a look at the history, structure, and role of career and technical student organizations: Business Professionals of America, SkillsUSA-VICA, DECA/Delta Epsilon Chi, Health Occupations Students of America, the Technology Student Association, Future Business Leaders of America-Phi Beta Lambda, FFA, and Family, Career, and Community Leaders…

Meta-analysis of youth leadership development literature resulted in a conceptual model and curriculum framework. Model dimensions are leadership knowledge and information; leadership attitudes, will, and desire; decision making, reasoning, and critical thinking; oral and written communication; and intra/interpersonal relations. Dimensions have…

Traditional management training often fails to transfer to work. Returns on training investment may be improved through a self-directed learning model that bolsters and sustains emotional intelligence, resulting in leaders who behave more intuitively and empathically. (SK)

A description is given of a district program for identifying and training potential administrators. Participants are gaining detailed knowledge of the internal workings of the school system while developing and enhancing their communications skills and group dynamics abilities. (JD)

Describes the Iowa Girls' Leadership Camp, a program for girls aged 13 to 16. Reviews activities to enhance leadership potential through values clarification, cooperation and teamwork, trust and support among women, respect for others, responsibility, independence, and positive self-concept. (SV)

Leadership training can be incorporated into the standard high school curriculum by following a 10-step plan including the following: Decide upon the necessity of teaching leadership; Inservice all faculty on program implementation procedures; Decide on Method of Student Selection; Schedule, teach, and analyze the first training session; Publicly…

Through Project EXCEL (Excellence in Community Elected and Appointed Leadership), 63 participants (Ohio county commissioners) completed simulation exercises in 7 assessment centers. Participants received personalized feedback on 15 behavioral dimensions. (SK)

Students and faculty in a nursing leadership course assessed each other's ability on six leadership competencies before and after the course: communication, association, sanction, delegation, initiation, and external legitimacy. Perceptions of all six competencies were stronger at the end of the course; student satisfaction was high. (JOW)

An assessment of Georgia Extension's Community Leadership Program showed that the 12-week training increased networking, improved visibility for local extension staff, developed a unified spirit, gave people a feeling of responsibility and accomplishment, and served as a catalyst for goal setting and action plans. (SK)

Reviews multiple definitions and theories of leadership, and suggests that traditional leadership thinking, drawn mostly from the business world, may not be fully appropriate to early childhood. Underscores the importance of shared leadership in early childhood settings. Suggests that early childhood pedagogy and practice have much to contribute…

Current research points to five essential categories defining principals' responsibilities: defining and communicating a mission, managing curriculum and instruction, supervising teaching, monitoring student progress, and promoting an effective instructional climate. The Illinois Administrators' Academy offers a statewide leadership development…