2012 UCEA Convention

Licensing Policies of Public School Principals. Jerri Mausbach, Clark County School District; James R. Crawford, University of Nevada, Las Vegas
A descriptive rationalist policy analysis was used to examine current licensure policies in all fifty states and the District of Columbia. The differences and similarities between states that received Race to Licensing Policies of Public School Principals. Jerri Mausbach, Clark County School District; James R. Crawford, University of Nevada, Las Vegas
A descriptive rationalist policy analysis was used to examine current licensure policies in all fifty states and the District of Columbia. The differences and similarities between states that received Race to the Top competitive grant funds and those that did not were examined, in addition to the proposed policy reforms included in recipients of Race to the Top grant funds. Despite the dramatic changes in expectations of principals, there have been minimal changes in licensing requirements.

“Change We Can Believe In?”: A Critical Discourse Analysis of Federal Educational Leadership Policies. Bradley W. Carpenter, University of Louisville; Sarah Diem, University of Missouri
The purpose of this study is to provide the field of education leadership with a critical alternative to traditional policy frameworks. Informed by Hajer’s (2003, 2005, 2006) analysis of policy vocabularies, our study looks beyond the a priori consideration of policy documents guiding the field of educational leadership. The findings of this study reveal how inscribed discourses shape programs’ ability to prepare educational leaders for their role in addressing issues surrounding race and diversity.

The Neoliberal Educational Policy Environment and Educational Leadership. Ed Bengtson, University of Arkansas
This conceptual paper calls into question the definition of ‘school success,’ and how the goals of schooling are defined in a neoliberal context. On a broader front, how current neoliberal policies define the purpose of public schooling, and why educational leaders need to understand educational issues in a broader context than current policy dictates are addressed. The understanding of neoliberal educational policy is addressed in terms of informing practicing leaders and those who prepare them.