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Storey presents paper dealing with ‘glaring omission’ in U.S. education policy
Published Nov. 19, 2008
Valerie Storey, assistant professor in Lynn University’s Ross College of Education, recently presented a paper – and unveiled a toolkit – intended to help repair and fill what U.S. Education Secretary Margaret Spellings has called a “glaring omission” in the country’s national efforts to strengthen higher education – the “absence of moral literacy.”
Storey’s paper, "Seeking Moral Equilibrium", was presented last month at the Thirteenth Annual International Values and Leadership Conference sponsored by the D. J. Willower Center for the Study of Leadership and Ethics of UCEA, and Pennsylvania State University at Victoria, BC. Canada. In addition to presenting she also chaired a session, and was a session discussant.
The paper offered a rationale for developing a morally literate school (or organization) and introduced a “toolbox” of guiding principles and essential leadership elements to help track progress in these efforts within a school environment. In presenting the rationale for a morally literate school she argues that students' technology- and media-rich world requires a moral foundation to ensure that there is a clear sense of doing what is right.
The international conference’s theme, "Exploring the Intersections of Moral Literacy and Educational Leadership,” was built upon a recent policy speech by the U.S. Secretary of Education, Margaret Spellings, in which she said "The absence of moral literacy is a glaring omission from our national efforts to strengthen education."
Source: Storey, who is also the coordinator of the master’s program in educational leadership in the Ross College, focuses her research on school improvement with a special emphasis on leadership and policy, both domestically and internationally. She has authored, co-authored and published numerous articles that center on leadership for learning and teaching in K-12 schools. She also studies the changing role of school leaders as the organizational context becomes more standardized but, at the same time, more complex and varied.
Over the summer (2008) Storey coauthored, along with Mary Tebes, executive director of the Institute of Distance Learning at Lynn, an article titled "Instructor's Privacy in Distance (Online) Teaching: Where do you draw the line?" that was published in the Online Journal of Distance Learning Administration. In another collaboration, Storey, Malcolm Asadoorian, associate professor in the College of Arts and Sciences, and two co-authors affiliated with Lynn, had a paper entitled "Values in Hospital Leadership: A Case Study of a Highly Performing Health System," published in the International Journal of Behavioural and Healthcare Research by Inderscience Press.