ethanporcaro/eric-fulltext-meta huggingface dataset:
Becoming Dean: Selection and Socialization Processes of an Academic Leader
Author: Enomoto, Ernestine
Date: 2007-12-00
Type: Journal Articles
Subjects: Higher Education,Socialization,Administrators,Qualitative Research,Case Studies,Personnel Selection,Evaluation Criteria,Interviews,Organizational Change,Organizational Theories,Organizational Climate,Organizational Culture,Deans,Instructional Leadership,Learning Processes,Critical Incidents Method,Job Analysis

In this qualitative case study, we offer an insider's perspective on the selection and socialization processes of an academic leader. The primary method of data collection was through a series of interviews with the candidate over a five-year period. Analysis drew from an organizational socialization model devised by Saks and Ashforth, which specifies individual actions and organization influences. Our findings indicated how an individual can act independently as well as be shaped by the organization and professional affiliations. Beyond the model, however, we found that the political dynamics in the case must be factored into how socialization occurs. These findings suggest ways to think about professional development for higher education leadership.
A Continuum Approach for Developing School Leaders in an Urban District
Author: Normore, Anthony
Date: 2007-12-00
Type: Journal Articles
Subjects: Assistant Principals,Urban Schools,Qualitative Research,Instructional Leadership,Leadership Training,Management Development,Administrative Change,Recruitment,Socialization,Strategic Planning,Personnel Selection,School Districts,Semi Structured Interviews,Administrator Attitudes,Participant Satisfaction,Sequential Approach,Internship Programs,Program Descriptions,Novices

This study examined a four-staged leadership development continuum for school leaders in a large urban school district in the southeastern United States. The program under examination included: LEAD Program; Interim Assistant Principal Program; Intern Principal Program, and; First Year Principal Support/Interim Principal Program. Qualitative research procedures were used to collect and analyze data related to succession planning, recruitment, and socialization of leaders. Progressive data analysis revealed school leadership pools were ample--an anomaly for large urban school districts; the Intern Principal program was considered the most effective component of leadership development; forging partnerships were critical components for leadership development; there was a need for a focus on social justice and diversity issues in curriculum content; the practice of almost exclusive internal promotion/succession was used; the mentoring program was underutilized and less effective in practice. (Contains 4 figures.)
An Appreciative Inquiry into Educational Administration Doctoral Programs: Stories from Doctoral Students at Three Universities
Author: Calabrese, Raymond L.
Date: 2007-12-00
Type: Journal Articles
Subjects: Caring,Educational Administration,Doctoral Programs,Case Studies,Student Experience,Doctoral Dissertations,Personal Narratives,Teacher Student Relationship,Organizational Culture,Student Attitudes,Program Attitudes,Inquiry,Educational Principles,Supervisor Supervisee Relationship,Theory Practice Relationship,Administrator Education

A case study using appreciate inquiry identified and described the experiences of five educational administration doctoral students representing three universities regarding their doctoral program studies and dissertation process. Data were collected using reflective narratives and the Left Hand Right Hand Column Case Method. Data revealed (a) the student's perception of the level of caring in the doctoral program by program faculty influenced their perception of program quality; and (b) the caring relationship between the faculty and student extended to the student's work context. We concluded that doctoral students benefit from a culture of caring and link caring to high quality programs.
Licensing Principals: Iowa's Preparation Reform Initiative
Author: Hackmann, Donald G.
Date: 2007-12-00
Type: Information Analyses
Subjects: Educational Change,Guidelines,Content Analysis,Principals,Certification,State Standards,Change Strategies,Benchmarking,Program Descriptions,Program Evaluation,State Programs,Educational Improvement,Improvement Programs,Best Practices,Comparative Analysis,Quality Control,Program Content,Delivery Systems,Institutional Characteristics,Leadership Training,Administrator Education,Position Papers

This paper describes the process of principal licensure reform in Iowa. Upon adoption of the ISLLC standards, the state department of education required revision of all principal preparation programs to conform to state code and guidelines developed by an external review panel. This paper analyzes the review process and compares five programs that were approved to license principals after a multi-year revision process. A content analysis of the approved programs shows that new programs were more consistent than existing programs and provided more field-based experiences that centered on student learning. Inconsistent guidelines challenged programs to make approved changes. (Contains 6 tables.)
Predictive Validity of the GRE and GPAs for a Doctoral Program Focusing on Educational Leadership
Author: Young, I. Phillip
Date: 2008-05-00
Type: Journal Articles
Subjects: Grade Point Average,Predictive Validity,Doctoral Programs,Sampling,Instructional Leadership,College Entrance Examinations,Educational Administration,Administrator Education,Discriminant Analysis,Predictor Variables,Statistical Data,Academic Records,Comparative Analysis,Comparative Testing,Admission Criteria,Leadership Training,Statistical Analysis,Hypothesis Testing

Empirical studies addressing admission to and graduation from a doctoral program focusing on educational leadership are noticeably absent within the professional literature, and this study seeks to fill partially this void through testing specific hypotheses. Archival data were used to conduct a three group discriminant analyses where the classification variable consisted of applicants rejected, accepted, or graduated from a doctoral program focusing on educational leadership, and a random sampling process was used to construct a development and a validation sample. The discriminating variables were undergraduate grade point average, graduate grade point average, and percentile scores from the GRE (verbal and quantitative). Results from this study suggest that concerns of applicants and of faculty are not largely misplaced related to the importance of these academic predictors. (Contains 5 tables, 1 figure, 1 footnote, and 2 notes.)
Wanted: Good Leaders for Urban Schools
Author: Durden, Phyllis C.
Date: 2008-05-00
Type: Journal Articles
Subjects: Social Justice,Administrator Education,Urban Schools,Educational Change,Social Mobility,Instructional Leadership,Urban Education,Democratic Values,Change Strategies,Economic Impact,Educational Needs,Leadership Effectiveness,Leadership Qualities,Leadership Training,Sustainability,Educational Environment,Educational Improvement,Organizational Change,Models,Institutional Characteristics,Educational Objectives

Differences in values and socio-economics, issues of diversity and equity, and changing educational expectations and structures challenge leadership preparation programs, particularly those in urban environments. This article focuses on discerning major urban education issues, defining constructs of leadership for urban schools, and identifying a conceptual foundation for an urban educational leadership program. The article then briefly describes the pilot Academy for Promising Leaders for Urban Schools (APLUS) Program, a partnership effort among an institution of higher education, public school district, and non-profit business organization, which manifests those constructs: leadership for democracy, sustainability as school improvement, social justice, and social mobility.
Thinking through Text Comprehension III: The Programing of Verbal and Investigative Repertoires
Author: Leon, Marta
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading,Models,Children,Decoding (Reading),Content Analysis,Vocabulary,Topography,Stimuli,Reinforcement,Behavior,Guidance,Evaluation,Comparative Analysis,Feedback (Response)

Reading comprehension can be considered a complex human performance involving two integrated repertoires: a verbal repertoire and an investigative (generative) repertoire. The analytical and reasoning skills necessary to demonstrate reading comprehension can be systematically taught by analyzing the verbal and investigative repertoires involved and then arranging instructional contingencies designed to build and extend those repertoires. This paper describes the programing of such contingencies, drawing from the conceptual foundation outlined for reading comprehension (Layng, Sota, & Leon, 2011) and the analysis of the repertoires involved (Sota, Leon, & Layng, 2011). (Contains 15 figures.)
Thinking through Text Comprehension II: Analysis of Verbal and Investigative Repertoires
Author: Sota, Melinda
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading,Content Analysis,Vocabulary,Topography,Stimuli,Reinforcement,Behavior

Reading comprehension can be considered a complex human performance involving two integrated repertoires: a verbal repertoire and an investigative (generative) repertoire. This paper describes an analysis of these repertoires in terms which can ultimately inform the design of programs to teach them, using the analysis and design of Headsprout[R] Reading Comprehension as an example. Although this paper has focused almost exclusively on analysis of content, it should be clear that analysis of learners' entering repertoires is also essential to programing instruction. Instruction must start from where the learner is (the learner's current repertoire) and bring that learner to where he or she needs to be (the goal of the program). (Contains 3 figures, 3 tables and 2 footnotes.)
Effects of Computer-Aided Personalized System of Instruction in Developing Knowledge and Critical Thinking in Blended Learning Courses
Author: Svenningsen, Louis
Date: 2011-00-00
Type: Journal Articles
Subjects: Blended Learning,Critical Thinking,Lecture Method,Experiments,Computer Assisted Instruction,Educational Technology,Higher Education,Comparative Analysis,Thinking Skills,Effect Size,Foreign Countries,Feedback (Response),Scores,College Students,Teaching Assistants,Evaluation

Two experiments were conducted to assess an online version of Keller's personalized system of instruction, called computer-aided personalized system of instruction (CAPSI), as part of a blended learning design with regard to course knowledge and critical thinking development. In Experiment 1, two lecture sections of an introduction to University course received a CAPSI assignment while two received an extra paper assignment. In Experiment 2, one lecture section of an introduction to University course received a CAPSI assignment while another lecture section was assigned a research paper. In the two experiments the CAPSI sections consistently outperformed the sections with which they were compared, indicating that CAPSI is a viable option in higher education.
Thinking through Text Comprehension I: Foundation and Guiding Relations
Author: Layng, T. V. Joe
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Models,Children,Decoding (Reading),Reading,Content Analysis,Vocabulary,Topography,Stimuli,Reinforcement,Behavior,Guidance,Evaluation

Reading comprehension can be considered a complex human performance involving two integrated repertoires: a verbal repertoire and an investigative (generative) repertoire. This paper describes the theoretical framework that formed the guiding foundation for the development of Headsprout[R] Reading Comprehension and to the authors' approach to understanding and teaching thinking. The interpretation and analysis framework presented here has been used to effectively design and produce a program that changes how children think about text. (Contains 7 figures and 5 footnotes.)
"And the Band Played on": Developing Ethical Leadership through a Case Study of the AIDS Crisis
Author: Noonan, Sarah
Date: 2008-05-00
Type: Journal Articles
Subjects: Social Justice,Critical Theory,Sexually Transmitted Diseases,Sexual Orientation,Ethics,Moral Development,Case Studies,Case Method (Teaching Technique),Epidemiology,Controversial Issues (Course Content),Course Descriptions,Acquired Immunodeficiency Syndrome (AIDS),Doctoral Programs,Instructional Design,Educational Strategies

Randy Shilts (1987), author of "And the Band Played On: Politics, People and the AIDS Epidemic," uses the analogy of the sinking ship and the "band playing on" to draw attention to America's false sense of security in the midst of the growing AIDS crisis. We describe a doctoral curriculum in which students examine the conflicts inherent in their ethical practice through a case study analysis of the AIDS epidemic.  Moral development theory and critical pedagogy provide a rationale for the selection of subject matter and method designed to awaken the critical consciousness of students to social justice. The curriculum encourages students to explore how acts of discrimination and oppression related to race/ethnicity, class, gender, and sexual orientation influenced the responses of leaders to the AIDS epidemic.
Problem Solving, Reasoning, and Analytical Thinking in a Classroom Environment
Author: Robbins, Joanne K.
Date: 2011-00-00
Type: Journal Articles
Subjects: Protocol Analysis,Problem Solving,Classroom Environment,Thinking Skills,Logical Thinking,College Students,Higher Education,Outcomes of Education,Special Needs Students,Verbal Stimuli,Foreign Countries,Feedback (Response)

Problem solving, reasoning, and analytical thinking are defined and described as teachable repertoires. This paper describes work performed at a school serving special needs children, Morningside Academy, that has resulted in specific procedures developed over the past 15 years. These procedures include modifying &quot;Think Aloud Pair Problem Solving&quot; (after Whimbey &amp; Lochhead, 1991) methods developed for college students so that they can be taught to young learners and by teaching a repertoire of &quot;Fluent Thinking Skills&quot; (Robbins, Layng, &amp; Jackson, 1995) that emphasizes inquiry through questioning. (Contains 2 figures.)
Using Action-Research Strategies and Cohort Structures to Ensure Research Competence for Practitioner-Scholar Leaders
Author: Barnett, Bruce G.
Date: 2008-05-00
Type: Journal Articles
Subjects: Instructional Leadership,Doctoral Programs,Doctoral Degrees,Researchers,Professional Development,Research Skills,Training,Action Research,Research Methodology,Theory Practice Relationship,College Faculty,Role of Education,Teacher Responsibility,Academic Persistence

Far too often, educational leadership doctoral programs fail to develop competent researchers and ensure that they graduate with a doctoral degree. Using the conceptualization of the ideal practitioner-scholar, this article describes how action research and cohort structures can help to develop school leaders who are competent, confident, and capable researchers. Specific examples of existing action research and collaborative cohort strategies are provided as well as recommendations for how doctoral programs can be organized better to measure their success in developing practitioner-scholars. (Contains 1 figure and 2 tables.)
Ulysses' Return: Resilient Male Leaders Still at the Helm
Author: McClellan, Rhonda
Date: 2008-05-00
Type: Journal Articles
Subjects: Gender Issues,Instructional Leadership,Males,Masculinity,Gender Bias,Equal Opportunities (Jobs),Sex Fairness,Administrator Education,Resilience (Psychology),Theories,Social Attitudes,Educational Administration,Feminism,Competition,Conflict,Power Structure,Administrator Characteristics,Deans,Administrators

This study examined resilient men in higher education administration, educational leadership programs to determine how they identified components of their resiliency, how they described events that demonstrated their resiliency, and how they prescribed ways in which preparation programs can foster resiliency in students. Using masculinity theoretical lenses, our findings showed male leaders defining their resiliency in varied gendered terms but describing a range of acting as leader bounded. Through their privilege, men have ironically been the ones to design social constraints, undoubtedly their own oppression. (Contains 1 table.)
Enhancing Leadership Education: Insights from a Seminar Evaluation
Author: Lyman, Linda L.
Date: 2008-05-00
Type: Journal Articles
Subjects: Seminars,Leadership Training,Leadership,Teaching Methods,Definitions,Scholarship,Concept Teaching,Educational Principles,Educational Practices,Doctoral Programs,Transformative Learning,Learning Theories,Adult Learning,Attitude Change,Program Effectiveness,Program Evaluation,Program Descriptions,Participant Satisfaction

Definitions are central to both the practice and the power of leadership. This deceptively simple supposition was the basis for an elective doctoral leadership seminar at Illinois State University designed and taught by Lyman in Fall 2005, and replicated by Gardner in Spring 2007. The authors featured the same texts and stimulated students' reframing of leadership by using critical and dialogic approaches to defining the concept. Conversations between them about how the seminar design contributed to similar learning outcomes in both sessions led to this co-authored paper. In order to probe how individuals define and understand leadership, the authors used Scholarship of Teaching and Learning (SOTL) principles to construct a reflective evaluation of the learning outcomes of the two sessions of the seminar. This article presents the results of the subsequent SOTL analysis and explores how teaching emerging leadership theories might affect leadership practices. (Contains 4 tables.)
Increasing Aspiring Principals' Readiness to Serve: Knowledge and Skill Application Laboratories
Author: Eiseman, Jeffrey W.
Date: 2008-12-00
Type: Journal Articles
Subjects: Feedback (Response),Conflict,Goal Orientation,Laboratories,Skill Development,Principals,Competence,Knowledge Level,Job Skills,Administrator Education,Teamwork,Communication Skills,Conflict Resolution,Cognitive Development,Thinking Skills,Motivation

Most leadership programs emphasize knowledge over skills, being skillful over how to be skillful, knowledge about skills over skill application, and ad hoc and hard-to-assess field activities over focused and observable skill practice. "Knowledge and skill application laboratories" provide opportunities to experiment with--and receive criteria-based feedback from multiple observers on--new ways of thinking and behaving. They challenge students to integrate course-specific content with universally applicable skills: diagnosis, goal setting, communication, teamwork, and conflict management. We describe the purpose, history, and objectives of this kind of laboratory, sample lab activities, design considerations, and what we learned. (Contains 2 figures and 6 tables.)
Novice Superintendent Perceptions of Preparation Adequacy and Problems of Practice
Author: Petersen, George J.
Date: 2008-12-00
Type: Journal Articles
Subjects: Academic Achievement,Superintendents,Best Practices,Educational Practices,Novices,Graduate Surveys,Job Skills,Skill Analysis,Administrator Attitudes,Job Satisfaction,Participant Satisfaction,Performance Factors,Barriers,Job Performance,Profiles,Opinions,Administrator Characteristics,Institutional Characteristics,Program Attitudes,Self Efficacy,Mail Surveys

This article reports the results of a survey of novice superintendents in California, Missouri, North Carolina, and Ohio. The research provides a profile of novice superintendents and their opinions regarding the adequacy of academic preparation and the problems they encountered after entering this challenging position. Findings indicate that the novices were typical demographically of all superintendents, and generally, they were satisfied with their academic preparation. However, they were highly focused on managerial problems, an outcome likely explained by nature of their employing districts. The typical novice was employed in a district that (a) was rural (b) enrolled less than 1,000 students, and (c) was below average in taxable wealth. Findings and conclusions provide insights for improving academic preparation and for considering changes to state policy that could affect qualifications for this challenging position. (Contains 6 tables.)
Transformational Learning and Role of Self-Authorship in Developing Women Leaders
Author: Collay, Michelle
Date: 2008-12-00
Type: Journal Articles
Subjects: Learning Theories,Females,Transformative Learning,Leadership,Women Administrators,Womens Education,Womens Studies,Case Studies,Educational Experience,Reflection,Leadership Training,Administrator Education,Qualitative Research,Professional Identity,Instructional Leadership,Graduate Students,Personal Narratives

Given the challenges of the workplace and the historic exclusion of women and people of color from positional leadership, this dual case study explores women's experiences in two graduate programs designed to support transformational learning of educational leaders. Data included participants' structured reflections on learning about leadership, examined through the lens of two adult learning theories: self-authorship (Baxter Magolda, 1998, 2004) and transformational learning (Brooks, 2000; Kegan, 2000). Cross-case analysis indicated that participants developed confidence in their own knowledge, articulated the importance of personal support and collaboration, gained voice to advocate for themselves and their students, and experienced a fundamental change in their sense of themselves as leaders in their schools. These findings have implications for the provision of systematic graduate instruction that supports reflection and critique, offers multiple opportunities to step into leadership roles, and integrates informational and transformational learning.
Legislative Advocacy for High Quality Leadership Preparation: Perspectives and Implications for Teaching and Learning Educational Leadership
Author: Mansfield, Katherine Cumings
Date: 2008-12-00
Type: Journal Articles
Subjects: Advocacy,Instructional Leadership,Educational Administration,Leadership,Leaders,Professional Development,Accountability

This article interrogates the value of leadership preparation programs connecting academic and political spheres as endorsed in the 2008 revised ISLLC Standards. Specifically, a number of exemplar teaching and learning practices are shared that led to the planning and implementation of legislative advocacy projects for educational leadership professors and students in Washington, DC. Major findings include that although many educators are not adequately prepared nor encouraged to participate in policy making at the state or national levels, purposeful efforts to engage educators in legislative advocacy projects results in positive outcomes for professors, students, and policymakers alike. (Contains 1 table.)