ethanporcaro/eric-fulltext-meta huggingface dataset:
Teaching with Batman and Sherlock: Exploring Student Perceptions of Leadership Using Fiction, Comic Books, and Jesuit Ideals
Author: Krusemark, Renee C.
Date: 2016-05-00
Type: Journal Articles
Subjects: Leadership Qualities,Fiction,Cartoons,Books,Undergraduate Students,Two Year College Students,Student Attitudes,Student Surveys,Teaching Methods,Popular Culture,Christianity,Interviews,Prior Learning,Critical Thinking,Ideology

Employers seek college graduates with leadership skills, but studies indicate not all students graduate with leadership ability. Furthermore, an interdisciplinary perspective of leadership implies that leadership learning and ability can be achieved with a variety of methods. This study sought to understand how reading fiction, including comic books and traditional books, engages undergraduate student perceptions of leadership. A group (N = 17) of community college students first read a Batman comic book, &quot;The Long Halloween,&quot; and then read a traditional (no images) book, &quot;A Study in Scarlet,&quot; the first Sherlock Holmes story. Participant perceptions of leadership were collected using structured surveys. The study determined that participant perceptions of leadership in the comic book were formed similarly to perceptions of leadership in the traditional book, although slight differences were noted. The study's findings suggest that (a) fiction can engage student perceptions of leadership and (b) comic books can provide educational readings similar to traditional (no images) books.
Communication Behaviors of Principals at High Performing Title I Elementary Schools in Virginia: School Leaders, Communication, and Transformative Efforts
Author: Tyler, Dawn E.
Date: 2016-11-00
Type: Journal Articles
Subjects: Principals,Elementary Schools,Disadvantaged Youth,Poverty,Leadership Responsibility,Administrator Role,Teacher Competencies,Interpersonal Communication,Communication Skills,Qualitative Research,Semi Structured Interviews,Surveys,Student Centered Learning,Participative Decision Making,Trust (Psychology),Administrator Education,Mentors

Principals of modern Title I elementary schools, where at least half of the student population lives in poverty, must possess a broader set of leadership skills than has been historically necessary. The ability to motivate teachers utilizing effective communication is one such skill set. This qualitative research proposes a division-level training program designed to improve communication skills of principals and aspiring principals based on the self-reported communication strategies of principals at high-performing Title I elementary schools. High performing Title I schools represented just 8% of all Title I schools in Virginia during 2014. This qualitative data was derived from semi-structured interviews with 8 of these principals, surveys of principals, and publicly available data about these schools. Analysis of the self-reported information resulted in 11 specific communication strategies practiced by most or all of the principals in the participating high performing Title I elementary schools. Further uncovered were 5 themes of communication in leadership which include a student-centered approach to decision-making, transparency of decision-making, shared decision-making with principal and teachers, the role of faculty trust, and principal preparation. Specific principal communication behaviors with teachers were implemented in motivating teachers toward earning high-performing status. These included frequent face-to-face and personal communications, minimal use of whole-school meetings, and weekly principal participation in grade level meetings. Additionally, principal certification programs were found to have had little impact on the participants in the area of communication. Finally, the critical importance of mentoring, together with school-division level training in the area of communication development, was revealed. This research concluded that communication skills are necessary for building trust between school principals and teachers, with trusting relationships vital for leading teachers toward effective instruction. More structured leadership training is essential in the area of communication skills in preparing school leaders and is most effective at the school division level.
Organizational Leadership and Work-Life Integration: Insights from Three Generations of Men
Author: Smith, Deborah N.
Date: 2016-05-00
Type: Journal Articles
Subjects: Leadership,Family Work Relationship,Males,Generational Differences,Online Surveys,Impact of Technology,Employees,Organizational Culture,Occupational Aspiration

The literature has traditionally portrayed work-life balance as a women's issue. However, working men, specifically those classified as Generation X and Generation Y, are starting to speak up and share that they too are struggling with integrating all aspects of their lives. Workers, as well as organizations can benefit when employees have a healthy work-life balance; however, the specific role of organizational leadership must be examined to determine the influence leaders play in assisting employees achieve work-life balance. In addition, further insight is needed to understand how employees in the three generations (Millennials/Gen Y, Gen X, and Baby Boomers), which predominantly comprise the current workplace, view organizational leadership in relationship to work-life balance. Since the voices of women have been studied extensively (Eagly &amp; Carli, 2007; Favero &amp; Heath, 2012; Guillaume &amp; Pochic, 2009; Jyothi &amp; Jyothi, 2012; Roebuck, Smith, &amp; Elhaddaoui, 2013; Schueller-Weidekamm &amp; Kautzky-Willer, 2012), this exploratory study examines the perspectives of working men by asking how different generations of men view organizational leadership in light of work-life balance. The researchers used a convenience sample to invite men to participate in an online survey about organizational leadership, work-life balance and generational factors. One hundred one participants provided data, which the authors analyzed using qualitative data analysis techniques. Three major themes emerged. First, Generation Xers and Millennials, in particular, feel more pressure than Baby Boomers to be at home, in the community; and if they are fathers, to be present in their children's lives. Second, technology both helps and hinders men in integrating their personal and professional lives. Third, organizations are generally more supportive of men's multiple life roles than they were previously. However, most of the study participants still perceived that putting work first was tantamount to receiving a leadership position. A general conclusion from this exploratory study is work-life balance greatly influences men's decisions to pursue organizational leadership opportunities. Consequently, the results suggest that organizations, in their effort to acquire and retain talented leaders, should explore and embrace new strategies that support employees in their endeavor to achieve work-life balance.
Leadership Epistemology
Author: Bogenschneider, Bret N.
Date: 2016-11-00
Type: Journal Articles
Subjects: Leadership,Epistemology,Attribution Theory,Interdisciplinary Approach,Research

The study of leadership is characterized by an expanding set of definitions of the term leadership. Some scholars even set out to know leadership by the identification of traits or behaviors of good leaders. However, the scientific study of leadership requires the identification of a causal theory of leadership. The scientific belief in causation as the common epistemology is the necessary link between the various disciplines interested in leadership (e.g., organizational psychology, statistics, education, or management studies), which allows for the interdisciplinary study of leadership.
Influence of Teamwork Behaviors on Workplace Incivility as It Applies to Nurses
Author: Logan, Todd R.
Date: 2016-05-00
Type: Journal Articles
Subjects: Work Environment,Teamwork,Interpersonal Relationship,Bullying,Nurses,Physicians,Leadership Responsibility,Trust (Psychology),Interpersonal Communication,Literature Reviews

Workplace incivility, or bullying, experienced by nurses has been shown to have negative consequences on nurses and the care they provide patients. Nurses' roles are being challenged in the healthcare environment because of incivility in the workplace. These negative outcomes exist despite the support provided by teams on which these nurses work. This literature review is focused on the prevalence and effect of nurse bullying (nurse-on-nurse, as well as physician-on-nurse) and the influence of such incivility on healthcare teamwork. Specific attention is given to three important team behaviors: leadership, trust, and communication.
Holistic Mentoring and Coaching to Sustain Organizational Change and Innovation
Author: Hollywood, Kathryn G.
Date: 2016-05-00
Type: Journal Articles
Subjects: Mentors,Coaching (Performance),Holistic Approach,Organizational Change,Innovation,Leadership,Emotional Intelligence,Inquiry,Self Efficacy,Organizational Communication

Collaborative problem solving, creativity, innovation, and continuously improved performance outcomes are the normative expectations for organizations in the early 21st century. At the same time, workers seek not only equitable compensation for their efforts, but also opportunities for professional growth and development as well as acknowledgement and valuing of their contributions. As a result, more than ever, leaders face the challenge of creating learning organizations, communities of practice, and systems that promote the full potential of each worker, while attaining or exceeding organizational expectations and goals. An integrated, holistic model of mentoring and coaching consisting of four well researched theoretical frames is described: strengths based leadership, Emotional Intelligence, courageous conversations, and Appreciative Inquiry. The rarely acknowledged, imperceptible, but significant and indelible, neurological and biochemical links that connect the theoretical frames as well as the impact of self-efficacy beliefs and the thoughts and emotions of both mentor/coach and mentee/coachees are discussed. Recommendations for practice and implementation are presented.
The Relevance of Four Types of Knowledge for Leader Preparation in Radically Different Settings: Reflections on Data from a Case Study in Qatar and Teaching at a United States Military Academy
Author: Bakken, Richard
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Military Schools,Leadership Training,Case Studies,Multicampus Colleges,College Administration,Administrators,College Environment

Based on our experiences at a military service academy and the study of leadership informing administrators in overseas branch campuses, we propose a link between conceptual leadership development in these learning environments and the relevance of the four types of knowledge--declarative, procedural, contextual, and somatic for educational administrators and leadership educators. Demonstrating an appropriate and experiential frame of reference through application of the knowledge types can help inform students and educational leaders about contextual applications of leadership and affect leadership development in diverse educational settings. Our paper also discusses application challenges and impact on future learning environments. Through examination of the chosen environments we maintain that effective leader development requires a balance between institution-centered experiential exercises and learner-centered pedagogy based on the contextual learning environments explored.
Early Integration of Tutorial Support in Beginning Algebra
Author: Copus, Colleen
Date: 2016-00-00
Type: Journal Articles
Subjects: Algebra,Mathematics Instruction,Arithmetic,Mathematics Skills,Grades (Scholastic),Low Achievement,Mathematics Achievement,Intervention,Skill Development,Student Surveys,Control Groups,Experimental Groups,Program Effectiveness,Tutoring,Developmental Studies Programs,Worksheets,Two Year College Students

Anecdotal observations reveal that most students with strong arithmetic skills will succeed in the Beginning Algebra course even if they have no previous experience with algebra. In trying to quantify this with an initial teacher-created survey of arithmetic skills, it was observed, for three consecutive semesters, that students who scored in the upper 60% usually passed the class with acceptable grades, whereas students in the lower 40% did not. This article describes a project to address existing gaps in student mathematical knowledge for the lowest scoring students, thus increasing the likelihood of successful completion of their first mathematics course, as well as persistence to further classes. The purpose of this project was to determine if early intervention in a Beginning Algebra class leads to greater student success.
Language Minority Student Transitions
Author: Suh, Emily
Date: 2016-00-00
Type: Journal Articles
Subjects: Language Minorities,Two Year College Students,Immigrants,Language Proficiency,English (Second Language),Second Language Instruction,Developmental Studies Programs,English Instruction,Practicums,Mixed Methods Research,Student Adjustment,Interviews,Goal Orientation,Student Attitudes

Unfortunately, the journey to college can be lengthy for immigrants who must demonstrate English proficiency by completing a series of ESL classes while balancing work, family, and school (Blumenthal, 2002). At Southeast Community College (SCC), in Lincoln, Nebraska, the sequence ranges from classes in Beginning ESL to ESL for Academic Success, and none of the classes is eligible for financial aid. As a result, many students chose to prematurely exit ESL by testing into developmental coursework. At SCC, developmental English faculty have perceived a growing population of nontraditional, language minority students who required language support perhaps best delivered in ESL. As a result, the department was interested in determining whether students whose first language was not English were being appropriately placed in developmental English. SCC does not track the number of language minority students entering developmental English courses or their pass rates. There is a similar absence within developmental education research. Given the sparse literature on language minority students, particularly adult immigrant, nontraditional ESL students in developmental education, it was felt an intervention could not be proposed until research explored the phenomenon of these students, referred to here as Generation 1 learners, entering developmental English. This article describes a practicum that used a mixed methods design to determine the number of language minority students, including Generation 1, testing into SCC's Developmental English program and to understand Generation 1 learners' experiences entering developmental English through the Transitions Lab (T-Lab), a campus tutoring and advising center. Understanding how Generation 1 learners' transition from ESL into developmental English enhances practitioners' ability to utilize or modify existing resources to meet students' linguistic and academic needs. In addition to increasing understanding of SCC's student population, the research contributed to the local teacher-scholar community of practice (Toth &amp; Sullivan, 2016) through inter- and intradepartmental cooperation at the college.
An Analysis of Collaborative Problem-Solving Mechanisms in Sponsored Projects: Applying the 5-Day Sprint Model
Author: Raubenolt, Amy
Date: 2016-00-00
Type: Journal Articles
Subjects: Problem Solving,Hospitals,Cooperation,Research Reports,Quality Control,Models,Group Activities,Research Administration

In May 2016, the office of Finance and Sponsored Projects at The Research Institute at Nationwide Children's Hospital conducted a 5-day design sprint session to re-evaluate and redesign a flawed final reporting process within the department. The department sprint was modeled after the design sprint sessions that occur routinely in software development and manufacturing processes fields. The Research Performance Progress Report (RPPR) process was not consistent among all Sponsored Project Officers (SPOs), and the department needed to develop and implement quality control measures to safeguard compliance and assure quality in the reporting process. This study in adapting a software design process for use in sponsored projects assesses how this problem-solving mechanism can be utilized with success to replace the formal workgroup model and improve the research administration enterprise. Findings illustrate that several factors influence the success of the sprint application to research administration, including increased time spent dedicated to the problem and a gained shared understanding of the problem and possible solutions. Finally, findings indicate a strong preference for the individual problem-solving technique inherent in the sprint model in combination with the intense and deadlinedriven collaboration mechanism.
The Effect of Flexible Small Groups on Math Achievement in First Grade
Author: Benders, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Small Group Instruction,Mathematics Achievement,Mathematics Instruction,Grade 1,Rural Areas,Pretests Posttests,Action Research,Academic Achievement,Elementary School Students,Elementary School Mathematics,Mathematical Concepts,Observation

This action research study explores the Guided Math Approach to improving math scores for first grade students. Previous MAP (Measure of Academic Progress) scores were used to measure proficiency and students were placed in separate categories for appropriate instruction. This study reviewed math achievement scores on MAP test from a First grade classroom in a rural area of southern Kentucky. The results from this study reflect an improvement in student mathematical knowledge and achievement of eleven below level students in the Math concept &quot;Telling Time to the Hour and Half-hour&quot; as required by Common Core Standard. All students received instruction within flexible grouping rotation of one hour and fifteen minute blocks. Below level students were extracted during instruction time and grouped to provide small group instruction in cooperation and individual work. The smaller group instruction is guided by the teachers to address deficiency areas identified within the pre-test assessment. The analysis revealed one hundred percent proficiency in the instructional lesson used for this study. The finding support the potential benefits and continuous need to explore the benefits of Guided math approach for student achievement in math.
Enhancing Faculty Productivity through a Centralized Communications and Project Management Infrastructure: A Case Study at the University of Kentucky Markey Cancer Center
Author: Russell-Simmons, Heather N.
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Productivity,Case Studies,Faculty Publishing,Editing,Grantsmanship,Program Administration,Faculty Development,Communication Skills,Professional Services,Visual Aids,Cancer,Medical Research,Research Administration,State Universities

Academic careers and institutional reputations are closely linked with the ability to secure funding and publish work. In today's competitive environment, it is essential for research to be clearly communicated. In our experience, many researchers need assistance with communication skills, and institutions that offer professional services in grant, manuscript and project management have an advantage in the development of their faculty and trainees. A review of the literature shows that some institutions offer centralized proposal development resources and personnel to assist with grant writing, some institutions offer workshops and lectures designed to improve researchers' writing skills for grants and/or manuscripts, and fewer institutions offer departments focused specifically on editing manuscripts. In the fall of 2009, the University of Kentucky's (UK) Markey Cancer Center (MCC) developed an infrastructure, the Research Communications Office (RCO), to enhance faculty productivity. The RCO exists to provide: expertise in scientific editing of manuscripts for academic publishing; editing and management of research, training, and career development grants; project management for multi-component and institutionally complex grants; facilitation and tracking of all MCC pilot funding mechanisms; tracking all research outcomes; preparation of graphics for presentations, posters, publications and grants; marketing and design expertise for outreach endeavors; the planning and execution of internal and external communications; and MCC web content creation and maintenance. A successful and valued service for MCC, the RCO has totaled more than 1,400 projects over six years, growing from 189 projects when tracking began in 2010 to 294 in 2015. This article will discuss why and how the RCO was created at the MCC, and in doing so, provide a framework for how the RCO model can be successfully implemented at other institutions interested in offering professional editing and management of grants and manuscripts.
Systems Engineering-Based Tool for Identifying Critical Research Systems
Author: Abbott, Rodman P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Systems Approach,Research Projects,Pattern Recognition,Predictor Variables,Theses,Doctoral Dissertations,Research Universities,Productivity,Research Administration,Publications,Input Output Analysis,Costs,Labor,Travel,Equipment,Contracts,Case Studies

This study investigates the relationship between the designated research project system independent variables of Labor, Travel, Equipment, and Contract total annual costs and the dependent variables of both the associated matching research project total annual academic publication output and thesis/dissertation number output. The Mahalanobis Taguchi System (MTS) pattern recognition methodology was utilized in the three-year, 3000+ research project case study to identify which research project system variables are responsible in both magnitude and degree for the associated publication and thesis and dissertation research project outputs. The selection of the MTS &quot;abnormal&quot; and &quot;normal&quot; data set boundary was specifically chosen in an attempt to define a &quot;successful&quot; from &quot;unsuccessful&quot; research project metric at the research unit, tenure track versus non-tenure track, and individual research project principal investigator organizational levels. The findings of the study are directly compared against the associated level budget percentages changes over the same time period. Through such concrete research system identification, research administrative personnel have the possibility of directly identifying both the research project system &quot;impactors&quot; as well as the association between likely effects of reduced or affected research system impacts on the research outputs themselves.