02. History Of Leadership I, 2016 Illinois Math and Science Academy
02. History Of Leadership I, Illinois Mathematics And Science Academy
This module introduces the academic study of leadership and leadership theory, encouraging students to dissect leadership concepts through both objective and subjective lenses. Students discuss trait, skills, and behavioral approaches to leadership. Discovery should be organic for students. Over and above the mechanics of each approach, discussion should focus on the viability, applications, and implications of each theory/model.
04. Leadership Identity, 2016 Illinois Math and Science Academy
04. Leadership Identity, Illinois Mathematics And Science Academy
This module acknowledges the idea that individuals as leaders have an identity that differentiates them from other leaders. It introduces different leadership styles as well as presents the necessity for different leaders within an organization to initiate an effective working environment and effective group dynamics. Additionally, students explore real life scenarios to apply the leadership content they have learned. Finally, they discuss the repercussions of sacrificing part or the whole of one's leadership identity.
01. Introduction To Leadership, 2016 Illinois Math and Science Academy
01. Introduction To Leadership, Illinois Mathematics And Science Academy
In the first module, students are introduced to the Leadership Education and Development Program, classroom expectations, and the topics covered throughout. To assess students’ previous knowledge of leadership, they are asked to define the term as a classroom using their previous notions. Concepts such as passion and the power of one are discussed to build foundation and ignite enthusiasm. The definition of leadership, as provided by Dr. Peter G. Northouse, is given. Students will be introduced to the different elective programs offered within LEAD, and consider their preference. Ultimately, the module serves to spark curiosity, creativity, and passion for LEAD.
09. Leadership In Education, 2016 Illinois Math and Science Academy
09. Leadership In Education, Illinois Mathematics And Science Academy
The purpose of this module is to explore the educational systems and models around the world. The module consists of comparisons between educational systems in the United States to the rest of the world. Furthermore, it explores the applications of leadership within an academic classroom environment. The module consists of fixed vs. growth theory, cultural relationships to education, and educational institutions existent in society.
12. Ethics And Leadership, 2016 Illinois Math and Science Academy
12. Ethics And Leadership, Illinois Mathematics And Science Academy
In this module, students consider various ethical codes relevant in a position of leadership. By the end of the module, students will be able to differentiate between ethics and morals, examine how ethics and morals play a role in the decision making process, reframe their preconceptions of ethical decisions, and compare ethical and unethical paths to reach a certain goal. This module examines case studies of different ethical scenarios that challenge students to discuss different perspectives and develop their own opinions. Ethical and unethical leaders are also examined through historical and contemporary examples. Specifically, students look at the reasons behind ...
03. History Of Leadership Ii, 2016 Illinois Math and Science Academy
03. History Of Leadership Ii, Illinois Mathematics And Science Academy
This module continues to explain leadership theory and an academic view of leadership. It is a testament to understanding leadership in a simultaneously personal and removed sense. Students discuss contingency theories and transformational leadership. Again, discovery should be organic for students. Over and above the mechanics of each approach, discussion should focus on the viability, applications, and implications of each theory/model.
Journal Of The National Collegiate Honors Council, Vol. 17, No. 1 (Spring/Summer 2016) [Complete Issue], 2016 University of Nebraska - Lincoln
Journal Of The National Collegiate Honors Council, Vol. 17, No. 1 (Spring/Summer 2016) [Complete Issue]
Journal of the National Collegiate Honors Council --Online Archive
In this issue:
An Agenda for the Future of Research in Honors •George Mariz
Research on Honors Composition, 2004-2015 •Annmarie Guzy
A Tradition unlike Any Other: Research on the Value of an Honors Senior Thesis •H. Kay Banks
Research In, On, or About Honors •Marygold Walsh-Dilley
Portz-Prize-Winning Essay, 2015
“Flee from the Worship of Idols”: Becoming Christian in Roman Corinth •Dorvan Byler
National Research Studies
Demography of Honors: The National Landscape of Honors Education •Richard I. Scott and Patricia J. Smith
Variability and Similarity in Honors Curricula ...
The Challenge: Magazine For The Center For Gifted Studies, 2016 Western Kentucky University
The Challenge: Magazine For The Center For Gifted Studies, The Center For Gifted Studies, Tracy Inman
Gifted Studies Publications
No abstract provided.
Weartec Students’ Preferences And Perceptions Of Formal Vs. Informal Education, 2016 University of Nebraska-Lincoln
Weartec Students’ Preferences And Perceptions Of Formal Vs. Informal Education, Sarah Houston, Gwen Nugent
UCARE Research Products
This research investigated students’ preferences and perceptions between in-class instruction and informal instruction through the NSF-funded WearTec study, whose goal was to increase interest in STEM fields within 4th-6th graders through the use of wearable technologies, primarily girls. Students who participated in both the formal and informal education programs in the WearTec study were the students who were selected to participate in this research. A mixed method analysis was used with quantitative data from student surveys and qualitative data from student interviews that asked questions related to the student survey responses. Results showed that many of the ...
The Current State Of Youth Leadership Development Programming In Nebraska, 2016 University of Nebraska at Lincoln
The Current State Of Youth Leadership Development Programming In Nebraska, Kathryn M. Brock, Larry R Mcelravy Jr
UCARE Research Products
Young leaders are an underutilized resource that can significantly impact a community’s human resource capital, and their development is essential for the transfer leadership through the generations. There is insufficient evidence to prove that youth leadership development programming truly increases young students’ influential capacity; additionally, there is no way to metrically determine programming success. To gain an understanding of the current status of youth leadership programs in Nebraska, fourteen youth programs claiming leadership as one of the top curriculum priorities were interviewed for the purpose of collecting quantitative data to be compiled to make general observations about programming strengths ...
2016 Imsaloquium, Student Investigation Showcase, 2016 Illinois Math and Science Academy
2016 Imsaloquium, Student Investigation Showcase, Illinois Mathematics And Science Academy
IMSAloquium Abstract Booklets
"Welcome to the twenty-eighth year of the Student Inquiry and Research Program (SIR)! This is a program that is as old as IMSA. The SIR program represents our unending dedication to enabling our students to learn what it is to be an innovator and to make contributions to what is known on Earth."
Teacher Responsiveness To Engaging African American Males: A Qualitative Examination Of Inclusion And Understanding, 2016 Western Kentucky University
Teacher Responsiveness To Engaging African American Males: A Qualitative Examination Of Inclusion And Understanding, John D. Marshall
This study examined the influence of teacher practices on the engagement of African American males. Two teachers were selected for observation while teaching African American males. The teachers for this study were found to have a propensity to be culturally responsive and to exude some of those qualities while engaging the African American males. The observations were held in one high school with a high percentage of African American males. The observations, supported by field tested inventories, the Culturally Responsive Inventory Observation Protocol, and the Multicultural Education Awareness Survey, revealed that teachers with an understanding of inclusion and responsiveness (1 ...
Investigating An Intervention Used To Address Underachievement In Gifted And Non-Gifted High School Students: A Mixed Methodological Study, Melissa (Missy) C. Sullivan
Teaching & Learning Theses & Dissertations
Recent concerns in the field of gifted education focus on students who are not performing at their ability level. These students can be classified as underachieving gifted students. In their research, Rubenstein, Siegle, Reis, McCoach, and Burton (2012) found that though gifted students are not typically considered at risk, there is a growing group of gifted students who are not motivated to learn, which is frustrating for parents, teachers, and counselors. Highly capable students are not being engaged in their classes which causes underachievement in these students (Kim, 2008). The purpose of this mixed methodological study will be to investigate ...
Relationship-Based School & Classroom Management, 2016 Jeffco Public Schools
Relationship-Based School & Classroom Management, Ryan Lucas, Matt Teegarden
National Youth-At-Risk Conference Savannah
Participants will learn about the four roles of relationship-based classroom and school management in working with students of all ages. Additionally, participants will have the opportunity to reflect on previous interactions with students (some that went well and some that didn't go so well), learn which role is their strength ("go-to" role), and identify the role with which they need peer support. This presentation is given lecture style with encouraged audience participation and includes plenty of laughter, practical applications, and"just-in-time" ideas to implement the very next day.
There’S A Dragon In My Classroom, 2016 Illinois Mathematics and Science Academy
There’S A Dragon In My Classroom, Sarah O'Leary-Driscoll
Nature of Science
What makes science, science?
How do we help students make sense of the science they are learning and how it fits in with preconceived notions and misconceptions, social perspectives, and potential controversy?
A Single Case Study Of The Impact Of Policy Changes On Identification For Gifted Programs, 2016 Utah Valley University
A Single Case Study Of The Impact Of Policy Changes On Identification For Gifted Programs, Russell Warne
Russell T Warne
Science & Spaghetti Monsters: Understanding The Nature Of Scientific Knowledge & Research, 2016 Illinois Mathematics and Science Academy
Science & Spaghetti Monsters: Understanding The Nature Of Scientific Knowledge & Research, Sarah O'Leary-Driscoll
What is science?
When students are asked to define science, many of them define science as “a body of knowledge gained by performing experiments.”
A more appropriate definition, however, is that “Science is … a process of inquiry aimed at building a testable body of knowledge open to rejection or confirmation” (Shermer, 2005).
There are three important points that this definition makes:
Common Mistakes In Discussing Evolution, 2016 Illinois Mathematics and Science Academy
Common Mistakes In Discussing Evolution, Sarah O'Leary-Driscoll
No abstract provided.
A Meta-Analysis Of The Effects Of Enrichment Programs On Gifted Students, 2016 College of William and Mary
A Meta-Analysis Of The Effects Of Enrichment Programs On Gifted Students, Mihyeon Kim
Although descriptions of enrichment programs are valuable for practitioners, practices, and services for gifted students, they must be backed by evidence, derived through a synthesis of research. This study examined research on enrichment programs serving gifted students and synthesized the current studies between 1985 and 2014 on the effects of enrichment programs. A total of 26 studies were included in this meta-analysis, and the findings show that enrichment programs had a positive impact on both gifted students’ academic achievement (g = 0.96, 95% CI [0.64, 1.30], under a random-effects model) and socioemotional development (g = 0.55, 95% CI ...
Above-Level Test Item Functioning Across Examinee Age Groups, 2016 Utah Valley University