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10. Culture And Leadership, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

10. Culture And Leadership, Illinois Mathematics And Science Academy

CORE

The purpose of this module is to discover the interaction between cultural perspectives and leadership. A discussion of cultural competency brings awareness of stereotypes and their negative effects. Helping to form the foundation of our understanding of leadership in cultures around the world, the GLOBE studies effectively identifies common leadership traits within and between different cultures. This module’s content aims to mold culturally aware citizens that understand the consequences of their ideas and actions.

To meet the goal of this module, the terms nationality, national identity, ethnicity, race, heritage, culture, cultural identity, and ethnocentrism are defined. Students are encouraged ...


11. Gender And Leadership, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

11. Gender And Leadership, Illinois Mathematics And Science Academy

CORE

The purpose of the Gender & Leadership module is for students to develop an understanding of the role gender plays in contemporary society and the relationship between gender and leadership. The objectives of this module are for students to be able to to define gender vernacular and differentiate between terms, dissect how gender roles were constructed, and identify the role of gender biases in leadership. To meet these objectives, case studies concerning the traditional feminine and masculine leadership roles are conducted to make students aware of their subconscious gender biases. Additionally, the terms sex, gender, gender expression, and gender fluidity are ...


06. Leadership In Social Movements, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

06. Leadership In Social Movements, Illinois Mathematics And Science Academy

CORE

This module, connecting leadership and social movements, teaches students the importance and impact of social movements in different scenarios. Looking at different case studies and going through a simulation of a social movement fosters the students' understanding of how a social movement works and grows. This module also introduces social movements as a way to ignite change and inspires students to look differently at the world around them.


07. Psychodynamics In Leadership, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

07. Psychodynamics In Leadership, Illinois Mathematics And Science Academy

CORE

The purpose of the psychodynamics module is to define the concept of psychodynamics and explore the various psychological models and understand their relation to leadership. The module examines concepts such as conformity, consensus, and authority. The module looks into the implications of having or gaining authority through social experiments. Furthermore, the module explores the relationships between different psychological states.


05. Group Dynamics In Leadership, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

05. Group Dynamics In Leadership, Illinois Mathematics And Science Academy

CORE

This module explores the different aspects of group dynamics and how groups work. This is done through examining the roles formed, what affects group performance, and how groups interact through synergy and groupthink. This is done through interactive activities so that students can experience these concepts themselves.


08. History Of Leadership Iii, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

08. History Of Leadership Iii, Illinois Mathematics And Science Academy

CORE

The purpose of this module is to explore the academic view of the concept of leadership through leadership theories. This particular module focuses on identifying, differentiating, and analyzing various leadership concepts from a theoretical standpoint. The students will also explore the historical and social context of each of the leadership theories. The module focuses on the practical application of these theories.


02. History Of Leadership I, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

02. History Of Leadership I, Illinois Mathematics And Science Academy

CORE

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, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

04. Leadership Identity, Illinois Mathematics And Science Academy

CORE

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, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

01. Introduction To Leadership, Illinois Mathematics And Science Academy

CORE

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, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

09. Leadership In Education, Illinois Mathematics And Science Academy

CORE

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, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

12. Ethics And Leadership, Illinois Mathematics And Science Academy

CORE

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, Illinois Mathematics and Science Academy 2016 Illinois Math and Science Academy

03. History Of Leadership Ii, Illinois Mathematics And Science Academy

CORE

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.


The Challenge: Magazine For The Center For Gifted Studies, The Center For Gifted Studies, Tracy Inman 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, Sarah Houston, Gwen Nugent 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 ...


2016 Imsaloquium, Student Investigation Showcase, Illinois Mathematics and Science Academy 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, John D. Marshall 2016 Western Kentucky University

Teacher Responsiveness To Engaging African American Males: A Qualitative Examination Of Inclusion And Understanding, John D. Marshall

Dissertations

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 2016 Old Dominion University

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 ...


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:

Forum Articles

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 Current State Of Youth Leadership Development Programming In Nebraska, Kathryn M. Brock, Larry R McElravy Jr 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 ...


Relationship-Based School & Classroom Management, Ryan Lucas, Matt Teegarden 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.


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