Education Commons^™

Preparation For College And University Leadership Before The Age Of 40, Ahmed Al-Asfour, Julia Keleher, Sydney Freeman Jr.

Journal of Research on the College President

The purpose of this study was to investigate the skills and competencies needed for candidates to be hired as a college or university president before the age of 40. Using a phenomenological approach, participants who first obtained the position as a college or university president before 40 were interviewed. Using Clark’s model of professional competencies as a conceptual framework, four themes were identified from the results. The themes include little to no mentoring at all, learn by either sinking or swimming; being in the right place, at the right time, with the right credentials; having the right education and experience …

Holding Tight To Our Convictions And Lightly To Our Ways: Inviting Shared Expertise As A Strategy For Expanding Inclusion, Reach, And Impact, Kylie Korsnack, Leslie Ortquist-Ahrens

To Improve the Academy: A Journal of Educational Development

When the global pandemic forced campuses across the United States to send students home in March 2020, instructors were thrown into triage mode, forced to rapidly transition their on-the-ground classroom curriculum to a format that could be completed remotely by students spread out across the country. At the same time, centers for teaching and learning (CTLs) also entered triage mode, puzzling over how to quickly but effectively provide appropriate training and meaningful support to prepare faculty for this rapid transition (Aebersold et al., 2020). The situation’s urgency, coupled with the significant constraints many CTL directors already experienced, necessitated creative, flexible, …

Gender Equality As A Socio-Historical Category, Matluba Xolbotaevna Xolnazarova, Durdonaxon Rustamxon Qizi Islamova

Bulletin of Gulistan State University

In this article information on gender - women and men relations, the history of the study of the problem, as well as sociological, pedagogical, psychological, ethnographic recommendations and their role in the society are described. Since ancient times, great attention has been paid to the non- violation of human rights in the world community, the conduct of political, socio - economic activity of men and women in the spirit of equality in ideological processes in society. It would not be an exaggeration to say that this issue is one of the main factors in the restoration of civil society based …

The Impact Of Expertise And After-School Program Dosage On At-Risk Student Achievement, Heather E. Orman

Graduate Theses, Dissertations, and Capstones

After-school programs (ASPs) aimed at improving at-risk student achievement abound and receive considerable funding. Research provides some evidence that ASPs can improve reading and math achievement for at-risk students, although rigorous evaluation of the programs and outcomes is minimal. Specifically absent from current ASP literature is examination of dosage, in the form of hours of program attendance, and its impact on at-risk student achievement. ASP research; research on learning and time; and expertise theory indicate dosage rates that are too low and too high will not impact student achievement.

This study investigates the impact of after-school program dosage and expertise …

Teacher Leadership In State Education Policy, Megan Marie Allen

Walden Dissertations and Doctoral Studies

There is a national call for teacher leadership, which has occurred after many education reforms have struggled due to a perceived lack of teacher involvement. The purpose of this study was to examine whether teachers felt that their involvement in education policy had impact and whether there is ample teacher expertise in education policy. The overarching research question was to appraise educator perceptions of teacher impact on state education policy. The study revealed a perceived lack of teacher impact and education expertise. The conceptual framework was based on theories of adult learning and the development of expertise and supported the …

The Role Of Learning Experiences In The Development Of Expertise, Robin S. Grenier

Adult Education Research Conference

This study examined the types of learning experiences leading to the development of expertise. A qualitative research approach was employed with twelve participants from a purposeful sampling of four historically themed museums. Analysis revealed learning experiences leading to expertise development included formal training and continuing education and informal and incidental learning.

Mentoring Teacher's Stories: Caring Mentors Help Novice Teachers Stick With Teaching And Develop Expertise, Jarene Fluckiger, Sheryl Mcglamery, Nancy Edick

Teacher Education Faculty Publications

The article describes the challenges being faced by novice teachers and the role of mentors for novice teachers to stay in the profession and develop expertise. Educators have gathered evidence showing the need for mentors to help novice teachers stay in teaching and develop into master teachers. Longitudinal quantitative studies have indicated that novice teachers participating in this comprehensive induction program improved their effectiveness faster than their peers not in such a program. A frequently cited reason for attrition is teacher isolation.