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Full-Text Articles in Education
Finding A Fulcrum: Positioning Ourselves To Leverage Change, Laurie L. Grupp, Deandra Little
Finding A Fulcrum: Positioning Ourselves To Leverage Change, Laurie L. Grupp, Deandra Little
To Improve the Academy: A Journal of Educational Development
Educational developers are called to serve as thought leaders, change agents, and advocates while also working to fulfill the teaching and learning mission of their centers. Research on change leadership informs our understanding of the work, yet may not go far enough to describe the complex roles, responsibilities, and positions of educational developers. In this study, we analyze survey and interview data to explore the meta-competencies that guide the work of developers as they navigate a shifting landscape and serve as “levers” for change.
Re-Envisioning Music Teacher Education: A Comparison Of Two Undergraduate Music Education Programs In The U.S., Jonathan Ross Kladder
Re-Envisioning Music Teacher Education: A Comparison Of Two Undergraduate Music Education Programs In The U.S., Jonathan Ross Kladder
USF Tampa Graduate Theses and Dissertations
The coursework requirements for an undergraduate music education degree in the U.S. have remained relatively unchanged since its inception in the early twentieth-century. In light of the changing milieu of the twenty-first century music learner, some scholars and researchers have suggested redesigning particular components of the music education degree. A few universities in the U.S. have reacted by implementing changes to their undergraduate music education curricula. Preliminary data and reviews of literature revealed that limited investigations into these programs existed. The purpose of this research was to investigate two established music education degree programs in the U.S. where the faculty …
Analyzing Flying Chameleons: Using Autoethnography To Explore Change In The Female Educator, Leslie Pourreau
Analyzing Flying Chameleons: Using Autoethnography To Explore Change In The Female Educator, Leslie Pourreau
Faculty and Research Publications
What is a chameleon in the world of education? What defines her professionally, personally, and why? In this autoethnography, I explore the chameleon metaphor for meanings and implications in my personal and professional identity as a female educator by seeking answers to questions stemming from Mitchell and Weber (2005): Just who do I think I am? Just who do I think I am? Just who do I think I am? Just who do I think I am? I analyzed my own autobiographical journals using the four-part Listening Guide (Gilligan, Spencer, Weinberg, & Bertsch, 2003) coupled with theme-based family coding to …
How Does A Principal Use Intention And Strategy In The Enactment Of Advocacy Leadership, Lisa Marie Grant
How Does A Principal Use Intention And Strategy In The Enactment Of Advocacy Leadership, Lisa Marie Grant
USF Tampa Graduate Theses and Dissertations
District and school leadership are essential to the success of our students and our schools. While extensive conceptual literature describes leadership characteristics, there are few empirical studies that address the daily reality of schools. In addition, additional research is needed describing how principals maneuver within the context of schools and school districts. This phenomenological study explored how one elementary school principal understands and enacts leadership and to what extent she employs intentional strategies to facilitate change. The purpose of the study was to offer a rich profile of one elementary school principal's practice to understand how a principal constructs meaning, …
The Future Direction Of Institutes Of Higher Education In Ireland And Their Pathway Of Transformation: A Case Study Of The Dublin Institute Of Technology's "Operation Transformation" As A Leading Example Of An Institute Of The Future, Ann Conway
Conference papers
This paper is an outline proposal for an EdD thesis with the University of Sheffield which has been accepted. The principle aim of this research is to investigate what might an institute of education be in the future through viewing the current changes afoot in the Dublin Institute of Technology (DIT) and the underlying reasons for these changes to take place. It is not proposed that DIT is the ideal example but it is one example of Irish higher education (HE) in transition to be more students focused and flexible for future demands. The HE system in Ireland is broad …
Working Together: The Role Of Collaborations In Promoting The Use Of Academic Technologies In Higher Education, Kate Hudson
Working Together: The Role Of Collaborations In Promoting The Use Of Academic Technologies In Higher Education, Kate Hudson
Open Access Dissertations
Through the centuries, institutions of higher education, and the people who labor in those institutions, have helped countless millions to learn--to stretch their boundaries, to think creatively, to find joy in discovery, and to create new knowledge that benefits the world in a myriad of ways. Yet while the knowledge produced through our educational process has transformed the world, the process of teaching and learning within these institutions has remained largely unexplored and unchanged over the centuries (Bass, 2009; Duderstadt, Atkins, & Van Houweling, 2002; Woolsey, 2008). In recent years, the advent and rapid development of information technology has provided …
Education In Tajikistan: A Window To Understanding Change Through Continuity., Sarfaroz Niyozov
Education In Tajikistan: A Window To Understanding Change Through Continuity., Sarfaroz Niyozov
Book Chapters / Conference Papers
No abstract provided.
Hope—Heartbeat Of Adult Education: A Phenomenological Inquiry, Phillip L. Moulden
Hope—Heartbeat Of Adult Education: A Phenomenological Inquiry, Phillip L. Moulden
Dissertations
This phenomenological study of the phenomenon—hope identified two essential meaning structures (“change” and “human agency”) in the experiences communicated by the Adult Educators interviewed. It was also discovered that hope is an energy that interacts with Affective, Relative (Re-lay-tive), and Cognitive energies in the lives of the research participants. Understanding how “change” and “human agency” can be aligned with these A.R.C. energies holds implications for further research and the practice of Adult Education.