- Workforce training (1)
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- IBC (1)
- Turnaround (1)
- Elementary school (1)
- Principals (1)
- Faculty development (1)
- Industry-based credentials (1)
- IBC exams (1)
- Stakeholder analysis (1)
- Leadership (1)
- Transformational (1)
- Somalia education (1)
- Conflict-sensitive education (1)
- Action research (1)
- Education policy (1)
- Experiential learning (1)
- Survey development (1)
- Quantitative (1)
- Delphi Method (1)
- Education technology (1)
- Active learning classrooms (1)
- Fragile states (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Understanding Why Students Take Industry-Based Credentialing Examinations: Instrument Development And Pilot Study, Jennifer H. Lawrence
Educational credentialing is complicated for students with the addition of industry-based credentialing (IBC) in traditional academic and career and technical fields (Bahr, 2015; Lumina Foundation, 2015; Xu & Ran, 2015). Human Capital Theory and Cognitive Engagement Theory framed this study which looked at IBC training from the student point of view (Grisham, 2013; Saldana, 2016; Walters, 2004). The body of literature on credential training is sparse and largely focused on institutional policy rather than student perception and participation (Bahr, 2015; Xu & Ran, 2015). There is evidence that salaries are positively correlated with IBCs and studies show that employers pay more for additional credentials (Bahr, 2015; Jacobson & LaLonde, 2013; Matheny, Chan, & Wang, 2015; Xu & Ran, 2015). Increasing IBC exam participation is an important issue for colleges because IBC completion is now being considered as part of the completion rate for institutions (Kansas BoR, 2014; Louisiana BoR, 2017; NCSL, 2015; Washington State Board of Community & Technical Colleges; 2017). An increase in credential completions leads to institutional funding through performance funding models (Kansas BoR, 2014; Louisiana BoR, 2017; NCSL, 2015; Washington State Board of Community & Technical Colleges; 2017).
A survey instrument ...
Differences In Leadership Behaviors Of Principals And Success In The School Turnaround Processes, Annette Lee
The purpose of this study was to examine leadership behaviors of principals associated with public elementary schools that were either in the school turnaround process or had already transitioned out of school academic turnaround from 2011 through 2016. Transformational leadership guided the study to determine whether leadership behaviors differed among leaders of schools associated with academic failure. School accountability data were initially gathered through the Louisiana Department of Education website. Academically unsuccessful schools (AUS) were identified. Schools that were deemed failing at least one time during the 2012-2016 timeframe were grouped as follows: (a) Group A consisted of two schools ...
Adopting Active Learning Classroom (Alc) Technology And Overcoming Barriers: A Faculty Development Intervention Model For Technology-Enhanced Learning Spaces, Bradford D. Wheeler
The goal of this study was to understand how instructors use technology, and what challenges they face, but also to increase the participants’ understanding of Active Learning Classroom (ALCs) technologies as it applies to their teaching by applying action research methodologies. This study also seeks to lay a foundation for additional research on ALCs, education technology, and the needs of instructors in terms of faculty development in technology.
This study investigates a group of 13 faculty members in multiple disciplines teaching in ALCs. Thus far, research on the impact of technology-enriched learning environments like Active Learning Classrooms has typically centered ...
Applying Stakeholder Analysis To Lay The Groundwork For Conflict-Sensitive Education In The Somali Education Sector, Nina Aristea Papadopoulos
APPLYING STAKEHOLDER ANALYSIS TO LAY THE GROUNDWORK FOR CONFLICT-SENSITIVE EDUCATION IN THE SOMALI EDUCATION SECTOR
NINA ARISTEA PAPADOPOULOS
B.A., University of South Carolina, Columbia
M.A., American University, Washington, D.C.
Ph.D., UNIVERSITY OF MASSACHUSETTS, AMHERST
Directed by Ash Hartwell, College of Education
This research represents the growing convergence of two previously discrete fields: education in conflict and crisis, and stakeholder analysis. Momentum for an improved and more sophisticated approach to education in conflict and crisis is gaining speed. We are now engaged in a crucial analysis of the interaction between the conflict or crisis ...