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Articles 1 - 8 of 8
Full-Text Articles in Education
Faculty Of Color In The Academy: A Perspective On Cross-Cultural Mentoring, Sherrise Y. Truesdale-Moore
Faculty Of Color In The Academy: A Perspective On Cross-Cultural Mentoring, Sherrise Y. Truesdale-Moore
The Journal of Advancing Education Practice
Research has indicated that students’ race and their experiences and sense of belonging are associated with the racial characteristics of the faculty. This highlights the importance of recruitment and retention for faculty of color (FOC) in higher education. A formal faculty mentoring program is essential to providing an academic atmosphere that nurtures, supports, and develops faculty members’ teaching and research skills to assist them in feeling a sense of belonging within the university community is essential. However, finding the right mentoring program that addresses the daunting challenges among FOC is challenging. Upon reviewing the higher education faculty data and literature …
Equipping Faculty Of Color: Mentorship And Strategies For Success In The Academy, Kara R. De La Fosse
Equipping Faculty Of Color: Mentorship And Strategies For Success In The Academy, Kara R. De La Fosse
The Journal of Advancing Education Practice
Equity is salient in the academy; however, the lens is focused on students and not faculty. Affording faculty of color, the same respect, honor, and opportunities white individual possess are critical. Discounting credit and recognizing individuals’ achievements based on the color of their skin transpired unfortunately. Emphasis has been provided necessitating the need to have diverse leadership in higher education to reflect the population of students. This exemplifies what students have voiced and provides support for the growing diverse population matriculating through higher education. Ensuring that recruitment for faculty of color and ongoing support is extended is paramount. Removing gaps …
Frenemies In The Academy: Relational Aggression Among African American Women Academicians, Wendi S. Williams, Catherine Lynne Packer-Williams
Frenemies In The Academy: Relational Aggression Among African American Women Academicians, Wendi S. Williams, Catherine Lynne Packer-Williams
The Qualitative Report
Black women academicians represent a highly educated group that at times hold positional power within institutions of higher education. In this paper, the authors utilize a critical race feminist frame to explore their experiences with relational aggressive dynamics within higher education work settings. Using auto-narrative qualitative methodology, they collected data through scholarly personal narratives in the form of journals. The entries were analyzed by utilizing an intersectional lens with a focus on coping. Data analysis yielded four themes framed as coping with frenemy dynamics between individuals and contexts. The authors consider the contribution of individual, institutional and structural elements.
Living With A Liminal Mind, Yoriko Gillard
Living With A Liminal Mind, Yoriko Gillard
Artizein: Arts and Teaching Journal
Learning to be an educational storyteller entails using every creative skill I learned since my childhood and has allowed me to connect with others especially those in pain. This paper is a reflection of my emotional past. My tears are coming from the ocean and rivers in my liminal space. In this space, I contemplate my hopeful future and seek its contemplative challenges to discover what I still do not know and could learn as an educator. My sincere contemplation to serve society shall be a poetic reflection of who I am becoming each step of my life. Creative writing …
Facilitating The Transition From Military Instructor To Academic Educator: Cognitive Apprenticeship In Teacher Induction At The United States Air Force Academy, Thomas T. Swaim
The Qualitative Report
This article examines teacher induction in the military undergraduate education context. The U.S. Air Force Academy relies on approximately 520 military and civilian instructors to educate nearly 4000 future military officers each year. These educators must be highly skilled and unquestionably capable in their abilities to teach these future leaders. Many of these instructors derive from highly technical active duty operational career fields (such as pilot, missile operator, etc.). This article reveals how Collins’, Brown’s, and Newman’s (1989) theory of cognitive apprenticeship is manifested within teacher induction experiences at the U.S. Air Force Academy. Using a qualitative multiple-case study approach, …
District Liaison Involvement In Partnership Academies, Debra Gustafson, Nancy Kiltz
District Liaison Involvement In Partnership Academies, Debra Gustafson, Nancy Kiltz
Educational Considerations
The greatest legacy a leader can leave is having developed other leaders…if you want to leave a legacy, invest in people, and encourage those you develop to pass on everything they learn from you to others who will do the same.
Inspiring Confidence And Professional Growth In Leadership: Student Perspectives On University-District Partnership Master's Academies, Pilar Mejía, Samrie Devin, Heather Calvert
Inspiring Confidence And Professional Growth In Leadership: Student Perspectives On University-District Partnership Master's Academies, Pilar Mejía, Samrie Devin, Heather Calvert
Educational Considerations
School leadership matters when discussing teacher effectiveness and student performance, and preparation programs need to graduate principals with the skills necessary to lead schools for tomorrow. The traditional approach to preparing educational leaders is no longer getting the job done. It is going to take everyone working together to better prepare those who will lead the schools we need.
Transforming The Preparation Of Leaders Into A True Partnership Model, Mary Devin
Transforming The Preparation Of Leaders Into A True Partnership Model, Mary Devin
Educational Considerations
In the early 2000s, as public education moved into the accountability era spawned by passage of No Child Left Behind in 2001, landmark research produced convincing evidence of the importance of leadership.