Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- Fayetteville State University (16)
- Nova Southeastern University (11)
- Taylor University (10)
- University of Dayton (9)
- University of South Alabama (7)
-
- Western Kentucky University (7)
- Loyola Marymount University and Loyola Law School (6)
- University of Texas at Tyler (6)
- South Dakota State University (5)
- Kansas State University Libraries (4)
- Brigham Young University (3)
- California State University, San Bernardino (3)
- Gardner-Webb University (3)
- Rochester Institute of Technology (3)
- University of Arkansas, Fayetteville (3)
- Walden University (3)
- Eastern Kentucky University (2)
- Edith Cowan University (2)
- Kennesaw State University (2)
- Purdue University (2)
- Saint Mary's College of California (2)
- Stephen F. Austin State University (2)
- University of Kentucky (2)
- University of Nebraska at Omaha (2)
- Bank Street College of Education (1)
- Boise State University (1)
- Bridgewater State University (1)
- Canadian Association of Schools of Nursing (1)
- City University of New York (CUNY) (1)
- Columbus State University (1)
- Keyword
-
- Higher education (6)
- Leadership (5)
- Culture (4)
- Diversity (4)
- Education (4)
-
- Educational leadership (4)
- Catholic education (3)
- ESL (3)
- English Language Learners (3)
- Higher education leadership (3)
- Spirituality (3)
- Teaching (3)
- Technology (3)
- Academic libraries (2)
- Accreditation (2)
- Appalachia (2)
- Assessment (2)
- CSR (2)
- Collaboration (2)
- Communicative language teaching (2)
- Educational Leadership (2)
- Interview (2)
- K-12 (2)
- Learning (2)
- Professional development (2)
- Reading (2)
- Reflection (2)
- School leaders (2)
- Service-learning (2)
- Social Justice (2)
- Publication
-
- Journal of Research Initiatives (16)
- Growth: The Journal of the Association for Christians in Student Development (10)
- The Qualitative Report (10)
- Journal of Research, Assessment, and Practice in Higher Education (9)
- <strong>ECTESOL Review</strong> (7)
-
- International Journal of Leadership and Change (7)
- Diversity, Social Justice, and the Educational Leader (6)
- Journal of Catholic Education (6)
- Empowering Research for Educators (5)
- Kansas Library Association College and University Libraries Section Proceedings (4)
- Journal of Critical Issues in Educational Practice (3)
- Journal of Organizational & Educational Leadership (3)
- Journal of Research on the College President (3)
- Journal of Science Education for Students with Disabilities (3)
- Journal of Undergraduate Research (3)
- Australian Journal of Teacher Education (2)
- Engaging Pedagogies in Catholic Higher Education (EPiCHE) (2)
- Greater Faculties: A Review of Teaching and Learning (2)
- Journal of Curriculum, Teaching, Learning and Leadership in Education (2)
- Journal of Educational Research and Practice (2)
- Kentucky Journal of Excellence in College Teaching and Learning (2)
- Purdue Journal of Service-Learning and International Engagement (2)
- Arbitration Law Review (1)
- Democracy and Education (1)
- Exigence (1)
- Georgia Library Quarterly (1)
- International Journal for Business Education (1)
- International Journal of Aviation, Aeronautics, and Aerospace (1)
- International Journal of Undergraduate Community Engagement (1)
- Internet Journal of Allied Health Sciences and Practice (1)
Articles 121 - 133 of 133
Full-Text Articles in Education
Power Of The Faculty: Consequences Of No Confidence Votes For College Presidents, Daniel Nadler, Mei-Yan Lu Ph.D., Michael T. Miller
Power Of The Faculty: Consequences Of No Confidence Votes For College Presidents, Daniel Nadler, Mei-Yan Lu Ph.D., Michael T. Miller
Journal of Research on the College President
The roles of college faculty members have changed, often in relation to increased specialization of their functions as either teachers or researchers. Similarly, the college presidency has changed, relying less on faculty interactions and increasing reliance and interaction on external stakeholders. The result is a less faculty-centric college presidency. The faculty, however, still have significant expectations for involvement with the college president and have the use of a noconfidence vote to express their opinions about the performance of the individual in the presidential position. Drawing upon a sample of faculty senate leaders, the current study found that few of these …
Perceptions Of Non-University Affiliated Dietetic Internship Program Directors Regarding Education Requirements To Obtain A Master’S Degree As An Entry-Level Dietitian, Abigail Sullivan, Roschelle A. Heuberger
Perceptions Of Non-University Affiliated Dietetic Internship Program Directors Regarding Education Requirements To Obtain A Master’S Degree As An Entry-Level Dietitian, Abigail Sullivan, Roschelle A. Heuberger
Internet Journal of Allied Health Sciences and Practice
Purpose: The Commission on Dietetic Registration announced that entry-level eligibility requirements to become a registered dietitian would increase to include obtaining a Master’s degree. The objective of this study was to explore perceptions of non-university affiliated dietetic internship program directors regarding proposed education requirements. Methods: Directors participated in a phone survey of structured questions related to the topic. The population of focus was non-university affiliated dietetic internship program directors. Results: Program directors expressed viewpoints of positive, negative, and mixed regarding the increase in education requirements. Diversity and autonomy were among concerns expressed by program directors. Conclusion: The research found that …
Editor's Remarks, G. David Gearhart
Editor's Remarks, G. David Gearhart
Journal of Research on the College President
Welcome to the first issue of the Journal of Research on the College President, an outlet for the National Lab for the Study of the College President. The Lab is a new research unit within the College of Education and Health Professions at the University of Arkansas, and has been created to conduct research and provide leadership on the study of the American College President. Through policy briefings, publications, workshops, grant writing, and hosting speakers, the NLSCP provides national direction for research on college leaders.
Classical Music As An Instrument To Foster Leadership Skills For Social Change: The Case Of Venezuela’S El Sistema, Marco Aponte Moreno, Lance Lattig
Classical Music As An Instrument To Foster Leadership Skills For Social Change: The Case Of Venezuela’S El Sistema, Marco Aponte Moreno, Lance Lattig
Journal of Sustainable Social Change
El Sistema, the Venezuelan system of youth orchestras, is a program aimed at teaching and performing classical music through the development of a free network of symphony orchestras and choruses nationwide. Since its creation in 1975 by its founder José Antonio Abreu, El Sistema has given thousands of Venezuelan children, who often come from unprivileged socioeconomic backgrounds, the opportunity to receive free classical music education while promoting their personal, intellectual, spiritual, social, and professional development. The purpose of this article is to analyze El Sistema’s potential to foster leadership skills for social change. After providing an overview of …
Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris
Fostering Creative Ecologies In Australasian Secondary Schools, Leon R. De Bruin, Anne Harris
Australian Journal of Teacher Education
This study investigates and compares elements of creativity in secondary schools and classrooms in Australia and Singapore. Statistical analysis and qualitative investigation of teacher, student and leadership perceptions of the emergence, fostering and absence of creativity in school learning environments is explored. This large-scale international study (n=717) reveals the impact of teacher behaviours, teaching environments and school leadership approaches that promote and impede the enhancement of creative, critical, and innovative thinking, organisation, and curriculum structures. Implications for Australian schools and teaching urge for secondary education to challenge current, practices, pedagogies and environments, arguing for school-based strategies and considerations that enhance …
Egalitarian Teams In Action: Organizing For Library Initiatives, Linda Miles, Miriam Laskin, Kate Lyons
Egalitarian Teams In Action: Organizing For Library Initiatives, Linda Miles, Miriam Laskin, Kate Lyons
Urban Library Journal
In 2006 Peter Senge, who coined the term the learning organization, wrote, “As the world becomes more interconnected and business becomes more complex and dynamic, work must become more ‘learningful’... It’s just not possible any longer to to figure it out from the top, and have everyone else following the orders of the ‘grand strategist’” (p. 4). Senge documented the need for professions and organizations that can change, that can quickly adapt, be nimble, learn, and find new opportunities in the changing information landscape. Libraries are not immune from this kind of pressure. In this case study, first presented at …
From The Editor, Laureen Fregeau
From The Editor, Laureen Fregeau
<strong>ECTESOL Review</strong>
No abstract provided.
A Study Of Teacher Talking Time And Student Talking Time Practices Among Esl Instructors At An Intensive English Program, Cesar R. Bazo Quintana
A Study Of Teacher Talking Time And Student Talking Time Practices Among Esl Instructors At An Intensive English Program, Cesar R. Bazo Quintana
<strong>ECTESOL Review</strong>
This study focuses on Teacher Talking Time (TTT) and Student Talking Time (STT) practices among ESL instructors at an Intensive English Program in a southeastern public research university. Based on a qualitative case study approach, the study demonstrates that participating ESL instructors were oriented more towards TTT practices while teaching their regular lessons. The study found disproportionate use of TTT. The study has helped participant ESL instructors become more aware of the behaviors that are conducive to both increased TTT and increased STT practices in their classes. This, in turn, can lead to improved teaching practices, which will benefit ESL …
English Language Competence: Why English Matters In Higher Education In Kenya, Ukaiko A. Bitrus-Ojiambo, Iddah Wayumba Mwaura, Annette Lutivini Majanja
English Language Competence: Why English Matters In Higher Education In Kenya, Ukaiko A. Bitrus-Ojiambo, Iddah Wayumba Mwaura, Annette Lutivini Majanja
<strong>ECTESOL Review</strong>
English is an international language, used in many countries for business, tourism, and education (Roy-Campbell, 2014; Crystal, 2003). In Kenya, it is the official language and language of instruction. The country boasts high youth literacy rates 93% (UNESCO, 2012). As university instructors, we have observed that although students have been in the formal educational system for a minimum of 9 years, their output does not match university expectations (KICD, 2016, p. 44; Jayasundara & Premarathna, 2011; Njoroge, 2008). This study assesses English language use in a Kenyan institution of higher education, identifies emergent linguistic patterns, and suggests some solutions to …
Unprepared: Are Educator Preparation Programs Effectively Training Pre-Service Teachers To Teach English Learners?, Lorie Johnson
Unprepared: Are Educator Preparation Programs Effectively Training Pre-Service Teachers To Teach English Learners?, Lorie Johnson
<strong>ECTESOL Review</strong>
All students deserve high-quality, strategic instruction, yet pre-service teachers are not always taught best practices for instructing English Learners (ELs), students for whom English is not their native language. Almost 10 percent of the students in American public schools are classified as ELs, yet research indicates most educator preparation programs across the country have not yet integrated best practices for teaching ELs into their pre-service programs in meaningful ways. It is important for educator preparation programs to provide pre-service teachers with opportunities to understand the unique needs of ELs and to learn effective teaching strategies to meet those needs. This …
Understanding Saudi Student Integration In The U.S.: A Study On Saudi Students At A Southeastern Institution, Carrie Melius
Understanding Saudi Student Integration In The U.S.: A Study On Saudi Students At A Southeastern Institution, Carrie Melius
<strong>ECTESOL Review</strong>
Over the past decade there has been an increase in the number of Saudi students studying in the United States. Most recently, Saudi Arabia moved from fourth to third in country ranking for student enrollment in the United States. This study focuses on the experiences of Saudi students at a Southeastern institution in the United States by examining the perspectives of Saudi students studying in English as a Second Language (ESL) programs and undergraduate programs. In order to gain a deeper understanding of issues faced by Saudi students, domestic students as well as instructors were also included as participants in …
Employing Cueing Systems To Decode Text And Negotiate Text-Meaning In A Second Language, Timothy A. Rodriquez, Laureen Fregeau, Mary Kay Moskal, Robert Leier
Employing Cueing Systems To Decode Text And Negotiate Text-Meaning In A Second Language, Timothy A. Rodriquez, Laureen Fregeau, Mary Kay Moskal, Robert Leier
<strong>ECTESOL Review</strong>
Many educators state that teaching English-Language Learners (ELLs) is just a matter of good teaching. While effective teaching is something that all children deserve, there are some differences between the approach a teacher may have to take with ELLs and with other students. One aspect of this difference is the fact that, while children go through the same stages of language development, ELLs may be at stages typically not found in other students. Based on a case study of an EL and his teacher, this article explains cueing systems and their role in literacy for ELs.
Understanding Teacher Talking Time And Student Talking Time Practices Among Esl/Efl Teachers: A Practicum Design, Cesar R. Bazo Quintana
Understanding Teacher Talking Time And Student Talking Time Practices Among Esl/Efl Teachers: A Practicum Design, Cesar R. Bazo Quintana
<strong>ECTESOL Review</strong>
This practicum design helps future ESL/EFL instructors gain practical understanding of Teacher Talking Time (TTT) and Student Talking Time (STT) practices in the classroom. It provides a deeper understanding of TTT vs. STT application within the Communicative Approach (CA) or Communicative Language Teaching (CLT).