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Full-Text Articles in Education

Internal Journeys Of College Presidents: Diary Reflections About Leadership And Values: Part Iii, Stephen Nelson Oct 2002

Internal Journeys Of College Presidents: Diary Reflections About Leadership And Values: Part Iii, Stephen Nelson

Stephen J. Nelson

One thing which presidents are supposed to do, to know and understand, and, most importantly, to be able to communicate to various publics and constituencies both within and beyond the gates is the true, lasting values, and importance of education. Shortly after the September 11th attacks, Roseann Runte, President of Old Dominion University, reflected on these important considerations for educators, now in the "new" context of the sensitivities and vulnerabilities, but also urgencies created by the unprecedented attacks by enemies on American soil.


Internal Journeys Of College Presidents: Diary Reflections About Leadership And Values: Part Ii, Stephen Nelson Sep 2002

Internal Journeys Of College Presidents: Diary Reflections About Leadership And Values: Part Ii, Stephen Nelson

Stephen J. Nelson

Beyond these demands on their personal lives and those of their partners and families of presidents are the larger, and in many ways more difficult, relentless passages which must be navigated in the life of institutions and in the office of the president. These are the points of intersection, to name just a few of the forces, between and among leadership dynamics, the organizational culture of the college, its institutional saga, its diverse and often competing constituencies, and its stated and unstated mission and purpose. Here the very real politics and the necessary use of human capital takes place. Frank ...


Internal Journeys Of College Presidents: Diary Reflections About Leadership And Values, Stephen Nelson Aug 2002

Internal Journeys Of College Presidents: Diary Reflections About Leadership And Values, Stephen Nelson

Stephen J. Nelson

The ideas and thoughts of college and university presidents are most frequently and primarily known through their public roles and rhetoric. Over the past few years nearly three dozen college and university presidents have written diaries for public view as part of the Journal of College and Character. These presidential reflections provide a unique and rare opportunity to gain a behind-the-scenes view of the contemporary presidency, and of the leadership and values of presidents. This article is based on research of the words and impressions of these presidents in these public diaries. Using the perspectives revealed by the presidents, the ...


Faculty Diversity, Kyle Scafide, Barbara Johnson Aug 2002

Faculty Diversity, Kyle Scafide, Barbara Johnson

Kyle Scafide

This article presents a broad view of issues related to faculty diversity. Headings include Demographics, The Growth of Faculty Diversity as an Ideal, and Barriers in the Academic Workplace. Race, ethnicity, and gender are the most common characteristics that institutions observe in order to measure faculty diversity. An even broader approach to faculty diversity involves age, socioeconomic background, national origin, sexual orientation, and diverse learning styles and opinions. Until the latter part of the twentieth century, the professoriate in the western world was composed almost exclusively of privileged, heterosexual males of Caucasian descent. Higher education institutions are generally concerned with ...


Imsa 2061 Program Year 2001-2002 Summary Report, Steven R. Rogg Aug 2002

Imsa 2061 Program Year 2001-2002 Summary Report, Steven R. Rogg

Steven R Rogg

In 2000 IMSA and the American Association for the Advancement of Science’s Project 2061 established a partnership, IMSA 2061, to offer unique and nationally recognized professional development programs for mathematics and science teachers and education leaders. Participants in the IMSA 2061 professional development programs learn to use the tools, research, and experiences of education reform to enable all students to achieve the learning expressed in state and national standards. Activities described in this report fall into two categories, Introductory Workshops and long-term programs with districts. IMSA 2061 Introductory Workshops help educators become aware of how to apply Project 2061 ...


Making School To College Programs Work: Academics, Goals, And Aspirations, Linda Serra Hagedorn, Shereen F. Fogel Feb 2002

Making School To College Programs Work: Academics, Goals, And Aspirations, Linda Serra Hagedorn, Shereen F. Fogel

Linda Serra Hagedorn

As many of the other chapters have indicated, the existence of special programs designed to assist urban, rural, and minority youth from low-income areas to attain college degrees and subsequent occupational success, the stark reality remains --only a small number will earn a bachelor’s degree or beyond (The Condition of Education, 1999; Levine & Nidiffer, 1997; Bureau of the Census, 1997). As Swail and Perna have indicated, the government, private foundations, and others have instituted many programs to counteract obstacles preventing these students from going to college. But despite the proliferation of programs, there remains a lack of research to ...


Education As Community Partnerships: An Ethnographic Study Of The Us Coalition Of Essential Schools (Ces) And The Australian National Schools Network (Nsn), Vicente Reyes Dec 2001

Education As Community Partnerships: An Ethnographic Study Of The Us Coalition Of Essential Schools (Ces) And The Australian National Schools Network (Nsn), Vicente Reyes

Dr. Vicente C Reyes Jr

No abstract provided.


Dissertation: Educating The Best And The Brightest: Collegiate Honors Programs And The Intellectual, Social And Psychological Development Of Students., Frank Shushok Jr. Dec 2001

Dissertation: Educating The Best And The Brightest: Collegiate Honors Programs And The Intellectual, Social And Psychological Development Of Students., Frank Shushok Jr.

Frank Shushok Jr.

Do honors programs make a difference in student outcomes such as retention, satisfaction, and academic performance? Despite their popularity and high cost, there has been little research on the relationship between honors programs and student outcomes. This study was designed to assess how two groups of similarly credentialed first-year students at a Carnegie classification "Doctoral/Research Extensive" university in the Eastern united States were affected by participation in an honors program or the traditional curriculum.