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- REFEREED JOURNAL ARTICLES (13)
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Articles 1 - 30 of 31
Full-Text Articles in Education
Review: Growing A Soul For Social Change: Building The Knowledge Base For Social Justice By Warring, Tonya Huber-Warring (Ed.), Connie L. Fulmer
Review: Growing A Soul For Social Change: Building The Knowledge Base For Social Justice By Warring, Tonya Huber-Warring (Ed.), Connie L. Fulmer
Connie L. Fulmer
No abstract provided.
Managing Distance And Lifelong Learning [Conference Proceeding Chapter], Connie Fulmer
Managing Distance And Lifelong Learning [Conference Proceeding Chapter], Connie Fulmer
Connie L. Fulmer
No abstract provided.
Managing Accountability Innovations In Distance-Learning Programs [Conference Proceeding Chapter], Connie Fulmer
Managing Accountability Innovations In Distance-Learning Programs [Conference Proceeding Chapter], Connie Fulmer
Connie L. Fulmer
No abstract provided.
Maximizing The Potential Of Information Technology For Educational Management: Strategies For Interfacing The Technical Core Of Education [Conference Proceeding Chapter], Connie Fulmer
Connie L. Fulmer
No abstract provided.
Developing Information Systems For Schools Of The Future [Conference Proceeding Chapter], Connie Fulmer, F. Frank
Developing Information Systems For Schools Of The Future [Conference Proceeding Chapter], Connie Fulmer, F. Frank
Connie L. Fulmer
No abstract provided.
Impact Of Information And Communication Technology. On The Management Of Future Schools [Conference Proceeding Chapter], M. Makela, A. Tatnall, P. Nolan, Connie Fulmer
Impact Of Information And Communication Technology. On The Management Of Future Schools [Conference Proceeding Chapter], M. Makela, A. Tatnall, P. Nolan, Connie Fulmer
Connie L. Fulmer
No abstract provided.
Training Educational Managers To Use Information Systems: A Three Phase Approach [Conference Proceeding Chapter], Connie Fulmer, F. Frank
Training Educational Managers To Use Information Systems: A Three Phase Approach [Conference Proceeding Chapter], Connie Fulmer, F. Frank
Connie L. Fulmer
No abstract provided.
A Model For Building Knowledge For Professional Practice [Book Chapter], Rodney Muth, Thomas Bellamy, Connie Fulmer, Michael Murphy
A Model For Building Knowledge For Professional Practice [Book Chapter], Rodney Muth, Thomas Bellamy, Connie Fulmer, Michael Murphy
Connie L. Fulmer
No abstract provided.
Rethinking Learning Cultures: Themes From Educational Leadership Cohort Stories [Book Chapter], Connie Fulmer, R. Marcano
Rethinking Learning Cultures: Themes From Educational Leadership Cohort Stories [Book Chapter], Connie Fulmer, R. Marcano
Connie L. Fulmer
No abstract provided.
Conceptual Foundations For Principal Leadership [Book Chapter], Thomas Bellamy, Rodney Muth, Connie Fulmer
Conceptual Foundations For Principal Leadership [Book Chapter], Thomas Bellamy, Rodney Muth, Connie Fulmer
Connie L. Fulmer
No abstract provided.
Principal Accomplishments: How School Leaders Succeed, Thomas Bellamy, Connie Fulmer, Michael Murphy
Principal Accomplishments: How School Leaders Succeed, Thomas Bellamy, Connie Fulmer, Michael Murphy
Connie L. Fulmer
Responding to the increasing demands on school leadership, this timely book outlines a comprehensive model for re-organizing knowledge and guiding action to improve student learning. The authors take a fresh approach to the principalship by focusing on four accomplishment areas, creating sustainable goals, developing a strategic focus, practicing effective action, and building social and civic capital. They show why these accomplishments are important to a principal's success and how they can be achieved
Administrator Preparation And School Information Systems: Facing The Paradox [Book Chapter], Connie Fulmer
Administrator Preparation And School Information Systems: Facing The Paradox [Book Chapter], Connie Fulmer
Connie L. Fulmer
No abstract provided.
Using Graduate Learning Style Preferences As A Tool For Improving Teaching And Learning In Educational Leadership Programs [Book Chapter], Connie Fulmer
Connie L. Fulmer
No abstract provided.
Design Elements For Meaningful Clinical Practice Experiences: The Core Of Preparation Programs [Book Chapter], Connie Fulmer, Rodney Muth, Ken Reiter
Design Elements For Meaningful Clinical Practice Experiences: The Core Of Preparation Programs [Book Chapter], Connie Fulmer, Rodney Muth, Ken Reiter
Connie L. Fulmer
No abstract provided.
Critical Friends’ Perspectives On Problems Of Practice And Inquiry In An Edd Program [Book Chapter], Deanna Sands, Connie Fulmer, Alan Davis, Shelley Zion, Nancy Shanklin
Critical Friends’ Perspectives On Problems Of Practice And Inquiry In An Edd Program [Book Chapter], Deanna Sands, Connie Fulmer, Alan Davis, Shelley Zion, Nancy Shanklin
Connie L. Fulmer
No abstract provided.
Investigating Distributed Leadership In Professional Development Schools: Implications For Principals, Schools, And School Districts [Book Chapter], Connie Fulmer, C. Basile
Investigating Distributed Leadership In Professional Development Schools: Implications For Principals, Schools, And School Districts [Book Chapter], Connie Fulmer, C. Basile
Connie L. Fulmer
No abstract provided.
When Motivation Hits Rock Bottom [Book Chapter], Connie Fulmer
When Motivation Hits Rock Bottom [Book Chapter], Connie Fulmer
Connie L. Fulmer
No abstract provided.
Developing A Reflective Practice Of Professional Development, Connie Fulmer
Developing A Reflective Practice Of Professional Development, Connie Fulmer
Connie L. Fulmer
An alternative approach to the traditional methods of professional growth is the development of a "reflective practice." The learning process in reflective practice begins with the examination of an individual's own actions and contrasting the actions to the ideal or intent of the practice. The process results in behavioral changes that improve professional performance.
Inclusive Leadership: Preparing Principals For The Role That Awaits Them, Dorothy Garrison-Wade, Donna Sobel, Connie Fulmer
Inclusive Leadership: Preparing Principals For The Role That Awaits Them, Dorothy Garrison-Wade, Donna Sobel, Connie Fulmer
Connie L. Fulmer
No abstract provided.
Assessing Faculty Consensus On The Quality Of Student Work [Book Chapter], Connie Fulmer, Dorothy Garrison-Wade, F. Bingham, Ken Reiter
Assessing Faculty Consensus On The Quality Of Student Work [Book Chapter], Connie Fulmer, Dorothy Garrison-Wade, F. Bingham, Ken Reiter
Connie L. Fulmer
No abstract provided.
Unpacking The Evidence Of Gender Bias, Connie Fulmer
Unpacking The Evidence Of Gender Bias, Connie Fulmer
Connie L. Fulmer
The purpose of this study was to investigate gender bias in pre-service principals using the Gender-Leader Implicit Association Test. Analyses of student-learning narratives revealed how students made sense of gender bias (biased or not-biased) and how each reacted to evidence (surprised or not-surprised). Two implications were: (1) the need for leadership programs to help students identify and unpack gender bias, and (2) to provide new leaders with strategies to confront and reduce gender bias in the organizations in which they will lead. A model for identifying, confronting, and reducing gender bias is presented as scaffolding to help educational leadership faculty …
Enrollment Projections: Factors And Methods, Thomas Glass, Connie Fulmer
Enrollment Projections: Factors And Methods, Thomas Glass, Connie Fulmer
Connie L. Fulmer
Outlines the importance of enrollment projections for informed decision making in educational organizations. Discusses births, migration, and holding power as the three major factors that affect school populations. Describes in detail the cohort survival ratio technique, presents a sample calculation, and mentions alternative methods.
Five Ideas For Reframing The Principalship, Thomas Bellamy, Connie Fulmer, Rodney Muth
Five Ideas For Reframing The Principalship, Thomas Bellamy, Connie Fulmer, Rodney Muth
Connie L. Fulmer
Schools, and especially principals, are challenged constantly to improve learning outcomes for students. We advance five ideas that should help principals address these challenges: (a) student learning "plus," (b) school accomplishments, (c) organizational context and depth of repertoire, (d) social and political context, and (e) leadership as an annual cycle.
University-District Partnerships For Principal Preparation: A Quest For Relevance [Book Chapter], Connie Fulmer, Dorothy Garrison-Wade, Ken Reiter, Rodney Muth
University-District Partnerships For Principal Preparation: A Quest For Relevance [Book Chapter], Connie Fulmer, Dorothy Garrison-Wade, Ken Reiter, Rodney Muth
Connie L. Fulmer
No abstract provided.
Becoming Instructional Leaders: Lessons Learned From Instructional Leadership Work Samples, Connie Fulmer
Becoming Instructional Leaders: Lessons Learned From Instructional Leadership Work Samples, Connie Fulmer
Connie L. Fulmer
This study reports on lessons learned from pre-service principals as they completed the Instructional Leadership Work Sample project and became instructional leaders. Data were collected from 150 participants over a four-semester time period. Teacher partners for the study were recruited from a variety of subject areas and from three organizational levels.
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
Connie L. Fulmer
This qualitative study examined the influence of school culture on services for students with significant support needs. Students with significant support needs are defined as those who typically have cognitive impairments, often paired with sensory and physical challenges, and who require substantial supports to receive benefit from education. Using Schein's (1988) definition of culture, ethnographic methods, including observations, interviews and artifacts, were used to collect data related to artifacts, values, and assumptions. Results of this study indicate a strong sense of family, community and belonging. However, belonging did not include critical components of instruction as described as best practice in …
The Annual Case: Developing, Organizing, Using, And Disseminating Craft Knowledge, Rodney Muth, Thomas Bellamy, Connie Fulmer, Michael Murphy
The Annual Case: Developing, Organizing, Using, And Disseminating Craft Knowledge, Rodney Muth, Thomas Bellamy, Connie Fulmer, Michael Murphy
Connie L. Fulmer
An annual-case process that examines principal leadership over the course of a year can provide extensive opportunities for practitioners and professors to collect, examine, and disseminate knowledge in, of, and about practice. Such cases can support professional development and pre-service preparation and become bases for research across multiple sites.
Training School Administrators To Use Information Systems: A Review Of Research, Connie Fulmer
Training School Administrators To Use Information Systems: A Review Of Research, Connie Fulmer
Connie L. Fulmer
Much attention and research has been focused on administrator preparation and school information systems as separate topics. However, very little attention has been focused on training school leaders to use these systems as decision making tools. While research findings signify the importance of this training, scarcely any research has been focused on the effectiveness of training models or other training issues. Therefore, to provide a foundation for further study, the purpose of this chapter is to summarize the extant research on training administrators to use information systems.
A Framework For School Leadership Accomplishments: Perspectives On Knowledge, Practice, And Preparation For Principals, Thomas Bellamy, Connie Fulmer, Rodney Muth
A Framework For School Leadership Accomplishments: Perspectives On Knowledge, Practice, And Preparation For Principals, Thomas Bellamy, Connie Fulmer, Rodney Muth
Connie L. Fulmer
The Framework for School Leadership Accomplishments (FSLA) is designed to facilitate thinking about, developing, and implementing school outcomes that improve student learning. The FSLA at once provides a means to organize knowledge in educational administration, an approach to practice that frames what schools can do to improve student learning, and a way to think about reconceptualizing principal preparation. Additionally, the FSLA and the proposed annual case process facilitate codification of craft knowledge for dissemination and use across unique school settings and preparation programs.
Redefining Teaching And Learning In Educational Administration, Connie Fulmer
Redefining Teaching And Learning In Educational Administration, Connie Fulmer
Connie L. Fulmer
Presents assumptions and components of an experiential learning model to demonstrate the transformation of traditional educational leadership program delivery models. Two examples of experientially-based course projects are presented to illustrate teaching and learning as a transactional process of creating personal knowledge. (SLD)