Proficiency-Based High School Diploma Systems In Maine: Getting To Graduation (Supporting Students In High Schools Implementing Standards-Based Education And Proficiency-Based Graduation Requirements),
2018
University of Southern Maine, Center for Education Policy, Applied Research and Evaluation
Proficiency-Based High School Diploma Systems In Maine: Getting To Graduation (Supporting Students In High Schools Implementing Standards-Based Education And Proficiency-Based Graduation Requirements), Erika Stump Phd, Bernadette Doykos Phd, Maria Rios Brache
Higher Education and College Readiness
Findings from this case study research indicate that, as part of the school and district work to implement a proficiency-based system, all case study schools were establishing definitions of proficient, aligning curricula and assessments to common content area standards, and building interventions to remediate with students struggling to demonstrate proficiency.
Ua12/2/1 The Hill In Review,
2018
Western Kentucky University
Ua12/2/1 The Hill In Review, Wku Student Affairs
WKU Administration Documents
Newsletter recapping the top stories of the week.
Sharpening The Saw: How To Be A Lifelong Learner While Leading A School,
2018
Lindenwood University
Sharpening The Saw: How To Be A Lifelong Learner While Leading A School, Bob Steffes
Journal of Educational Leadership in Action
School administrators are currently faced with increased responsibilities and expectations as a result of escalating state and federal mandates. As a result, administrators need to learn new skills and acquire additional knowledge in a variety of areas such as curriculum and instruction, data analysis, assessment, and diverse classrooms. Unfortunately, while these demands intensify, budgets are tightening and making it difficult to engage in quality professional development. Finding the time, motivation and finances necessary to be a life-long learner continue to be a challenge. With his Seventh Habit of “Sharpen the Saw,” Stephen Covey (1989) warns of letting our minds atrophy …
Applying An Andragogical Approach To Foster Lifelong Self-Directed Learning In The 21st Century Higher Education Classroom Settings,
2018
Lindenwood University
Applying An Andragogical Approach To Foster Lifelong Self-Directed Learning In The 21st Century Higher Education Classroom Settings, Suwithida Charungkaittikul, John Henschke
Journal of Educational Leadership in Action
The relationship between adult learning and self-directed learning (SDL) is a topic worth exploring on both theoretical and practical grounds. It is essential to provide a nourishing and encouraging environment for fostering self-directedness in adult learners. This will allow adult students to actively take responsibility for their own continuing lifelong learning. This study aims to explore the practical application of Andragogy as an overarching instructional element for fostering self-directed learning in the higher education classroom setting. We examine the role of self-directed learning in adult education; explore the implementation of the andragogical approach; and propose strategies to foster more sustainable …
Lifelong Learning Conceptualized From The Lens Of Enhancing Social Inclusion For Teachers,
2018
Lindenwood University
Lifelong Learning Conceptualized From The Lens Of Enhancing Social Inclusion For Teachers, Mary M. Ruettgers
Journal of Educational Leadership in Action
To be effective in the 21st century classroom, educators must be lifelong learners who promote social inclusion (European Civil Society Platform on Lifelong Learning [EUCIS-LLL], 2011). Pre-service teacher candidates must explore and develop social inclusion during teacher development programs to be life-long learners and more effective in the classroom. Therefore it is imperative for teacher preparation programs to provide pre-service teacher candidates with meaningful opportunities to be life-long learners and develop an understanding of and model social inclusion practices in their classrooms. In order to understand the candidate’s initial perception of social inclusion, the researcher will have candidates self-assess at …
Lifelong Learning: The Key To Successful Aging,
2018
Lindenwood University
Lifelong Learning: The Key To Successful Aging, Tina Grosso
Journal of Educational Leadership in Action
The silver tsunami brings new challenges to societies across the globe. At the forefront of this greying population trend is the desire for older adults to lead active and independent lives well into their later-years. As a result, lifelong learning initiatives that promote physical, psychological, and socioeconomic well-being are imperative. In particular, health education programs that assist with the detection, management, and prevention of chronic diseases such as diabetes, are at the forefront of public health discussions. Knowing when to retire, where to access long-term care services, and what to do if there is an Alzheimer’s disease diagnosis are just …
Minutes, College Of Liberal Arts Faculty Meeting, Thursday, March 1, 2018,
2018
Rollins College
Minutes, College Of Liberal Arts Faculty Meeting, Thursday, March 1, 2018, College Of Liberal Arts Faculty, Rollins College
The College of Liberal Arts Faculty Minutes
No abstract provided.
Foreword,
2018
Lindenwood University
Foreword, Michael D. Shonrock
Journal of Educational Leadership in Action
No abstract provided.
When Mind & Body Meet: Lifelong Learning For Flourishing,
2018
Lindenwood University
When Mind & Body Meet: Lifelong Learning For Flourishing, Rachel Blair
Journal of Educational Leadership in Action
Flourishing is a modern term which, when used in the field of Positive Psychology, communicates positive growth both in oneself and in one’s interactions with the world. Flourishing is the goal of lifelong learning in terms of Positive Psychology. Though there are established models of flourishing, including Martin Seligman’s PERMA theory, none of these theories account for the role of the body in wellbeing. In this paper, the author will explain the reciprocal relationship between the body and the mind, bringing in evidence from multiple disciplines which suggests that full, optimal functioning/flourishing extends beyond mental health and must include physical …
The Construct Of Lifelong Learning Imbedded In A Nursing Clinical Course,
2018
Lindenwood University
The Construct Of Lifelong Learning Imbedded In A Nursing Clinical Course, Teresa R. Hamra, Deb Chanasue, Erica Ciarlo
Journal of Educational Leadership in Action
This article lays out the design for incorporating a clinical project for students to research a clinical issue and evidence-based practice, along with one-on-one student simulation learning experiences in a final semester nursing clinical course. The project intended to introduce students to the concept of lifelong learning. The final semester course in the nursing program provided students the opportunity to synthesize knowledge and skills gained throughout the nursing program and demonstrate their learning through a self-directed research project and their individual performance in individual simulation learning experiences.
Beyond Obligation: Social Workers As Lifelong Learners,
2018
Lindenwood University
Beyond Obligation: Social Workers As Lifelong Learners, Carla Mueller, M. Denise King
Journal of Educational Leadership in Action
The profession of Social Work is dynamic. “Social workers practice in rapidly changing and complex environments where they encounter challenges that include increasing evidence-based practice requirements, a shifting information landscape, and diminishing workplace resources” (Nissen, Pendell, Jivanjee, & Goodluck, 2014). Lifelong learning has long been recognized in the field; indeed, it is incorporated into our professional responsibilities. The National Association of Social Workers (NASW) Code of Ethics states, “social workers should critically examine and keep current with emerging knowledge relevant to social work” (2017, Section 4.01). Social workers are also held accountable by state licensure to participate in ongoing professional …
Lifelong Learning Through A Higher Education Lens,
2018
Lindenwood University
Lifelong Learning Through A Higher Education Lens, Roger Mitch Nasser, Holly Karraker
Journal of Educational Leadership in Action
Higher education administrators and faculty often cite lifelong learning as a central focus. In fact, many institutions include lifelong learning in their student outcomes or mission statements. However, few may actually define what lifelong learning means as a construct. Research has suggested lifelong learning is a skill developed over time (Knapper & Cropley, 2000) which leads to self-directed development in the years following graduation (Candy, 1995). While researchers may agree lifelong learning is a skill, there appears to be a lack of literature explaining how higher education faculty may develop this skill in students. The following discussion will attempt to …
Mobility In Maine Schools: Impact On Student Performance And Proficiency,
2018
University of Maine, Maine Education Policy Research Institute
Mobility In Maine Schools: Impact On Student Performance And Proficiency, Craig A. Mason Phd, Shihfen Tu Phd
State of Education
The report examined non-promotional mobility in several ways over different time periods and outcomes in order to determine whether common themes emerged in how mobility impacted students.
Moral Education And Lifelong Learning: Wisdom As A Developmental Ideal,
2018
Lindenwood University
Moral Education And Lifelong Learning: Wisdom As A Developmental Ideal, Stephen A. Sherblom
Journal of Educational Leadership in Action
Moral education is a field with both formal and informal settings and approaches to cultivating, developing, and socializing the moral and ethical dimensions of being human. There is a rich debate occurring about what life-long learning in moral education is meant to produce. I argue that wisdom, as traditionally understood in the wisdom traditions, is a far more expansive and holistic conceptualization than those definitions on offer in the current psychological and social scientific literature on the subject. Traditionally understood, wisdom can help liberate us from the often too narrow constraints of current thinking, enabling an integrative and holistic approach …
Librarian's Report 3-2018,
2018
Georgia Southern University
Librarian's Report 3-2018, Georgia Southern University
Faculty Senate: Librarian's Reports
No abstract provided.
Usd Teacher Residency Program Impact: Culturally Responsive Pedagogy,
2018
University of South Dakota
Usd Teacher Residency Program Impact: Culturally Responsive Pedagogy, Ben Schaap, Amy Schweinle, Karen J. Kindle
School of Education Research Center
USD’s yearlong Teacher Residency Program involves teacher candidates in a full year of teaching experience incorporated into their four-year program. This report examines the effect of two semesters of student teaching over a traditional one-semester model on teacher candidates’ confidence in culturally responsive pedagogy. Students reported much greater preparedness both to design and to implement instruction that incorporates students’ readiness, background, and culture, among other factors.
Youth Voice In A Rural Cradle-To-Career Network,
2018
University of Nebraska - Lincoln
Youth Voice In A Rural Cradle-To-Career Network, Sarah J. Zuckerman, Jennifer Mcatee
Department of Educational Administration: Faculty Publications
Outmigration, economic restructuring, and other challenges require rural communities to adapt. Area-based initiatives, such as cradle-to-career networks, have been seen as a means for increasing community resiliency through the simultaneous creation of social capital and civic and economic redevelopment. Community resiliency is often seen as a single-generation issue; however, developing youth’s voices provides simultaneous positive youth development and community civic development that can support community resiliency. This qualitative case study examines how youth voice opportunities were used in a rural cradle-to-career network to build towards future research on the role of youth voice in area-based initiatives and community resiliency.
Factors That Contribute To Job Satisfaction And Teacher Retention In Title I Versus Non-Title I Elementary Schools,
2018
Liberty University
Factors That Contribute To Job Satisfaction And Teacher Retention In Title I Versus Non-Title I Elementary Schools, Janice Tolliver
Doctoral Dissertations and Projects
The public school systems in the United States are facing a major teacher shortage in the near future due to the fact that teachers are leaving the profession by the thousands each year. It is imperative that this trend is stopped and reversed to ensure that quality teachers remain in schools. The current study employed a causal-comparative design to determine if working conditions in Title I schools versus non-Title I schools were associated with teacher job satisfaction and teacher retention using the North Carolina Teacher Working Conditions (NC TWC) Survey. The qualifications of the selected participants were that they were …
20180301: Jenkins Hall Name Controversy, 1980-2005,
2018
Marshall University
20180301: Jenkins Hall Name Controversy, 1980-2005, President's Office
Guides to University Archives
These items include materials from the office of the President at Marshall University from 1980-2019. Items were received in 2018 and include notable materials from or about the renaming of Jenkins Hall, what is now known as the Education Building. Items were donated in 2019 and added to this collection. This is not an exhaustive list. Please download the finding aid for a full list of contents.
Access Without Equity: Institutional Logics Of University Middle Managers And Valuing Diversity,
2018
University of San Francisco
Access Without Equity: Institutional Logics Of University Middle Managers And Valuing Diversity, Emerald Templeton
Doctoral Dissertations
Institutional barriers to Black student success (e.g. a history of exclusion, inaccessibility, and inequity) that exist at the undergraduate level, persist at the graduate level. Though traditionally marginally students have gained access to predominantly and historically White colleges and universities, Black graduate students continue to be marginalized by institutionalized oppression and inequitable structures. When the values, attitudes, and beliefs of individual actors who serve these students are at odds with an institutional mission of equity and inclusion, misalignment and competing priorities emerge. This study seeks to understand the logics university middle managers use in operationalizing equity and inclusion, specifically, in …
