Open Access. Powered by Scholars. Published by Universities.®

Digital Commons Network™

Open Access. Powered by Scholars. Published by Universities.®

Educational Administration and Supervision

Institution
Keyword
Publication Year
Publication
Publication Type
File Type

Articles 10831 - 10860 of 46645

Full-Text Articles in Entire DC Network

A Review Of Survey Data Collected On The Use Of Applied Behavior Analytic (Aba) Based Instructional Strategies By Educators In Pennsylvania Schools, Eric J. Bieniek, Mike Monfore, Matthew Erickson, Ashlea Rineer-Hershey, Richael Barger-Anderson Mar 2018

A Review Of Survey Data Collected On The Use Of Applied Behavior Analytic (Aba) Based Instructional Strategies By Educators In Pennsylvania Schools, Eric J. Bieniek, Mike Monfore, Matthew Erickson, Ashlea Rineer-Hershey, Richael Barger-Anderson

National Youth Advocacy & Resilience Conference

This survey was initiated to explore the perceptions and daily practices of Applied behavior Analytic ABA) by educators supporting exceptional learners in public and private school settings in Pennsylvania. This survey explores the degree to which educators are trained, feel confident in and actually carry out a range evidenced based practices following an ABA approach. Results are also presented in regards to barriers that educators feel limit the delivery of ABA based approaches and undermine the fidelity of interventions once introduced in their professional settings.

Go to article

Building A Better Risk Prevention Model, Steven Hornyak Mar 2018

Building A Better Risk Prevention Model, Steven Hornyak

National Youth Advocacy & Resilience Conference

This presentation chronicles the work of Houston County Schools in developing a risk prevention model built on more than ten years of longitudinal student data. In its second year of implementation, Houston At-Risk Profiles (HARP), has proven effective in identifying those students most in need of support and linking them to interventions and supports that lead to improved outcomes and significantly reduces the risk of failure.

Go to article

"New Outlets: Plugging In Makes A Difference", Cary E. Holman Mr., Jennifer Kinsman Mrs. Mar 2018

"New Outlets: Plugging In Makes A Difference", Cary E. Holman Mr., Jennifer Kinsman Mrs.

National Youth Advocacy & Resilience Conference

Students need and want to be heard and valued. It is extremely important for schools to be creative when choosing initiatives. Initiatives or any program implementation must be interesting and relevant to the diverse populations of students and their needs. It's time for schools to "Plug In." "New Outlets" are a Must. This workshop will provide educators with tools and strategies to use to build and sustain effective programs while working with Youth-At-Risk.

Go to article

Ua12/2/1 The Hill In Review, Wku Student Affairs Mar 2018

Ua12/2/1 The Hill In Review, Wku Student Affairs

WKU Administration Documents

Newsletter recapping the top stories of the week.

Go to article

Faculty Senate Minutes Mar 2018

Faculty Senate Minutes

Faculty Senate Minutes

No abstract provided.

Go to article

Trust Building Tools For Talking With Youth During Times Of Conflict, Bonnie C. Springer, Andrea Crist Mar 2018

Trust Building Tools For Talking With Youth During Times Of Conflict, Bonnie C. Springer, Andrea Crist

National Youth Advocacy & Resilience Conference

This presentation will provide tools and strategies for turning crisis into opportunity. The skills of Life Space Crisis Intervention provide helping adults faced with the extreme behavior of youth during times of crisis strategies which build trust and connections in meaningful and healing ways; turning crisis into opportunity for at risk youth to develop social responsibility and grow emotionally

Go to article

Changing The Music: Understanding Educational Obstacles For Youth In Foster Care, Amie J. Stearns, Iyc Mar 2018

Changing The Music: Understanding Educational Obstacles For Youth In Foster Care, Amie J. Stearns, Iyc

National Youth Advocacy & Resilience Conference

Due to increased tendency of children in foster care placements to perform poorly in school and to become involved with the juvenile justice system, there is a dire need for school districts to improve support systems for this vulnerable student group. This presentation may be of most interest to conference attendees as it explores the specific barriers which may hinder educational success for youth in foster care.

Go to article

Why Peer Intervention Is Viable, Cynthia L. Morton, Antoinette Dunstan, Candice Anderson, Monica Seeley Mar 2018

Why Peer Intervention Is Viable, Cynthia L. Morton, Antoinette Dunstan, Candice Anderson, Monica Seeley

National Youth Advocacy & Resilience Conference

Welcome to the "Age of Indifference". Unfortunately, our culture is so busy looking at our own problems and issues that we have systematically stopped caring about others. However, if our culture would embrace a system based on collaboration and compassion, we may lessen many social and psychological issues that impact youth today.

Go to article

Epistemological Ruptures: Flashback On Fieldwork Dilemmas While Doing Research On Friends At Home, Israel Aguilar Mar 2018

Epistemological Ruptures: Flashback On Fieldwork Dilemmas While Doing Research On Friends At Home, Israel Aguilar

The Qualitative Report

While doing fieldwork at home and/or with people who are familiar can yield new knowledge, researchers using ethnographic techniques ought to first assume the role of apprentice and enact vulnerability before they can represent findings that represent what really happened. Doing otherwise can tarnish relationships or jeopardize a study. The history of narrative within ethnographic research is discussed as an introduction to the author’s own personal narrative, which is in the form of a flashback that illustrates the journey he embarked on in 2010 when he initiated dissertation research in his hometown of south Texas. It is here where he …

Go to article

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 Mar 2018

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.

Go to article

Ua12/2/1 The Hill In Review, Wku Student Affairs Mar 2018

Ua12/2/1 The Hill In Review, Wku Student Affairs

WKU Administration Documents

Newsletter recapping the top stories of the week.

Go to article

Sharpening The Saw: How To Be A Lifelong Learner While Leading A School, Bob Steffes Mar 2018

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 …

Go to article

Applying An Andragogical Approach To Foster Lifelong Self-Directed Learning In The 21st Century Higher Education Classroom Settings, Suwithida Charungkaittikul, John Henschke Mar 2018

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 …

Go to article

Lifelong Learning Conceptualized From The Lens Of Enhancing Social Inclusion For Teachers, Mary M. Ruettgers Mar 2018

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 …

Go to article

Lifelong Learning: The Key To Successful Aging, Tina Grosso Mar 2018

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 …

Go to article

Minutes, College Of Liberal Arts Faculty Meeting, Thursday, March 1, 2018, College Of Liberal Arts Faculty, Rollins College Mar 2018

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.

Go to article

Foreword, Michael D. Shonrock Mar 2018

Foreword, Michael D. Shonrock

Journal of Educational Leadership in Action

No abstract provided.

Go to article

When Mind & Body Meet: Lifelong Learning For Flourishing, Rachel Blair Mar 2018

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 …

Go to article

The Construct Of Lifelong Learning Imbedded In A Nursing Clinical Course, Teresa R. Hamra, Deb Chanasue, Erica Ciarlo Mar 2018

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.

Go to article

Beyond Obligation: Social Workers As Lifelong Learners, Carla Mueller, M. Denise King Mar 2018

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 …

Go to article

Lifelong Learning Through A Higher Education Lens, Roger Mitch Nasser, Holly Karraker Mar 2018

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 …

Go to article

Mobility In Maine Schools: Impact On Student Performance And Proficiency, Craig A. Mason Phd, Shihfen Tu Phd Mar 2018

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.

Go to article

Do Impacts On Test Scores Even Matter? Lessons From Long-Run Outcomes In School Choice Research, Collin Hitt, Michael Q. Mcshane, Patrick Wolf Mar 2018

Do Impacts On Test Scores Even Matter? Lessons From Long-Run Outcomes In School Choice Research, Collin Hitt, Michael Q. Mcshane, Patrick Wolf

Education Reform Faculty and Graduate Students Publications

We have attempted to collect every experimental and quasi-experimental study of school choice in the US that examines attainment impacts. Most of these studies also examine impacts on test scores. We use an expansive definition of school choice, including private school voucher programs, charter schools, early college high schools, magnet schools, and vocational schools. We compare impacts on test scores to impacts on later attainment outcomes. Our question is, across all studies, do program impacts on test scores predict impacts on later outcomes?

Go to article

20180301: Jenkins Hall Name Controversy, 1980-2005, President's Office Mar 2018

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.

Go to article

Moral Education And Lifelong Learning: Wisdom As A Developmental Ideal, Stephen A. Sherblom Mar 2018

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 …

Go to article

Usd Teacher Residency Program Impact: Culturally Responsive Pedagogy, Ben Schaap, Amy Schweinle, Karen J. Kindle Mar 2018

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.

Go to article

Youth Voice In A Rural Cradle-To-Career Network, Sarah J. Zuckerman, Jennifer Mcatee Mar 2018

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.

Go to article

Librarian's Report 3-2018, Georgia Southern University Mar 2018

Librarian's Report 3-2018, Georgia Southern University

Faculty Senate: Librarian's Reports

No abstract provided.

Go to article

Access Without Equity: Institutional Logics Of University Middle Managers And Valuing Diversity, Emerald Templeton Mar 2018

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 …

Go to article

Factors That Contribute To Job Satisfaction And Teacher Retention In Title I Versus Non-Title I Elementary Schools, Janice Tolliver Mar 2018

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 …

Go to article

First Prev Next Last