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Articles 1 - 29 of 29
Full-Text Articles in Education
Autonomy In The Spaces: Teacher Autonomy, Scripted Lessons, And The Changing Role Of Teachers, Madhu Narayanan, A. L. Shields, T. J. Delhagen
Autonomy In The Spaces: Teacher Autonomy, Scripted Lessons, And The Changing Role Of Teachers, Madhu Narayanan, A. L. Shields, T. J. Delhagen
Educational Leadership and Policy Faculty Publications and Presentations
The work of teachers has historically been highly controlled, but one area teachers have been granted considerable autonomy is in instruction and planning. Teacher autonomy is a complex concept with important implications for both the quality of instruction and teacher persistence in the field. The rise of charter management organizations (CMOs) and the increasing use of scripted lesson plans (SLPs) have introduced new institutional arrangements with unknown impacts on teachers’ perceptions of autonomy. This mixed method study surveyed 155 teachers across all grade levels from CMOs, independent charter, and district schools, on their perceptions of autonomy related to lesson planning. …
#Blackatcmo: Challenging Charter Schools Through Youth Instagram Counterstories, Madhu Narayanan, Matthew Mccluskey
#Blackatcmo: Challenging Charter Schools Through Youth Instagram Counterstories, Madhu Narayanan, Matthew Mccluskey
Educational Leadership and Policy Faculty Publications and Presentations
As protests flared in 2020, Black students took to Instagram to voice their experiences at ‘no-excuses’ Charter Management Organizations (CMOs). Such schools have presented a discourse of high achievement and social justice. Yet, in the span of a few weeks, hundreds of posts on Instagram offered rarely heard counter-narratives of the experience of being a student of Color at such schools. This paper analyzes how social media posts combine online discourse and youth culture to provide insight into the racialized experience of schooling. We show how these posts created distinct visual signatures, co-opted the well-crafted narratives of CMOs, and took …
Learn Model Of Career Trajectories: Application To The Stem Postdoctoral Scholar, Audrey J. Jaeger, Karen J. Haley, Tara D. Hudson
Learn Model Of Career Trajectories: Application To The Stem Postdoctoral Scholar, Audrey J. Jaeger, Karen J. Haley, Tara D. Hudson
Educational Leadership and Policy Faculty Publications and Presentations
Postdoctoral scholars constitute a sizeable population within the academic workforce. Given the intended role of a postdoc position as a time of advanced training and professional development for a future academic career, particularly in science, technology, engineering, and math (STEM) fields, it is important to understand whether and how well the career-related needs of postdocs are being met. The purpose of this research was to understand STEM postdoctoral scholars’ career trajectories, with particular attention to the influences on their career-related decision making, by applying the Life Experiences and Role Negotiations (LEARN) model to qualitative data from interviews with 19 STEM …
Teaching Sustainability: Recommendations For Best Pedagogical Practices, Heather L. Burns, Sybil S. Kelley, Heather E. Spalding
Teaching Sustainability: Recommendations For Best Pedagogical Practices, Heather L. Burns, Sybil S. Kelley, Heather E. Spalding
Educational Leadership and Policy Faculty Publications and Presentations
Although sustainability has become a key focus in higher education, developing a better understanding of how sustainability competencies can be cultivated in college and university courses and programs is still needed. This article argues that learners who are to become capable of affecting holistic sustainable change, transforming values and culture, healing the earth and human communities, and designing creative solutions, must have the opportunity to engage in learning processes that reflect these learning outcomes. We outline key elements of sustainability pedagogy and suggest best pedagogical practices for designing engaging and holistic sustainability learning, and highlight these practices through a sustainability …
Service-Learning And The Hungry And Homeless: Tangible Sensibilities Of Care Among Young Urban Adolescents, Dilafruz R. Williams
Service-Learning And The Hungry And Homeless: Tangible Sensibilities Of Care Among Young Urban Adolescents, Dilafruz R. Williams
Educational Leadership and Policy Faculty Publications and Presentations
For over 20 years, Sunnyside Environmental School in Portland, Oregon has adopted service-learning as an instructional approach to engage young people with local communities. This report explores the voices of sixth through eighth graders illustrated by their Reflection Journals as they interacted with hungry and homeless individuals in the community. The human-scale connections resulted in tangible sensibilities of care evident in students’ reflections: dispelling stereotypes as students became open-minded, making a noticeable difference however small, developing compassion through new understandings, and taking action to correct social injustices in the communities where they live.
Going Deep: Reflections On Teaching Deep Ecology In Costa Rica, Heather L. Burns, Jeffrey Briley
Going Deep: Reflections On Teaching Deep Ecology In Costa Rica, Heather L. Burns, Jeffrey Briley
Educational Leadership and Policy Faculty Publications and Presentations
Sustainability education aims to help learners understand their interconnectedness with all life, to become creative problem solvers and active citizens, and to engage personally and intellectually in shaping our common future. Experiential learning and critical pedagogy are central to providing opportunities for learners to engage in transformative sustainability learning. The short-term study abroad course, Theory and Practice of Sustainability in Costa Rica, provides one example of sustainability learning through the lens of deep ecology. This short term study abroad course was designed to create sustainability learning that is transformational, thematic and co-created, focuses on multiple perspectives and questions dominant paradigms, …
Leadership For Sustainability: Theoretical Foundations And Pedagogical Practices That Foster Change, Heather Burns, Heather Diamond-Vaught, Corin Bauman
Leadership For Sustainability: Theoretical Foundations And Pedagogical Practices That Foster Change, Heather Burns, Heather Diamond-Vaught, Corin Bauman
Educational Leadership and Policy Faculty Publications and Presentations
Sustainability education has a significant role to play in changing the leadership paradigm and fostering leaders who are capable of working collaboratively to address complex sustainability challenges. Leadership for sustainability denotes a new and expanded understanding of leadership that signifies taking action based on sustainability values, leading from a living processes paradigm, and creating an inclusive, collaborative and reflective leadership process. This paper examines and weaves together literature on leadership, leadership development, and sustainability education to suggest best practices in leadership development. A variety of suggested pedagogical practices that foster the development of leaders include: observation and self-awareness, reflection, the …
A Missing Piece In The Sustainability Movement: The Human Spirit, Deborah S. Peterson
A Missing Piece In The Sustainability Movement: The Human Spirit, Deborah S. Peterson
Educational Leadership and Policy Faculty Publications and Presentations
The sustainability movement, committed to the health of our natural world, is making a critical contribution to society. While many agree the sustainability movement should focus on the natural world, recent articles call for an additional focus on human welfare. This article proposes that a missing piece of the sustainability movement is a discussion of the role of the human spirit. By focusing narrowly on an examination of the state of the natural world, we are neglecting to incorporate the deep and enduring power of the human spirit to transform our natural and human-made environment and to support change agents …
Leadership For Sustainability: Pedagogical Practices That Empower Learners To Become Leaders, Heather Burns, Jr Wolf
Leadership For Sustainability: Pedagogical Practices That Empower Learners To Become Leaders, Heather Burns, Jr Wolf
Educational Leadership and Policy Faculty Publications and Presentations
Higher education is recognizing the need to prepare leaders who can take action to address complex and pressing sustainability challenges. Increasingly, this need is being addressed through the addition of sustainability programs and courses. However, academic courses often focus on sustainability content or issues and don’t necessarily foster the practices, ways of being, and skills needed to be an effective sustainability leader. According to a recent action research study of sustainability leadership development at Portland State University, sustainability leadership identity and skills can be developed through a combination of reflective practice, community building, and experiential learning. This session will provide …
Teacher Professional Learning Communities For Sustainability: Supporting Stem In Learning Gardens In Low-Income Schools, Sybil S. Kelley, Dilafruz R. Williams
Teacher Professional Learning Communities For Sustainability: Supporting Stem In Learning Gardens In Low-Income Schools, Sybil S. Kelley, Dilafruz R. Williams
Educational Leadership and Policy Faculty Publications and Presentations
In order to address the ecological and social problems of sustainability in our modern times, citizens need to be empowered with an understanding of science, technology, engineering, and math (STEM) concepts and practices. Furthermore, STEM must be democratized and taught in life-giving and life-sustaining ways that include all students instead of the small fraction of "high achievers" and limited to the "potential" scientists, engineers, and mathematicians. At present, K-12 students and their teachers rarely have the opportunity to learn beyond their concrete school walls and to reconnect with nature, exacerbating their disconnection of STEM from real life and hence sustainability. …
Meaningful Sustainability Learning: An Action Research Study Of Sustainability Pedagogy In Two University Courses, Heather Burns
Meaningful Sustainability Learning: An Action Research Study Of Sustainability Pedagogy In Two University Courses, Heather Burns
Educational Leadership and Policy Faculty Publications and Presentations
Educators are increasingly aware of the importance of sustainability and the need to educate for sustainable change within higher education. This article addresses the growing need to focus on how teaching and learning can be re-oriented towards sustainability, and more specifically how educators can effectively address increasingly well-known sociocultural and ecological problems in ways that transform learners and empower them to make change based on a sense of civic responsibility and sustainability. This research study draws on the Burns Model of Sustainability Pedagogy, which integrates ecological design, systemic and interdisciplinary learning, multiple perspectives, an active and engaged learning process, and …
Partnering In Tough Times: Service-Learning For Economic Vitality, Julie Plaut, Christine M. Cress, Elaine Kimiko Ikeda, Piper Mcginley
Partnering In Tough Times: Service-Learning For Economic Vitality, Julie Plaut, Christine M. Cress, Elaine Kimiko Ikeda, Piper Mcginley
Educational Leadership and Policy Faculty Publications and Presentations
This paper focuses on the results and lessons of the CARE initiative. With support from the Learn and Serve America program of the Corporation for National and Community Service, six California universities—California Polytechnic State University, San Luis Obispo; California State University, Fresno; Humboldt State University; San Francisco State University; University of California, Berkeley; and University of San Diego—received two-year grants to serve as lead institutions with CARE. Each developed service and service-learning projects themselves and engaged other colleges and universities in their local area in related efforts. Together these campuses collaborated with more than 300 community organizations, 105 of which …
Differences In U.S. Medical School Faculty Job Satisfaction By Gender, Sarah A. Bunton
Differences In U.S. Medical School Faculty Job Satisfaction By Gender, Sarah A. Bunton
Educational Leadership and Policy Faculty Publications and Presentations
Increased demands on academic medical faculty have raised awareness about faculty satisfaction and vitality, in part because of the demonstrated empirical link between job satisfaction and retention. Evidence suggests that faculty are affected by their perceptions of what is valued and rewarded in their work environments, and that supportive environments can foster faculty satisfaction. Given the high costs of faculty turnover, it is imperative to understand the factors that contribute to the retention of faculty. A previous Analysis in Brief (AIB) examined key areas of U.S. medical faculty job satisfaction and the disconnect for some faculty between what they value …
Perceptions Of The Promotion Process: An Analysis Of U.S. Medical School Faculty, Sarah A. Bunton, April Corrice
Perceptions Of The Promotion Process: An Analysis Of U.S. Medical School Faculty, Sarah A. Bunton, April Corrice
Educational Leadership and Policy Faculty Publications and Presentations
Faculty satisfaction is important to medical schools for myriad reasons, including the empirical links between job satisfaction and increased organizational performance, faculty retention, productivity, and patient care. Half of U.S. medical faculty leave their academic medical centers within 10 years, and the resulting loss of these faculty poses financial and human capital costs to the institution. Additionally, the academic medicine workplace has changed significantly in recent decades, resulting in increased demands for research, teaching, patient care, and administration on faculty. To be effective, medical school leaders and researchers must remain abreast of the issues that comprise workplace satisfaction for their …
New School, New Job, New Life: Supporting The Transition Of Student Affairs Graduate Assistants, Karen J. Haley, Brandi Hephner, Peggy Koutas
New School, New Job, New Life: Supporting The Transition Of Student Affairs Graduate Assistants, Karen J. Haley, Brandi Hephner, Peggy Koutas
Educational Leadership and Policy Faculty Publications and Presentations
Student affairs professionals have a responsibility for the professional development of graduate assistants (GAs) in the department as these positions are marketed as first professional positions. While prior literature has addressed the transition of graduate students into graduate school, there is little about the transition process for students with graduate assistantships in student affairs. Student transitions are important as they may set the tone for their first professional experience and ongoing professional development. Four key themes emerged from the voices of the graduate student participants in this study as they described their transition process into a GA position. First, they …
Teaching For Transformation: (Re)Designing Sustainability Courses Based On Ecological Principles, Heather Burns
Teaching For Transformation: (Re)Designing Sustainability Courses Based On Ecological Principles, Heather Burns
Educational Leadership and Policy Faculty Publications and Presentations
If educators are to effectively prepare learners with the knowledge, skills, and values they will need for creating more sustainable places and communities, a transition must be made from transmissive teaching models to transformative learning processes. But how can courses be designed or redesigned so that they create opportunities for transformational sustainability learning, and how can ecological principles guide this process? The Burns model of sustainability pedagogy provides a practical model for course design that is rooted in ecological principles. The Burns model is comprised of five key dimensions: (1)Content; (2)Perspectives; (3)Process; (4)Context; and (5)Design and seeks to: (1) increase …
Retention Of Full-Time Clinical M.D. Faculty At U.S. Medical Schools, April Corrice, Shannon Fox, Sarah A. Bunton
Retention Of Full-Time Clinical M.D. Faculty At U.S. Medical Schools, April Corrice, Shannon Fox, Sarah A. Bunton
Educational Leadership and Policy Faculty Publications and Presentations
Physician and faculty retention have garnered increased attention in recent years, in part because academic medical centers are grappling with the lost human and financial capital associated with turnover. Medical schools (and their departments) face significant financial costs when they lose faculty members. For example, one school demonstrated the average costs of replacing a single generalist and specialist totaled $115,554 and $286,503, respectively. In addition, with projected workforce shortages of over 90,000 physicians looming,2 physician faculty turnover will likely have workforce implications, especially within certain specialties. In response to these concerns, this Analysis in Brief (AIB) examines retention rates of …
An Exploration Of The Satisfaction And Experiences Of Part-Time U.S. Medical School Faculty, April Corrice, Sarah A. Bunton
An Exploration Of The Satisfaction And Experiences Of Part-Time U.S. Medical School Faculty, April Corrice, Sarah A. Bunton
Educational Leadership and Policy Faculty Publications and Presentations
Despite the fact that many medical schools have increased their reliance on part-time faculty over the past several decades, scant information about the experiences and job satisfaction of parttime faculty exists in the literature. This Analysis in Brief is an exploratory study to provide insight—from the part-time faculty perspective—into the unique issues facing this faculty group and suggestions they offer for improving the workplace. Understanding the part-time faculty members’ experience is important, as they serve a significant and permanent role in the medical school workforce. When used appositely, these part-time medical school faculty appointments can benefit both individuals and institutions. …
Trends In Tenure For Clinical M.D. Faculty In U.S. Medical Schools: A 25-Year Review, Sarah A. Bunton, April Corrice
Trends In Tenure For Clinical M.D. Faculty In U.S. Medical Schools: A 25-Year Review, Sarah A. Bunton, April Corrice
Educational Leadership and Policy Faculty Publications and Presentations
The number of faculty in academic medical centers, and clinical enterprises in particular, has expanded profoundly over the past several decades. During this expansion, the prevalence of tenure systems and the actual numbers and proportions of tenured positions in U.S. medical schools have garnered much attention. Some commentators have remarked that tenure, as a system, is vanishing from schools and that the opportunity for tenure-track appointments is declining, especially for clinical faculty. This Analysis in Brief presents data on the current status of tenure systems, the changing distribution of clinical M.D. faculty on tenure-eligible tracks, and trends in numbers of …
Accent On Student Success: Engaged Together For Service (Assets) Initiative, 2010 Report, Christine M. Cress
Accent On Student Success: Engaged Together For Service (Assets) Initiative, 2010 Report, Christine M. Cress
Educational Leadership and Policy Faculty Publications and Presentations
This report is an analysis of survey data from a grant involving community college campuses who received funding from the Community College National Center for Community Engagement (CCNCCE) through a Learn and Serve America Higher Education grant as part of the Corporation for National and Community Service in an effort to expand the field of service-learning and civic engagement in diverse communities nationwide. The Accent on Student Success: Engaged Together for Service (ASSETS) grant intended to develop an intergenerational approach of service through projects that incorporated baby boomers, K-12, and community college students; promoted academic and civic engagement opportunities for …
A Transnational Comparison Of Leadership Development: Pedagogical Implications, Christine M. Cress, Miki Yamashita, Rebecca Duarte, Heather Burns
A Transnational Comparison Of Leadership Development: Pedagogical Implications, Christine M. Cress, Miki Yamashita, Rebecca Duarte, Heather Burns
Educational Leadership and Policy Faculty Publications and Presentations
Purpose – This investigation sought to identify learning outcomes for undergraduate students at a US college enrolled in community-based learning courses. Specifically, the purpose of this paper is to examine the similarities and differences between American students' and international students' development of leadership skills through senior level service-learning (SL) courses and analyzed the role of teaching methods on those outcomes. Design/methodology/approach – Over 150 SL courses from students representing 30 countries were examined at a major university in the USA. US and non-US student leadership and learning outcomes were cross-tabulated with instructional techniques to analyze for statistically significant differences. Findings …
A Community Of Scholars Educating For Political Engagement, David M. Donahue, Christine M. Cress
A Community Of Scholars Educating For Political Engagement, David M. Donahue, Christine M. Cress
Educational Leadership and Policy Faculty Publications and Presentations
California Campus Compact (CACC) and the Carnegie Foundation for the Advancement of Teaching first conceived the Service Learning for Political Engagement Faculty Fellows Program in the autumn of 2006. The idea was to bring together a diverse group of faculty, eventually 23, from across California representing disciplines from engineering and English to agriculture and Asian American studies, from small and large colleges, as well as public, private, and faith-based institutions. These faculty, starting in the summer of 2007, would participate in a two-year effort to define political engagement, explore what their definitions meant for planning service learning projects, and assess …
Accent On Student Success: Engaged Together For Service (Assets) Initiative, Three Year Report, Christine M. Cress
Accent On Student Success: Engaged Together For Service (Assets) Initiative, Three Year Report, Christine M. Cress
Educational Leadership and Policy Faculty Publications and Presentations
This report is the culmination of three years of data (of a three year grant project, 2006-2009) involving community college campuses who received funding from the Community College National Center for Community Engagement (CCNCCE) through a Learn and Serve America Higher Education grant as part of the Corporation for National and Community Service in an effort to expand the field of service-learning and civic engagement in diverse communities nationwide. The CCNCCE Accent on Student Success: Engaged Together for Service (ASSETS) grant intended to develop an intergenerational approach of service through projects that incorporated baby boomers, K-12, and community college students; …
Job Satisfaction Of Us Medical School Faculty With A Focus On Internal Medicine Departments, April Corrice, Sarah A. Bunton
Job Satisfaction Of Us Medical School Faculty With A Focus On Internal Medicine Departments, April Corrice, Sarah A. Bunton
Educational Leadership and Policy Faculty Publications and Presentations
As demands on academic medical faculty have risen, medical school leaders and researchers have raised awareness about and attention to job satisfaction, faculty stress and burnout, and struggles with recruitment and retention. This increased attention is important because researchers have consistently demonstrated an empirical link between job satisfaction and retention as well as between job dissatisfaction and intent to leave an organization (1–4). Given the high costs of faculty turnover (5–7), it is essential to understand the factors that contribute to the satisfaction of medical school faculty. Using responses from a faculty satisfaction survey administered to full-time faculty at 10 …
Community College National Center For Community Engagement Accent On Student Success: Engaged Together For Service (Assets) Initiative Report, Christine M. Cress
Community College National Center For Community Engagement Accent On Student Success: Engaged Together For Service (Assets) Initiative Report, Christine M. Cress
Educational Leadership and Policy Faculty Publications and Presentations
This report is the first year of data findings (of a three year grant project) involving nine of the ten community colleges (one college did not submit data) who received funding from the Community College National Center for Community Engagement through a Learn and Serve America Higher Education grant as part of the Corporation for National and Community Service in an effort to expand the field of service-learning and civic engagement in diverse communities nationwide. The grant is intended to address two dimensions of this effort: 1) training and technical assistance; and 2) facilitation of sub-grantee projects in meeting community …
The Continued Evolution Of Tenure Policies For Clinical Faculty At U.S. Medical Schools, Sarah A. Bunton, William T. Mallon
The Continued Evolution Of Tenure Policies For Clinical Faculty At U.S. Medical Schools, Sarah A. Bunton, William T. Mallon
Educational Leadership and Policy Faculty Publications and Presentations
For the past several decades, financial uncertainty, changes in health care delivery and reimbursement, and changing workforce needs have prompted medical schools to continually refine their appointment and tenure policies. This Analysis in Brief examines recent data for medical school clinical faculty by describing tenure systems, the financial guarantee associated with tenure, and probationary period length. Data come from two sources: first, responses to the AAMC’s 2005 Faculty Personnel Policies Survey of the 125 LCME-accredited U.S. medical schools. The survey instrument consists of questions about policies and procedures related to appointment, tenure, and compensation structures for medical school faculty. Deans …
Essay Review: A Marxist Critique Of Michael Apple’S Neo-Marxist Approach To Educational Reform, Ramin Farahmandpur
Essay Review: A Marxist Critique Of Michael Apple’S Neo-Marxist Approach To Educational Reform, Ramin Farahmandpur
Educational Leadership and Policy Faculty Publications and Presentations
This essay review examines Apple's most recent work. It begins by providing a brief historical account of Marxist educational theory since the late 1970s. Next, it offers an analysis and a critique of a number of the theoretical underpinnings of Apple's neo-Marxist approach to educational reform. These include, among others, his interpretation of Gramsci's concept of the 'commonsense' his employment of the 'decentered unity' which he identifies as an counter-hegemonic alliance among progressive forces on the left; and finally, his notion of a 'dual strategy' for building alliances between progressive forces on the left and those on the Right. Finally, …
Distress Under Duress: The Relationship Between Campus Climate And Depression In Asian American College Students, Christine M. Cress, Elaine Kimiko Ikeda
Distress Under Duress: The Relationship Between Campus Climate And Depression In Asian American College Students, Christine M. Cress, Elaine Kimiko Ikeda
Educational Leadership and Policy Faculty Publications and Presentations
Student perceptions of negative campus climate were predictive of Asian American students’ depression levels in spite of students’ entering proclivities toward depression and in spite of varying institutional types. In addition, these findings were consistent whether individual Asian American perceptions of campus climate were entered into the equation or whether institutional levels of campus perceptions (which included all racial and ethnic groups) were entered into the equation. Therefore, higher education institutions that are perceived by students to discriminate against individuals based on race or ethnicity, gender, sexual orientation, or disability may put their Asian American students at risk for severe …
Leadership Reconsidered: Engaging Higher Education In Social Change, Kathleen E. Allen, Alexander W. Astin, Helen S. Astin, John Burkhardt, Christine M. Cress, Robert A. Flores, Phillip Jones, Nance Lucas, Bonnie L. Pribush, William C. Reckmeyer, Bettye Parker Smith, Kathleen A. Zimmerman-Oster
Leadership Reconsidered: Engaging Higher Education In Social Change, Kathleen E. Allen, Alexander W. Astin, Helen S. Astin, John Burkhardt, Christine M. Cress, Robert A. Flores, Phillip Jones, Nance Lucas, Bonnie L. Pribush, William C. Reckmeyer, Bettye Parker Smith, Kathleen A. Zimmerman-Oster
Educational Leadership and Policy Faculty Publications and Presentations
This book was prepared over a period of two years. Most of us have worked together previously as members of an advisory committee for “College Age Youth,” a W.K. Kellogg Foundation initiative to develop leadership abilities in college undergraduates at 31 institutions. That program demostrated that colleges and universities can provide highly effective environments for the development of future leaders (Zimmerman-Oster & Burkhardt, 1999). The idea of writing a book that could address the application of transformative leadership to higher education was first conceived in November 1997. However, work on the book did not begin until the Spring of 1998. …