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A Cultural Approach To Understanding Professional Experiences Of Foreign-Born Faculty In U.S. Educational Leadership Preparation Programs, Iryna M. Khrabrova
A Cultural Approach To Understanding Professional Experiences Of Foreign-Born Faculty In U.S. Educational Leadership Preparation Programs, Iryna M. Khrabrova
Educational Foundations & Leadership Theses & Dissertations
The purpose of this study was to investigate professional experiences of foreign-born faculty members serving in U.S. educational leadership preparation programs utilizing a cultural approach to discern their lived experiences related to professional life. Cultural values reflected in professional life experiences were explored. The information gathered through phenomenological approach was used to analyze the influence of national background on the professional experiences of foreign-born faculty in educational leadership preparation programs.
Certification Of Financial Aid Administrators, Stacey A. Peterson
Certification Of Financial Aid Administrators, Stacey A. Peterson
Educational Foundations & Leadership Theses & Dissertations
The certification of financial aid administrators has been debated for over 37 years. A job satisfaction survey conducted by the National Association of Student Financial Aid Administrators (NASFAA, 2008a) revealed that college and university administrators' perceptions of the efficiency, effectiveness, and quality of the services provided by the financial aid office have a direct effect on the job satisfaction of financial aid practitioners. The study also hinted at a possible link between these perceptions and the resources allocated to the financial aid office. Open-ended comments collected as a part of the survey suggested that while members of the financial aid …
A Principal's Perceptions Of Character Education In A Rural Public School, Sandra H. Harrison
A Principal's Perceptions Of Character Education In A Rural Public School, Sandra H. Harrison
Educational Foundations & Leadership Theses & Dissertations
A majority of rural public schools face difficult and challenging problems: geographical isolation, escalating crime, impoverished families, economic inequities, faculty nonretention, declining enrollments, and lack of success in meeting accreditation benchmarks. In the past decade, support for character education as a valuable pedagogy to complement instruction and academic achievement emerged. The obligation to meet federal and state standards created expectations that school principals have the leadership ability to facilitate strong academic curricula as well as programs fostering students' moral development through character education. Mobilizing resources for character education initiatives becomes the responsibility of school principals or their designees. The purpose …