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The Leap Model: Perceptions Of Emergency Service Leaders Of Legitimacy, R. Jeffery Maxfield
The Leap Model: Perceptions Of Emergency Service Leaders Of Legitimacy, R. Jeffery Maxfield
R. Jeffery Maxfield
This study adds to the qualitative data showing how leaders in the emergency services perceive legitimacy and the bases of power. The study examines the perception of leaders and their perspective on why subordinates view their leader as legitimate and/or authentic. Two definitions of legitimacy are presented: the traditional viewpoint of French and Raven (1959) associating legitimate power “with having status or formal job authority” and the other proposed by Maxfield (2012) in the LEAP leadership model basing legitimacy or authenticity more on the characteristics and skills leaders bring to their positions. Emergency service students interviewed leaders in their career …
Changing Paradigms In Online Education: Perceptions And Experiences Of Nontraditional Adult Learners In The Emergency Services, R. Jeffery Maxfield
Changing Paradigms In Online Education: Perceptions And Experiences Of Nontraditional Adult Learners In The Emergency Services, R. Jeffery Maxfield
R. Jeffery Maxfield
Planning for the unknown incident or emergency event makes the task of college and university educators not only interesting, but also extremely challenging. Max van Manen (1990) argued that the prescribed method for human science, in contrast to natural science involved description, interpretations, and self-reflective or critical analysis. In other words, we explain nature, but we must understand human life. This assertion seems to suggest learning strategies that expand beyond traditional pedagogies. The experience of nontraditional, emergency services students, in an asynchronous online environment appeared to be filled with comparison and contrast. While using prior experience and learning schemas, the …
Using Critical Reflection As An Applied Learning Technique Among Online Emergency Services Students, R. Jeffery Maxfield, John Fisher
Using Critical Reflection As An Applied Learning Technique Among Online Emergency Services Students, R. Jeffery Maxfield, John Fisher
R. Jeffery Maxfield
Non-traditional students in an online introductory course in Homeland Security used the DEAL model of critical reflection to describe (a) what they learned, (b) how they learned it, (c)why it matters, and (d) what they will do with what they learned. Online discussion of readings proved to be the most effective learning technique used in the course because it incorporated reflective practices and allowed application of real-life experiences.
Employing Critical Reflection In An Online Emergency Services Course, R. Jeffery Maxfield, John Fisher
Employing Critical Reflection In An Online Emergency Services Course, R. Jeffery Maxfield, John Fisher
R. Jeffery Maxfield
Non-traditional students in an online introductory course in Homeland Security used the DEAL model of critical reflection to describe (a) what they learned, (b) how they learned it, (c)why it matters, and (d) what they will do with what they learned. Online discussion of readings proved to be the most effective learning technique used in the course because it incorporated reflective practices and allowed application of real-life experiences.
Reflective Practices In Online Education For Non-Traditional Students, Dr. R. Jeffery Maxfield
Reflective Practices In Online Education For Non-Traditional Students, Dr. R. Jeffery Maxfield
R. Jeffery Maxfield
The goal of this research was to better understand the lived experiences and perceptions of nontraditional, adult college students in an asynchronous online environment. Contemporary researchers have investigated the differences between online education and the traditional, in-class learning. Most of the work has been done in quantitative methodologies, focusing on the similarities and differences in cognitive achievement. The extant literature is replete with studies and positions claiming little or no difference between the two delivery methods. However, most research is not presented in a theoretical construct; therefore, it is difficult to create a nexus between one study and the next. …