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

Educational Administration and Supervision Commons™

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

2005

Discipline
Institution
Keyword
Publication
Publication Type
File Type

Articles 631 - 660 of 748

Full-Text Articles in Educational Administration and Supervision

Ua1f Wku Archives Vertical File - Institute For Economic Development, Wku Archives Jan 2005

Ua1f Wku Archives Vertical File - Institute For Economic Development, Wku Archives

WKU Administration Documents

Digitized vertical file materials regarding the WKU Institute for Economic Development.

Go to article

Change And Persistence In An Independent Nonprofit College: A Case Study, John Selmon Jan 2005

Change And Persistence In An Independent Nonprofit College: A Case Study, John Selmon

Master's Theses and Doctoral Dissertations

Private independent nonprofit colleges and universities serve millions of students annually, yet very little is written about this group. Most of the literature and research concern large public institutions of higher learning. Davenport College, a private independent nonprofit college system in Michigan and northern Indiana, serving 15,000 students, was the focus of the case study that offers a historical view of how the college evolved and changed over the institution’s 134-year history. The study highlights the influence of the five leaders and significant environmental events that that led to change and persistence in Davenport College from its inception on January …

Go to article

2005-06 Unopa Executive Board Minutes Jan 2005

2005-06 Unopa Executive Board Minutes

UNOPA: Minutes

No abstract provided.

Go to article

Successful Implementation Of 504 Plans : What Are The Common Elements?, Eugenia Damron Jan 2005

Successful Implementation Of 504 Plans : What Are The Common Elements?, Eugenia Damron

Theses, Dissertations and Capstones

The objective of this qualitative research was to study the implementation of successful 504 Plans. Five students were determined to have successful plans based on parent and teacher perceptions as well as school achievement. The parents, teachers, administrators, and five students with successful 504 Plans participated in this study. Findings determined that there were four common factors in successful 504 Plans: communication, parental involvement, necessary accommodations, and student’s willingness to work. Other factors unique to some of the cases (extended family, support services, and medication) also played a role in the success some students achieved.

Go to article

Unopa Notes 2005 Jan 2005

Unopa Notes 2005

UNOPA: Newsletters

No abstract provided.

Go to article

A Preferred Vision For Leading Secondary Schools : A Reflective Essay, Ralph J. Hughes Jan 2005

A Preferred Vision For Leading Secondary Schools : A Reflective Essay, Ralph J. Hughes

Graduate Research Papers

Great leadership is the key to achieving success within any organization, team, and in my case, school. A strong leader always tries to keep things positive and his or her team on the same page, trying to achieve the same goal. To achieve the highest level of success within a school, an educational leader must: develop and implement a shared vision, develop clear communication, provide strong instructional leadership, and develop and maintain a positive school climate.

Go to article

Office Of Research -- Annual Report 2004-2005 Jan 2005

Office Of Research -- Annual Report 2004-2005

Office of Research and Economic Development: Publications

Contents

Science & Engineering
UNL heads Antarctic drilling project .2
Virology Center extends its reach .4
Bioengineers developing innovative hemophilia therapy .6
Lasers shine light on diamond film process .8
UNL hosts CMS Tier 2 site .10
Finding the key to plant sterility .11
Drought — Preparing for the inevitable .12
Water Initiative pours best minds into tough issues .13
Hydrogen-energy studies could relieve oil dependency .14
Fellowship funds hydrogen research .15
Working to save lives on the battlefield .16
Mentoring mathematicians to successful careers .17
Biomedical studies explore nutrition-health connection .18
Next generation transportation, surfaces and structures .19
Sloan …

Go to article

The Relationship Between Levels Of Moral Reasoning And Transformational Leadership Behaviors Of West Virginia Public School Administrators, Cynthia L. Daniel Jan 2005

The Relationship Between Levels Of Moral Reasoning And Transformational Leadership Behaviors Of West Virginia Public School Administrators, Cynthia L. Daniel

Theses, Dissertations and Capstones

The purpose of this study was to examine the relationship between levels of moral reasoning and the use of transformational leadership behaviors of public school administrators in West Virginia. The Defining Issues Test-2 was used to measure levels of moral reasoning. Transformational leadership behaviors were measured by the Multifactor Leadership Questionnaire 5x. The population for the study consisted of 55 superintendents; 62 deputy, assistant, or associate superintendents and 250 randomly selected principals. A total of 103 administrators participated in the study. A one-shot case study design was used. The Pearson Product Moment Correlation, T-Test for independent samples, and one-way analysis …

Go to article

Behavior Management Manual For Asa Mercer Middle School, John L. Paloy Jan 2005

Behavior Management Manual For Asa Mercer Middle School, John L. Paloy

All Graduate Projects

This project examined the creation and implementation of a behavior management manual for Asa Mercer Middle School, in the Seattle School District. The review of current research indicated that school behavior codes and manuals were more successful when they were open for revision and discussion, concise and relevant, used consistently amongst all staff as an educational tool, and containing systems for students to redeem themselves and be rewarded. Included are a concise behavior management manual for students, along with a staff edition with more annotated descriptions and implementation methods. The overall purpose of the manual was to create an educational …

Go to article

The Real Versus The Possible: Closing The Gaps In Engagement And Learning, Judith A. Ramaley, Lee Zia Jan 2005

The Real Versus The Possible: Closing The Gaps In Engagement And Learning, Judith A. Ramaley, Lee Zia

Public Administration Faculty Publications and Presentations

No abstract provided.

Go to article

Preparing The Way For Reform In Higher Education: Drawing Upon The Resources Of The Community-At-Large, Judith A. Ramaley Jan 2005

Preparing The Way For Reform In Higher Education: Drawing Upon The Resources Of The Community-At-Large, Judith A. Ramaley

Public Administration Faculty Publications and Presentations

Higher education is being asked to pay more attention to student learning and to contribute to the enhancement of the social and economic conditions of the community it serves. As a result, educational institutions will no longer be self-contained. Community members and organizations have become not only critical partners in framing the goals and intentions of the educational reform movement, but they also have assets that must be tapped by educational institutions that wish to implement change and respond to social needs.

Go to article

Honors In Practice, Volume 1 (Complete Issue) Jan 2005

Honors In Practice, Volume 1 (Complete Issue)

Honors in Practice Online Archive

CONTENTS
Editorial Policy
Submission Guidelines
Dedication to Grey Austin
Editor’s Introduction Ada Long

ADMINISTRATIVE MATTERS
Keeping Honors Information Current Joan Digby and Tracey Christy
Tenure and Promotion in Honors Rosalie Otero
We Know They’re Smart, but Have They Learned Anything?: Strategies for Assessing Learning in Honors Steffen Pope Wilson and Rose M. Perrine
Funding Needs Through Student Government Resources Geoffrey Orth

CURRICULUM AND INSTRUCTION
On the Benefits of Teaching Honors Alexander Werth
Contracting in Honors Kambra Bolch
Reviving an Honors Program with Specialized Sequence Tracks Sharon Carrish
Honors Courses: More Difficult or Different? Jim Lacey
Transferring a Course Developed for …

Go to article

Funding Honors Needs Through Student Government Resources, Geoffrey Orth Jan 2005

Funding Honors Needs Through Student Government Resources, Geoffrey Orth

Honors in Practice Online Archive

In recent years, issues of funding have been largely absent from Honors literature. This is a curious omission because the availability of funding is the single most likely factor to further or hinder a program’s development. Many of our programs are well endowed, especially in scholarships, but it’s rare to find an honors program with generous resources in operating funds, despite the inclusion of an item relating to an “adequate budget” in the NCHC’s well-known “Basic Characteristics of a Fully-Developed Honors Program.”

Go to article

Jump-Starting Honors Community With Introductory Biographies, James Swafford Jan 2005

Jump-Starting Honors Community With Introductory Biographies, James Swafford

Honors in Practice Online Archive

Last June, as they descended from the peak experience of high school graduation, the forty newly selected members of the Humanities and Sciences (H&S) Honors Program at Ithaca College received a summer-reading book from me, the Honors Director, with a request for information in exchange: enclosed in the packet was a brief questionnaire about their experiences, their likes and dislikes, their hopes for the future. The questionnaires took only a few minutes to complete, but once the replies were translated into a set of introductory biographical sketches and sent back to the students in August, the information provided a great …

Go to article

Expand The Honors Curriculum: Teach Entrepreneurship, Risk-Taking, And Change Across The Curriculum, James D. Bell Jan 2005

Expand The Honors Curriculum: Teach Entrepreneurship, Risk-Taking, And Change Across The Curriculum, James D. Bell

Honors in Practice Online Archive

Having students apply what they study and learn is a principal goal of all educators. This article describes a course, “Entrepreneurship, Leadership, and Team Building: Identifying and Applying Best Practices,” that was developed and taught in each of the last two years for a University Honors Program. Students not only learned but applied this learning as they effected minor and major change on campus. In addition, this article provides background information relevant to professors interested in offering a similar course and shares projects, outcomes, and a full-course structure.

Go to article

Building Community And Fostering Excellence Through The Writing Process, Ellen Riek Jan 2005

Building Community And Fostering Excellence Through The Writing Process, Ellen Riek

Honors in Practice Online Archive

The purpose of this article is to share a successful model for incorporating community building and academic achievement into an honors program by creating a public forum for honors students to display their work. According to what Roger McCain has described as a fundamental humanistic view of a university honors education, each student possesses a hierarchy of needs, which includes the need for individual value to be “recognized and confirmed, so that the individual [student] develops a sense of his or her own unique identity” (2). I suggest that honors writing courses, in particular, can foster what McCain contends is …

Go to article

Editorial, Volume 1 - 2005 Jan 2005

Editorial, Volume 1 - 2005

Honors in Practice Online Archive

Editorial Policy

Submission Guidelines

Dedication to Grey Austin

Editor’s Introduction: Ada Long

Keeping Honors Information Current by Joan Digby and Tracey Christy

Tenure and Promotion in Honors by Rosalie Otero

We Know They’re Smart, but Have They Learned Anything?: Strategies for Assessing Learning in Honors by Steffen Pope Wilson and Rose M. Perrine

Funding Needs Through Student Government Resources by Geoffrey Orth

On the Benefits of Teaching Honors by Alexander Werth

Contracting in Honors by Kambra Bolch

Reviving an Honors Program with Specialized Sequence Tracks by Sharon Carrish

Honors Courses: More Difficult or Different? by Jim Lacey

Transferring a Course …

Go to article

We Know They Are Smart, But Have They Learned Anything? Strategies For Assessing Learning In Honors, Steffen Pope Wilson, Rose M. Perrine Jan 2005

We Know They Are Smart, But Have They Learned Anything? Strategies For Assessing Learning In Honors, Steffen Pope Wilson, Rose M. Perrine

Honors in Practice Online Archive

The independent assessment of student learning, or outcomes assessment, is a topic of national interest and one that is currently being addressed by many institutions of higher education. Honors programs, like all academic units, are being asked to create outcomes assessment programs. We provide here a brief history of outcomes assessment and an overview of the basic steps required for creating an outcomes assessment program. We then discuss suggestions for implementing outcomes assessment in honors.

Go to article

On The Benefits Of Teaching Honors, Alexander Werth Jan 2005

On The Benefits Of Teaching Honors, Alexander Werth

Honors in Practice Online Archive

Honors colleges and programs vary widely by institution, naturally, but the main feature they share is involvement by top students of superior ability and motivation. Typically honors courses also involve top teachers—those who are most skilled, conscientious, and passionate about teaching. This applies whether honors teachers are self-selected, nominated by peers, or chosen by an honors director or coordinator.

Go to article

Team Leaders And The Honors Freshman-Year Experience, Alvin Wang, Crystal Espinosa, Cassandra Long, Anik Patel Jan 2005

Team Leaders And The Honors Freshman-Year Experience, Alvin Wang, Crystal Espinosa, Cassandra Long, Anik Patel

Honors in Practice Online Archive

In this article, we report on an effective means to enhance the honors freshman- year experience and thereby reduce the high rates of attrition commonly associated with the first year in college. Research by Tinto (1975; 1987) has shown that academic as well as social integration contributes to student persistence and success in college. Consequently, the successful transition from high school to college requires that freshmen make adjustments both academically and socially. The lack of integration in either of these domains will reduce student persistence and increase the likelihood that students will be college dropouts. The effects of academic and …

Go to article

Stockholm Study Abroad: Scientific Breakthroughs And Nobel Laureates, Jana Pressler, Eric Rosenfeld, Marianne Alverbo Larsson Jan 2005

Stockholm Study Abroad: Scientific Breakthroughs And Nobel Laureates, Jana Pressler, Eric Rosenfeld, Marianne Alverbo Larsson

Honors in Practice Online Archive

Undergraduate study abroad experiences and immersive international programs serve as rich learning opportunities and substantive creative endeavors. This is particularly true for honors students. This paper describes an honors course that was developed around the idea of the scientific method, targeted at exploring scientific breakthroughs and Nobel laureates, and conducted at the site where the majority of Nobel Prizes are awarded: the Karolinska Institute in Stockholm, Sweden. For the “Stockholm Study Abroad” course at The Pennsylvania State University, honors students were asked to examine elements of the scientific method as the underlying framework of research studies, discuss traditional and nontraditional …

Go to article

Tenure And Promotion In Honors, Rosalie Ortero Jan 2005

Tenure And Promotion In Honors, Rosalie Ortero

Honors in Practice Online Archive

The Chronicle of Higher Education Review (2/11/05) published an article on “Collaborative Efforts: Promoting Interdisciplinary Scholars” by Stephanie L. Pfirman, James P. Collins, Susan Lowes, and Anthony F. Michaels. They wrote, “Creative research and teaching increasingly occur at the junction between traditional disciplines. As a result, many colleges and universities have committed themselves to fostering interdisciplinary scholarship. But the scholars who work at that junction are confronted with conventional departmental hiring, review, and tenure procedures that are not suited to interdisciplinary work and can slow or block the progress of their careers.”

Go to article

Transferring A Course Developed For Honors Students To Non-Major Biology Students: Lessons Learned, Mark A. Mcginley Jan 2005

Transferring A Course Developed For Honors Students To Non-Major Biology Students: Lessons Learned, Mark A. Mcginley

Honors in Practice Online Archive

Honors colleges offer the opportunity for faculty to teach small classes to motivated, academically gifted students. One possible benefit offered by teaching honors courses is the opportunity to experiment with new teaching approaches. Thus, one goal of honors colleges is to act as a “lab” for developing novel educational approaches that can be applied across the university. Here I report on the lessons learned from my experience transferring a course developed for honors students to the general student population.

Go to article

Honors Courses: More Difficult Or Different?, Jim Lacey Jan 2005

Honors Courses: More Difficult Or Different?, Jim Lacey

Honors in Practice Online Archive

At a well-attended “Developing in Honors” (DIH) session at the 2004 NCHC conference in New Orleans, the question of whether honors courses should be more difficult than or different from standard courses turned out to be unusually lively. The panelists insisted that honors courses should be different in a number of ways, all advocating smaller, interactive classes. My position went further in this direction, arguing that honors courses should replace General Education Requirements, courses often crowded with unwilling students, taught by instructors who would rather be doing something else, and dumbed down. Honors courses, I suggested, should not be specialized. …

Go to article

Keeping Honors Information Current, Joan Digby, Tracey Christy Jan 2005

Keeping Honors Information Current, Joan Digby, Tracey Christy

Honors in Practice Online Archive

In the process of composing the fourth edition of Peterson’s Smart Choices: Honors Programs & Colleges, we spent a great deal of time verifying current information about our member institutions. This turned out to be far more difficult than we had anticipated, and so we would like to share with you some of the problems we encountered that may have practical implications for you when it comes to keeping in touch with NCHC, providing information about your program, and recruiting new students.

Go to article

Reviving An Honors Program With Specialized Sequence Tracks, Sharon Carrish Jan 2005

Reviving An Honors Program With Specialized Sequence Tracks, Sharon Carrish

Honors in Practice Online Archive

When I assumed the position of Honors Program Director along with my other responsibilities, I was handed the Honors Program Review from the previous five years. Nestled among the goals and objectives—alongside of recruiting, marketing and identifying faculty to teach honors courses—was the most pressing problem: serious declining enrollment. Students were being recruited for the honors program by the department of admissions, but only a very small number were continuing into their junior and senior years. With this problem of disappearing numbers came the possibility of a disappearing honors program. Apparently most of these students were dropping out of the …

Go to article

Contracting In Honors, Kambra Bolch Jan 2005

Contracting In Honors, Kambra Bolch

Honors in Practice Online Archive

A survey of the second edition of Peterson’s Honors Programs reveals that a variety of honors programs and colleges around the country employ the honors contract as one mechanism whereby students may earn honors course credit. Although there is no uniform definition of what a contract entails, one common approach is the completion of a paper, project, or other assignment in addition to a non-honors course’s requirements. Of the 360 listings in the Peterson’s guide, at least 43 public, private, two-year, and four-year programs and colleges choose to mention contracting in their listings. Contracting, therefore, appears to provide a prominent …

Go to article

Using Students Mentors In An “Introduction To Honors” Course, Betsy Bach, Rachel Kinkie, Sam Schabacker Jan 2005

Using Students Mentors In An “Introduction To Honors” Course, Betsy Bach, Rachel Kinkie, Sam Schabacker

Honors in Practice Online Archive

The Davidson Honors College at the University of Montana requires “Introduction to Honors” of all matriculating students. The course is offered for one credit and is designed to develop a sense of organizational identification among the first-year students enrolled in each of the ten sections that we teach every fall semester. Specifically, the goals of the course for students are to a) develop community, b) learn the essentials of a liberal arts education, and c) participate in activities they might not typically experience (e.g., community service or cultural events). Faculty members teaching each section volunteer their time and are provided …

Go to article

Gender Differences In Leadership Style: A Literature Analysis, Mary Clisbee Jan 2005

Gender Differences In Leadership Style: A Literature Analysis, Mary Clisbee

Journal of Women in Educational Leadership

This analysis of literature explores gender differences in leadership style. As greater numbers of women enter the ranks of leadership and more research is conducted, contradictory findings emerged. Using the qualitative software program NVivo version 1.2, 36 pieces of qualitative, quantitative, and popular culture literature were summarized, coded, and the coded information analyzed. The analysis revealed that (a) the characteristics of the rater have significant impact on the findings, (b) the research instrument and methodology used effect the findings, and (c) there are many varying and often contradictory explanations for gender differences in leadership.

Go to article

Career Paths And The Superintendency: Women Speak Out, Nancy Hergenrother Seyfried, Thomas Diamantes Jan 2005

Career Paths And The Superintendency: Women Speak Out, Nancy Hergenrother Seyfried, Thomas Diamantes

Journal of Women in Educational Leadership

According to the 2000 census, women comprise nearly 51 % of the American population. Women constitute two thirds of the work force in education. Seventy-five percent of teachers are women; 41 % of principals are women, and women fill 60% of central office administration positions, yet, at the superintendent level, only 10% are women (Vail, 1999). Guthrie (1999) found that the shortage of women in top education positions mirrors other fields. Women make up 50% of the work force, yet they represent fewer than 11 % of the corporate officers of companies and 3% of the heads of companies. Women …

Go to article

First Prev Next Last