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Higher Education Administration Commons™
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- Relationship Among Essential Leadership Preparation Practices and Leader (2)
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Articles 1 - 30 of 46
Full-Text Articles in Higher Education Administration
December Agenda, Wku Graduate Council
Meeting Minutes, Wku Graduate Council
November Agenda, Wku Graduate Council
Meeting Minutes, Wku Graduate Council
October Agenda, Wku Graduate Council
Meeting Minutes, Wku Graduate Council
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
K-12 Education
A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Teacher Education
A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).
September Agenda, Wku Graduate Council
Meeting Minutes, Wku Graduate Council
Action Items, Wku Graduate Council
Action Items, Wku Graduate Council
Graduate School
Overview of action items handled by the Graduate Council.
Building A Blog From Scratch, Jonathan Bacon
Building A Blog From Scratch, Jonathan Bacon
SIDLIT Conference Proceedings
The presenter takes the audience step-by-step through the creation of a Weblog, a tool which can be used for distance education.
What Would Vincent Do? Vincentian Higher Education And Poverty Reduction, Marco Tavanti, Craig Mousin
What Would Vincent Do? Vincentian Higher Education And Poverty Reduction, Marco Tavanti, Craig Mousin
Mission and Ministry Publications
The worldwide Vincentian major higher education institutions have best practices and pedagogical innovative strategies for linking their educational mission with poverty alleviation. This edited volume includes experiences from DePaul University, St. John;s University, Niagara University, Adamson University, Santa Isabelle University and All Hallows College.
Development And Validation Of Physical Education Achievement, Dr. Uche J. Obidiegwu
Development And Validation Of Physical Education Achievement, Dr. Uche J. Obidiegwu
Dr. Uche J. Obidiegwu
This study sought to develop and validate a Physical Education Achievement Test (PEAT) which will be used for accurate assessment of adult learners in basic education. Eight items were developed and pilot tested. Validation and reliability were determined using Kuder-Richardson formula ‘21’. Based on the results some recommendations were made.
Bridgewater State College Undergraduate/Graduate Catalog 2008-2009, Bridgewater State College
Bridgewater State College Undergraduate/Graduate Catalog 2008-2009, Bridgewater State College
Bridgewater State College Catalogs, 1960-2009
No abstract provided.
Ua66/1/5 Icset - Institute For Combustion Science & Environmental Technology, Wku Ogden College Of Science & Engineering
Ua66/1/5 Icset - Institute For Combustion Science & Environmental Technology, Wku Ogden College Of Science & Engineering
WKU Archives Records
History and overview of the work of the WKU Institute for Combustion Science & Environmental Technology through 2008.
About The Authors, Volume 26 (2008)
About The Authors, Volume 26 (2008)
To Improve the Academy: A Journal of Educational Development
About the editors and authors of volume 26 (2008) of To Improve the Academy: A Journal of Educational Development.
Preface, Volume 26 (2008), Douglas Reimondo Robertson
Preface, Volume 26 (2008), Douglas Reimondo Robertson
To Improve the Academy: A Journal of Educational Development
Preface to volume 26 (2008) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Northern Kentucky University.
A Research–Based Rubric For Developing Statements Of Teaching Philosophy, Matthew Kaplan, Deborah S. Meizlish, Christopher O'Neal, Mary C. Wright
A Research–Based Rubric For Developing Statements Of Teaching Philosophy, Matthew Kaplan, Deborah S. Meizlish, Christopher O'Neal, Mary C. Wright
To Improve the Academy: A Journal of Educational Development
Despite its ubiquity as the way that instructors represent their views on teaching and learning, the statement of teaching philosophy can be a frustrating document to write and the results are often uneven. This chapter describes a rubric created at the University of Michigan’s Center for Research on Learning and Teaching to help faculty and graduate students craft teaching statements. We describe the research that informed the creation of the rubric, talk about how we use the rubric in our consultations and workshops, and present an assessment that validates the use of the rubric to improve instructors’ teaching statements.
Investigating Indicators Of The Scholarship Of Teaching: Teaching Awards In Research Universities, Stacie Badran
Investigating Indicators Of The Scholarship Of Teaching: Teaching Awards In Research Universities, Stacie Badran
To Improve the Academy: A Journal of Educational Development
Results from a nationwide study of teaching awards programs in mathematics departments of U.S. research universities show that only a small percentage even offers such awards. Those that do either use ad hoc procedures and criteria for making awards or prioritize curricular contributions over instructional and pedagogical knowledge in selecting award winners. In addition, mathematics faculty reserve the term scholarship for research in the discipline rather than research on teaching of the discipline.
Thawing The Chilly Climate: Inclusive Teaching Resources For Science, Technology, Engineering, And Math, Katherine A. Friederich, Sherill L. Sellers, Judith N. Burstyn
Thawing The Chilly Climate: Inclusive Teaching Resources For Science, Technology, Engineering, And Math, Katherine A. Friederich, Sherill L. Sellers, Judith N. Burstyn
To Improve the Academy: A Journal of Educational Development
Although universities are aware of the need to promote diversity in science, technology, engineering, and mathematics (STEM), this awareness has not translated into significant changes in classroom environments. Many STEM instructors would like to offer equal opportunities for success to all of their students, but they are not sure where to begin. We describe an effective group of teaching tools that can empower STEM faculty and graduate students to modify their courses to address diversity at their own pace. These resources extend from awareness exercises to recommendations for action and have been useful tools for course design, teaching assistant training, …
Meeting The Challenges Of Integrative Learning: The Nexia Concept, Jane Love
Meeting The Challenges Of Integrative Learning: The Nexia Concept, Jane Love
To Improve the Academy: A Journal of Educational Development
Integrative learning challenges faculty developers to facilitate integrative and connective experiences not only for students, but for faculty as well. For many faculty, curricular requirements impede connective teaching, and the widespread assumption that connectivity must be taught on the course level also limits their ability to enrich students’ learning through diverse perspectives and interactions. Nexia is an approach to this problem based on the concept of ad hoc connectivity, or small-scale, focused, short-term connections that allow students from two or more courses to interact around points of interest to both classes. By releasing connective teaching from expensive curricular constraints, the …
Stereotype Threat And Ten Things We Can Do To Remove The Threat In The Air, Franklin A. Tuitt, Lois Reddick
Stereotype Threat And Ten Things We Can Do To Remove The Threat In The Air, Franklin A. Tuitt, Lois Reddick
To Improve the Academy: A Journal of Educational Development
The purpose of this chapter is to present an overview of the literature related to stereotype threat in an effort to provide faculty members and instructional developers with a better understanding of what the phenomenon is and what can be done about it in college classroom settings. To this end, we reviewed several of the major studies published on the subject between 1995 and 2005 and compiled a list of strategies that reflected both the major empirical findings on stereotype threat and our own research and experiences with faculty and students in college settings. Given the enormity of the subject, …
Credibility And Effectiveness In Context: An Exploration Of The Importance Of Faculty Status For Faculty Developers, Bonnie B. Mullinix
Credibility And Effectiveness In Context: An Exploration Of The Importance Of Faculty Status For Faculty Developers, Bonnie B. Mullinix
To Improve the Academy: A Journal of Educational Development
This study documents an emerging profile of the faculty status of faculty developers as solicited, compiled, and interactively interpreted with faculty developer practitioners. It used integrated (mixed) methodology and participatory research strategies to gather data and it shares descriptive statistical information on the various positions held by faculty developer respondents; qualitatively analyzed impressions of the importance of faculty status to their credibility and effectiveness as faculty developers; and information regarding respondents’ institutional contexts. Findings are further disaggregated across institutional contexts and sex to explore trends, differential perceptions, and other emergent issues as identified by participant researchers.
The Teaching Resource Portfolio: A Tool Kit For Future Professoriate And A Resource Guide For Current Teachers, Dieter J. Schönwetter
The Teaching Resource Portfolio: A Tool Kit For Future Professoriate And A Resource Guide For Current Teachers, Dieter J. Schönwetter
To Improve the Academy: A Journal of Educational Development
Extensive annotated bibliographies have guided academic researchers over several years and in various disciplines, providing key resources to assist in the development of new ideas. However, less common are published annotated bibliographies on effective teaching resources, both general to teaching across various disciplines as well as specific to each discipline, that guide the academic in the teaching enterprise. This chapter focuses on a tool, the teaching resource portfolio, that helps the graduate student preparing for an academic career including teaching, the new faculty member desiring additional teaching resources, the academic wishing to have resources that support discipline-specific scholarship of teaching …
Bibliography, Volume 26 (2008)
Bibliography, Volume 26 (2008)
To Improve the Academy: A Journal of Educational Development
Bibliography for volume 26 (2008) of To Improve the Academy: A Journal of Educational Development.
Supporting The Scholarship Of Teaching And Learning At Liberal Arts Colleges, Dolores Peters, David Schodt, Mary Walczak
Supporting The Scholarship Of Teaching And Learning At Liberal Arts Colleges, Dolores Peters, David Schodt, Mary Walczak
To Improve the Academy: A Journal of Educational Development
Although the liberal arts college, with its traditional focus on teaching, may seem like a natural environment for the scholarship of teaching and learning (SoTL), few such institutions participate in national SoTL initiatives. Our associates’ experience since 2001 suggests a model for supporting SoTL in teaching-intensive contexts based on faculty ownership, a focus on general education, and some emerging rules of engagement. Because faculty reward systems must validate SoTL if it is to become part of the institutional culture, we also describe one department’s efforts to reform its review criteria in order to define scholarly activity broadly.
Grounded Theory Research In Faculty Development: The Basics, A Live Example, And Practical Tips For Faculty Developers, Michael Sweet, Rochelle Roberts, Joshua Walker, Stephen Walls, John Kuscera, Shana Shaw, Janet Riekenberg, Marilla Svinicki
Grounded Theory Research In Faculty Development: The Basics, A Live Example, And Practical Tips For Faculty Developers, Michael Sweet, Rochelle Roberts, Joshua Walker, Stephen Walls, John Kuscera, Shana Shaw, Janet Riekenberg, Marilla Svinicki
To Improve the Academy: A Journal of Educational Development
While autobiographical narratives and case study reflections remain vital to faculty development research, we must also make substantive efforts to build theory in our field. Researchers making claims about collective meanings of observed behaviors and the mechanisms that underlie them (i.e., theoretical claims about social behavior) must be disciplined in how they identify and organize the evidence they use to support those claims. Such systematic, inductive theory-building in the social sciences is called “grounded theory” research. This chapter presents the basics of grounded theory research, describes a grounded theory research program currently being executed by faculty developers, and offers practical …
Introduction, Volume 26 (2008), Douglas Reimondo Robertson
Introduction, Volume 26 (2008), Douglas Reimondo Robertson
To Improve the Academy: A Journal of Educational Development
Introduction to volume 26 (2008) of To Improve the Academy: A Journal of Educational Development, by Douglas Reimondo Robertson of Northern Kentucky University.
Promoting Learning–Focused Teaching Through A Project–Based Faculty Development Program, Susanna Calkins, Greg Light
Promoting Learning–Focused Teaching Through A Project–Based Faculty Development Program, Susanna Calkins, Greg Light
To Improve the Academy: A Journal of Educational Development
This chapter describes how we incorporated project-based learning into a yearlong faculty development program at a research-intensive private university located in the Midwest. This inquiry-based approach fosters critical reflection on teaching and promotes learner-focused teaching in a manner that encourages deeper student approaches to learning. We use case studies, drawn from critical accounts of faculty projects, to illustrate a model that depicts how faculty understand improvement in their teaching and to identify key program elements that facilitated the adoption of learning-focused teaching practices by our participants.