Other Educational Administration and Supervision Commons^™

Collaborative Reflections On A Practical Journey Through Transcendental Phenomenology Data Analysis, Tyler Kulp, Hissah Alzahrani, Michele Parker

The Qualitative Report

Although transcendental phenomenology is widely recognized in qualitative research, there is limited discussion of how researchers come to understand and apply its methods in practice. This paper examines how reflective collaboration enhances the understanding and use of transcendental phenomenological analysis. It involves the first author, a recent doctoral graduate, the second author, a current doctoral student, and the third author, the doctoral advisor, using a collaborative approach. We draw upon the first author’s dissertation, providing clear, actionable guidance for simplifying the analysis process. The discussion highlights the value of collaborative reflection in making the methodology more accessible and enriching understanding …

Collaborative Action In Education: Empirical Explorations Of The Role Of Partnerships In College Readiness Programs, Jose A. Sanchez

Dissertations

Education gaps exist in the United States in large part because not everyone has equal access to the educational resources or role models that will prepare them to seek a college education. To help combat this phenomenon, Federal and State Governments have promoted college readiness programs via collaborative partnerships between school districts, on the one hand, and colleges and universities, on the other.

To better understand the role that partners can play in creating and sustaining college-readiness programs, this study focused on the history and current practices of collaborations involving oversight of college readiness programs in two school districts. Partnership …

Administrators’ And Teachers’ Perceived Importance Of The Holistic Framework For Professional Development Elements: Survey Research, Adrianna Cate

Dissertations, Theses, and Projects

This study researched the six elements of the Holistic Framework for Professional Development (HFPD) to understand administrators’ and teachers’ perceived importance and how demographic variables impacted those perceptions. This was done to contribute to the current gap in the literature regarding how to design and carry out effective professional development. The quantitative survey research utilized exponential, non-discriminative snowball sampling to recruit participants. Fifteen administrators, 64 teachers, and six participants working in ‘other’ roles in their school participated. These participants were citizens of fifteen different countries and worked across eleven countries worldwide. Even given this diverse sample, the results of this …

Human-Centered Leadership: Cultivating Purpose, Empathy, And Collective Growth, Becky Evers-Gerdes, Bryan Matera

Essays in Education

Human-Centered Leadership is a transformative approach to leadership that emphasizes purpose, empathy, and collective growth, redefining success by prioritizing individual well-being and organizational inclusivity.

At the Minnesota Department of Education (MDE), leaders spearheaded the MAPE Local 1002 Community of Practice to integrate these principles, fostering leadership practices that align personal values with organizational goals. Facilitated by a local assistant superintendent and outside consultant, the initiative utilized action research and a Lunch and Learn framework to empower participants to reflect, listen, co-design solutions, and embrace iterative leadership cycles.

Key themes emerged, such as balancing empathy with accountability, promoting inclusivity, and addressing …

Uncommon And Non-Traditional Urban Relationship Strategies: From Relationship Loss To Relationship Recovery, Lasonya L. Moore

Journal of English Learner Education

With increasing student diversity across our nation, there is a growing need to scale up educational innovations related to building holistic relationships. Many students in K-12 public schools enter educational settings with uncommon and nontraditional ways of building and developing longitudinal relationships that allow students to thrive and not just survive. Specifically, teachers/educators feel ill-equipped and ill-trained to adequately support the increasing number of English learners(ELs) and Exceptional education students (specifically Students of Color (SOC) with emotional and behavioral disorders) identified in inclusive classrooms. Thus, there remains an urgent need to share uncommon and non-traditional strategies to develop and build …

Leadership Insights: Life Stories Of Three Individuals' Paths To National Leadership In Prek-12 Education For Sustainability, Alice Altfillisch Earle

Educational Studies Dissertations

Abstract This study focused on the narratives of three national leaders in the field of Education for Sustainability (EfS) for the purpose of illuminating pathways to leadership in PreK-12 EfS for educators and school leaders. Stanger’s (2011) eco-sociological model of human development and learning was used as a framework for examining contextual influencers of participants’ formative experiences associated with family of origin, land/places where they grew up, and education as well as pivotal experiences that informed their Prek-12 EfS leadership development. Five themes related to sustainability also served as core concepts throughout this study: positionality, spirituality, social justice, equity, and …

The Partnership Imperative For Preparing Effective Principals In North Carolina Schools, Martinette Horner, Derrick D. Jordan

Journal of Organizational & Educational Leadership

The extant literature highlights the impact principals have on daily operations, visioning, school climate, academic programming, instructional monitoring, and numerous other areas. The need for well-trained principals at the helm of schools, particularly those with large concentrations of at-risk students, has been identified as a critically important factor in improving academic outcomes. Underdeveloped leaders often struggle to improve schools and are unable to show adequate progress among the students they serve. They are also more prone to early burnout, increasing turnover rates. As such, the need to strengthen principal preparation programs has become even more evident in recent years. A …

Increasing Principal Candidates’ Self-Efficacy Through Virtual Coaching, Travis E. Lewis, Karen D. Jones

Journal of Organizational & Educational Leadership

Skill development in instructional coaching and feedback is difficult to adequately simulate within a principal preparation program. As a result, many new administrators enter the field with little to no experience in instructional coaching and, therefore, feel tremendous uncertainty and low self-confidence. This study explored the effect a virtual coaching experience has on self-efficacy for principal preparation program students. Preservice teacher candidates were matched with principal candidates to provide virtual instructional coaching to the benefit of all involved. The findings of this study indicate that practice through virtual coaching is positively related to increased self-efficacy in principal candidates.