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Full-Text Articles in Teacher Education and Professional Development

Table Of Contents - Winter 2009, Fort Hays State University College Of Education Jan 2009

Table Of Contents - Winter 2009, Fort Hays State University College Of Education

Academic Leadership: The Online Journal (2003-2012)

Academic Leadership Journal Winter 2009 table of contents

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A Dynamic Systems View On Leadership, Talent, And Intelligence, Wolf Kozel Jan 2009

A Dynamic Systems View On Leadership, Talent, And Intelligence, Wolf Kozel

Academic Leadership: The Online Journal (2003-2012)

A key question concerning leadership is whether leaders are born or made. Research has shown that although genetic temperament may play a role, environment is a large factor (Ceci, 1996). A determinist point-of-view may consider that if something exists, then it can be measured and organizations would be foolish not to use tests to assess talent and leadership. In contrast, however, a dynamic systems view of leadership would contend that the variables that determine leadership are numerous, interacting, with small differences sometimes resulting in great changes.

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Developing And Leading The Quality Enhancement Planning Committee, L. Waller, Cristal Joslin, Calvin Green Jan 2009

Developing And Leading The Quality Enhancement Planning Committee, L. Waller, Cristal Joslin, Calvin Green

Academic Leadership: The Online Journal (2003-2012)

Quality enhancement in higher education is rapidly emerging as a major national and international issue. Rahman (2005) identifies an international movement to promote quality enhancement through “accreditation councils, degree program standardization, quality enhancement cells, quality faculty, and curriculum review.” According to Rahman, the movement is intended to develop “a vision for the higher education system with quality, equity, and efficiency.” Rahman also points out that the United States faces the need to evaluate the validity and quality of accreditation processes in light of the increase in dot-com universities and diploma mills. El-Khawas (1998) indicates that world-wide attention has shifted to …

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Educational Leadership: The Relationship Between Spirituality And Leadership Practices, Gerra Perkins, Nelda Wellman, Wendell Wellman Jan 2009

Educational Leadership: The Relationship Between Spirituality And Leadership Practices, Gerra Perkins, Nelda Wellman, Wendell Wellman

Academic Leadership: The Online Journal (2003-2012)

Throughout American history, schools and educational leaders have been in the spotlight because of the eminent task of preparing the young of our nation for competition within a global economy and the marketplace of ideas. Educational leaders have moved through the stages of management, industrial efficiency, and cultural leadership finally concluding that school management requires more than efficiency and organization (Brickham, 1996). With the advent of tough-minded management and the realization of the difference between a leader and a manager, combined with an increase in the high school dropout rate, awareness developed that something was not working in American Schools …

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Analysis Of Resources Management In Primary Schools In Delta State, Nigeria, Enamiroro Oghuvbu Jan 2009

Analysis Of Resources Management In Primary Schools In Delta State, Nigeria, Enamiroro Oghuvbu

Academic Leadership: The Online Journal (2003-2012)

The State Primary Education Board is in charge of the management of primary education, especially the human resources. The board is in charge of management needs for human resources to be provided and deployed. She is greatly concerned with the, planning, monitoring and control to facilities the achievement of the objectives of primary education. The is involved in the process of achieving the objectives of primary education through efficient use of the resources and the planning, organization, co- ordination, direction and control of the activities of teaching and non- teaching staff in primary schools.

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A 360° View Of Non-Traditional University Presidents, Daryl Delabbio, Louann Palmer Jan 2009

A 360° View Of Non-Traditional University Presidents, Daryl Delabbio, Louann Palmer

Academic Leadership: The Online Journal (2003-2012)

Institutions of higher learning continue to face many challenges, from declining revenues and increased costs (Fain, 2008) to lack of confidence in their ability to meet the needs of the students and the society they serve (Smith, 2004). At the center of the institution is its CEO: the president. It is in this office and at this person that the buck stops. It is here where decisions are made that will affect the institution and all of its constituencies. As the literal and symbolic leader, the vitality of a given institution is dependent upon the effectiveness of its president (Rhodes, …

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Implementing An Assessment Program: A Faculty Member’S Perspective, Robert Becker Jan 2009

Implementing An Assessment Program: A Faculty Member’S Perspective, Robert Becker

Academic Leadership: The Online Journal (2003-2012)

In 1999, after several exploratory meetings, the college administration established an ad-hoc interdisciplinary assessment committee to begin a conversation about what students were taught and how faculty knew what was learned and what was not. At the first meeting of this committee, composed of representatives of the college’s seventeen teaching departments, the library, student affairs, institutional planning, research, and assessment, and academic affairs, several impediments to a formalized college-wide assessment initiative immediately became apparent. While a culture of informal assessment already existed as instructors daily grappled with effectively teaching their students, the notion of a widespread institutionalized plan was alien. …

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Leadership And Organisational Culture: Can The Ceo And Senior Executive Teams In Bureaucratic Organisations Influence Organisational Culture?, Glenys Drew Jan 2009

Leadership And Organisational Culture: Can The Ceo And Senior Executive Teams In Bureaucratic Organisations Influence Organisational Culture?, Glenys Drew

Academic Leadership: The Online Journal (2003-2012)

The pressure on higher education to embrace a change agenda to cope with an increasingly complex operating environment has been growing over recent years (Hanna, 2003; Pick, 2003). Hanna (2003) writes that “higher education institutions must change – and, indeed, are changing – to meet future needs,” (p. 26) and that they will need to address a number of strategic challenges as they “transform themselves to meet the demands of an increasingly complex and dynamic environment.” (p. 26) These changes may require embracing different ways of operating, forging new and different partnerships to attract funds and undertake research, and streamlining …

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Lowering Teacher Attrition Rates Through Collegiality, Jameelah Abdallah Jan 2009

Lowering Teacher Attrition Rates Through Collegiality, Jameelah Abdallah

Academic Leadership: The Online Journal (2003-2012)

Since large numbers of teachers leave the teaching profession to go to work in other fields each year, it is vital to ask ourselves several pertinent questions as to why this is happening. Why are so many qualified teachers leaving the teaching profession? What are the affects of high teacher attrition rates on the public school system? What must be done to lower teacher attrition rates and retain new teachers? Schools must find ways to reduce teacher attrition in order to maintain high quality education for students.

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University Preparation And The Research/Practice Divide, Gregory Freeman, Frederick Gies Jan 2009

University Preparation And The Research/Practice Divide, Gregory Freeman, Frederick Gies

Academic Leadership: The Online Journal (2003-2012)

A major disconnect between education research and practice is widely acknowledged by both school practitioners and university-based researchers. Evidence and commentary relative to the disconnect are articulated in four articles in the April 2007 issue of Phi Delta Kappan under the theme The Research/Practice Divide. The authors explained, decried, explored, and sought to close the divide; none expressed doubt concerning the existence of the divide in teacher education or education leadership. Davis asserted (2007, p. 569), “It appears that comparatively little of what is written and thought about by scholars and policy makers actually has any appreciable impact on classrooms …

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Peer Mentor Leadership Training: Theory And Implementation, James Rubin Jan 2009

Peer Mentor Leadership Training: Theory And Implementation, James Rubin

Academic Leadership: The Online Journal (2003-2012)

College is a time of major transition for young adults. It presents a unique opportunity as decisions regarding a wide variety of options unfold for the first time without being under the guidance and eye of a guardian. Chosen paths offer a glimpse into the inner motivations behind one’s character and the interest that many students have shown for peer mentoring exemplifies traits of benevolence and leadership. In addition to providing peers with a positive role model, there are opportunities for mentors to expand on many interpersonal qualities that are important for success in a multitude of contexts. Integral to …

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Teachers’ Perceptions Of Good And Bad Leaders In Seven Cultures, Raymond Zepp, Daniel Eckstein, Mona Khalid, Chi-Sing Li Jan 2009

Teachers’ Perceptions Of Good And Bad Leaders In Seven Cultures, Raymond Zepp, Daniel Eckstein, Mona Khalid, Chi-Sing Li

Academic Leadership: The Online Journal (2003-2012)

Educational practices are becoming increasingly globalized, and as a result, countries around the world are implementing reforms along the lines of American and European practices, although the cultural implications of these changes are not always being fully realized. Only recently have educational thinkers begun to address cultural issues in educational leadership.

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Rethinking Education From First Principles, Carolyn Osborne Jan 2009

Rethinking Education From First Principles, Carolyn Osborne

Academic Leadership: The Online Journal (2003-2012)

The resulting project was “What Difference Does Instruction Make?” I asked students to collect data on their students, record the nature of instruction given, and then collect data following the instruction. They were to analyze the differences between the pre- and post-instruction data. The project was made flexible to accommodate the variety of field placements they could experience, so they could do their project on a single student, on a small group, or on the whole class. The instruction in the project could be on any topic and did not have to be taught by the student him or herself; …

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Signs When Positional Authority Is Out Of Control, Anne Jefferson Jan 2009

Signs When Positional Authority Is Out Of Control, Anne Jefferson

Academic Leadership: The Online Journal (2003-2012)

In this article, various scenarios are shared to illustrate the abusive use of positional authority. The scenarios are real with the professional lives of individuals seriously affected as a result of abuse.

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Working Toward A Third Space In The Teaching Of Elementary Mathematics, Ryan Flessner Jan 2009

Working Toward A Third Space In The Teaching Of Elementary Mathematics, Ryan Flessner

Scholarship and Professional Work – Education

Building on work in the area of third space theory, this study documents one teacher’s efforts to create third spaces in an elementary mathematics classroom. In an attempt to link the worlds of theory and practice, I examine how the work of other theorists and researchers – inside and outside the field of education – can create new lenses for classroom practitioners. In addition, the article provides evidence that third spaces may be more difficult to realize than others have described. Rather than forcing a third space to emerge, what this study finds more important is creating an environment that …

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K-5 Mathematics Specialists' Teaching And Learning About Fractions, J. W. Whitenack, A. J. Ellington Jan 2009

K-5 Mathematics Specialists' Teaching And Learning About Fractions, J. W. Whitenack, A. J. Ellington

Journal of Mathematics and Science: Collaborative Explorations

This paper describes the fraction-based mathematical activities of two teachers who are part of 3 Mathematics Specialist preparation program. Their work with fractions is traced from two perspectives: 1) their interactions with students as they struggle with fraction concepts; and, 2) their personal journeys to develop deeper understandings of fractions as participants in the Rational Numbers course that is part of their degree program. Through their stories, we gain a better understanding of the complex nature of their work with students and how their participation in the Mathematics Specialist program helps support their work in the school buildings.

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Mathematics Specialists Increasingly Appreciated And Sought, D. Blount, J. Singleton Jan 2009

Mathematics Specialists Increasingly Appreciated And Sought, D. Blount, J. Singleton

Journal of Mathematics and Science: Collaborative Explorations

No abstract provided.

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Preface, Volume 27 (2009), Linda B. Nilson Jan 2009

Preface, Volume 27 (2009), Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

Preface to volume 27 (2009) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.

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Essential Faculty Development Programs For Teaching And Learning Centers In Research–Extensive Universities, Larissa Pchenitchnaia, Bryan R. Cole Jan 2009

Essential Faculty Development Programs For Teaching And Learning Centers In Research–Extensive Universities, Larissa Pchenitchnaia, Bryan R. Cole

To Improve the Academy: A Journal of Educational Development

This research highlights the imperative nature of designing programs to address the full range of faculty develapment needs. It presents a framework for essential faculty development programs for teaching and learning centers in research-extensive universities for introducing, enhancing, and improving faculty develapment offerings. The nationwide Delphi study of faculty development programs identified eighteen currently essential and twenty-eight future essential faculty development programs for teaching and learning centers in research-extensive universities. This list of programs may serve as a baseline for evaluating existing faculty development programming and guiding the expansion of established programs and the planning of new ones.

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Bibliography, Volume 27 (2009) Jan 2009

Bibliography, Volume 27 (2009)

To Improve the Academy: A Journal of Educational Development

Bibliography for volume 27 (2009) of To Improve the Academy: A Journal of Educational Development.

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Ethical Guidelines For Educational Developers Jan 2009

Ethical Guidelines For Educational Developers

To Improve the Academy: A Journal of Educational Development

Ethical guidelines for educational developers, prepared by Mintz, Smith, and Warren, January 1999. Revised March 1999, September 1999, and March 2000.

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About The Authors, Volume 27 (2009) Jan 2009

About The Authors, Volume 27 (2009)

To Improve the Academy: A Journal of Educational Development

About the editors and authors of volume 27 (2009) of To Improve the Academy: A Journal of Educational Development.

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Acknowledgments, Volume 27 (2009), Linda B. Nilson Jan 2009

Acknowledgments, Volume 27 (2009), Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

Acknowledgments for volume 27 (2009) of To Improve the Academy: A Journal of Educational Development, by Linda B. Nilson of Clemson University.

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Editor's Introduction: The Educational Developer As Magician, Linda B. Nilson Jan 2009

Editor's Introduction: The Educational Developer As Magician, Linda B. Nilson

To Improve the Academy: A Journal of Educational Development

After so many changes in the academy, faculty and educational developers face challenges that require magic to meet. Faculty members are supposed to perform the magic, and we educational developers are expected to teach them how. The trick is to teach more in the same amount of time to disinterested and unprepared students, under the conditions of larger classes, less authority, and lower rewards. College and university faculty are under attack for failing short, and educational developers are next in line to feel the heat. Perhaps we should start defending our faculties, explaining our challenges, and publicizing our efforts and …

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Experiential Lessons In The Practice Of Faculty Development, Ed Neal, Iola Peed-Neal Jan 2009

Experiential Lessons In The Practice Of Faculty Development, Ed Neal, Iola Peed-Neal

To Improve the Academy: A Journal of Educational Development

The practice of faculty development, as distinct from its theoretical and empirical principles, must largely be learned experientially, through an often painful process of trial and error. In this chapter, we offer some of the lessons we have learned in our combined total of sixty-four years as faculty developers, in hopes that others might benefit from our experience.

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Maturation Of Organizational Development In Higher Education, Gail F. Latta Jan 2009

Maturation Of Organizational Development In Higher Education, Gail F. Latta

To Improve the Academy: A Journal of Educational Development

Organizational development (OD) is fundamentally about increasing institutional capacity for change. Organizational culture is a pivotal variable mediating the success of institutional change initiatives. Faculty and OD professionals are poised to address the need for increased understanding of organizational culture and change in higher education institutions. This chapter presents a conceptual guide to theories of change and cultural analysis that inform OD practice. Distinctions between content and process theories of change, as well as normative and idiomatic approaches to cultural analysis, are reviewed with respect to their utility for facilitating change in the academy. Implications for the maturation of OD …

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Ten Ways To Use A Relational Database At A Faculty Development Center, A. Jane Birch, Tara Gray Jan 2009

Ten Ways To Use A Relational Database At A Faculty Development Center, A. Jane Birch, Tara Gray

To Improve the Academy: A Journal of Educational Development

Providing quality support to faculty requires attention to administrative details and event logistics. As professionals, we must also assess the impact of our work and be prepared to report to those who will judge its worth and allocate resources. To do this we need current, accurate data that are easy to access and easy to use. We also need a simple way to manage faculty development activities and evaluate the outcomes. The best technology for achieving these goals is a relational database. This chapter describes ten ways a relational database can be used to support faculty developers in their various …

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Magicians Of The Golden State: The Csu Center Director Disappearing Acts, Cynthia Desrochers Jan 2009

Magicians Of The Golden State: The Csu Center Director Disappearing Acts, Cynthia Desrochers

To Improve the Academy: A Journal of Educational Development

The California State University (CSU) Teaching and Learning Center directors perform daily feats of magic, often culminating in one particularly dramatic trick at the end of the academic year—their own disappearing acts. This chapter traces the history of the center director position in the CSU system, reports where directors go when they leave the position after only a few years, and proposes how frequent turnover might be reversed through organizational factors aimed at promoting retention of these Magicians of the Golden State.

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Practical Tools To Help Faculty Use Learner–Centered Approaches, Phyllis Blumberg Jan 2009

Practical Tools To Help Faculty Use Learner–Centered Approaches, Phyllis Blumberg

To Improve the Academy: A Journal of Educational Development

Instructors often resist dramatic changes in their teaching, and learner-centered approaches are not intuitive for most instructors. They need tools to help them adopt these approaches. This chapter describes four tools—1) a list of components of Weimer’s five practices of learner-centered teaching, 2) reflection questions to prepare instructors to determine the learner-centered status of their courses, 3) self-assessment rubrics, and 4) a Planning for Transformation form—to help instructors change their teaching. Taken together, these tools form a comprehensive system with which to plan for change. This system encourages and assists instructors to make incremental changes toward using learner-centered approaches in …

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Romancing The Muse: Faculty Writing Institutes As Professional Development, Elizabeth Ambos, Mark Wiley, Terre H. Allen Jan 2009

Romancing The Muse: Faculty Writing Institutes As Professional Development, Elizabeth Ambos, Mark Wiley, Terre H. Allen

To Improve the Academy: A Journal of Educational Development

Conclusion
Given the tremendous success of the SWIs, we intend to continue to offer them for the foreseeable future, maintaining the features that faculty value most: space, sustenance, and editorial, statistical, and coaching assistance. But we will also make changes based on faculty feedback gathered during the final day’s luncheon debriefing and from the written evaluations. In addition, we intend to conduct formal research on the Institutes’ long-term effects on faculty productivity, satisfaction with scholarly work, and faculty retention. Important questions remain. For example, what is the return on investment in these Institutes, in terms of faculty productivity, career advancement, …

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