Are You Qualified to Be a Member of This “Elite Group”? A School Leadership Preparation Program Examines the Extent “Diverse” Candidates Are Admitted to Graduate School

2017 ◽  
Vol 20 (2) ◽  
pp. 145-162
Author(s):  
Christa Boske ◽  
Chinasa Elue
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
Graduate Program ◽  
Student Diversity ◽  
Elite Group ◽  
Admissions Criteria ◽  
Graduate Admissions ◽  
Group A ◽  
K 12 ◽  
Admissions Process

This case outlines a dilemma encountered by faculty in a K-12 educational administration graduate program on the east coast. The case offers a detailed illustration of tensions arising when faculty discuss their graduate admissions process, their role as gatekeepers, understandings of merit, and the need for student diversity. Disrupting institutional systems of domination and faculty reliance on admissions criteria undermine programmatic diversity goals, including the meanings faculty associate with common admissions criteria. Implications include an authentic, holistic, and intentional examination of graduate admissions criteria.

“Hold on! I’ll Just Google It!”: Critical Conversations Regarding Dimensions of Diversity in a School Leadership Preparation Program

2018 ◽  
Vol 21 (1) ◽  
pp. 78-99 ◽  
Author(s):  
Christa Boske ◽  
Chinasa Elue
Keyword(s):  
Social Justice ◽  
School Leadership ◽  
Significant Role ◽  
Educational Administration ◽  
Graduate Program ◽  
Leadership Preparation ◽  
Preparation Program ◽  
Graduate Assistants ◽  
K 12 ◽  
Systems Of Domination

This case outlines a dilemma encountered by faculty and graduate assistants in a K-12 educational administration graduate program. The case offers a detailed illustration of tensions arising when faculty were asked to increase “diversity” within their program. Faculty uncover disrupting institutional systems of domination that often play a significant role in understanding how to prepare leaders to serve in authentic and meaningful ways. Implications for the development of social justice–oriented school leaders included an intentional examination of these issues.

Graduate Admissions Criteria in Psychology: An Update

2005 ◽  
Vol 97 (2) ◽  
pp. 481-484 ◽  
Author(s):  
R. Eric Landrum ◽  
Jeremy Clark
Keyword(s):  
Degree Programs ◽  
Graduate Degree ◽  
Grade Point ◽  
Graduate Degree Programs ◽  
Admissions Criteria ◽  
Graduate Admissions ◽  
Importance Ratings ◽  
Admissions Process ◽  
Goals And Objectives ◽  
Specific Degree

Ratings of importance were reviewed for nine graduate admissions criteria for the 573 graduate degree programs listed in American Psychological Association's Graduate Study in Psychology (2003). Overall, the three criteria receiving the highest percentages of importance ratings were letters of recommendation, statement of goals and objectives, and grade point average. Importance ratings varied depending on the degree programs offered. Results are discussed in terms of the advice offered students interested in admission to graduate school and the importance of students tailoring their graduate admissions process to their specific degree program.

Undergraduate Students' Perceptions of Graduate Admissions Criteria in Psychology

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1107-1110 ◽  
Author(s):  
Jeffrey R. Cashin ◽  
R. Eric Landrum
Keyword(s):  
Undergraduate Students ◽  
Graduate School ◽  
Faculty Advising ◽  
School Students ◽  
University Of Wisconsin ◽  
Psychology Majors ◽  
Admissions Criteria ◽  
Graduate Admissions ◽  
The University ◽  
Admissions Process

36 undergraduate psychology majors from the University of Wisconsin—Platteville completed a questionnaire by listing what they believed to be relevant criteria in the admissions process for graduate school. Students subsequently rank-ordered by importance each of the criteria they generated. Their list of criteria was similar to those of previous studies; however, the relative importance of the criteria differed substantially between the present study and previous ones. Faculty advising students about graduate school may want to use this information to help students better understand the graduate school admissions process.

Multicultural teaching competence among undergraduate faculty: a convergent mixed methods study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chandler Puhy ◽  
Nalini Prakash ◽  
Clarissa Lacson ◽  
Joke Bradt
Keyword(s):  
Mixed Methods ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Mixed Methods Study ◽  
Student Diversity ◽  
Content Type ◽  
Knowledge And Skills ◽  
Teaching Competence ◽  
Quantitative Results ◽  
K 12

Purpose Increased student diversity in universities across the USA has increased the need for post-secondary educators to develop multicultural teaching competence (MTC). Most studies of MTC focus on educators teaching grades K-12. The purpose of this study is to determine how faculty members rate themselves in terms of MTC, what multicultural knowledge and skills faculty report and how they integrate these skills into their teaching practice and what barriers exist to developing and implementing MTC. The purpose of this study was to examine the factors that impact undergraduate faculty integration of multicultural awareness and attitudes into their teaching practices to enhance student learning. Design/methodology/approach A convergent mixed methods study used survey and interview data from undergraduate faculty. Select items from the MTC Inventory (MTCI) and social justice scales (SJS) were administered. Interviews (N = 7) were transcribed and analyzed using thematic analysis. Quantitative and qualitative data were compared to examine convergence and divergence. Findings Quantitative results revealed undergraduate faculty’s awareness, knowledge and skills as indicated by percent agreement with items from the MTCI and SJS instruments. Qualitative findings included the following four themes: knowledge building, addressing diversity in the classroom, barriers and challenges, and needs and recommendations. Qualitative data corroborated or explained many of the quantitative results and provided insight into these trends and barriers that impact MTC. Originality/value This is the first study of its kind, to our knowledge, that has used a mixed methods research design to examine factors that impact MTCs and associated barriers among a sample of undergraduate faculty across disciplines in one urban university.

Black Women Superintendents

2021 ◽  
Author(s):  
Sonya Douglass Horsford ◽  
Dessynie D. Edwards ◽  
Judy A. Alston
Keyword(s):  
Black Women ◽  
Educational Administration ◽  
Education Leadership ◽  
Leadership Preparation ◽  
The United States ◽  
Women Superintendents ◽  
Preparation Programs ◽  
Race And Gender ◽  
And Gender ◽  
K 12

Research on Black women superintendents has focused largely on their racial and gendered identities and the challenges associated with negotiating the politics of race and gender while leading complex school systems. Regarding the underrepresentation of Black female superintendents, an examination of Black women’s experiences of preparing for, pursuing, attaining, and serving in the superintendency may provide insights regarding their unique ways of knowing and, leading that, inform their leadership praxis. Informed by research on K-12 school superintendency, race and gender in education leadership, and the lived experiences and knowledge claims of Black women superintendents, important implications for future research on the superintendency will be hold. There exists a small but growing body of scholarly research on Black women education leaders, even less on the Black woman school superintendent, who remains largely underrepresented in education leadership research and the field. Although key studies have played an important role in establishing historical records documenting the service and contributions of Black women educational leaders in the United States, the bulk of the research on Black women superintendents can be found in dissertation studies grounded largely in the works of Black women education leadership scholars and practitioners. As a growing number of aspiring and practicing leaders who identify as Black women enter graduate-level leadership preparation programs and join the ranks of educational administration, questions concerning race and gender in leadership are almost always present as the theories presented in leadership preparation programs often conflict with or represent set of perspectives, realities, and strategies that may not align with those experienced by leaders who identify as Black women. For these reasons, their leadership perspectives, epistemologies, and contributions are essential to our understanding of the superintendency and field of educational leadership.

scholarly journals Awareness and Practices of Distributed Leadership among Public Elementary School Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 67-68
Author(s):  
Jasmine P. Yulo ◽  
Dexter Paul D. Dioso
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Leadership ◽  
Distributed Leadership ◽  
Significant Relationship ◽  
School Teachers ◽  
Public Elementary School ◽  
Demographic Profile ◽  
Leaders And Followers ◽  
K 12

The field of school leadership has been continuously increasing in demands and had currently occupied the idea of distributed leadership. Distributed leadership is leadership that is "stretched over leaders and followers, which is beneficial in settings such as schools (Bonneville, 2017). The call for teachers as leaders in school to help implement the K-12 educational system had engaged them to take on collaborative roles. Thus, the study intended to describe the level of awareness and extent of practices of distributed leadership in terms of types such as collaborative, collective, and coordinated as assessed by public elementary school teachers. Moreover, it determined whether a significant relationship existed between the level of awareness and demographic profile and the extent of practices and demographic profile of teachers. Also, it intended to determine if there is a significant relationship between the awareness and practices of distributed leadership.

scholarly journals Administrasi Pesera Didik

2019 ◽  
Author(s):  
Novela Ernita ◽  
Hade Afriansyah
Keyword(s):  
Educational Administration ◽  
School Environment ◽  
Literature Study ◽  
Student Attendance ◽  
School Year ◽  
File Storage ◽  
Good School ◽  
School Transfer ◽  
Admissions Process ◽  
New Student

The purpose of student administration is to organize the activities of students from starting to enter school. This article is structured with systematic methods and steps to facilitate research. In this article, the researcher uses the literature study method by collecting literature (material materials) sourced from books, journals, and other sources related to the science of Educational Administration. Administration of students is an activity of recording students from the admissions process until students graduate from school or out of school transfer or other causes. In the administration of students there is a process carried out by the administrator, namely the activity of the beginning of the school year, during the school year and the end of the school year. Instruments in student administration are master books, book clusters, student condition lists, student attendance books and student file storage files. In administration the teacher acts as a new student selection committee, plays a role in making it easier for students to adapt to the school environment, recording and controlling student attendance, conducting competency tests, creating an atmosphere that motivates students, creating good school / classroom discipline, and carrying out guidance career and graduate search

scholarly journals How should we teach diverse students? Cross-cultural comparison of diversity issues in K-12 schools in Japan and the US

2016 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Fuyu Shimomura
Keyword(s):  
Racial Diversity ◽  
Cross Cultural ◽  
Student Diversity ◽  
Cultural Comparison ◽  
Japanese Students ◽  
School Settings ◽  
Cross Cultural Comparison ◽  
The Us ◽  
Diversity Issues ◽  
K 12

Increasing student diversity in K-12 schools has gained attention in Japan and the US. In the US, racial diversity has historically shaped inequity in educational access and teacher quality. In Japan, regardless of its reputation for cultural homogeneity among its residents, issues surrounding student diversity have gained attention because of the increasing number of returnees—Japanese students raised overseas because of their parents’ expatriation.  This paper compares and contrasts the diversity issues in K-12 school settings in both countries, and explores potential approaches to improve the accommodation of diversity in K-12 schools.      

scholarly journals Administrasi Peserta Didik

2019 ◽  
Author(s):  
Nazmi Septiani
Keyword(s):  
Educational Administration ◽  
School Environment ◽  
Literature Study ◽  
Student Attendance ◽  
School Year ◽  
File Storage ◽  
Good School ◽  
School Transfer ◽  
Admissions Process ◽  
New Student

Abstrak—The purpose of student administration is to organize the activities of students from starting to enter school. This article is structured with systematic methods and steps to facilitate research. In this article, the researcher uses the literature study method by collecting literature (material materials) sourced from books, journals, and other sources related to the science of Educational Administration. Administration of students is an activity of recording students from the admissions process until students graduate from school or out of school transfer or other causes. In the administration of students there is a process carried out by the administrator, namely the activity of the beginning of the school year, during the school year and the end of the school year. Instruments in student administration are master books, book clusters, student condition lists, student attendance books and student file storage files. In administration the teacher acts as a new student selection committee, plays a role in making it easier for students to adapt to the school environment, recording and controlling student attendance, conducting competency tests, creating an atmosphere that motivates students, creating good school / classroom discipline, and carrying out guidance career and graduate search

Sign in / Sign up

Export Citation Format

Share Document