Leaders in action: The experiences of seven Texas superintendents before, during, and after Hurricane Harvey

2019 ◽  
Vol 48 (6) ◽  
pp. 964-985 ◽  
Author(s):  
Lynn Hemmer ◽  
D Scott Elliff
Keyword(s):  
Leadership Development ◽  
School Districts ◽  
Interpretative Phenomenological Analysis ◽  
Adaptive Leadership ◽  
School Superintendents ◽  
Public School Superintendents ◽  
Leadership Experiences ◽  
Texas Superintendents ◽  
Critical Issues ◽  
Made In

The devastating impact of Hurricane Harvey on school districts along the Texas coast in 2017 required public school superintendents to provide strong, decisive leadership for their students, staff, and communities. Limited research exists on the experiences of superintendents who lead during times of crisis. The purpose of this study was to explore how superintendents understood the conditions of their leadership and decisions made before, during, and after Hurricane Harvey. Interpretative Phenomenological Analysis (IPA) was used to explore two questions: (1) how do superintendents make sense of their world and experiences during a crisis? (2) how do superintendents describe actions made in context of a crisis? Technical-adaptive leadership combined with sensemaking served as theoretical frames. Interviews and a focus group were conducted over the course of a year. Superintendents recalled their experiences chronologically, revealing leadership experiences and action that happened sequentially. Findings are separated by four distinct episodes in which superintendents enabled sensemaking and action, and featured by representative quotes and vignettes to foreground the critical issues as reported by the superintendents. The findings suggest that their experiences and action taken were situated in terms of school district vulnerability, leadership development, and networks of collaboration and advocacy.

Social Change Model of Leadership Development: A 4-Year Program

2018 ◽  
Vol 4 (2) ◽  
pp. 138-147
Author(s):  
Deirdre P. Dixon ◽  
Ana Maia Wales ◽  
Julia R. Pennington ◽  
Shannon Calega
Keyword(s):  
Social Change ◽  
Leadership Development ◽  
Leadership Skills ◽  
Change Model ◽  
Leadership Program ◽  
Social Change Model ◽  
The Social ◽  
Leadership Experiences ◽  
20Th Anniversary ◽  
Personal Level

The social change model (SCM) of leadership development defines all students as potential leaders. Service acts as a powerful means for developing leadership skills within our students. After the 20th anniversary celebration by the International Leadership Association of the SCM, the authors wanted to illustrate how practice can inform research as they applied the model to a 4-year leadership program. The President’s Leadership Fellows is a 4-year program where all students have an opportunity to develop into leaders through classroom and cocurricular leadership experiences. Students actively participate in individual and group activities designed to experience social change and leadership theory on a practical, personal level. The students can then identify with the key elements of the SCM framework. This article outlines this leadership program and how it can help inform further research from practice.

scholarly journals Crossing alone the Mediterranean sea. Some critical issues about unaccompanied minors in Europe

2017 ◽  
Vol 25 (51) ◽  
pp. 77-94
Author(s):  
Giovanni Giulio Valtolina ◽  
Marina D’Odorico
Keyword(s):  
Social Impact ◽  
Migrant Children ◽  
Unaccompanied Minors ◽  
Best Interest ◽  
Protection Measures ◽  
Eu Member States ◽  
Critical Issues ◽  
Common Framework ◽  
The Eu ◽  
Made In

Abstract Despite the increasing social impact of unaccompanied migrant minors (UAMs) in many European Union (EU) member states, EU regulations on UAMs are still inadequate and the necessary protection measures are thus insufficient. More specifically, the “best interest of the child”, stated in a large number of international documents, may not be properly guaranteed. In addition, there is often a discrepancy between the rights of migrant children, according to the international legislation, and the actual protection they receive. Moreover, despite the declared aim of reaching a common standard of reception and inclusion, policies and practices across Europe are still very different. The paper attempts to highlight and discuss some critical issues regarding UAMs in Europe. Over and beyond the need for the EU to develop a common framework, greater efforts should be made in order to improve inclusion of UAMs, especially to ensure the management of the phenomenon beyond the current emergency.

scholarly journals Progress toward developing a practical societal response to severe convection (2005 EGU Sergei Soloviev Medal Lecture)

2005 ◽  
Vol 5 (5) ◽  
pp. 691-702 ◽  
Author(s):  
C. A. Doswell
Keyword(s):  
Convective Storms ◽  
Temporal Specificity ◽  
Severe Convection ◽  
Societal Response ◽  
Critical Issues ◽  
The Usa ◽  
Degree Of Certainty ◽  
Funding Support ◽  
Spatio Temporal ◽  
Made In

Abstract. A review of severe convection in the context of geophysical hazards is given. Societal responses to geophysical hazards depend, in part, on the ability to forecast the events and the degree of certainty with which forecasts can be made. In particular, the spatio-temporal specificity and lead time of those forecasts are critical issues. However, societal responses to geophysical hazards are not only dependent on forecasting. Even perfect forecasts might not be sufficient for a meaningful societal response without the development of considerable infrastructure to allow a society to respond properly and in time to mitigate the hazard. Geophysical hazards of extreme magnitude are rare events, a fact that tends to make funding support for appropriate preparations difficult to obtain. Focusing on tornadoes as a prototypical hazard from severe convective storms, the infrastructure for dealing with them in the USA is reviewed. Worldwide implications of the experience with severe convective storms in the USA are discussed, with an emphasis on its relevance to the situation in Europe.

scholarly journals Critical Issues in Leadership Development for Peer Support Specialists

2020 ◽  
Vol 56 (6) ◽  
pp. 1085-1094
Author(s):  
G. Trey Jenkins ◽  
Michael S. Shafer ◽  
Nicole Janich
Keyword(s):  
Leadership Development ◽  
Peer Support ◽  
Critical Issues

Making up leaders: Reconfiguring the executive student through profiling, texts and conversations in a leadership development programme

2019 ◽  
Vol 73 (9) ◽  
pp. 1226-1248 ◽  
Author(s):  
Frank Meier ◽  
Brigid Carroll
Keyword(s):  
Leadership Development ◽  
Development Programme ◽  
Leader Identity ◽  
Governmentality Studies ◽  
Made In

Are leaders born or made? In this study of contemporary leadership development programmes, we find that leaders are not only made but also – in Ian Hacking’s sense – made up. Such programmes increasingly employ practices like personality profiling, appraisals, feedback and coaching aimed at creating knowledge about individual leaders in order for them to develop. The effects of these practices on participants have been theorized in terms of identity regulation and resistance, yet in our view the situated accomplishments of authority and identity remain inadequately theorized. This study follows a number of such practices as texts and conversations, and shows how a programme participant’s leader identity becomes authorized and acknowledged as participants and instructors ventriloquize texts in conversations. We theorize this as identity reconfiguration, as it entails the continual staging and authorizing of diverse figures. Our findings have implications for the relation between governmentality studies and studies of texts and conversations in leadership development programmes as well as for how we approach agency and context in this realm.

Outstanding Challenges in Scientific Research on Mindfulness and Meditation

2017 ◽  
Vol 13 (1) ◽  
pp. 62-65 ◽  
Author(s):  
Richard J. Davidson ◽  
Cortland J. Dahl
Keyword(s):  
Scientific Research ◽  
Future Research ◽  
Research Attention ◽  
Contemplative Practices ◽  
Large N ◽  
Key Points ◽  
Critical Issues ◽  
Key Issues ◽  
Future Work ◽  
Made In

Van Dam et al. raise a number of critical issues in contemporary research on mindfulness and meditation and offer a prescriptive agenda for future work in this area. While we agree with all of the key points made in their article, there are a number of important issues omitted that are central to a comprehensive agenda for future research in this area. This commentary highlights five key points: (a) Many of the key methodological issues the article raises are not specific to research on mindfulness; (b) contemplative practices are varied, and the landscape of modern scientific research has evolved to focus almost exclusively on one or two types of practice to the exclusion of other forms of practice that are potentially highly impactful; (c) mindfulness and related contemplative practices were not originally developed to treat disease; (d) key issues of duration, intensity and spacing of practice, and the extent to which formal meditation practice is required or whether practice can be piggybacked onto other non–cognitively demanding activities of daily living (e.g., commuting) remain as among the most important practical questions for disseminating these practices more widely, yet have received scant serious research attention; and (e) the use of mobile technology in both disseminating contemplative training and assessing its impact is going to be required to solve some of the key methodological challenges in this area including standardizing training across sites and addressing individual differences (which will require very large- N studies).

The Mathematics Teacher Shortage—Some Solutions

1981 ◽  
Vol 74 (3) ◽  
pp. 173-178
Author(s):  
Clyde Paul
Keyword(s):  
United States ◽  
School Districts ◽  
Mathematics Teacher ◽  
Teacher Shortage ◽  
The United States ◽  
School Superintendents ◽  
Qualified Teachers ◽  
Mathematics Classrooms ◽  
Teacher Applicants ◽  
Education Statistics

Evidence continues to accumulate that mathematics education in the United States is facing a serious peril caused by the increasing shortage of qualified teachers. Dunathan (1979) surveyed school superintendents in nine midwestern states about this topic. Approximately 70 percent of those administrators who responded thought a shortage of qualified mathematics teacher applicants existed. Less than 5 percent indicated that they believed there was a surplus. A 1977 survey conducted by the federal government discovered that approximately one-fourth of the nation's school districts had at least one opening in some field for which no qualified applicant could be found (Jacobson, 1979). Data from other sources suggest that many of those unstaffed positions were in mathematics classrooms. Reporting figures prepared by the National Center for Education Statistics, Dessart (1979b) states “… 1100 mathematics teacher positions were unfilled in the secondary schools of the United States during the fall of 1977.” The November 26 issue of Education USA (“Teacher Shortage,” 1979) quotes the Houston, Texas, superintendent of schools as estimating “… that more than 5,000 of the school district's students have 'no certified mathematics or science teacher at a time when we are emphasizing those subjects.' “That same article reports that Dallas had 150 current vacancies, most of which were in mathematics, science, industrial arts, and special education at the secondary level.

Changing Special Education Practice: Law, Advocacy, And Innovation

1990 ◽  
Vol 9 (2) ◽  
pp. 65-78 ◽  
Author(s):  
Gordon L. Porter ◽  
Diane Richler
Keyword(s):  
Special Education ◽  
Nova Scotia ◽  
School Districts ◽  
New Brunswick ◽  
Integrated Education ◽  
Education Practice ◽  
Application Of Law ◽  
Collaborative Action ◽  
School Programs ◽  
Made In

The development of integrated school programs in Canadian schools is described. The article identifies three factors that have produced progress which is unique to Canada (i.e., the application of law, advocacy, and innovation). The legal factors are linked to the Charter of Rights and Freedoms, the Schools Act in New Brunswick, and two cases, the Elwood case in Nova Scotia and the Robichaud case in New Brunswick. Developments in New Brunswick since the passage of Bill 85 in 1986 that mandates integration are recounted. Advocacy is described in relation to the vision parents have articulated for their children's futures and the collective and individual advocacy of those committed to integrated education. The innovative changes made in a number of schools and school districts and factors linked to districts that have implemented innovative programs are described. Recommendations are made for collaborative action by parents and professionals to achieve exclusionary school programs.

scholarly journals Understanding veterinary leadership in practice

2018 ◽  
Vol 182 (16) ◽  
pp. 460-460 ◽  
Author(s):  
Caroline Elizabeth Pearson ◽  
Allan J Butler ◽  
Yaqub Paul Murray
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Qualitative Methodology ◽  
Self Determination ◽  
Valuable Insight ◽  
Leadership Position ◽  
The Core ◽  
Veterinary Surgeons ◽  
Leadership Experiences ◽  
Veterinary Surgeon

The Vet Futures Report has identified ‘exceptional leadership’ as a key ambition for the long-term sustainability of the industry. This research investigates what it is like to be a veterinary surgeon in an in-practice leadership position, applying the qualitative methodology of interpretative phenomenological analysis. Through the researchers’ interpretation of the seven participants’ stories of their leadership experiences, the study advances understanding of the work environment, underlying motivations and the perceived responsibilities of veterinary leaders. Findings suggest, for many, a struggle in transition to leader positions, improving with time. The increase in pace of work is relayed by participants, with an ongoing, and unchallenged, work–life imbalance. The vets involved are highly motivated, driven by enjoyment of their jobs, a desire for self-determination and a need to make a difference. Relationships form the core of the perceived responsibilities, and yet are identified as the greatest day-to-day challenge of leadership. This study offers a valuable insight for veterinary surgeons, suggesting the industry could benefit from pausing and reflecting on behaviours. With a greater understanding of the complexity of leadership and followership, progress can be made to enact positive changes for the future.

On the Independence of Consideration and Initiating Structure: A Factor Analysis of the Leader Behavior Description Questionnaire

1977 ◽  
Vol 41 (2) ◽  
pp. 431-434
Author(s):  
Joseph C. Bledsoe ◽  
Sidney E. Brown
Keyword(s):  
Factor Analysis ◽  
Public School ◽  
Short Form ◽  
Leader Behavior ◽  
School Superintendents ◽  
Single Factor ◽  
Public School Superintendents ◽  
Initiating Structure ◽  
Two Factors ◽  
Behavior Description

A factor analysis of responses from 136 Georgia public school superintendents to the short-form Leader Behavior Description Questionnaire yielded a single factor, Global Perceptions of Leader Behavior, instead of the usual two factors, Consideration and Initiating Structure. This factor accounted for 41.1% of the variance. The two factors were correlated .69. Plausible interpretations of the nonindependence for this population were discussed.

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