Breaking News: Utilizing Video Simulations to Improve Educational Leaders' Public Speaking Skills

2011 ◽  
Vol 6 (5) ◽  
pp. 234-249 ◽  
Author(s):  
Jennifer Friend ◽  
April Adams ◽  
George Curry
Keyword(s):  
Educational Leadership ◽  
Kansas City ◽  
Public Speaking ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
District Leaders ◽  
University Of Missouri ◽  
Breaking News ◽  
The University ◽  
Educational Leadership Preparation

This article examines specific uses of video simulations in one educational leadership preparation program to advance future school and district leaders' skills related to public speaking and participation in televised news interviews. One faculty member and two advanced educational leadership candidates share their perspectives of several applications of advanced technologies, including one-on-one video simulations with the instructor and collaborative peer review of video portfolios. Finally, the authors provide links to multimedia examples of these digital artifacts from an advanced educational leadership course, titled Effective Practices: Media, Government & Public Communications, offered at the University of Missouri-Kansas City.

Restructuring Educational Leadership Preparation: Identifying Needed Conditions

1994 ◽  
Vol 4 (1) ◽  
pp. 28-38 ◽  
Author(s):  
John C. Daresh
Keyword(s):  
Educational Leadership ◽  
Leadership Preparation ◽  
Preparation Program ◽  
Northern Colorado ◽  
University Of Northern Colorado ◽  
The University ◽  
Educational Leadership Preparation ◽  
Linkage Relationships

In this article, a description is presented of the strategy and steps that were followed at the University of Northern Colorado in restructuring its educational leadership preparation program. Details are provided concerning the ways in which changes were made, and how these changes were supported through attention to personnel issues, linkage relationships within the university, and linkages outside the university.

Promoting Social Justice and Caring in Schools and Communities: The Unrealized Potential of the Cohort Model

2001 ◽  
Vol 11 (4) ◽  
pp. 313-334 ◽  
Author(s):  
Raymond A. Horn
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Instructional Methods ◽  
Educational Leaders ◽  
Organizational Structures ◽  
Leadership Preparation ◽  
Cohort Model ◽  
Preparation Programs ◽  
Administrative Practices ◽  
Educational Leadership Preparation

The problem of the efficacy of educational leadership as a promoter of just and caring change in schools and communities is explored in the context of educational leadership preparation practices. An exploration of this problem is based on the premise that despite the use of innovative instructional methods, in most cases current preparation programs merely reproduce the use of modernistic administrative practices and organizational structures. Here, the cohort model is identified as a means to promote just, caring, and relevant educational leadership. After a review of the benefits, drawbacks, and the nature of the use of cohorts in leadership preparation programs, a cohort structure is examined that will prepare educational leaders who are able to promote just and caring change in our postmodern communities.

What Do Students Have to Do With Educational Leadership? Making a Case for Centering Student Voice

2017 ◽  
Vol 13 (1) ◽  
pp. 38-58 ◽  
Author(s):  
Van T. Lac ◽  
Katherine Cumings Mansfield
Keyword(s):  
Educational Leadership ◽  
Young People ◽  
Student Voice ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
School Governance ◽  
Preparation Programs ◽  
Schooling Experiences ◽  
Educational Leadership Preparation Programs ◽  
Educational Leadership Preparation

The purpose of this article is to illustrate the value of educational leaders intentionally including students in shaping the policies and practices that affect young people’s schooling experiences. First, we share the literature on student voice and introduce Principal Orientations for Critical Youth Educational Leadership as a conceptual model, advocating ways leaders can engage young people in school governance. Second, we share an empirical example from our research that holds promise to build caring, equitable, and responsive classrooms and schools by centering students’ voices. Finally, we consider what our findings mean for educational leadership preparation programs.

scholarly journals How Exemplary Educational Leadership Preparation Programs Hone the Interpersonal-Intrapersonal (i2) Skills of Future Leaders

2019 ◽  
Vol 7 (2) ◽  
pp. 1-11 ◽  
Author(s):  
Bryan A. VanGronigen ◽  
Kathleen M.W. Cunningham ◽  
Michelle D. Young
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
Transformational Learning ◽  
Learning Experiences ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
Coach Leadership ◽  
Educational Leadership Preparation Programs ◽  
Educational Leadership Preparation

John P. Kotter argues that business schools continue to prepare leaders for 20th century needs, as they typically teach students how to manage an organization, rather than how to lead one. In this article, we explore how Kotter’s assertion applies to educational leadership preparation programs. We examine the ways a purposive sample of exemplary programs structure and implement learning experiences for aspiring educational leaders. Leveraging our findings from these cases and the literature on transformational learning and leadership, we argue that today’s programs should include “powerful learning experiences” that challenge and coach leadership candidates to build the skills and capacities necessary to both manage and lead organizations. If educational leaders are the “driving subsystem” for school improvement efforts, then leadership preparation must move aspiring leaders beyond technical competence and toward the more transformational aspects of leading.

Simulation and optimization of low impact development for mitigating combined sewer overflows associated with climate change

2019 ◽  
Author(s):  
◽  
Ali Shallal
Keyword(s):  
Urban Area ◽  
Kansas City ◽  
Low Impact Development ◽  
Combined Sewer Overflows ◽  
Sewer System ◽  
University Of Missouri ◽  
Simulation And Optimization ◽  
Time To Peak ◽  
Combined Sewer ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Modeling rainfall runoff can help to understand what is happening throughout the system, how can control of water to prevent flood, and how much the quality of runoff can change in urban area. Modeling sewer system help decision maker to indicate best strategy to prevent flooding, reduce runoff pollution, reduce cost of wastewater treatment and determine best suitable LID to an urban area. This dissertation first starting with analysis the complexity of model necessary to get accepted result in term peak flow, runoff volume, numbers of flooding nodes and time to peak. Modeling requirements may lead to system simplification, as in limiting the size of the pipes included in the analyses. Researchers analyzed the combined sewer system of the urbanized Town Fork Creek catchment in Kansas City, Missouri using PCSWMM to assess the potential impact of the simplifications on hydraulic results.

scholarly journals Preparing School Leaders to Interrupt Racism at Various Levels in Educational Systems

2015 ◽  
Vol 17 (1) ◽  
pp. 121 ◽  
Author(s):  
Christa Boske
Keyword(s):  
Educational Leadership ◽  
Narrative Inquiry ◽  
Social Equity ◽  
Leadership Preparation ◽  
Institutional Racism ◽  
Educational Systems ◽  
Disparate Impact ◽  
School Communities ◽  
Reflective Process ◽  
Educational Leadership Preparation

This narrative inquiry seeks to advance the field of educational leadership preparation by exploring ways to interrupt personal, interpersonal, and institutional racism through the senses-ways in which people perceive their experiences and relation to others. Findings suggest that participants engage in actions aligned with revelations from their reflective process and utilize their positions as a lever to address racism at various levels within educational systems. Participants utilized their transformed storied selves to challenge the disparate impact of power and privilege on educational and social equity within school communities.

Building a developmental culture of feedback

2018 ◽  
Vol 3 (2) ◽  
pp. 62-78
Author(s):  
Ellie Drago-Severson ◽  
Jessica Blum-DeStefano
Keyword(s):  
Educational Leadership ◽  
Professional Learning ◽  
Developmental Psychology ◽  
Longitudinal Research ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Developmental Theory ◽  
Developmental Approach ◽  
Content Type ◽  
Professional Capital

Purpose This paper draws from more than 25 years of research with aspiring and practicing educational leaders to present six strategies for building a culture of feedback in schools, teams, districts, professional learning opportunities, and other educational settings. These strategies reflect key elements of the authors’ new, developmental approach to feedback. The paper aims to discuss these issues. Design/methodology/approach Through the lens of adult developmental theory, the authors highlight foundational learnings from open-ended survey research with 14 educational leaders about their experiences giving and receiving feedback, and prior qualitative, mixed-method, and longitudinal research with principals, assistant principals, teachers, superintendents, and other educational leaders. Findings The authors share six developmentally oriented strategies for establishing trust and building conditions for authentic, generative feedback: finding value in mistakes, modeling vulnerability, caring for the (inter)personal, clarifying expectations, sharing developmental ideas, and building an infrastructure for collaboration. Practical implications This work has implications for leadership and leadership preparation, especially given contemporary emphases on collaboration and high-stakes evaluations as tools for ongoing improvement, enhancing professional capital, and internal, individual, and system-wide capacity building. Originality/value Because a developmental perspective has been noticeably missing from the wider feedback literature and leadership preparation curricula, this work extends and enhances tenets from different fields (e.g. business, developmental psychology, educational leadership and educational leadership preparation), while also addressing urgent calls for educational reform; leadership preparation, development, and practice; and professional capital building.

Distributing leadership to leaders

2020 ◽  
Author(s):  
◽  
Tony Gragnani
Keyword(s):  
Educational Leadership ◽  
Distributed Leadership ◽  
Phenomenological Approach ◽  
The Body ◽  
Educational Systems ◽  
University Of Missouri ◽  
Inclusive Approach ◽  
Formal Leadership ◽  
The University ◽  
Collaborative Efforts

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This study aims to contribute to the literature on Distributed Leadership Theory by examining the way in which educational leadership is changing to a more expanded and inclusive approach. Due to the increasing demands placed on the educational systems from state and federal policy makers, researchers have advocated for a change in our understanding and practice of educational leadership. The current study focuses on one such example of this change in leadership approach by examining the collaborative efforts of three assistant principals in a district where collaboration among administrators is not the norm. The goal of the study is to use a phenomenological approach to capture the essence of this collaboration so that it can be analyzed through the lens of distributed leadership. Much of the body of research on DL focuses on the school, specifically the interaction between principal and teacher or principals and others in a formal leadership positions. The rationale for this study is there is little exploration into the role the school district plays in influencing the development of distributed leadership. Finally, by focusing on the collaborative efforts of the administrators it is the researcher's hope that schools, school districts, and states will encourage school leaders to collaborate with one another to develop solutions to complex problems facing their schools and communities.

Reduction, Oxidation and Homologation of Alkenes

2011 ◽  
Author(s):  
Douglass Taber
Keyword(s):  
Free Radical ◽  
Enzymatic Hydrolysis ◽  
Kansas City ◽  
Small Scale ◽  
University Of Missouri ◽  
Radical Process ◽  
Practical Procedure ◽  
University Of Wisconsin ◽  
The University ◽  
Hydrolysis Of

Alkenes are usually reduced by catalytic hydrogenation. Diimide reduction is a mild and neutral alternative. Keith R. Buszek, now at the University of Missouri, Kansas City, has shown (J. Org. Chem. 2007, 72, 3125) that the reduction can conveniently be carried out on resin-bound alkenes, using 2-NBSH (o-nitrobenzenesulfonylhydrazide) with Et3 N for convenient room temperature diimide generation. Ozone can be difficult to dispense accurately on small scale. Masahito Ochiai of the University of Tokushima has uncovered (J. Am. Chem. Soc. 2007, 129, 2772) an alternative, using acid-promoted Ph-I=O. Isolated alkenes also work well. MCPBA is the reagent most commonly used for alkene epoxidation. Payne oxidation (H2O2 /CH3CN) is a convenient and inexpensive alternative. In the course of a study of the enantioselective enzymatic hydrolysis of 6, Takeshi Sugai of Keio University has described (Tetrahedron Lett. 2007, 48, 979) a practical procedure for multigram Payne epoxidation of 5. Several procedures have been put forward for functionalizing terminal alkenes, exemplified by 7. Stefan Grimme and Armido Studer of the Universität Münster have developed (J. Am. Chem. Soc. 2007, 129, 4498) a free radical alkene amination, represented by the conversion of 7 to 9. Tehshik P. Yoon of the University of Wisconsin has found (J. Am. Chem. Soc. 2007, 129, 1866) that Cu catalyzes the addition of oxaziridines such as 10 to alkenes, to make 11. Shinji Nakamura of the University of Tokyo and Masanobu Uchiyama of the University of Tokyo and RIKEN have established (J. Am. Chem. Soc. 2007, 129, 28) that the anion from Cu promoted addition of the silyl zinc reagent to alkenes is long-lived enough to be trapped by electrophiles, including H+ to give 12. Hideki Yorimitsu and Koichiro Oshima of Kyoto University have developed (J. Am. Chem. Soc. 2007, 129, 6094) a complementary transformation, Ni-catalyzed addition of 13 to give 14. The conversion of 7 to 15 reported (Organic Lett. 2007, 9, 53) by Li-Biao Han of the National Institute of Advanced Industrial Science and Technology, Tsukuba, is likely also a free-radical process.

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