The Leaders of Leadership Preparation Programs: A Study of Program Coordinators at UCEA-Member Institutions

2018 ◽  
Vol 15 (2) ◽  
pp. 120-149
Author(s):  
W. Kyle Ingle ◽  
Joanne M. Marshall ◽  
Donald G. Hackmann
Keyword(s):  
Educational Leadership ◽  
Leadership Preparation ◽  
Leadership Programs ◽  
Cross Sectional Survey ◽  
Preparation Programs ◽  
Cross Sectional ◽  
Program Coordinators ◽  
Educational Leadership Programs

Using a cross-sectional survey, we collected data from program coordinators at UCEA-member institutions to understand the various roles, time investments, and cost commitments associated with program coordination, including incentives institutions provide (or do not provide) for assuming such responsibilities. We seek to improve our understanding of the work and role(s) program coordinators play, the time commitments they report, and the types of incentives provided for assuming the role of program coordination of educational leadership programs. Understanding these roles help us understand how best to support these leaders in administering quality preparation programs.

Preparing Principals in Educational Leadership Programs

2022 ◽  
pp. 173-192
Author(s):  
Sarah L. Crary ◽  
Elizabeth A. Gilblom
Keyword(s):  
Educational Leadership ◽  
Graduate Programs ◽  
Leadership Programs ◽  
Self Directed Learning ◽  
Building Administrators ◽  
Educational Leadership Programs ◽  
Complex Process ◽  
Directed Learning ◽  
Problems Of Practice

This chapter explores educational leadership graduate programs and the complex process of preparing the next generation of principals and building administrators. The authors emphasize the role of self-directed learning in educational leadership graduate programs, as pre-service principals will ultimately encounter problems of practice in school settings that challenge them to seek, analyze, and utilize information effectively and the skills necessary for making informed decisions and applying theory to practice. This chapter explores the ways in which some educational leadership graduate programs shaped their programs as settings that foster scholar-practitioners through the integration of new standards and frameworks that encourage the development of practice-related research skills. Also, the authors examine problems of practice and the ways educational leadership programs prepare pre-service principals to grapple with these complex issues. Lastly, a problem of practice project is outlined for use in the classroom.

scholarly journals All We Need Is One Mic: A Call for Anti-racist Solidarity to Deconstruct Anti-Black Racism in Educational Leadership

2021 ◽  
Vol 31 (1-2) ◽  
pp. 127-141
Author(s):  
Soribel Genao ◽  
Yaribel Mercedes
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
Standard Method ◽  
Educational Leaders ◽  
Leadership Programs ◽  
Preparation Programs ◽  
Theoretical Understanding ◽  
Principal Preparation Programs ◽  
Educational Leadership Programs ◽  
New Vision

In this article, we outline some of the vital measurements of racism and anti-blackness as a macro system in education. We contend that principal preparation programs have not explicitly prioritized anti-racist school leadership, while often resisting the possibilities of solidarity or one mic of knowledge to increase anti-racist dispositions. Considering the lexicon of whiteness as an assemblage, a racial discourse should be “supported by material practices and institutions,” that prepare educational leaders to examine anti-blackness curriculum that have been embedded as a standard method. We also posit that theoretical understanding of racism as global whiteness from a post-oppositional lens and decoloniality that will challenge the way racism is currently referenced in educational leadership scholarship. Moreover, current global and decolonial research gives way for a new vision of solidarity by humanizing scholarly resistance that cultivates a vision of community that regards differences of knowledge across groups and investigates racist policies and practices in educational leadership programs.

School Leaders in a Time of Accountability and Data Use

2018 ◽  
pp. 235-259
Author(s):  
Evan G. Mense ◽  
Dana M. Griggs ◽  
Julius N. Shanks
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
School Leaders ◽  
High Stakes Testing ◽  
Leadership Preparation ◽  
High Stakes ◽  
Preparation Programs ◽  
School Improvement Plan ◽  
Educational Leadership Programs ◽  
Quality School

School leaders are challenged with the task of high stakes testing and student achievement. In the data-driven K-12 setting, it is necessary to have quality school leaders in place. Universities are charged with preparing these quality school leaders. Educational leadership programs need to contain quality structure and key components. These key components required of leadership preparation programs consist of data, leadership style/theories, data culture/climate school leader organizational and management, school community relations, professional development, school/teacher improvement, school improvement plan (SIP), implementation of SIP goals, and field experience. These key components need to encompass the national educational leadership preparation (NELP) standards and the professional standards for educational leaders (PSEL) standards to maintain a successful educational leadership program.

scholarly journals Program Coordinators Disposition Toward Educational Leadership Best Practices

2011 ◽  
Vol 1 (4) ◽  
pp. 35
Author(s):  
J. Eric Tubbs
Keyword(s):  
Data Analysis ◽  
Educational Leadership ◽  
Best Practices ◽  
Field Experiences ◽  
The Other ◽  
Leadership Programs ◽  
Program Coordinators ◽  
Educational Leadership Programs ◽  
Efficiency And Effectiveness ◽  
Master Of Education

The importance of field experiences in educational leadership was well documented in literature. However, scholars and practitioners disagreed on how field experiences should be provided to achieve the greatest effect. On the other hand, practicum efficiency and effectiveness were not assessed in the last ten years. Therefore, this study was designed to explore how field experiences are offered in the educational leadership programs (Master of Education and Add-On Program) in Georgia. Through data analysis, the researchers shared their observation of how field experiences in educational leadership could be enhanced in Georgia. Although the study was conducted in Georgia, the findings have nationwide implications.

School Leaders in a Time of Accountability and Data Use

2021 ◽  
pp. 1782-1806
Author(s):  
Evan G. Mense ◽  
Dana M. Griggs ◽  
Julius N. Shanks
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
School Leaders ◽  
High Stakes Testing ◽  
Leadership Preparation ◽  
High Stakes ◽  
Preparation Programs ◽  
School Improvement Plan ◽  
Educational Leadership Programs ◽  
Quality School

School leaders are challenged with the task of high stakes testing and student achievement. In the data-driven K-12 setting, it is necessary to have quality school leaders in place. Universities are charged with preparing these quality school leaders. Educational leadership programs need to contain quality structure and key components. These key components required of leadership preparation programs consist of data, leadership style/theories, data culture/climate school leader organizational and management, school community relations, professional development, school/teacher improvement, school improvement plan (SIP), implementation of SIP goals, and field experience. These key components need to encompass the national educational leadership preparation (NELP) standards and the professional standards for educational leaders (PSEL) standards to maintain a successful educational leadership program.

Testing the Strain Theory of Suicide – The Moderating Role of Social Support

Crisis ◽  
2020 ◽  
Vol 41 (2) ◽  
pp. 82-88 ◽  
Author(s):  
Bob Lew ◽  
Ksenia Chistopolskaya ◽  
Yanzheng Liu ◽  
Mansor Abu Talib ◽  
Olga Mitina ◽  
...  
Keyword(s):  
Social Support ◽  
Suicidal Behavior ◽  
Online Survey ◽  
Perceived Social Support ◽  
Strain Theory ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Psychological Strains ◽  
Moderating Role

Abstract. Background: According to the strain theory of suicide, strains, resulting from conflicting and competing pressures in an individual's life, are hypothesized to precede suicide. But social support is an important factor that can mitigate strains and lessen their input in suicidal behavior. Aims: This study was designed to assess the moderating role of social support in the relation between strain and suicidality. Methods: A sample of 1,051 employees were recruited in Beijing, the capital of China, through an online survey. Moderation analysis was performed using SPSS PROCESS Macro. Social support was measured with the Multidimensional Scale of Perceived Social Support, and strains were assessed with the Psychological Strains Scale. Results: Psychological strains are a good predictor of suicidality, and social support, a basic need for each human being, moderates and decreases the effects of psychological strains on suicidality. Limitations: The cross-sectional survey limited the extent to which conclusions about causal relationships can be drawn. Furthermore, the results may not be generalized to the whole of China because of its diversity. Conclusion: Social support has a tendency to mitigate the effects of psychological strains on suicidality.

Sleep Reactivity and Psychological Health in Normal Sleepers: the moderating role of stress

2018 ◽  
Author(s):  
Jason G. Ellis ◽  
Sarah Allen ◽  
Michael Perlis ◽  
Michael Grandner ◽  
Maria Gardani ◽  
...  
Keyword(s):  
Life Events ◽  
Psychological Health ◽  
Public Health Campaign ◽  
Health Campaign ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Dysfunctional Cognitions ◽  
The Relationship ◽  
Moderating Role

The aim of the present study was to determine whether normal sleepers with vulnerability to insomnia, via high sleep reactivity, demonstrate more sleep-related dysfunctional cognitions and behaviours and poorer psychological health compared to those who are not vulnerable. Further, the influence of stress on the relationship between sleep reactivity and psychological health was also examined. A cross-sectional survey of 737 young adult ‘normal’ sleepers from the general population was undertaken. Results indicated normal sleepers vulnerable to insomnia demonstrated more sleep-related dysfunctional cognitions and behaviours as well as poorer psychological health compared to those not vulnerable. Furthermore, the relationship between sleep reactivity and psychological health was moderated by perceived stress over the previous month and life events over the previous year. Therefore, identifying and supporting those who are vulnerable to insomnia may be a fruitful avenue for preventative public health campaign to mitigate both insomnia and poor psychological health.

Accelerating Character Education Learning Through a Networked Approach: Insights From the Kern Partners for Character and Educational Leadership

2021 ◽  
pp. 002205742110269
Author(s):  
Ariel Tichnor-Wagner
Keyword(s):  
Educational Leadership ◽  
Character Education ◽  
Leadership Programs ◽  
Improvement Science ◽  
Educational Leadership Programs ◽  
Science Activities

This article explores the utility of networked improvement communities (NICs) as an organizing structure for scaling character education across educational leadership programs through a case study of one network committed to integrating character education across varied institutions and contexts. In examining the improvement science process that guided NIC members’ development and implementation of character education approaches and their perceptions of and participation in NIC activities, this case study offers insights on the promise of structured collaboration across diverse institutions. Furthermore, it identifies the need for NICs to differentiate improvement science activities based on participants’ institutional readiness for character education.

scholarly journals Hand Hygiene Knowledge, Perception, and Practices among Domestic Visitors to the Prophet’s Mosque in Al Madinah City Amid the COVID-19 Pandemic: A Cross-Sectional Study

2021 ◽  
Vol 18 (2) ◽  
pp. 673
Author(s):  
Hashim A. Mahdi ◽  
Hamza M. Assaggaf ◽  
Mohammad Alfelali ◽  
Omar B. Ahmed ◽  
Radi Alsafi ◽  
...  
Keyword(s):  
Hand Hygiene ◽  
Graduate Education ◽  
Formal Education ◽  
Demographic Data ◽  
Knowledge Score ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional Survey ◽  
Cross Sectional

This study aimed to assess hand hygiene knowledge, perception, and practices of visitors to the Prophet’s Mosque in Al Madinah City, Saudi Arabia. Using a self-administered electronic questionnaire, a cross-sectional survey was conducted among domestic residents, who visited the mosque between 31 July and 3 August 2020. Participants’ demographic data, hand hygiene knowledge, perception, and practices were collected. Four hundred participants aged 18–65 (median 36) years completed the survey, of which 215 (53.8%) were female. The visitors’ mean knowledge score about hand hygiene was 6.4 (± standard deviation (SD) 1.35) of total 12. Most participants (392, 98%) were aware of the role of hand hygiene in preventing Coronavirus Disease 2019 (COVID-19); nevertheless, 384 (96%) said hand hygiene lowers body immunity and 316 (79%) thought <60% alcohol is sufficient for hand disinfection. Males had a higher knowledge score than females (6.46 (±1.41) vs. 6.14 (±1.27), p = 0.02) and, visitors who had no formal education scored higher than those with post-graduate education (6.88 (±1.45) vs 5.73 (±1.12), p = 0.01). Washing hands with soap and water was the predominant method practiced after a meal (365, 91.7%), after toilet visit (354, 88.5%), after touching a surface (262, 65.7%), after waste disposal (332, 83.2%), and when hands were visibly dirty (357, 89.5%). Al Madinah visitors had moderate knowledge about hand hygiene, but demonstrated some knowledge gaps and negligence in practice that are crucial to curb the spread of COVID-19.

Antibiotic use in goats: role of experience and education of Missouri veterinarians

2020 ◽  
Vol 186 (11) ◽  
pp. 349-349
Author(s):  
Lauren Landfried ◽  
Patrick Pithua ◽  
Roger D Lewis ◽  
Steven Rigdon ◽  
Jonathan Jacoby ◽  
...  
Keyword(s):  
Continuing Education ◽  
Health Management ◽  
Intestinal Parasites ◽  
Antibiotic Use ◽  
Herd Health ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Attitudes And Practices ◽  
Prescription Practices

BackgroundIn a previous study, we found that rates of antibiotic residues in goat carcasses in Missouri were three times the published national average, warranting further research in this area.MethodsWe conducted a cross-sectional survey of goat veterinarians to determine attitudes and practices regarding antibiotics, recruiting 725 veterinarians listed on the American Association of Small Ruminant Practitioners (AASRP) website and 64 Missouri Veterinary Medical Association (MVMA) veterinarians.ResultsWe collected 189 responses (26.1%) from AASRP members (170 valid) and 8 (12.5%) from MVMA veterinarians totalling 178 responses. While the vast majority of all veterinarians indicated that they prescribed antibiotics less than half of the time, Missouri veterinarians indicated that they spent more time treating goats for overt disease like intestinal parasites and less time on proactive practices such as reproductive herd health management comparatively. While veterinarians agreed that antibiotic resistance was a growing concern, veterinarians outside of Missouri seemed more confident that their own prescription practices was not a contributor. Although nationally most veterinarians felt that attending continuing education classes was beneficial, 73.4% in other states attended classes on antibiotic use compared to only four of the nine Missouri veterinarians.ConclusionMissouri veterinarians had less veterinary experience than veterinarians in other states, and this, in conjunction with low continuing education requirements in Missouri relative to most other states, may hinder development of more proactive and effective client–veterinary relationships.

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