Preparing School and District Leaders for Success in Developing and Facilitating Integrative STEM in Higher Education

2020 ◽  
pp. 194277512096214
Author(s):  
Rachel Louise Geesa ◽  
Krista M. Stith ◽  
Mary A. Rose
Keyword(s):  
Higher Education ◽  
Stem Education ◽  
Professional Learning ◽  
Delphi Study ◽  
Educational Leaders ◽  
The United States ◽  
District Leaders ◽  
Educational Leadership Programs ◽  
Modified Delphi ◽  
Development Objectives

Higher education institutions in the United States with graduate-level educational leadership programs traditionally do not offer professional learning opportunities in integrative STEM education. The objective of this paper is to share our journey to prepare and implement a course designed for P-12 educational leaders to build knowledge and skills to lead impactful integrative STEM programming. Results of the demand survey indicated a high amount of interest in an integrative STEM education course. Findings from interviews and the modified Delphi study informed our decisions for the development, objectives, assessments, and outcomes of the course to enhance integrative STEM culture in educational settings.

scholarly journals RE-IMAGINING LTC: QUANTITATIVE AND QUALITATIVE RESULTS OF A NATIONAL MODIFIED DELPHI STUDY, IMPLICATIONS AND NEXT STEPS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S626-S627 ◽  
Author(s):  
Rosalie A Kane ◽  
Howard Degenholtz
Keyword(s):  
United States ◽  
Delphi Study ◽  
Long Term Care ◽  
Building Blocks ◽  
The United States ◽  
Term Care ◽  
Modified Delphi ◽  
Financial Arrangements ◽  
Consumer Advocate

Abstract In 11/2016 Robert and Rosalie Kane began a 3-round Delphi study to re-imagine long-term care (LTC), , which took as a starting premise that LTSS in the United States fails to comport to the values and preferences of consumers. The Delphi study is “modified” from more typical Delphi designs because of 1) a sample sizes over 100, 2) an unusually broad topic--optimal LTC systems if not constrained by existing programs, financial arrangements and regulations; and 3) incorporation of new sample at each round. Round 1 asked respondents to rate and add to a list of values important to LTC< but largely was an open-ended request for respondents’ ideas, Round 2 was fielded in 6/2018 with all data collection completed by 11/2018 (the delay partly due to Robert Kane’s sudden death on March 6, 2017 and also the time needed to analyze, summarize and present the complex and detailed responses to the first round). Round 3, to be fielded in 4/2019., will provide participants with the ratings of values, principles and programmatic building blocks at Round Two, and the open-ended comment of respondents in explanation of their ratings. Each Round is analyzed cross-sectionally and can be considered a separate “virtual town square.” Ellen McCreedy and Rosalie Kane, respectively, present quantitative and qualitative results from the first two rounds. Discussants will each comment briefly from their perspectives as 1) state LTC policy developer,2) LTC university-based researcher; 3) consumer advocate, followed by audience and presenter discussion of the implications of the findings.

scholarly journals Comparing Higher Education Practices and Cultural Competences in Kenya and the United States

2016 ◽  
Vol 6 (3) ◽  
pp. 127 ◽  
Author(s):  
Kennedy Musamali ◽  
Barbara N. Martin
Keyword(s):  
Higher Education ◽  
United States ◽  
Conceptual Framework ◽  
Leadership Practices ◽  
Cultural Intelligence ◽  
Effective Leadership ◽  
Educational Leaders ◽  
The United States ◽  
Effective Leadership Practices ◽  
The Relationship

<p>Examined within this paper are effective leadership practices across two cultures. Specifically, this study examined the relationship between cultural competency and effective leadership practices in higher education institutions. A quantitative design was used to investigate and compare effective practices of educational leaders in two distinct cultures, Kenya and the United States. Kouzes and Posner’s (2002) conceptual framework was used to examine effective leadership practices while the cultural intelligence conceptual framework developed by Earley and Ang (2003) was utilized to assess the influence of culture on effective leadership. A significant correlation was found between effective leadership practices and cultural intelligence. The results have implication for leadership practices in higher education settings across cultures.</p>

Developing the 2020 Diabetes Care & Education Specialist Competencies: A Modified Delphi Study

2020 ◽  
Vol 46 (4) ◽  
pp. 378-383
Author(s):  
Michelle L. Litchman ◽  
Donna Ryan ◽  
Kirsten Yehl ◽  
Joanne Rinker ◽  
Sandra Drozdz Burke
Keyword(s):  
Delphi Method ◽  
Diabetes Care ◽  
Delphi Study ◽  
Core Competencies ◽  
Quality Care ◽  
The United States ◽  
Global Scale ◽  
Consensus Guideline ◽  
Consensus Development ◽  
Modified Delphi

Purpose The purpose of the study was to develop diabetes care and education specialty competencies that align with the Association of Diabetes Care & Education Specialists (ADCES). Method A Delphi method of consensus development was used, comprising 5 survey rounds. Interprofessional diabetes specialty experts were asked to identify and rate trends and issues important to diabetes specialists on a global scale. Use of a 5-round Delphi process allowed diabetes care and education specialty experts to refine their views considering the progress of the group’s work from round to round. Results A total of 457 diabetes care and education specialists across the United States in various professions participated in the Delphi rounds to identify a final set of 130 competencies across 6 domains. Conclusion Use of the Delphi method as a consensus guideline helped to identify core competencies for diabetes care and education specialists, reflecting the knowledge and skills necessary to provide evidence-based, high-quality care.

scholarly journals Advancing the Development of Patient-reported Outcomes for Adult Myositis at OMERACT 2016: An International Delphi Study

2017 ◽  
Vol 44 (11) ◽  
pp. 1683-1687 ◽  
Author(s):  
Jin Kyun Park ◽  
Christopher A. Mecoli ◽  
Helene Alexanderson ◽  
Malin Regardt ◽  
Lisa Christopher-Stine ◽  
...  
Keyword(s):  
Focus Groups ◽  
Delphi Study ◽  
Patient Reported Outcomes ◽  
Qualitative Content Analysis ◽  
Healthcare Providers ◽  
The United States ◽  
Delphi Survey ◽  
Modified Delphi ◽  
Patient Reported ◽  
Pharmaceutical Industries

Objective.To define a set of core patient-reported domains and respective instruments for use in idiopathic inflammatory myopathies (IIM). Previously, we reported a systematic literature review on patient-reported outcomes (PRO) in IIM followed by conducting international focus groups to elicit patient perspectives of myositis symptoms and effects.Methods.Based on qualitative content analysis of focus groups, an initial list of 26 candidate domains was constructed. We subsequently conducted an international modified Delphi survey to identify the importance of each of the 26 domains. Participants were asked to rate each domain on a scale of 0–10 (0 = not important, 10 = very important).Results.In this first round of the Delphi survey, 643 patients participated from the United States (n = 543), Sweden (n = 49), and South Korea (n = 51). Of the 26 domains, 19 (73%) were rated of high importance (≥ 7/10). The top 5 domains were muscle symptoms, fatigue, interactions with healthcare, medication side effects, and pain. During Outcome Measures in Rheumatology (OMERACT) 2016, we discussed the goal for ultimate reduction in the number of domains and the importance of considering representation of healthcare providers from other specialties, caregivers, representatives of pharmaceutical industries, and regulatory authorities in the next rounds of Delphi to represent broader perspectives on IIM.Conclusion.Further prioritization and a reduction in the number of domains will be needed for the next Delphi. At the next biennial OMERACT meeting, we aim to present and seek voting on a Myositis Preliminary PRO Core Set to enable ultimate measure selection and development.

scholarly journals Strategic Approaches to SoEL Inquiry Within and Across Disciplines: Twenty-year Impact of an International Faculty Development Program in Diverse University Contexts

2020 ◽  
Vol 3 (1) ◽  
pp. p1
Author(s):  
Andrea S. Webb ◽  
Harry T. Hubball ◽  
Anthony Clarke ◽  
Simon Ellis
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Professional Learning ◽  
Educational Leaders ◽  
Development Program ◽  
Learning Needs ◽  
Graduate Degree ◽  
Faculty Development Program ◽  
International Faculty ◽  
University Campuses

Educational leaders on university campuses around the world are increasingly required to account for the effectiveness, efficiency and quality of their undergraduate and graduate degree programs. The S Scholarship of Educational Leadership (SoEL) in higher education is a distinctive form of strategic inquiry for educational leaders with an explicit transformational agenda of educational practices within and across the disciplines in diverse university contexts. This paper examines complex institutional challenges and strategic approaches to SoEL inquiry. In an international faculty development context, data suggests that educational leaders from a variety of disciplines face significant challenges when undertaking SoEL inquiry. Strategic institutional supports and customised professional development are key to facilitating SoEL inquiry in higher education. Further, SoEL is inherently situated, socially mediated, and responsive to the professional learning needs and circumstances of educational leaders within and across the disciplines in diverse university contexts.

scholarly journals Inventory of Statewide STEM Education Networks: Final Report

2021 ◽  
Author(s):  
Susan G. Magilaro ◽  
Jeremy V. Ernst
Keyword(s):  
Higher Education ◽  
United States ◽  
Best Practices ◽  
Stem Education ◽  
The United States ◽  
Final Report ◽  
Community Stakeholders ◽  
Stakeholder Support ◽  
Education Business

This inventory of statewide and regional STEM education networks in the United States is a resource for P-12 schools, higher education, business and industries, and other community stakeholders to advance collaboration, engagement, stakeholder support, and further understanding of best practices to sustain these partnerships.

District micropolitics during principal professional learning

2019 ◽  
Vol 48 (5) ◽  
pp. 935-955
Author(s):  
Kimberly LeChasseur ◽  
Morgaen L Donaldson ◽  
Jeremy Landa
Keyword(s):  
Professional Learning ◽  
Educational Leaders ◽  
Central Office ◽  
The United States ◽  
Future Research ◽  
Event Analysis ◽  
Central Office Administrators ◽  
Urban District ◽  
New Principal ◽  
Critical Case Study

Principal professional learning is shifting in many districts in the United States of America away from didactic, central office-managed workshops to include more peer-led learning opportunities. Yet researchers have largely failed to examine issues of positionality and authority in principal professional learning, despite international scholarship that demonstrates the influence of micropolitics on the enactment of change. Using event analysis of a critical case study in an urban district in the northeast USA, we examine three chains of events. Principals and central office administrators used a variety of tactics – cooperation, compromise, and co-optation – to navigate overt and covert conflict during implementation of peer-led principal professional learning. Principals and central office administrators encountered micropolitics as they determined authority over the learning agenda, negotiated a redefinition of a new principal role, and co-constructed official spaces for peer-led learning. Findings provide lessons for educational leaders and those responsible for professional learning in districts with middle manager roles in any context, as well as suggesting that future research on the micropolitics of principal professional learning is warranted.

scholarly journals Electronic Portfolios in Higher Education: A Review of the Literature

2021 ◽  
Vol 2 (3) ◽  
pp. 96-101
Author(s):  
Hwangji Lu
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Professional Learning ◽  
The United States ◽  
High Impact ◽  
Electronic Portfolios ◽  
Learning Theories ◽  
Pedagogical Practice ◽  
Learning And Development ◽  
High Impact Practices

Electronic Portfolios have become a popular pedagogical approach on the tertiary educational landscape worldwide. In the United States, Association of American Colleges and Universities added this powerful pedagogical practice to its set of high-impact practices in 2016. High-impact practices have the potential to generate transformative learning experiences and lead to significant impacts on students’ academic achievements. Higher education has a responsibility to provide students with the means to support their professional learning and development as a continuous and lifelong process. Countless research studies have identified a number of benefits from utilizing ePortfolios in learning that are grounded in a variety of learning theories. As ePortfolios are gaining momentum as a preferred way to demonstrate students’ learning and competencies, it is crucial for educators to fully understand the advantages of ePortfolios and guide students to produce quality and competitive ePortfolios.

scholarly journals Administrative Leadership in Times of a Global Health Crisis: Voices and Images From the Field

2021 ◽  
Vol 6 ◽  
Author(s):  
Linsay DeMartino ◽  
S. Gavin Weiser
Keyword(s):  
Higher Education ◽  
Educational Administration ◽  
Educational Leaders ◽  
The United States ◽  
Health Crisis ◽  
Hermeneutic Phenomenological ◽  
Educational Administrators ◽  
Novel Coronavirus ◽  
K 12 ◽  
The Impact

The novel coronavirus (COVID-19) pandemic took the world into crisis. We saw the virus alter a multitude of spheres worldwide, including our healthcare, economies, politics, social processes, and education. In fact, the impact of COVID-19 on educational administration took our leaders into forced emergency measures. Our study aims to better understand the experiences of educational administrators under crisis to ascertain what might be learned on how educational institutions may better respond to the crisis in the future. These stories were collected from educational leaders, both from K-12 and higher education, throughout the United States. In brief, this article is framed in the theory and literature associated with the complexity of leading in times of crisis. We explore the resiliency of leadership forged in crisis and the rethinking of administrative as administration as a caring and trustful acts. Our research began as a hermeneutic phenomenological interview study, but transitions into a two-round project, where after the first interview, participants were invited to share some images that typify and speak to the experiences being educational administrators during this time. We are engaged in sensitive topics that are ongoing and changing. Moreover, throughout, we are asking for images that speak to their experiences. Across both K-12 and higher education, our results indicated varied responses, from immediate to delayed administrative action. However, albeit they looked contextually different, there are clear indications the participants valued continuous, transparent communication, authentic caring, trust, and agency. In our discussion, we elaborate on the distinction between what the institutional response was as compared to what was valued by our educational leaders. Finally, as a contribution to the field, we seek to provide guidance for future administrators in crisis based on our own experiences and the recommendations provided by our educational leaders.

What Research District Leaders Find Useful

2016 ◽  
Vol 32 (4) ◽  
pp. 540-568 ◽  
Author(s):  
William R. Penuel ◽  
Caitlin C. Farrell ◽  
Anna-Ruth Allen ◽  
Yukie Toyama ◽  
Cynthia E. Coburn
Keyword(s):  
United States ◽  
Instructional Leadership ◽  
Professional Learning ◽  
Central Office ◽  
The United States ◽  
District Leaders ◽  
Federal Policies ◽  
Impact Studies ◽  
Practical Guidance ◽  
Learning Guide

This study investigated what research district leaders find useful. It draws on evidence from interviews and surveys of central office leaders in three large urban districts in the United States. We find that although leaders did report using research as federal policies intend—to select among curricula, programs, and interventions to adopt—the kinds of research district leaders find useful are not primarily peer-reviewed impact studies. Instead, research they find useful present frameworks and practical guidance in the form of books. Leaders also report using research to support their own professional learning, guide their instructional leadership activities, and monitor and support implementation of district-adopted programs and practices. These findings make the case that we need a broader understanding of the research that may be relevant for the multifaceted work of district leaders.

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