scholarly journals Educational Leadership Doctoral Faculty Academic Qualifications and Practitioner Experiences in Georgia

10.28945/4179 ◽  
2019 ◽  
Vol 14 ◽  
pp. 085-104 ◽  
Author(s):  
Steven Tolman ◽  
Juliann S McBrayer ◽  
Deborah Evans
Keyword(s):  
Educational Leadership ◽  
Student Perceptions ◽  
Doctoral Programs ◽  
Empirical Studies ◽  
The United States ◽  
Future Research ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
The Future ◽  
Academic Qualifications

Aim/Purpose: This study examined doctoral faculty of educational leadership within the state of Georgia in the United States. The aim was to illustrate the academic qualifications and practitioner experiences of the faculty that develop students in educational leadership programs to be scholarly practitioners and future educational leaders. Background: Faculty of educational leadership programs prepare their students to hold imminent senior leadership roles in P-12 school administration and higher education administration. In this apprenticeship model, doctoral faculty utilize their academic qualifications and/or practitioner experiences to develop students into scholarly practitioners. Methodology: A descriptive quantitative study utilizing content analysis was conducted to examine faculty of doctoral programs in educational leadership (n=83). True to this methodology, the inquiry of this study sought to better understand the academic qualifications and practitioner experiences of doctoral faculty in the field of educational leadership. Contribution: This study serves as a primer for faculty and researchers to visualize the doctoral faculty of educational leadership programs. It can serve as a catalyst to encourage empirical studies of educational leadership faculty and their effectiveness in preparing scholarly practitioners. Findings: Key findings included that nearly 2/3 of the faculty have their terminal degrees from a Research 1 institution, 3/5 hold a PhD, and 3/4 have practitioner experience in their respective field. Recommendations for Practitioners: Doctoral programs should examine the diversity of the academic qualifications and practitioner experiences of their faculty and develop strategies to enhance their programs with these complimenting skill sets. Recommendation for Researchers: Descriptive studies effectively “dip our toe” into a new area of inquiry. Considerations for future research includes examining student perceptions of their faculty who hold either a PhD or Ed.D, as well as those who are academics versus practitioners to better understand their effectiveness. Impact on Society: True to the work of John Dewey, education serves as the vehicle to promote a democratic society. Recognizing these doctoral faculty are preparing the future leaders of education, understanding the experiences of faculty will allow for better insight into those who are ultimately shaping the future of education. Future Research: Future research should focus on empirical studies that explore the effectiveness of faculty based on their academic qualifications and practitioner experiences through the lens of student perceptions.

scholarly journals Investigating the Use and Design of Immersive Simulation to Improve Self-Efficacy for Aspiring Principals

10.28945/3726 ◽  
2017 ◽  
Vol 16 ◽  
pp. 127-169 ◽  
Author(s):  
Kristen A Gilbert
Keyword(s):  
United States ◽  
Educational Leadership ◽  
Self Efficacy ◽  
Small Body ◽  
The United States ◽  
Future Research ◽  
Leadership Programs ◽  
Pedagogical Tools ◽  
Educational Leadership Programs ◽  
Aspiring Principals

Aim/Purpose: Improving public schools is a focus of federal legislation in the United States with much of the burden placed on principals. However, preparing principals for this task has proven elusive despite many changes in programming by institutions of higher learning. Emerging technologies that rely on augmented and virtual realities are posited to be powerful pedagogical tools for closing this gap. Background: This study investigated the effects of immersive simulation technologies on principals’ self-efficacy after treatment and the perceived significance of the design of the immersive simulation experience as an effective tool for adult learners. Methodology: The investigator employed a multiple-methods study that relied on a purposive sample of graduate students enrolled in educational leadership programs at two small universities in the southeastern United States. Participants completed a two-hour module of immersive simulation designed to facilitate transfer of knowledge to skills thereby increasing their self-efficacy. Contribution: This paper contributes to a small body of literature that examines the use of immersive simulation to prepare aspiring principals. Findings: The findings indicate moderate effect sizes in changes in self-efficacy, positive attitudes toward immersive simulation as a pedagogical tool, and significance in the design of immersive simulation modules. This suggests that immersive simulation, when properly designed, aids principals in taking action to improve schools. Recommendations for Practitioners: Educational leadership programs might consider the use of immersive simulations to enhance principals’ ability to meet the complex demands of leading in the 21st century. Impact on Society: Principals may be more adept at improving schools if preparation programs provided consistent opportunities to engage in immersive simulations. Future Research: Future research should be conducted with larger sample sizes and longitudinally to determine the effectiveness of this treatment.

What 21st Century Students Want

2016 ◽  
pp. 1877-1891
Author(s):  
Lesley F. Leach ◽  
Pam Winn ◽  
Susan Erwin ◽  
Liza P. Benedict
Keyword(s):  
Educational Leadership ◽  
The United States ◽  
Leadership Programs ◽  
Delivery Methods ◽  
Leadership Program ◽  
Doctoral Level ◽  
Educational Leadership Programs ◽  
For Profit ◽  
Educational Leadership Program ◽  
Course Delivery Methods

Enrollment numbers in graduate Educational Leadership programs are dwindling in many public higher education institutions across the United States. At the same time, for-profit institutions and institutions with private marketing partnerships have experienced increasingly greater enrollments. In this article, the authors present survey results of graduate students in Educational Leadership programs (N=100) to determine the factors that motivate students to select a particular graduate Educational Leadership program. Results suggest that Master's and doctoral-level students primarily select an Educational Leadership program based on the course delivery methods (with hybrid courses most preferred) and the convenience that the program offers in terms of scheduling and location.

What 21st Century Students Want

2015 ◽  
Vol 5 (1) ◽  
pp. 15-28 ◽  
Author(s):  
Lesley F. Leach ◽  
Pam Winn ◽  
Susan Erwin ◽  
Liza P. Benedict
Keyword(s):  
Educational Leadership ◽  
The United States ◽  
Public Higher Education ◽  
Leadership Programs ◽  
Leadership Program ◽  
Doctoral Level ◽  
Educational Leadership Programs ◽  
For Profit ◽  
Educational Leadership Program ◽  
Course Delivery Methods

Enrollment numbers in graduate Educational Leadership programs are dwindling in many public higher education institutions across the United States. At the same time, for-profit institutions and institutions with private marketing partnerships have experienced increasingly greater enrollments. In this article, the authors present survey results of graduate students in Educational Leadership programs (N=100) to determine the factors that motivate students to select a particular graduate Educational Leadership program. Results suggest that Master's and doctoral-level students primarily select an Educational Leadership program based on the course delivery methods (with hybrid courses most preferred) and the convenience that the program offers in terms of scheduling and location.

The Implications of Raising One's Voice in Educational Leadership Doctoral Programs: Women's Stories of Fear, Retaliation, and Silence

2001 ◽  
Vol 11 (4) ◽  
pp. 279-295 ◽  
Author(s):  
Dana Rapp ◽  
X Silent ◽  
Y Silent
Keyword(s):  
Public Schools ◽  
Educational Leadership ◽  
Doctoral Programs ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
Women's Stories

We wanted to understand if and how educational leadership students are encouraged to address patriarchy in their doctoral programs. More specifically, we wanted to more fully understand why women may choose to avoid issues of gender injustice in their coursework and dissertations. We interviewed four women who are currently enrolled in educational leadership programs and hold positions of leadership in public schools in Ohio.

Utilizing Qualitative Research Methods in Doctoral Programs to Enhance the Importance of Social Justice in Educational Leadership

2022 ◽  
pp. 145-158
Author(s):  
Tricia J. Stewart ◽  
John Caruso Jr. ◽  
Lesley Anne Hellman
Keyword(s):  
Qualitative Research ◽  
Social Justice ◽  
Educational Leadership ◽  
Research Methods ◽  
Doctoral Programs ◽  
Qualitative Research Methods ◽  
Leadership Programs ◽  
Education Programs ◽  
Doctor Of Education ◽  
Educational Leadership Programs

The Doctor of Education (Ed.D.) degree prepares individuals in research and professional practice in education. In the case of Doctor of Education programs that have a focus on leadership, candidates are expected to act as agents of educational and social change. This chapter turns a critical lens to educational leadership programs in two states, Connecticut and Ohio, in order to better understand the current state of qualitative research and social justice within Doctor of Education programs. Additionally, mission, visions, and educational websites were examined to assess the range of experiences around social justice offered in educational leadership programs. This work also explores the literature on qualitative research methods as a form of inquiry and the history and evolution of qualitative methods that makes this research paradigm a good fit for social justice research and activities within educational leadership programs. Lastly, it illustrates practical approaches to embedding social justice in qualitative research courses.

What 21st Century Students Want

2016 ◽  
pp. 110-124
Author(s):  
Lesley F. Leach ◽  
Pam Winn ◽  
Susan Erwin ◽  
Liza P. Benedict
Keyword(s):  
Educational Leadership ◽  
The United States ◽  
Leadership Programs ◽  
Delivery Methods ◽  
Leadership Program ◽  
Doctoral Level ◽  
Educational Leadership Programs ◽  
For Profit ◽  
Educational Leadership Program ◽  
Course Delivery Methods

Enrollment numbers in graduate Educational Leadership programs are dwindling in many public higher education institutions across the United States. At the same time, for-profit institutions and institutions with private marketing partnerships have experienced increasingly greater enrollments. In this article, the authors present survey results of graduate students in Educational Leadership programs (N=100) to determine the factors that motivate students to select a particular graduate Educational Leadership program. Results suggest that Master's and doctoral-level students primarily select an Educational Leadership program based on the course delivery methods (with hybrid courses most preferred) and the convenience that the program offers in terms of scheduling and location.

scholarly journals Chair Agency, Chair Preparation, and Academic Supports in Educational Leadership Doctoral Programs in the United States

10.28945/4507 ◽  
2020 ◽  
Vol 15 ◽  
pp. 111-133 ◽  
Author(s):  
Jason A LaFrance ◽  
Diane LaFrance ◽  
Teri D Melton
Keyword(s):  
United States ◽  
Educational Leadership ◽  
Doctoral Programs ◽  
Qualitative Case Study ◽  
The United States ◽  
The Body ◽  
Future Research ◽  
Completion Rates ◽  
Academic Supports

Aim/Purpose: The purpose of this exploratory qualitative case study was to understand dissertation chair agency, chair preparation, and academic supports provided by experienced Educational Leadership Ed.D. dissertation chairs in the United States. Background: Previous research has identified attrition rates of 50-60 percent in education doctoral programs. This research helps identify the faculty profiles and academic supports provided by Educational Leadership faculty who have served on successful dissertation committees. Understanding these findings may help to improve retention and completion in other doctoral programs. Methodology: This was an exploratory qualitative case study. Ten doctoral faculty who have successfully chaired 419 Ed.D. Educational Leadership dissertations at accredited U.S. colleges and universities were interviewed. Data were analyzed using the constant comparative method. Contribution: The findings from this study contribute to the body of knowledge on doctoral retention and dissertation completion by providing information on promising practices from the perspective of dissertation chairs. Findings: While successful dissertation chairs exhibited expertise as researchers, seven of the ten participants reported that they had limited training for chairing dissertations. Academic supports included coursework that was organized coherently with a focus on opportunities for substantive feedback, writing support and research methodology. Recommendations for Practitioners: Dissertation chairs should utilize their agency to ensure that the program has the proper resources to support doctoral education. This includes adequate writing support for graduate students, courses taught by faculty who are engaged in research and understand the requirements for completing a dissertation, and protecting faculty time so that they are able to provide students substantive feedback within coursework and at the dissertation phase. Recommendation for Researchers: Researchers should continue to explore the causes of attrition in doctoral programs and identify specific actions that can be taken to improve program completion rates. Impact on Society: Increasingly U.S. institutions of higher learning are being called to validate their success and improve retention rates. Understanding the faculty profiles and academic supports utilized by successful doctoral faculty has the potential to improve retention and thereby increase completion rates and consequentially alleviate the stressors that ABD students experience. Future Research: Future research could focus on expanding the findings of this study by exploring the perspectives of faculty based on institution type and examining how socio-emotional factors such as student-student and faculty-student relationships are intentionally established in programs with high graduation rates.

scholarly journals Teaching Resilience to Aspiring Educational Leaders

2020 ◽  
Vol 7 (1) ◽  
pp. 463-471
Author(s):  
Jodi A. Lamb ◽  
Lin Carver
Keyword(s):  
Educational Leadership ◽  
Pilot Study ◽  
Problem Solving ◽  
Interpersonal Relationships ◽  
Educational Leaders ◽  
The United States ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
Concept Building ◽  
Vicarious Experiences

Resiliency in practicing and aspiring educational leaders is an attribute that contributes to extended effectiveness and longevity.  This pilot study examines research about resiliency and compares the identified methods to those methods employed by university educational leadership programs to support and enhance resiliency development in their candidates.  This pilot study examines survey Likert and open-ended responses from thirteen educational leadership programs throughout the United States with a combined total enrollment of over a thousand students. The strategies are divided into four categories based upon the ways that students interact with the resiliency content: concept building, vicarious, problem solving, or relationships. The literature indicated interpersonal and problem solving were the most influential activities recommended for teaching resilience; however, the most frequent types of activities identified by educational leadership programs were vicarious experiences and relationships. The preliminary findings indicate the importance of expanding problem solving experiences. In addition, a more thorough investigation of the role that interpersonal relationships play in developing resilience would be an important area for future study.

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 Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3713 ◽  
2017 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Sydney Freeman Jr. ◽  
Gracie Forthun
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

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