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.

A Qualitative Case Study of Exemplary Principal Leadership in the United States Virgin Islands: An Application of Kouzes and Posner’s Five Practices of Exemplary Leadership

2021 ◽  
pp. 194277512199005
Author(s):  
Suetania Emmanuel ◽  
Clinton A. Valley
Keyword(s):  
United States ◽  
Principal Leadership ◽  
Qualitative Case Study ◽  
United States Virgin Islands ◽  
The United States ◽  
Virgin Islands ◽  
Staff Members ◽  
Exemplary Leadership ◽  
Five Practices

Effective leadership is foundational to the success of all organizations. This qualitative case study aimed to explore exemplary principal leadership in the United States Virgin Islands (USVI). The study was based on Kouzes and Posner’s model of exemplary leadership. Interviews were held with school principals, teachers, and nonteaching staff members in three schools in USVI. The principal leaders in the USVI were found to exhibit the five practices of exemplary leadership as postulated by Kouzes and Posner. The study recommends that the Education department in USVI should develop guidelines and professional development opportunities to enhance exemplary leadership practices among principals.

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.

Blending Technology-Centric Strategies for Faculty Development in Higher Education

2017 ◽  
pp. 90-107
Author(s):  
Ute S. Lahaie ◽  
Jacqueline M. Mumford
Keyword(s):  
Higher Education ◽  
United States ◽  
New Technology ◽  
Education Institution ◽  
The United States ◽  
Faculty Members ◽  
Future Research ◽  
Learning Technology ◽  
Pedagogical Approaches

Many universities in the United States are working to incorporate innovative 21st century skills, new active learning pedagogical approaches, and technology. Creating new physical and virtual spaces requires agile faculty professional for technology-centric experiences. Designing and offering meaningful professional development to faculty members in new virtual and physical learning technology-centric environments is a challenge. This case study explores the journey of one higher education institution in the Midwest as they implemented new technology-centric strategies, initiatives, and support. Data from faculty participants indicate the program's success and establish an agenda for future research.

scholarly journals The Validation of Using Assessment Tools and a Theory to Mentor Doctoral Students with Integrity and Trustworthiness

10.28945/4475 ◽  
2020 ◽  
Vol 15 ◽  
pp. 029-056
Author(s):  
Laura Roberts
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Graduation Rates ◽  
Research Methods ◽  
Content Validity ◽  
Doctoral Programs ◽  
The United States ◽  
Assessment Tools ◽  
Future Research ◽  
Safe Haven

Aim/Purpose: The primary aim of this study was to reveal the assessment tools and a theory preferred to mentor doctoral students with integrity and trustworthiness. The connection between mentors’ feelings of trustworthiness and protégé success were explored. Background: This study examines the concept presented in 1983, 1985, and 1996 by Kram of mentor relations (MR) theory, which illustrates that graduation rates can improve with effective mentoring. In the United States, doctoral programs have low graduation rates. Scholars and researchers agree that doctoral programs must develop ways and means to improve their graduation rates. This researcher examined an extension of Kram’s mentor relations theory by employing the Mentor Integrity and Trustworthiness (MIT) theory, which depicts that mentors with a strong sense of integrity and trustworthiness provide a safe haven for protégés to succeed. As supported by Daloz, a trustworthy mentor provides a safe haven for protégés to take the intellectual risks required to produce an original contribution to the canon of scholarly knowledge in the form of a doctoral dissertation. Methodology: A quantitative research methodology of data collection ensued including the researcher generated MIT scale and the mentors’ perceptions of protégés’ independence (MPPI) scale, a survey to establish acceptable levels of internal consistencies for items on the two scales, a supported evidence of the content validity of the two scales, the researcher’s analysis of the validity of the MIT theory, and a multi-stage sampling method to recruit a research sample of 50 mentors from four universities in the eastern part of the United States from several education-related doctoral programs. The doctoral programs were diverse in terms of selectivity, type of degree, and mentors’ years of experience. Contribution: This research study contributes to existing literature knowledge by generating the relationship between mentors’ feelings of trustworthiness and protégés’ success as measured by graduation rate and the number of awards won by protégés. The validation of the mentor integrity and trustworthiness (MIT) scale and the mentor perceptions of protégé independence (MPPI) scale, and the supported evidence of content validity and reliability for both scales will deepen and extend the discussion of doctoral mentoring in higher education. Findings: Results indicated that mentors’ feelings of trustworthiness were correlated with the number of dissertation awards won by protégés and with graduation rates. Graduation rates and dissertation awards rates were not measured directly, but were reported by the mentors. In addition, the researcher found that mentors perceived their protégés to be independent scholars, in general, however, minimally in the area of writing the research methods section of their dissertation. Recommendations for Practitioners: The researcher discussed the practical implications for mentors’ professional development in trustworthiness and integrity. The researcher also provided the Right Angle Research Alignment table to help protégés organize and manage the research methods section of their dissertation. Recommendation for Researchers: Researchers should continue to explore MIT theory with experimental methods to attempt to improve the internal validity of the theory. Impact on Society: The researcher encourages scholars to test the MIT theory in mentoring relationships that go beyond doctoral studies such as mentoring in business and in the arts. The researcher also encourages scholars to test whether the MIT theory is relevant in other kinds of teaching relationships such as coaching and tutoring. Future Research: Further research questions that arise from this study are as follows: What can mentors do to improve their integrity? What can mentors do to improve their feelings of trustworthiness? How can the MIT and MPPI instruments be refined and improved?

scholarly journals “Being Wholly Muslim and Wholly American”: Exploring One Islamic School's Efforts to Educate against Extremism

2017 ◽  
Vol 119 (6) ◽  
pp. 1-32
Author(s):  
Melanie C. Brooks ◽  
Miriam D. Ezzani
Keyword(s):  
United States ◽  
Qualitative Case Study ◽  
The United States ◽  
Islamic State ◽  
Formal Schooling ◽  
Muslim Identity ◽  
Islamic School ◽  
Religious Extremism ◽  
American Muslim

Background/Context Current estimates show 2,500 Islamic State (IS) jihadists are from the United States, Australia, and Western Europe. How and in what ways formal schooling influences the radicalization process and the development of extremist worldviews is yet to be fully understood. There is little research that explores how religious schooling educates against radical thought and behavior and this article reports findings from a qualitative case study of an Islamic school in the United States that counters religious extremism through the promotion and development of an American Muslim identity in its students, an ideology that advances the idea that an individual can be wholly American and wholly Muslim without any incongruity. Purpose/Objective/Research Question/Focus of the Study The purpose of this research was to explore one American Islamic school's efforts to counter religious extremism through the promotion and development of an American Muslim identity in its students. Two research questions guided this inquiry: (a) How does one American Islamic school attempt to develop and promote anti-extremist beliefs and behaviors through their development of an American Muslim identity in its students? (b) How is this reflective of Davies’ Critical Idealism XvX Model? Research Design For this qualitative case study, data were gathered and analyzed using Lynn Davies’ Critical Idealism XvX Model, which contrasts formal education that teaches anti-extremism to education that may teach extremist worldviews. Findings/Results The findings suggested that this Islamic school's focus on American Muslim identity reflected the components and values put forth in Davies’ framework that supported anti-extremist education and thereby thwarted extremist ideologies of single-truths, silencing, obedience, utopian excellence, political ignorance, and pure identities. Establishing a “good fit” for teachers, parents, and students were essential and parents with extremist or fundamentalist ideologies tended to disenroll their children. This study also suggested that Davies’ Critical Idealism XvX Model may be a useful framework for exploring religious education. Conclusions/Recommendations The school's administrators believed in the need to re-envision the American Muslim community—moderate in outlook, resonant with American values, participative with community, and supportive and welcoming of diversity. In doing so, the school delivered an anti-extremist education that promoted social integration, democratic values, and acceptance of diversity. This moderate outlook is counter to prevailing stereotypes and thus it is imperative that research continues to explore the role formal schooling plays in educating for or against extremism.

scholarly journals Past, Present, and Future of Groundwater Remediation Research: A Scientometric Analysis

2019 ◽  
Vol 16 (20) ◽  
pp. 3975
Author(s):  
Qibin Chen ◽  
Guilian Fan ◽  
Wei Na ◽  
Jiming Liu ◽  
Jianguo Cui ◽  
...  
Keyword(s):  
United States ◽  
Groundwater Remediation ◽  
Environmental Science ◽  
The United States ◽  
Developmental Trajectory ◽  
The Body ◽  
Permeable Reactive Barriers ◽  
Future Research ◽  
Scientometric Analysis ◽  
Environmental Sciences

In this study, we characterize the body of knowledge of groundwater remediation from 1950 to 2018 by employing scientometric techniques and CiteSpace software, based on the Science Citation Index Expanded (SCI-E) databases. The results indicate that the United States and China contributed 56.4% of the total publications and were the major powers in groundwater remediation research. In addition, the United States, Canada, and China have considerable capabilities and expertise in groundwater remediation research. Groundwater remediation research is a multidisciplinary field, covering water resources, environmental sciences and ecology, environmental sciences, and engineering, among other fields. Journals such as Environmental Science and Technology, Journal of Contaminant Hydrology, and Water Research were the major sources of cited works. The research fronts of groundwater remediation were transitioning from the pump-and-treat method to permeable reactive barriers and nanoscale zero‑valent iron particles. The combination of new persulfate ion‑activation technology and nanotechnology is receiving much attention. Based on the visualized networks, the intelligence base was verified using a variety of metrics. Through landscape portrayal and developmental trajectory identification of groundwater remediation research, this study provides insight into the characteristics of, and global trends in, groundwater remediation, which will facilitate the identification of future research directions.

Conclusion

2018 ◽  
Author(s):  
Nicholas L. Miller
Keyword(s):  
United States ◽  
Nuclear Weapons ◽  
The United States ◽  
The Body ◽  
Future Research ◽  
International Engagement

This chapter reviews the argument and evidence presented in the body of book, which provides substantial support for the proposed theories on the sources and effectiveness of US nonproliferation policy. It identifies areas for future research, such as the nonproliferation policies of other countries, the mechanisms through which nuclear domino effects occur, and the role of preventive strikes in preventing the spread of nuclear weapons. It also discusses the implications of the book’s finding for theory and policy, for example the need for the United States to maintain a credible sanctions policy, continue its international engagement, and work to develop more reliable policies for instituting multilateral sanctions.

Development Sociology at the Subnational Scale

2015 ◽  
Vol 1 (1) ◽  
pp. 43-76 ◽  
Author(s):  
Linda Lobao ◽  
Gregory Hooks
Keyword(s):  
United States ◽  
Economic Structure ◽  
The United States ◽  
Uneven Development ◽  
Spatial Inequality ◽  
The Body ◽  
Theoretical Development ◽  
Future Research ◽  
Market Forces ◽  
State And Market

Sociologists have long studied subnational development across the United States focusing on state and market forces that contribute to spatial inequality and uneven development. Subnational research is central to development sociology's concern with the present neoliberal stage of capitalism and to numerous theoretical, substantive, and policy issues that revolve around poverty and prosperity within the nation. Yet the body of work faces a number of challenges. Research is fragmented and its potential for building broader development sociology overlooked. We provide a critical analysis of this research tradition focusing on its theoretical development and identifying a wave of shifts in economic structure and the state that require new engagement. Our analysis raises challenges for development sociology as a broader field of study. Profound state and market changes are unfolding within the United States but they remain under-theorized with implications for limiting progress in the field as a whole. We identify a series of questions that offer promising directions for future research.

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.

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