In One Voice

2013 ◽  
Vol 4 (4) ◽  
pp. 55-73 ◽  
Author(s):  
Eleanor Drago-Severson ◽  
Patricia Maslin-Ostrowski ◽  
Alexander M. Hoffman
Keyword(s):  
Professional Growth ◽  
Integrated Approach ◽  
Leadership Education ◽  
Legal Compliance ◽  
Social Emotional ◽  
Learning And Development ◽  
Preparation Programs ◽  
Survey Results ◽  
Adult Learning And Development ◽  
University Degree

This article examines the views of graduate students who are aspiring or practicing school leaders and faculty from two university degree granting leadership preparation programs. Drawn from a larger mixed methods study, the authors focus here on survey results that show how these groups rated the effectiveness of 14 potential curricular dimensions drawn from traditional leadership content (e.g., budget/finance, legal compliance) and more recent (contemporary) additions to leadership curricula (e.g., reflective practice, adult learning and development, social-emotional capacity). Both traditional and contemporary areas received high ratings for effectiveness and importance to professional growth and development. Implications of this research point to the joint importance and feasibility of a more integrated approach to leadership education that includes contemporary and traditional dimensions. These finding may have important implications for other settings as well.

In One Voice

2016 ◽  
pp. 147-168 ◽  
Author(s):  
Eleanor Drago-Severson ◽  
Patricia Maslin-Ostrowski ◽  
Alexander M. Hoffman
Keyword(s):  
Professional Growth ◽  
Integrated Approach ◽  
Leadership Education ◽  
Legal Compliance ◽  
Social Emotional ◽  
Learning And Development ◽  
Preparation Programs ◽  
Survey Results ◽  
Adult Learning And Development ◽  
University Degree

This article examines the views of graduate students who are aspiring or practicing school leaders and faculty from two university degree granting leadership preparation programs. Drawn from a larger mixed methods study, the authors focus here on survey results that show how these groups rated the effectiveness of 14 potential curricular dimensions drawn from traditional leadership content (e.g., budget/finance, legal compliance) and more recent (contemporary) additions to leadership curricula (e.g., reflective practice, adult learning and development, social-emotional capacity). Both traditional and contemporary areas received high ratings for effectiveness and importance to professional growth and development. Implications of this research point to the joint importance and feasibility of a more integrated approach to leadership education that includes contemporary and traditional dimensions. These finding may have important implications for other settings as well.

scholarly journals Montessori Education at a Distance, Part 2

2021 ◽  
Vol 7 (1) ◽  
pp. 31-50
Author(s):  
Angela K. Murray ◽  
Katie Brown ◽  
Patricia Barton
Keyword(s):  
Distance Learning ◽  
Emotional Needs ◽  
Social Emotional ◽  
Learning And Development ◽  
Adverse Conditions ◽  
Montessori Education ◽  
Global Pandemic ◽  
Montessori Method ◽  
The Face ◽  
Survey Results

This study offers a contextualized understanding of the distance-learning experiences of Montessori educators and students in the spring of 2020 in the wake of the COVID-19 global pandemic. In this article, we build on results reported in a separate article published in this issue of the Journal of Montessori Research. First, we analyzed qualitative data from social media and national virtual gatherings designed to support teachers as they faced the challenges created by the abrupt shift to distance learning. Second, we employed a convergent mixed-methods design to integrate these qualitative findings with the survey results reported in the previous article to provide a richer and more complete perspective on the situation. In our results, we found substantial evidence to support the resilience and durability of the Montessori Method, even in the face of adverse conditions created by a global pandemic. Despite the challenges of adaptation, Montessori educators demonstrated a commitment to the key tenets of Montessori philosophy, such as following the child and employing a holistic perspective on learning and development. While serving the whole child’s growth and development remained front and center, Montessori teachers’ approach to academics looked very different under distance learning. Still, the ongoing attention to children’s social-emotional needs will benefit both teachers and children when they return to the classroom, undoubtedly with lasting effects from pandemic-related isolation and hardship.

Cohort Groups in Educational Administration: Promises and Challenges

1993 ◽  
Vol 3 (4) ◽  
pp. 400-415 ◽  
Author(s):  
Bruce G. Barnett ◽  
Ivan D. Muse
Keyword(s):  
Adult Learning ◽  
Learning Environment ◽  
Educational Administration ◽  
Instructional Delivery ◽  
Learning And Development ◽  
Preparation Programs ◽  
Teaching Faculty ◽  
Adult Learning And Development ◽  
Cohort Groups ◽  
Organizational Features

To create a more supportive and collegial learning environment, many educational administration preparation programs are using cohort groups of students. This article traces the development of cohort groups by describing the organizational features and instructional delivery mechanisms used to foster collegial learning and then links these practices to principles of adult learning and development. The effects of cohort groups are explored, including the benefits realized by students and university faculty as well as the challenges this learning structure presents to the teaching faculty. Potential solutions for addressing these challenges are provided.

scholarly journals How Knowledge about Stem Cells Influences Attitudes towards Breastfeeding: Case Study of Polish Women

2021 ◽  
Vol 18 (5) ◽  
pp. 2382
Author(s):  
Malgorzata Witkowska-Zimny ◽  
Dorota Majczyna
Keyword(s):  
Stem Cells ◽  
Breast Milk ◽  
Pregnant Women ◽  
Cross Sectional Study ◽  
General Knowledge ◽  
Cross Sectional ◽  
Maternal Experience ◽  
Positive Attitudes ◽  
Survey Results ◽  
University Degree

Maternal breastfeeding is associated with multiple health benefits, both for the child and the mother. Since breastfeeding rates are declining, finding new, future-oriented strategies to strengthen and support mothers’ positive attitudes towards breastfeeding need to be developed. In this paper, we describe how information about the presence of stem cells in breast milk can influence the willingness to breastfeed in the population of Polish pregnant women. A cross-sectional study involving a group of 150 pregnant women was conducted to assess the correlation between their knowledge about stem cells and their attitude towards breastfeeding. Among the respondents, only 6% claimed that they did not know anything about stem cells, but general knowledge about stem cells in the research group was poor. The survey results indicated that city residence, university degree, maternal experience and advanced pregnancy correlated with higher general knowledge regarding stem cells. Most respondents (77.3%) had no knowledge regarding the presence of stem cells in breast milk. Approximately two-thirds of mothers with earlier negative breastfeeding experience declared that information about the presence of stem cells in breast milk could have influenced the decision to continue and extend the time of breastfeeding. Hence highlighting the presence of stem cells in breast milk can be used to encourage breastfeeding as a unique activity.

Is Special Education Certification a Guarantee of Teaching Excellence?

1983 ◽  
Vol 49 (4) ◽  
pp. 308-313 ◽  
Author(s):  
Cathe Cross Maple
Keyword(s):  
Professional Growth ◽  
Professional Ethics ◽  
Teacher Preparation Programs ◽  
Exceptional Children ◽  
Preparation Programs ◽  
Teaching Excellence ◽  
Personnel Planning ◽  
Competency Based ◽  
Is Development ◽  
Certification Requirements

Based on experiences in Kansas, the problems discussed include: discrepancies between competency-based teacher education and current certification practices; categorical approaches to training and certification; reciprocal agreements for coursework and certification requirements; and the supply/demand of teachers. One strategy proposed for dealing with the situation is development of a code of professional ethics through the involvement of The Council for Exceptional Children and State Comprehensive Personnel Planning for the Handicapped Committees. Specific responses that could be implemented by the field include identifying competencies emphasized by teacher preparation programs, the use of professional growth plans, and a practical approach for recruiting potential teachers.

Social Emotional Learning: A Framework for Practice and Pedagogy

2021 ◽  
Vol 23 (4) ◽  
pp. 91-101
Author(s):  
Kimberly Davis ◽  
David D. Christian ◽  
Richard Hammett ◽  
Gary Low ◽  
Tanya Seagraves-Robinson
Keyword(s):  
Professional Development ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Preparation Programs ◽  
Educator Preparation

This second article of a three-part series describes a methodology framework for educator preparation programs and professional development promoting embedded SEL/TEI in practice and pedagogy.

Culturally Responsive Social-Emotional Learning

2020 ◽  
pp. 193-219
Author(s):  
James Cressey
Keyword(s):  
Behavior Management ◽  
Behavioral Interventions ◽  
Culturally Responsive ◽  
Special Educators ◽  
Social Emotional Learning ◽  
Integrated Approach ◽  
Emotional Learning ◽  
Social Emotional ◽  
Rehabilitation Professionals ◽  
Positive Behavioral Interventions

Culturally responsive teaching (CRT), social-emotional learning (SEL), and positive behavioral interventions and supports (PBIS) are powerful, evidence-based approaches to teaching and supporting students. Special educators and related professionals often use an integrated approach that draws from all three perspectives. However, scholarly researchers and professional development providers too often present each approach in isolation. This chapter proposes an integrated model of classroom and behavior management theories and practices, seeking to promote equity, cultural responsiveness, and social-emotional wellness. A review of pertinent research will be offered, followed by a series of real-world case example vignettes illustrating how special educators and rehabilitation professionals have integrated CRT, SEL, and PBIS in their work with students from PreK through high school.

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