This study involved identifying, categorizing, and comparing critical incidents related to qualifying dual credit high school students’ decisions to enroll or not to enroll in dual credit coursework in either a traditional or early college high school. The purpose of the study was (a) to identify the reasons qualifying students decide to enroll in dual credit courses in a traditional or early college high school and (b) to identify the reasons qualifying students choose the traditional versus the early college high school. For this qualitative study, the research method employed was the Critical Incident Technique (CIT) developed by John Flanagan in 1954. The study employed a written survey to obtain demographic information and the critical incident data. The study was conducted by appointed high school counselors at both high schools—traditional and early college. Both schools were located within the same school district. Total participants in the study totaled 139. The researcher, along with the help of a dual credit expert panel, identified, categorized, counted, and reported a total of 643 incidents: 340 effective and 303 ineffective critical incidents. For both enrolled traditional and early college high school students, “Incentives and Challenges” was the most frequent reason students cited for enrolling in dual credit. Both types of students also indicated “Culture/Atmosphere” as the top reason they chose to attend one school versus the other. Not enrolled traditional high school students cited the “Advanced Placement Course” category as the top reason they chose not to enroll in dual credit. These students also cited “Culture/Atmosphere” as the main reason they chose the traditional versus the early college high school. Not enrolled early college high school students cited “Personal Hindrances” as the key reason for not enrolling in dual credit. This same category was also cited as the top reason that early college students gave for choosing the early college versus the traditional high school.
{"title":"Learning from the Past: Dual Credit","authors":"Nicole Mansell, M. Justice","doi":"10.5929/2014.4.1.1","DOIUrl":"https://doi.org/10.5929/2014.4.1.1","url":null,"abstract":"This study involved identifying, categorizing, and comparing critical incidents related to qualifying dual credit high school students’ decisions to enroll or not to enroll in dual credit coursework in either a traditional or early college high school. The purpose of the study was (a) to identify the reasons qualifying students decide to enroll in dual credit courses in a traditional or early college high school and (b) to identify the reasons qualifying students choose the traditional versus the early college high school. For this qualitative study, the research method employed was the Critical Incident Technique (CIT) developed by John Flanagan in 1954. The study employed a written survey to obtain demographic information and the critical incident data. The study was conducted by appointed high school counselors at both high schools—traditional and early college. Both schools were located within the same school district. Total participants in the study totaled 139. The researcher, along with the help of a dual credit expert panel, identified, categorized, counted, and reported a total of 643 incidents: 340 effective and 303 ineffective critical incidents. For both enrolled traditional and early college high school students, “Incentives and Challenges” was the most frequent reason students cited for enrolling in dual credit. Both types of students also indicated “Culture/Atmosphere” as the top reason they chose to attend one school versus the other. Not enrolled traditional high school students cited the “Advanced Placement Course” category as the top reason they chose not to enroll in dual credit. These students also cited “Culture/Atmosphere” as the main reason they chose the traditional versus the early college high school. Not enrolled early college high school students cited “Personal Hindrances” as the key reason for not enrolling in dual credit. This same category was also cited as the top reason that early college students gave for choosing the early college versus the traditional high school.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121716668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Attracting and retaining high quality teachers is a challenge for many school districts. This is especially true in a time of increased accountability and limited resources. This report details best practice in the training, hiring, improvement, and retention of high quality teaching staff. The authors explain how school leaders can attract quality teaching staff, provide effective new teacher induction programs, and establish procedures that will assist in retaining the best of the best teaching staff. Keywords: teacher retention, teacher recruitment, new teacher induction programs
{"title":"Stragegies for Attracting and Retaining Teachers.","authors":"P. Bland, E. Church, M. Luo","doi":"10.5929/2014.4.1.2","DOIUrl":"https://doi.org/10.5929/2014.4.1.2","url":null,"abstract":"Attracting and retaining high quality teachers is a challenge for many school districts. This is especially true in a time of increased accountability and limited resources. This report details best practice in the training, hiring, improvement, and retention of high quality teaching staff. The authors explain how school leaders can attract quality teaching staff, provide effective new teacher induction programs, and establish procedures that will assist in retaining the best of the best teaching staff.\u0000\u0000Keywords: teacher retention, teacher recruitment, new teacher induction programs","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124598242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Health administration programs vary from other administrative programs based on emphasis in writing. Prior studies about writing skills in professional degree programs show student writing skills are not at a professional level. There is no literature at present that identifies important and essential writing skills related specifically to undergraduate or graduate health administration programs. This pilot study surveys graduate and undergraduate programs’ residency preceptors to identify the important skills and forms of written communication used in the workplace and surveys students to discover their perceptions of what skills and written work they will perform in their initial job. Results show that preceptor and students differ in their perceptions of forms of written communication deemed essential, but they do not differ in their perceptions of what is an essential writing skill. Further research is needed to obtain more in-depth insight into adequate preparation for program graduates’ initial job.
{"title":"Perceptions of Preceptors and Students on the Importance of Writing","authors":"M. Fields, M. Hatala, R. Nauert","doi":"10.5929/2014.4.1.6","DOIUrl":"https://doi.org/10.5929/2014.4.1.6","url":null,"abstract":"Health administration programs vary from other administrative programs based on emphasis in writing. Prior studies about writing skills in professional degree programs show student writing skills are not at a professional level. There is no literature at present that identifies important and essential writing skills related specifically to undergraduate or graduate health administration programs. This pilot study surveys graduate and undergraduate programs’ residency preceptors to identify the important skills and forms of written communication used in the workplace and surveys students to discover their perceptions of what skills and written work they will perform in their initial job. Results show that preceptor and students differ in their perceptions of forms of written communication deemed essential, but they do not differ in their perceptions of what is an essential writing skill. Further research is needed to obtain more in-depth insight into adequate preparation for program graduates’ initial job.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114399084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines several Texas university-based teacher preparation program screening measures and admission criteria. The researchers examined those measures stipulated in the Texas Administrative Code, as well as criteria that exceeded those required by the state. Identifying these measures and criteria will allow programs to maintain the boundaries of who becomes a teacher, thus providing the quality teachers required to educate productive members of society.
{"title":"Maintaining the Boundaries: Teacher Preparation Program Admission Criteria for Screening Quality Candidates.","authors":"Rebekah Miller-Levy, Diane Taylor, L. Hawke","doi":"10.5929/2014.4.1.8","DOIUrl":"https://doi.org/10.5929/2014.4.1.8","url":null,"abstract":"This study examines several Texas university-based teacher preparation program screening measures and admission criteria. The researchers examined those measures stipulated in the Texas Administrative Code, as well as criteria that exceeded those required by the state. Identifying these measures and criteria will allow programs to maintain the boundaries of who becomes a teacher, thus providing the quality teachers required to educate productive members of society.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125706990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This descriptive study used an online survey to determine how principals in two states viewed the supervision of marginal teachers. Principals ranked their own evaluation of the teacher as the most important factor when identifying marginal teachers and relied on informal methods to diagnose marginal teaching. Female principals rated a majority of supervisory methods and data sources as being more useful and the importance of formative assessments and teachers’ self-reflection as significantly more important than did male principals. Female principals adopted a procedural style, while males identified with the situational style when working with marginal teachers.. Keywords: marginal teachers, formative supervision, summative evaluation, principals’ perceptions
{"title":"Principals' Perceived Supervisory Behaviors Regarding Marginal Teachers in Two States","authors":"Bret G. Range, P. Hewitt, S. Young","doi":"10.5929/2014.4.1.7","DOIUrl":"https://doi.org/10.5929/2014.4.1.7","url":null,"abstract":"This descriptive study used an online survey to determine how principals in two states viewed the supervision of marginal teachers. Principals ranked their own evaluation of the teacher as the most important factor when identifying marginal teachers and relied on informal methods to diagnose marginal teaching. Female principals rated a majority of supervisory methods and data sources as being more useful and the importance of formative assessments and teachers’ self-reflection as significantly more important than did male principals. Female principals adopted a procedural style, while males identified with the situational style when working with marginal teachers..\u0000\u0000Keywords: marginal teachers, formative supervision, summative evaluation, principals’ perceptions","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124417115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Technological and pedagogical advances in distance education have accentuated the necessity for higher education to keep pace regarding institutional infrastructures. Each infrastructure—driven by a common mission to provide quality learning—interprets quality according to standards established by various governmental and accrediting entities. Staying ahead of the technological and pedagogical changes have been challenging for many public higher education institutions, which are continuing to struggle with online course design and delivery modes (Suttle, 2010). Online universities, however, have aggressively and strategically responded to technological and pedagogical shifts across institutional, departmental, program, and course levels according to their institutional mission, vision, and core values. The American Public University System (APUS), a leader in postsecondary online learning, continues to align these foundational components through systematic program and course assessment. Demonstrating commitment to quality, APUS leaders developed the APUS Online Contact Hours Calculator to assist faculty and program directors with the assessment of total course contact hours. Core learning management system tools used to complete in-class and homework projects were apportioned time requirements toward contact hour calculations, thus streamlining the course review process, adhering to governmental and accreditation standards, and ensuring the overall quality and rigor of each online course.
{"title":"Quantifying Online Learning Contact Hours.","authors":"Karan Powell, J. Helm, M. Layne, P. Ice","doi":"10.5929/2012.2.2.7","DOIUrl":"https://doi.org/10.5929/2012.2.2.7","url":null,"abstract":"Technological and pedagogical advances in distance education have accentuated the necessity for higher education to keep pace regarding institutional infrastructures. Each infrastructure—driven by a common mission to provide quality learning—interprets quality according to standards established by various governmental and accrediting entities. Staying ahead of the technological and pedagogical changes have been challenging for many public higher education institutions, which are continuing to struggle with online course design and delivery modes (Suttle, 2010). Online universities, however, have aggressively and strategically responded to technological and pedagogical shifts across institutional, departmental, program, and course levels according to their institutional mission, vision, and core values. The American Public University System (APUS), a leader in postsecondary online learning, continues to align these foundational components through systematic program and course assessment. Demonstrating commitment to quality, APUS leaders developed the APUS Online Contact Hours Calculator to assist faculty and program directors with the assessment of total course contact hours. Core learning management system tools used to complete in-class and homework projects were apportioned time requirements toward contact hour calculations, thus streamlining the course review process, adhering to governmental and accreditation standards, and ensuring the overall quality and rigor of each online course.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131220800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The AIJ editorial board constantly looks for ways to keep the journal professionally relevant. With this in mind, we approached Dr. Michael Williams, Associate Dean of the MBA Program for the School of Business and Technology at Thomas Edison State College, about writing an introduction to our 2012 conference theme, Seizing Opportunities. Dr. Williams is a scholar-practitioner who offers a unique philosophical insight into the import of seizing opportunities in our professional and personal lives. He was excited about exploring the theme for this issue through the lens of change as a nexus of opportunity. We hope you find this special invitation section both useful and inspiring.
{"title":"SEIZING OPPORTUNITY: A SPECIAL INVITATION COLLECTION","authors":"Michael Williams","doi":"10.5929/2012.2.2.2.1","DOIUrl":"https://doi.org/10.5929/2012.2.2.2.1","url":null,"abstract":"The AIJ editorial board constantly looks for ways to keep the journal professionally relevant. With this in mind, we approached Dr. Michael Williams, Associate Dean of the MBA Program for the School of Business and Technology at Thomas Edison State College, about writing an introduction to our 2012 conference theme, Seizing Opportunities. Dr. Williams is a scholar-practitioner who offers a unique philosophical insight into the import of seizing opportunities in our professional and personal lives. He was excited about exploring the theme for this issue through the lens of change as a nexus of opportunity. We hope you find this special invitation section both useful and inspiring.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132821549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper utilizes the behavioral agency model to investigate why many formerly public companies have been converted to privately held corporations. Using a matched pairs sample and categorical binary regression, and controlling for effects found in previous studies, we explore how the equity ownership of those entrusted to manage firms, the firms’ executives, might affect their perceptions of the risks of going private and might therefore affect the decision to take a company private. This study complements prior research examining the predictors of public to private transactions and illustrates how behavioral agency theory can provide insight into a major decision regarding the firm’s corporate structure. It also extends the behavioral agency model to decisions involving organizational form.
{"title":"Exploring the Effects of Managerial Ownership on the Decision to Go Private: A Behavioral Agency Model Approach","authors":"Alix Valenti, Marguerite Schneider","doi":"10.5929/2012.2.2.4","DOIUrl":"https://doi.org/10.5929/2012.2.2.4","url":null,"abstract":"This paper utilizes the behavioral agency model to investigate why many formerly public companies have been converted to privately held corporations. Using a matched pairs sample and categorical binary regression, and controlling for effects found in previous studies, we explore how the equity ownership of those entrusted to manage firms, the firms’ executives, might affect their perceptions of the risks of going private and might therefore affect the decision to take a company private. This study complements prior research examining the predictors of public to private transactions and illustrates how behavioral agency theory can provide insight into a major decision regarding the firm’s corporate structure. It also extends the behavioral agency model to decisions involving organizational form.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125541199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pamela Wells, Julie P. Combs, Rebecca M. Bustamante
The purpose of this mixed methods research study was to explore teachers’ perceptions of their professional behaviors when they worked in schools that awarded team performance pay. Teachers’ archival responses from two questionnaires were analyzed using mixed methods data analysis techniques (Year 1, n = 368; Year 2, n = 649). Most teachers had positive views of the team performance pay system. Lack of collaboration has been a criticism of some individual performance pay systems; however, teachers in this study believed that the team performance pay encouraged collaboration and attendance at staff development. Findings were interpreted using the framework of collective teacher efficacy. Additional studies are needed to explore the potential impact of various performance pay systems on professional behaviors of teachers. Keywords: performance pay, educational reform, professional behaviors, teachers
{"title":"TEAcHER pROFESSIOnALISM AnD TEAM pERFORMAncE pAY: A MIxED METHODS STUDY","authors":"Pamela Wells, Julie P. Combs, Rebecca M. Bustamante","doi":"10.5929/2012.2.2.8","DOIUrl":"https://doi.org/10.5929/2012.2.2.8","url":null,"abstract":"The purpose of this mixed methods research study was to explore teachers’ perceptions of their professional behaviors when they worked in schools that awarded team performance pay. Teachers’ archival responses from two questionnaires were analyzed using mixed methods data analysis techniques (Year 1, n = 368; Year 2, n = 649). Most teachers had positive views of the team performance pay system. Lack of collaboration has been a criticism of some individual performance pay systems; however, teachers in this study believed that the team performance pay encouraged collaboration and attendance at staff development. Findings were interpreted using the framework of collective teacher efficacy. Additional studies are needed to explore the potential impact of various performance pay systems on professional behaviors of teachers.\u0000\u0000Keywords: performance pay, educational reform, professional behaviors, teachers","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"62 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120846191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this paper is to present a case study focusing on a new technology start-up firm, founded by two graduate students, an engineer and a business major, who met during their university studies. The case is timely, in that only ten percent of new product introductions result in a profitable business. The causes of failure are numerous and include the following: the market may create failure; inadequate funding and capitalization; and competition from established enterprises. Several research studies also point to rising indications of interfunctional conflict in high technology companies. One reason may be that, today, management teams in such companies are typically comprised of greater levels of diversity in age, gender, ethnicity, education, and life experiences, all of which exacerbate conflicts. New venture teams, especially in a technology start-up, may be united because of the product innovation, but they may easily become disconnected and unrealistic when it comes to the management of the enterprise. The presentation and analysis of a conflict management process herein indicates that the way a start-up team manages its conflicts may have a permanent affect on the success of its entrepreneurial venture. Conflict management does not imply terminating conflict, but involves understanding strategies to minimize dysfunction and enhancing constructive effectiveness as a result of conflict. This case exposed the problems that arise due to the differences in the founders’ education, background, experience and understanding of the necessary entrepreneurial mindset for success. By using a model of conflict management that encompasses four negotiation skill sets, including assessment, intervention, resolution and maintenance, their conflicts were resolved quickly and their partnership re-engineered, increasing the chance of their firm’s long-term success.
{"title":"Enhancement of Entrepreneurial Leadership: A Case Focusing on a Model of Successful Conflict Management Skills.","authors":"A. Leffel, C. Hallam, J. Darling","doi":"10.5929/2012.2.2.2.2","DOIUrl":"https://doi.org/10.5929/2012.2.2.2.2","url":null,"abstract":"The purpose of this paper is to present a case study focusing on a new technology start-up firm, founded by two graduate students, an engineer and a business major, who met during their university studies. The case is timely, in that only ten percent of new product introductions result in a profitable business. The causes of failure are numerous and include the following: the market may create failure; inadequate funding and capitalization; and competition from established enterprises. Several research studies also point to rising indications of interfunctional conflict in high technology companies. One reason may be that, today, management teams in such companies are typically comprised of greater levels of diversity in age, gender, ethnicity, education, and life experiences, all of which exacerbate conflicts. New venture teams, especially in a technology start-up, may be united because of the product innovation, but they may easily become disconnected and unrealistic when it comes to the management of the enterprise. The presentation and analysis of a conflict management process herein indicates that the way a start-up team manages its conflicts may have a permanent affect on the success of its entrepreneurial venture. Conflict management does not imply terminating conflict, but involves understanding strategies to minimize dysfunction and enhancing constructive effectiveness as a result of conflict. This case exposed the problems that arise due to the differences in the founders’ education, background, experience and understanding of the necessary entrepreneurial mindset for success. By using a model of conflict management that encompasses four negotiation skill sets, including assessment, intervention, resolution and maintenance, their conflicts were resolved quickly and their partnership re-engineered, increasing the chance of their firm’s long-term success.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114941583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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