Pub Date : 2022-06-24DOI: 10.4018/978-1-6684-4803-8
{"title":"Implementing Diversity, Equity, Inclusion, and Belonging in Educational Management Practices","authors":"","doi":"10.4018/978-1-6684-4803-8","DOIUrl":"https://doi.org/10.4018/978-1-6684-4803-8","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129457895","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}
Pub Date : 2022-06-24DOI: 10.4018/978-1-7998-9774-3
{"title":"Black Female Leaders in Academia","authors":"","doi":"10.4018/978-1-7998-9774-3","DOIUrl":"https://doi.org/10.4018/978-1-7998-9774-3","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130176019","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}
Pub Date : 2022-06-24DOI: 10.4018/978-1-6684-4144-2
{"title":"Handbook of Research on Educational Leadership and Research Methodology","authors":"","doi":"10.4018/978-1-6684-4144-2","DOIUrl":"https://doi.org/10.4018/978-1-6684-4144-2","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124377948","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}
Pub Date : 2022-05-06DOI: 10.4018/978-1-7998-9567-1
{"title":"Handbook of Research on Social Justice and Equity in Education","authors":"","doi":"10.4018/978-1-7998-9567-1","DOIUrl":"https://doi.org/10.4018/978-1-7998-9567-1","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132640167","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}
Pub Date : 2019-01-04DOI: 10.4018/978-1-5225-5858-3.CH009
I. Amzat, Habibat Yusuf
This chapter explores the effective leadership style for positive school culture as perceived by some Malaysian Northern State school teachers. This chapter uses focus group and open-ended questions to have in-depth understanding and testing of the participants' ability of suggesting or predicting the best or most effective school leadership style for building school positive culture for best leadership practices. The participants were teachers from different schools in Northern States Malaysia undertaking master program in educational management at Universiti Utara Malaysia. The findings revealed that transformational leadership style was rated, predicted, and ranked as the best leadership style for school principals to apply in building positive school culture according to their context while distributed leadership and instructional leadership could be also considered as the second leadership styles for building positive school culture in the Northern schools of Malaysia.
{"title":"Leadership Style and School Culture as Perceived by Teachers in Malaysian Northern State Schools","authors":"I. Amzat, Habibat Yusuf","doi":"10.4018/978-1-5225-5858-3.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-5858-3.CH009","url":null,"abstract":"This chapter explores the effective leadership style for positive school culture as perceived by some Malaysian Northern State school teachers. This chapter uses focus group and open-ended questions to have in-depth understanding and testing of the participants' ability of suggesting or predicting the best or most effective school leadership style for building school positive culture for best leadership practices. The participants were teachers from different schools in Northern States Malaysia undertaking master program in educational management at Universiti Utara Malaysia. The findings revealed that transformational leadership style was rated, predicted, and ranked as the best leadership style for school principals to apply in building positive school culture according to their context while distributed leadership and instructional leadership could be also considered as the second leadership styles for building positive school culture in the Northern schools of Malaysia.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"275 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115878895","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}
Pub Date : 2018-09-13DOI: 10.4018/978-1-5225-5858-3.CH007
Maša Magzan, D. Anđić, P. P. Papak
The primary goal of this chapter is to examine the possibilities and effects of applying the principles of distributed leadership model and AI's approach positive stance into different educational contexts. Since there is a great need in Croatian school systems today to reform, the motivation for this case study is to point out that such reformation can occur from within: with a positive and collaborative inquiry that embraces shared leadership and taps into the answers that are already in the system. The presented case study shows AI approach as a shift of the focus away from problems, flaws, or weaknesses and toward the strengths of the group and their work, as identified by the involved participants themselves. The ultimate goal is to examine the powerful effects of AI to create change from within as well as to point out how the principles of distributed leadership contribute to the harmonious collaborative relationships, effective defining and implementing change and finding sustainable and creative solutions for efficient functioning of the modern and sustainable school.
{"title":"Appreciative Inquiry as a Positive Approach to School's Leadership Development and Organizational Change","authors":"Maša Magzan, D. Anđić, P. P. Papak","doi":"10.4018/978-1-5225-5858-3.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-5858-3.CH007","url":null,"abstract":"The primary goal of this chapter is to examine the possibilities and effects of applying the principles of distributed leadership model and AI's approach positive stance into different educational contexts. Since there is a great need in Croatian school systems today to reform, the motivation for this case study is to point out that such reformation can occur from within: with a positive and collaborative inquiry that embraces shared leadership and taps into the answers that are already in the system. The presented case study shows AI approach as a shift of the focus away from problems, flaws, or weaknesses and toward the strengths of the group and their work, as identified by the involved participants themselves. The ultimate goal is to examine the powerful effects of AI to create change from within as well as to point out how the principles of distributed leadership contribute to the harmonious collaborative relationships, effective defining and implementing change and finding sustainable and creative solutions for efficient functioning of the modern and sustainable school.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129210880","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-1461-0.ch001
Amanda R. Hurlbut, Sarah McMahan, Aimée Myers, Karen Dunlap, R. Fredrickson
The U.S. Department of Education recently reported that single educational technology courses are not sufficient experiences to properly prepare preservice teachers for future technology-rich K-12 classrooms. Rather, continuous exposure to instructional technology is most effective in improving attitudes and beliefs toward technology and sustaining deep pedagogical practice. It is essential that all attempts to create digitally literate teachers should originate from within a cohesive program design rather than through single “drive-by” courses that integrate technology. The purpose of this chapter is to describe a programmatic approach used to design a comprehensive digital literacy experience for pre-service teachers (PSTs) using the U.S. DOE's recommendations. The chapter will discuss various examples, including specific course assignments the EPP uses to guide PSTs as they learn to become competent digitally literate educators. Examples of implementation, copies of PST work, and reflective discussions continued challenges to sustain the design are included.
{"title":"From Start to Finish","authors":"Amanda R. Hurlbut, Sarah McMahan, Aimée Myers, Karen Dunlap, R. Fredrickson","doi":"10.4018/978-1-7998-1461-0.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-1461-0.ch001","url":null,"abstract":"The U.S. Department of Education recently reported that single educational technology courses are not sufficient experiences to properly prepare preservice teachers for future technology-rich K-12 classrooms. Rather, continuous exposure to instructional technology is most effective in improving attitudes and beliefs toward technology and sustaining deep pedagogical practice. It is essential that all attempts to create digitally literate teachers should originate from within a cohesive program design rather than through single “drive-by” courses that integrate technology. The purpose of this chapter is to describe a programmatic approach used to design a comprehensive digital literacy experience for pre-service teachers (PSTs) using the U.S. DOE's recommendations. The chapter will discuss various examples, including specific course assignments the EPP uses to guide PSTs as they learn to become competent digitally literate educators. Examples of implementation, copies of PST work, and reflective discussions continued challenges to sustain the design are included.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115358767","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-3838-8.ch005
M. Hamilton, V. Richardson
Chapter 5 explores building classroom management techniques through the use of restorative practices, including how students, teachers, and staff members share the responsibility of managing issues and behavioral concerns within a classroom. The topic of finding a balance between focusing on academic content and integrating restorative practices into a classroom are also discussed. Finding a balance can sometimes mean that teachers and students must learn to be flexible within the classroom as the day's activities may need to shift in order to address an issue within the school. As the school community members learn to share the responsibility of managing the classroom, a change in roles can occur in which the teacher acts as a counselor, a counselor acts as a teacher, and a student acts as a teacher.
{"title":"Staff Development","authors":"M. Hamilton, V. Richardson","doi":"10.4018/978-1-7998-3838-8.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-3838-8.ch005","url":null,"abstract":"Chapter 5 explores building classroom management techniques through the use of restorative practices, including how students, teachers, and staff members share the responsibility of managing issues and behavioral concerns within a classroom. The topic of finding a balance between focusing on academic content and integrating restorative practices into a classroom are also discussed. Finding a balance can sometimes mean that teachers and students must learn to be flexible within the classroom as the day's activities may need to shift in order to address an issue within the school. As the school community members learn to share the responsibility of managing the classroom, a change in roles can occur in which the teacher acts as a counselor, a counselor acts as a teacher, and a student acts as a teacher.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121829474","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9108-5.CH008
J. Cernik
Rural America has a number of problems that cannot be addressed by simply thinking in abstract and superficial liberal versus conservative terms. Rural schools need high-speed internet, and oftentimes telecommunication companies have little interest in bringing high-speed internet to rural areas since the potential for profits are not there. In addition, Medicaid is important to rural schools since the funds from this program can go a long way toward helping students in rural schools stay in school and graduate. While it is often heard that “self-reliance” reflects the views of rural America, government programs (both federal and state) are needed. As high-speed internet goes through technological changes, many rural areas, specifically rural schools, will be further left behind, which increases the need for government help.
{"title":"Education and Rural America","authors":"J. Cernik","doi":"10.4018/978-1-5225-9108-5.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-9108-5.CH008","url":null,"abstract":"Rural America has a number of problems that cannot be addressed by simply thinking in abstract and superficial liberal versus conservative terms. Rural schools need high-speed internet, and oftentimes telecommunication companies have little interest in bringing high-speed internet to rural areas since the potential for profits are not there. In addition, Medicaid is important to rural schools since the funds from this program can go a long way toward helping students in rural schools stay in school and graduate. While it is often heard that “self-reliance” reflects the views of rural America, government programs (both federal and state) are needed. As high-speed internet goes through technological changes, many rural areas, specifically rural schools, will be further left behind, which increases the need for government help.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116657354","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}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7703-4.CH016
Gwadabe Kurawa
Inclusive education, in most countries affected by an emergency or crisis, is focused on providing access to quality education for all children. Provision of quality education for all children, as discussed in much literature about education, is very much dependent on teacher quality. Improving and sustaining the quality of teaching is equally determined by the type of training and professional development offered to teachers. Teachers, however, in emergency contexts such as in the Northeast of Nigeria, may be recruited to improve student learning, having received little or no relevant training. Therefore, professional learning for teachers that is intended to offer them opportunities for immediate and sustained improvement in practice is, this chapter argues, needed in such emergency contexts. This chapter therefore analyses teacher professional development that can improve the standard of education for all children and then assesses the effect of this development in practice in the Northeast of Nigeria.
{"title":"Examining Teachers' Professional Development for Promoting Inclusive Education in Displacement","authors":"Gwadabe Kurawa","doi":"10.4018/978-1-5225-7703-4.CH016","DOIUrl":"https://doi.org/10.4018/978-1-5225-7703-4.CH016","url":null,"abstract":"Inclusive education, in most countries affected by an emergency or crisis, is focused on providing access to quality education for all children. Provision of quality education for all children, as discussed in much literature about education, is very much dependent on teacher quality. Improving and sustaining the quality of teaching is equally determined by the type of training and professional development offered to teachers. Teachers, however, in emergency contexts such as in the Northeast of Nigeria, may be recruited to improve student learning, having received little or no relevant training. Therefore, professional learning for teachers that is intended to offer them opportunities for immediate and sustained improvement in practice is, this chapter argues, needed in such emergency contexts. This chapter therefore analyses teacher professional development that can improve the standard of education for all children and then assesses the effect of this development in practice in the Northeast of Nigeria.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116771600","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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