Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-7772-0.CH009
Caner Cereci
This chapter aims to compare the old-generation school managers with the new-generation school managers in terms of career adaptability. The study, conducted interviewing 28 school managers, uses qualitative method. Maximum variation sampling was employed in forming the study group. It was found that the former managers felt that they were more suitable to be managers than the present ones. Both the former and the present managers held the view that appointment was not made on the basis of personal merit. It is recommended that the process of manager appointment should be re-structured as a career system which is based on a criteria set.
{"title":"The Old-Generation School Managers and the New-Generation School Managers From the Aspect of Career Adaptability","authors":"Caner Cereci","doi":"10.4018/978-1-5225-7772-0.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-7772-0.CH009","url":null,"abstract":"This chapter aims to compare the old-generation school managers with the new-generation school managers in terms of career adaptability. The study, conducted interviewing 28 school managers, uses qualitative method. Maximum variation sampling was employed in forming the study group. It was found that the former managers felt that they were more suitable to be managers than the present ones. Both the former and the present managers held the view that appointment was not made on the basis of personal merit. It is recommended that the process of manager appointment should be re-structured as a career system which is based on a criteria set.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"23 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":"133480918","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.CH005
L. Fedeli, V. Pennazio
Since 2012, the concept of “special training needs” in Italian ministerial legislation has been connected to the concept of inclusion. In the Italian school system, students with disabilities are fully integrated in standard school activities. They can take advantage of the presence of a teacher who is a supportive figure for the whole class, who has received training in inclusion and the management of teaching strategies for dealing with disabilities. In order to train teachers who will fit that profile, a specialization course is organized by Italian universities to train teachers at every level of instruction. The chapter is contextualized to the last course of academic year 2016-2017, which took place at the University of Macerata, addressed to preschool and primary teachers. Exploratory research using a qualitative approach was run to highlight, on one hand, student teachers' preconceptions and expectations about the effectiveness of technologies for inclusion; and, on the other hand, their opinions about the activities proposed during the technology course.
{"title":"An Exploratory Study on Teacher Training","authors":"L. Fedeli, V. Pennazio","doi":"10.4018/978-1-5225-7703-4.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-7703-4.CH005","url":null,"abstract":"Since 2012, the concept of “special training needs” in Italian ministerial legislation has been connected to the concept of inclusion. In the Italian school system, students with disabilities are fully integrated in standard school activities. They can take advantage of the presence of a teacher who is a supportive figure for the whole class, who has received training in inclusion and the management of teaching strategies for dealing with disabilities. In order to train teachers who will fit that profile, a specialization course is organized by Italian universities to train teachers at every level of instruction. The chapter is contextualized to the last course of academic year 2016-2017, which took place at the University of Macerata, addressed to preschool and primary teachers. Exploratory research using a qualitative approach was run to highlight, on one hand, student teachers' preconceptions and expectations about the effectiveness of technologies for inclusion; and, on the other hand, their opinions about the activities proposed during the technology course.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"41 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":"133610247","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: 10.4018/978-1-5225-7441-5.CH012
A. Rendas
National legislation for higher education that was introduced in 2007 by the Portuguese Government changed the higher education governance model into a more centralized system with increased institutional autonomy. This allowed for a better strategic planning process that was more able to respond to society needs and, in public university foundations, gave rectors a stronger leadership role supported by a general council and by a board of trustees. A decade later, the overall autonomy scores of Portuguese universities when compared with those from other European countries according to academic, financial, organizational, and staffing (senior) criteria showed better Portuguese performance when compared with most Southern and Central European countries. This pattern remained stable between 2011 and 2016. Changes that occurred at Nova University, Lisbon, are described as a case stud to exemplify the effects of this new governance model on the sustainability of long-term strategic planning and its management.
{"title":"Governance of Portuguese Universities Within European Higher Education","authors":"A. Rendas","doi":"10.4018/978-1-5225-7441-5.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-7441-5.CH012","url":null,"abstract":"National legislation for higher education that was introduced in 2007 by the Portuguese Government changed the higher education governance model into a more centralized system with increased institutional autonomy. This allowed for a better strategic planning process that was more able to respond to society needs and, in public university foundations, gave rectors a stronger leadership role supported by a general council and by a board of trustees. A decade later, the overall autonomy scores of Portuguese universities when compared with those from other European countries according to academic, financial, organizational, and staffing (senior) criteria showed better Portuguese performance when compared with most Southern and Central European countries. This pattern remained stable between 2011 and 2016. Changes that occurred at Nova University, Lisbon, are described as a case stud to exemplify the effects of this new governance model on the sustainability of long-term strategic planning and its management.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"16 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":"133122008","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: 10.4018/978-1-5225-8870-2
{"title":"Women's Influence on Inclusion, Equity, and Diversity in STEM Fields","authors":"","doi":"10.4018/978-1-5225-8870-2","DOIUrl":"https://doi.org/10.4018/978-1-5225-8870-2","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"18 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":"127819234","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: 10.4018/978-1-7998-6491-2.CH009
Kerri E. Zappala-Piemme
In this chapter, the author shares her journey. The challenges and struggles that emerged while navigating the COVID-19 pandemic and the strategies, decisions, solutions, and successes that keep her afloat as she attempts to maintain a healthy work-life balance, self-care, and wellness are explored. With her background in education, administration, and psychology, she thought these were the perfect protective factors to help her lead and maintain a sense of well-being, but even with her extensive training, she stumbled several times. In this chapter, she pulls from theory and practice in education, leadership, and psychology to assist the reader in understanding their journey and making sense of the new normal. She shares best practices and research in all three fields to assist the reader in moving forward better equipped to handle the pandemic. In sharing her experience, she hopes to help the reader feel more normal knowing that they are not alone, even in isolation and social distancing.
{"title":"Caring for Yourself and Keeping Connected During the COVID-19 Pandemic","authors":"Kerri E. Zappala-Piemme","doi":"10.4018/978-1-7998-6491-2.CH009","DOIUrl":"https://doi.org/10.4018/978-1-7998-6491-2.CH009","url":null,"abstract":"In this chapter, the author shares her journey. The challenges and struggles that emerged while navigating the COVID-19 pandemic and the strategies, decisions, solutions, and successes that keep her afloat as she attempts to maintain a healthy work-life balance, self-care, and wellness are explored. With her background in education, administration, and psychology, she thought these were the perfect protective factors to help her lead and maintain a sense of well-being, but even with her extensive training, she stumbled several times. In this chapter, she pulls from theory and practice in education, leadership, and psychology to assist the reader in understanding their journey and making sense of the new normal. She shares best practices and research in all three fields to assist the reader in moving forward better equipped to handle the pandemic. In sharing her experience, she hopes to help the reader feel more normal knowing that they are not alone, even in isolation and social distancing.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"68 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":"115717707","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: 10.4018/978-1-5225-9242-6
{"title":"Strategic Leadership in PK-12 Settings","authors":"","doi":"10.4018/978-1-5225-9242-6","DOIUrl":"https://doi.org/10.4018/978-1-5225-9242-6","url":null,"abstract":"","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"6 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":"124366437","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: 10.4018/978-1-7998-6491-2.CH011
Alison Puliatte
This chapter presents actual accounts of women academic leaders who led their students, teachers, and faculty during the COVID-19 pandemic. The women's experiences, challenges, and self-care routines are presented in their own words in order to gain a true understanding of what it was like to be a woman academic leader during a crisis. The chapter begins with a review of research related to women academic leaders specifically describing the successes and challenges women face when in an academic leadership role. Next, the topic of self-care is discussed focusing on the need for self-care among educators and leaders during crises. Woven throughout the descriptions of past research are the stories from current women academic leaders to describe ways in which these leaders approached self-care during the COVID-19 pandemic.
{"title":"Women Academic Leaders and Self-Care During a Crisis","authors":"Alison Puliatte","doi":"10.4018/978-1-7998-6491-2.CH011","DOIUrl":"https://doi.org/10.4018/978-1-7998-6491-2.CH011","url":null,"abstract":"This chapter presents actual accounts of women academic leaders who led their students, teachers, and faculty during the COVID-19 pandemic. The women's experiences, challenges, and self-care routines are presented in their own words in order to gain a true understanding of what it was like to be a woman academic leader during a crisis. The chapter begins with a review of research related to women academic leaders specifically describing the successes and challenges women face when in an academic leadership role. Next, the topic of self-care is discussed focusing on the need for self-care among educators and leaders during crises. Woven throughout the descriptions of past research are the stories from current women academic leaders to describe ways in which these leaders approached self-care during the COVID-19 pandemic.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"2 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":"114570506","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: 10.4018/978-1-5225-5858-3.CH008
Hariharan N Krishnasamy
This study focuses on the indigenous peoples of Malaysia who are collectively categorized as the orang asli (indigenous people) in Malaysia. This group was selected as they face many challenges in the field of education which is often linked to poverty, incompatible teaching-learning methods, lack of facilities, and school leadership. The study investigates the role of school administrators, teachers, parents, and pupils in five selected schools in Malaysia. Five school headmasters, two administrative officials, 10 teachers, 10 parents, and 10 students took part in this qualitative study. Interviews on school leadership were explored in terms of challenges and good practices which leads to the development of a model that incorporates the findings from the study. It is hoped that the model which emphasizes sociocultural sensitivity, the need to draw on the knowledge and the skills of the orang asli for educational development, and reaching out to them will be helpful to indigenous peoples in Malaysia and other countries.
{"title":"Effective Leadership Style for Indigenous Schools in the Malaysian Context","authors":"Hariharan N Krishnasamy","doi":"10.4018/978-1-5225-5858-3.CH008","DOIUrl":"https://doi.org/10.4018/978-1-5225-5858-3.CH008","url":null,"abstract":"This study focuses on the indigenous peoples of Malaysia who are collectively categorized as the orang asli (indigenous people) in Malaysia. This group was selected as they face many challenges in the field of education which is often linked to poverty, incompatible teaching-learning methods, lack of facilities, and school leadership. The study investigates the role of school administrators, teachers, parents, and pupils in five selected schools in Malaysia. Five school headmasters, two administrative officials, 10 teachers, 10 parents, and 10 students took part in this qualitative study. Interviews on school leadership were explored in terms of challenges and good practices which leads to the development of a model that incorporates the findings from the study. It is hoped that the model which emphasizes sociocultural sensitivity, the need to draw on the knowledge and the skills of the orang asli for educational development, and reaching out to them will be helpful to indigenous peoples in Malaysia and other countries.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"22 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":"114774382","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: 10.4018/978-1-7998-5200-1.ch012
D. Ball
The present study traces campus climate at Virginia Tech, site of the deadliest school massacre in modern U.S. history, from 2003 to 2017. Using the unobtrusive method of content analysis as a measure of campus climate, data in the form of desktop graffiti—student-authored graffiti on classroom desktops—is analyzed according to amount and content. A total of 1,443 desks are studied, resulting in 8,172 pieces of intelligible graffiti analyzed. Data collected prior to the massacre is compared to data collected one semester, one year, and one decade following the massacre. From this emerges an unobtrusively painted picture of campus climate at Virginia Tech over the course of 14 years, spanning before and after tragic events. The present study adds to the literature on classroom culture post-campus violence and speaks to the subtler, often obscured, impacts of school shootings.
{"title":"Silent Witness","authors":"D. Ball","doi":"10.4018/978-1-7998-5200-1.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-5200-1.ch012","url":null,"abstract":"The present study traces campus climate at Virginia Tech, site of the deadliest school massacre in modern U.S. history, from 2003 to 2017. Using the unobtrusive method of content analysis as a measure of campus climate, data in the form of desktop graffiti—student-authored graffiti on classroom desktops—is analyzed according to amount and content. A total of 1,443 desks are studied, resulting in 8,172 pieces of intelligible graffiti analyzed. Data collected prior to the massacre is compared to data collected one semester, one year, and one decade following the massacre. From this emerges an unobtrusively painted picture of campus climate at Virginia Tech over the course of 14 years, spanning before and after tragic events. The present study adds to the literature on classroom culture post-campus violence and speaks to the subtler, often obscured, impacts of school shootings.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"1 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":"122023701","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: 10.4018/978-1-7998-7168-2.ch010
A. Mawela
The uncertainty of how the curriculum is supposed to be delivered in schools during COVID-19, which is different from traditional practices, was a global challenge. This chapter seeks to explore school management teams' strategies to enhance curriculum delivery in the era of the COVID-19 pandemic. In this qualitative chapter, transformative learning and quality management theories, purposive sampling techniques, and the interpretive paradigm were employed. In addition, data collected from semi-structured interviews were thematically analyzed and discussed to give conclusions and recommendations. This study found that despite the existing policies such as the Curriculum and Assessment Policy System (CAPS) and the National Policy for Assessment (NPA) on planning and implementing curriculum delivery in schools, school management teams (SMTs) found it difficult to execute their duties as a result of the COVID-19 pandemic. Therefore, the study suggests annual in-service training for departmental heads (Dh) and deputy principals (Dp) on planning and implementing curriculum in schools.
{"title":"School Management Teams' Strategies to Enhance Curriculum Delivery in the Era of the COVID-19 Pandemic","authors":"A. Mawela","doi":"10.4018/978-1-7998-7168-2.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-7168-2.ch010","url":null,"abstract":"The uncertainty of how the curriculum is supposed to be delivered in schools during COVID-19, which is different from traditional practices, was a global challenge. This chapter seeks to explore school management teams' strategies to enhance curriculum delivery in the era of the COVID-19 pandemic. In this qualitative chapter, transformative learning and quality management theories, purposive sampling techniques, and the interpretive paradigm were employed. In addition, data collected from semi-structured interviews were thematically analyzed and discussed to give conclusions and recommendations. This study found that despite the existing policies such as the Curriculum and Assessment Policy System (CAPS) and the National Policy for Assessment (NPA) on planning and implementing curriculum delivery in schools, school management teams (SMTs) found it difficult to execute their duties as a result of the COVID-19 pandemic. Therefore, the study suggests annual in-service training for departmental heads (Dh) and deputy principals (Dp) on planning and implementing curriculum in schools.","PeriodicalId":384632,"journal":{"name":"Advances in Educational Marketing, Administration, and Leadership","volume":"101 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":"124856028","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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