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Professionalization of Teaching in America: Two Case Studies Using Educational Research Experiences to Explore the Perceptions of Preservice Teachers/Researchers. 美国教学专业化:用教育研究经验探讨职前教师/研究人员认知的两个案例。
Administrative Issues Journal Pub Date : 2016-06-01 DOI: 10.5929/2016.6.1.2
J. Gentry, Credence Baker, Holly Lamb, R. Pate
{"title":"Professionalization of Teaching in America: Two Case Studies Using Educational Research Experiences to Explore the Perceptions of Preservice Teachers/Researchers.","authors":"J. Gentry, Credence Baker, Holly Lamb, R. Pate","doi":"10.5929/2016.6.1.2","DOIUrl":"https://doi.org/10.5929/2016.6.1.2","url":null,"abstract":"In 2013-2015, two faculty-led educational research studies were conducted, aided by five undergraduate preservice teachers/researchers (PSTR). Faculty-researchers designed a qualitative phenomenological-inquiry based methodology to examine the PSTR perceptions regarding their respective research experiences with faculty. Triangulation of the data was sought from narrative text interview transcripts and response essays by PSTR prior to and after each respective study. Using content analysis techniques and coding, five themes emerged. PSTR reported an interest in the educational research topic and the need for positive relationships with faculty research mentors to begin and remain active with a research study. The results indicated PSTR valued learning with collaborative peers while completing their respective research studies. PSTR related self-efficacy with research skills due to their research experiences. Results indicated research experiences as a whole were professionally and personally transformative in nature. Discourse regarding research experiences to professionalize the teaching profession in America was explored.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120957167","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}
引用次数: 2
Building Currency: Crafting New Channels for Undergraduate Communication Programs 建立货币:打造本科交流项目的新渠道
Administrative Issues Journal Pub Date : 2016-06-01 DOI: 10.5929/2016.6.1.6
V. Ellis, Kaylene Barbe, Kalyn G. Fullbright
{"title":"Building Currency: Crafting New Channels for Undergraduate Communication Programs","authors":"V. Ellis, Kaylene Barbe, Kalyn G. Fullbright","doi":"10.5929/2016.6.1.6","DOIUrl":"https://doi.org/10.5929/2016.6.1.6","url":null,"abstract":"University professional development funds, generally present for faculty, and often available for graduate students through grants or stipends, are seldom available to undergraduates. In this study, we assessed Giddens and Pierson’s (1998) structuration theory in terms of how a professional development fund for undergraduates can impact the lives of students, create new structures within the culture to foster scholarship, and celebrate role models. Specifically, we used action research to trace seven steps involved in one program’s effort to establish a direct funding channel for those wanting to contribute to the lives of undergrads. We demonstrated how the new funding channel influenced the academic culture. Ultimately, our findings highlight the value gained when faculty members encourage community mentorship to advance student inquiry.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121888443","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}
引用次数: 0
A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers. 课堂管理中的在线支持模式:初任教师的感知。
Administrative Issues Journal Pub Date : 2016-06-01 DOI: 10.5929/2016.6.1.3
William Larmer, Credence Baker, J. Gentry
{"title":"A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers.","authors":"William Larmer, Credence Baker, J. Gentry","doi":"10.5929/2016.6.1.3","DOIUrl":"https://doi.org/10.5929/2016.6.1.3","url":null,"abstract":"Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included (a) developing a foundation based on relationships; (b) preventing disruptions with procedures and routines; (c) responding to disruptions and rule violations; (d) providing inclusion for students with special needs; and (e) resolving extreme or continuing conflicts.\u0000\u0000Participants in the study were beginning teachers at both the elementary and secondary levels. After completing the classroom management workshop, teachers reviewed online video clips of strategies they had learned, applied the strategies in their respective classrooms, and engaged in online discussions of the results obtained. Researchers conducted a qualitative assessment of the discussion entries posted by the new teachers to determine the strategies employed, emerging themes, and the results obtained. Participants successfully employed classroom management strategies and reported generally positive results. Additional research is needed with a larger number of participating teachers.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"210 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122062009","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}
引用次数: 23
Managerial Cognitive Moral Development and the Firm's Owners' Salience: Empirical Evidence 管理者认知道德发展与企业所有者显著性:经验证据
Administrative Issues Journal Pub Date : 2016-06-01 DOI: 10.5929/2016.6.1.4
A. Martynov, S. Logachev
{"title":"Managerial Cognitive Moral Development and the Firm's Owners' Salience: Empirical Evidence","authors":"A. Martynov, S. Logachev","doi":"10.5929/2016.6.1.4","DOIUrl":"https://doi.org/10.5929/2016.6.1.4","url":null,"abstract":"In this paper, we study the agency relationship between the firm’s owners and managers. We apply the theory of Cognitive Moral Development (CMD) to answer the question: what factors affect salience of the interests of the firm’s owners to the managers? Using a sample of Russian managers, we found that higher levels of CMD weaken the relationship between the owners’ perceived urgency and the owners’ salience and strengthen the relationship between the owners’ perceived power and the owners’ salience. We also found that managerial CMD is positively associated with the perceived legitimacy of the owners’ demands to the managers. Our results show that the higher the managers’ CMD, the less applicable are the recommendations of agency theory to incentivizing and controlling the managers.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"232 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115489862","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}
引用次数: 2
If You Are Like Me, I Think You Are More Authentic: An Analysis of the Interaction of Follower and Leader Gender. 如果你和我一样，我认为你更真实:追随者和领导者性别互动分析。
Administrative Issues Journal Pub Date : 2016-06-01 DOI: 10.5929/2016.6.1.8
S. Tibbs, Mark T. Green, Esther Gergen, J. Montoya
{"title":"If You Are Like Me, I Think You Are More Authentic: An Analysis of the Interaction of Follower and Leader Gender.","authors":"S. Tibbs, Mark T. Green, Esther Gergen, J. Montoya","doi":"10.5929/2016.6.1.8","DOIUrl":"https://doi.org/10.5929/2016.6.1.8","url":null,"abstract":"Within the empirical literature related to leadership, female leaders are regularly rated higher on dimensions such as being transformational and being effective. Some studies have found that gender plays a role in the follower-leader relationship, and this interaction can be assessed. An emerging model of leadership is authentic leadership. This article analyzed whether there was an interaction between the gender of the leader and gender of the follower when assessing how authentic leaders were. Female followers rated female leaders higher on authenticity than male leaders, while male followers rated male leaders as more authentic than female leaders. Implications for the practice of leadership are discussed.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127663857","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}
引用次数: 6
Citizenship Education in the United States: Perspective Reflected in State Education Standards. 美国公民教育:州教育标准反映的视角。
Administrative Issues Journal Pub Date : 2016-06-01 DOI: 10.5929/2016.6.1.7
Rebekkah Stuteville, H. Johnson
{"title":"Citizenship Education in the United States: Perspective Reflected in State Education Standards.","authors":"Rebekkah Stuteville, H. Johnson","doi":"10.5929/2016.6.1.7","DOIUrl":"https://doi.org/10.5929/2016.6.1.7","url":null,"abstract":"There is growing international concern about the lack of civic engagement among the youth in many nations. These concerns have sparked renewed interest in the quantity and quality of civic education in public schools in the United States. The objective of this study is to determine if the concerns about civic education are about the sufficiency of academic content related to civic education or if the concerns reflect a lack of consensus regarding the question of \"What makes a good citizen?\" To address this question, this paper examines state social studies content standards from five U.S. states to determine if specific perspectives on citizenship are present in the standards and which perspectives are emphasized. University websites are also analyzed to assess their focus on citizenship. The study finds that the citizenship education in K-12 schools is robust, and specific perspectives are emphasized. This emphasis on specific perspectives, as opposed to a lack of academic content related to civic education, may be at the heart of the debate over citizenship education.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114310319","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}
引用次数: 5
Key Characteristics of Teacher Leaders in Schools. 学校教师领导的主要特征。
Administrative Issues Journal Pub Date : 2016-01-07 DOI: 10.5929/2014.4.2.8
A. Lumpkin, Heather Claxton, Amanda Wilson
{"title":"Key Characteristics of Teacher Leaders in Schools.","authors":"A. Lumpkin, Heather Claxton, Amanda Wilson","doi":"10.5929/2014.4.2.8","DOIUrl":"https://doi.org/10.5929/2014.4.2.8","url":null,"abstract":"Teacher leaders who share their specialized knowledge, expertise, and experience with other teachers broaden and sustain school and classroom improvement efforts. Teacher leaders can transform classrooms into learning laboratories where every student is engaged in relevant and well-designed curricular content, every teacher embraces the use of more effective instructional strategies, and authentic assessments provide evidence of rich student learning. This work describes four essentialities associated with teacher leaders: a focus on student learning, along with the importance of empowerment, relationships, and collaboration. In addition to gleaning insights from the literature, examples of the impact of teacher leaders in schools are provided to demonstrate the importance of each.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114815579","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}
引用次数: 34
Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your "House". 论文研究中理论框架的理解、选择与整合:为你的“房子”创造蓝图。
Administrative Issues Journal Pub Date : 2016-01-07 DOI: 10.5929/2014.4.2.9
Cynthia Grant, Azadeh F. Osanloo
{"title":"Understanding, Selecting, and Integrating a Theoretical Framework in Dissertation Research: Creating the Blueprint for Your \"House\".","authors":"Cynthia Grant, Azadeh F. Osanloo","doi":"10.5929/2014.4.2.9","DOIUrl":"https://doi.org/10.5929/2014.4.2.9","url":null,"abstract":"The theoretical framework is one of the most important aspects in the research process, yet is often misunderstood by doctoral candidates as they prepare their dissertation research study. The importance of theory-driven thinking and acting is emphasized in relation to the selection of a topic, the development of research questions, the conceptualization of the literature review, the design approach, and the analysis plan for the dissertation study. Using a metaphor of the “blueprint” of a house, this article explains the application of a theoretical framework in a dissertation. Steps for how to select and integrate a theoretical framework to structure all aspects of the research process are described, with an example of how to thread theory throughout the dissertation.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123927294","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}
引用次数: 500
Organizational Training and Relationship Building for Increasing Public Participation in a Public School District 提高公共学区公众参与的组织培训和关系建立
Administrative Issues Journal Pub Date : 2014-04-15 DOI: 10.5929/2014.4.1.5
J. Poynton
{"title":"Organizational Training and Relationship Building for Increasing Public Participation in a Public School District","authors":"J. Poynton","doi":"10.5929/2014.4.1.5","DOIUrl":"https://doi.org/10.5929/2014.4.1.5","url":null,"abstract":"From the early twentieth century to the present, citizen participation in U.S. public institutions—particularly schools—has continually decreased. The trend has been linked to the bureaucratization of public schools and their increasing reliance on expert knowledge for solutions to schooland education-related problems. The purpose of this study was to evaluate the impact of a parent training program designed to increase a school district’s capacity for public participation by parents and other citizens.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"130 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":"114234629","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}
引用次数: 2
The Targeted Open Online Course (TOOC) Model. 定向开放在线课程(TOOC)模式。
Administrative Issues Journal Pub Date : 2014-04-15 DOI: 10.5929/2014.4.1.3
Credence Baker, J. Gentry
{"title":"The Targeted Open Online Course (TOOC) Model.","authors":"Credence Baker, J. Gentry","doi":"10.5929/2014.4.1.3","DOIUrl":"https://doi.org/10.5929/2014.4.1.3","url":null,"abstract":"","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"85 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":"126274433","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}
引用次数: 3
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