The Interactive Journal of Global Leadership and Learning最新文献

{"title":"Programa de Intervención de las Escuelas comunitarias de Servicio Completo: Estudio de Caso del Compromiso de los Padres Somalíes en las Escuelas Rurales de un Distrito en Minnesota","authors":"Anne Marie Leland","doi":"10.55354/2692-3394.1035","DOIUrl":"https://doi.org/10.55354/2692-3394.1035","url":null,"abstract":"","PeriodicalId":222600,"journal":{"name":"The Interactive Journal of Global Leadership and Learning","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125198815","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}

{"title":"Fomentar la Equidad en el Aprendizaje de Verano para los Estudiantes de un Distrito Escolar Rural de Título I: El Libre Acceso a los Recursos Educativos","authors":"Kathrina M O'Connell","doi":"10.55354/2692-3394.1036","DOIUrl":"https://doi.org/10.55354/2692-3394.1036","url":null,"abstract":"Abstract Esta investigación estudia la pérdida del aprendizaje de verano y el efecto de los recursos de verano en el desarrollo de la alfabetización de los estudiantes. El presente estudio explicativo secuencial de métodos mixtos fue diseñado utilizando la teoría del grifo para proporcionar recursos equitativos y apoyo educativo a los estudiantes de quinto al octavo grado en un distrito escolar rural, socioeconómicamente desfavorecido. En un esfuerzo por reducir la pérdida de aprendizaje durante las vacaciones de verano, se coordinaron el transporte, desayunos, almuerzos, libros y un programa de enriquecimiento enfocado en la alfabetización para todos los participantes. El enfoque pragmático de la investigación incorporó tanto datos cuantitativos (por ejemplo, resultados de alfabetización, datos de matrícula y asistencia) como cualitativos (por ejemplo, respuestas a preguntas abiertas de los padres de familia). Se utilizó un muestreo de conveniencia para convocar a 97 estudiantes para el presente estudio. Dos grados reportaron mejoras en el aprendizaje de verano, mientras que tres grados se mantuvieron por encima del punto de referencia a lo largo del verano. El 74% de los estudiantes reportaron que sus habilidades de lectura habían mejorado y el 100% de los padres quisieron que el programa continuara en el futuro. Las inscripciones aumentaron un 746%, la retención aumentó un 34% y la participación diaria aumentó un 18%. La presente investigación no buscó medir todos los factores que afectan al aprendizaje de los alumnos en el verano, sino aquellos que razonablemente podría proporcionar un distrito escolar. Las recomendaciones para la práctica incluyen la provisión de recursos durante el año escolar y la enseñanza centrada en el enriquecimiento durante los meses de verano. Se recomienda realizar más investigaciones para estudiar la pérdida de aprendizaje en verano de los estudiantes adolescentes. Asimismo, se sugiere continuar con la investigación y realizar estudios longitudinales para los programas de aprendizaje de verano dirigidos a escolares adolescentes","PeriodicalId":222600,"journal":{"name":"The Interactive Journal of Global Leadership and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131326307","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}

{"title":"La Sincronización de la Satisfacción: Un Estudio de Métodos Mixtos que Explora la Satisfacción con Respecto al Aprendizaje en las Clases Sincrónicas en Línea dentro del Entorno de la Capacitación Corporativa","authors":"Andrew Burklund","doi":"10.55354/2692-3394.1032","DOIUrl":"https://doi.org/10.55354/2692-3394.1032","url":null,"abstract":"","PeriodicalId":222600,"journal":{"name":"The Interactive Journal of Global Leadership and Learning","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134249333","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}

{"title":"Core Self-Evaluation Theory in Qualitative Research: Extending a quantitative theory into a qualitative framework to study community college faculty.","authors":"Patria Lawton","doi":"10.55354/2692-3394.1027","DOIUrl":"https://doi.org/10.55354/2692-3394.1027","url":null,"abstract":"Abstract The use of qualitative research in higher education has long been underutilized, specifically when examining community colleges. The purpose of this article is to demonstrate the need for more qualitative research focusing on the lives and work of community college faculty and to introduce the reader to Judge et al. (1997) Core Self-Evaluation Theory (CSE). The article describes the rationale and process of utilizing CSE as a viable theoretical framework in qualitative research. The author discusses the way in which CSE was extended from a traditional quantitative measure to a qualitative framework by walking the reader through a study which examined the lived experience of community college faculty in three components of their work: teaching, service, and scholarly work. To demonstrate the feasibility of applying this theory to future research, the strengths and potential downfalls of the approach are discussed. The article serves to encourage future studies in higher education and specifically community colleges to keep experimenting, extending, and perfecting the use of CSE in future qualitative studies.","PeriodicalId":222600,"journal":{"name":"The Interactive Journal of Global Leadership and Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132393185","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}

{"title":"Identifying Key Success Indicators in Student Letters for Reinstatement from Suspension","authors":"Angela Bowlus, Jamaica DelMar","doi":"10.55354/2692-3394.1028","DOIUrl":"https://doi.org/10.55354/2692-3394.1028","url":null,"abstract":"","PeriodicalId":222600,"journal":{"name":"The Interactive Journal of Global Leadership and Learning","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121507743","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}

{"title":"Self-Evaluation of Educational Leadership Practices During COVID-19","authors":"Mike Coquyt","doi":"10.55354/2692-3394.1025","DOIUrl":"https://doi.org/10.55354/2692-3394.1025","url":null,"abstract":"","PeriodicalId":222600,"journal":{"name":"The Interactive Journal of Global Leadership and Learning","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134353322","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}

{"title":"Examining Teacher Leadership: Phenomenology of the Perceived Challenges of Being a Teacher Leader","authors":"Noelle H Green","doi":"10.55354/2692-3394.1022","DOIUrl":"https://doi.org/10.55354/2692-3394.1022","url":null,"abstract":"Abstract Today’s school leaders recognize that one person, mainly the principal, cannot adequately address the needs of all members of the school community. Many principals rely on teacher leaders to lead alongside them to further school improvement, knowing that the traditional way of thinking of school leadership as being the sole role of the principal is no longer effective or efficient. While K-12 teachers typically have a strong background in child development, psychology, and pedagogy, many lack experience in leading and facilitating adults and have little background in adult learning theory. The purpose of this research is to determine how K-12 teacher leaders perceive the challenges of leading and facilitating adults. Working within Knowles Andragogy Adult Learning Theory, this phenomenological qualitative study analyzed eight teacher leaders in North Dakota school districts. Data was collected through open-ended interview questions and analyzed through coding the transcriptions of the interviews. The data revealed the group descriptions of the challenges that teacher leaders face when working with adults. Recurring themes included a lack of preparation for a leadership role, a lack of clarity in the role, being treated differently by colleagues, the importance of establishing trust among colleagues, a lack of evaluative feedback from administrators, frustrations regarding authentic decision making, and obstacles faced when initiating change. The goal is that this study can be utilized to inform further research in the area of teacher leader development for both school districts and higher education institutions.","PeriodicalId":222600,"journal":{"name":"The Interactive Journal of Global Leadership and Learning","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133525040","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}

{"title":"The personal and professional impact of COVID-19 on school counselors: An exploratory study.","authors":"Taryn Akgul, Jessica Brown, Lisa Karch","doi":"10.55354/2692-3394.1024","DOIUrl":"https://doi.org/10.55354/2692-3394.1024","url":null,"abstract":"","PeriodicalId":222600,"journal":{"name":"The Interactive Journal of Global Leadership and Learning","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124970131","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}

{"title":"Designing Effective Online Courses: Exploring the Relationships Amongst Online Teaching Self-efficacy, Professional Development, Online Teaching Experience, and Reported Implementation of Effective Higher Education Online Course Design Practices","authors":"Elizabeth McMahon","doi":"10.55354/2692-3394.1026","DOIUrl":"https://doi.org/10.55354/2692-3394.1026","url":null,"abstract":"","PeriodicalId":222600,"journal":{"name":"The Interactive Journal of Global Leadership and Learning","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122240227","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}

{"title":"Narrative Inquiry in Practice: A Study Identifying Themes of Persistence and Barriers in the Educational Journeys of American Indian Students in Higher Education","authors":"Kristina Cirks","doi":"10.55354/2692-3394.1023","DOIUrl":"https://doi.org/10.55354/2692-3394.1023","url":null,"abstract":"Abstract Increasing in popularity, the use of narrative inquiry in qualitative research study offers a unique perspective and context in sharing lived experiences. This article utilizes a narrative inquiry study to improve the knowledge of why American Indian students have the lowest college graduation rates in the United States. These narratives helped define the barriers that have discouraged American Indian students from persisting in higher education. Predominantly, participants identified the lack of financial support, lack of cultural competency, emotional distress, time poverty, afraid to ask for help, afraid to succeed, and navigating through the college processes as barriers to their educational success. Additionally, the participants’ narratives identify themes of persistence that include the importance of having a role model, fear of failure, making the family proud, advancement opportunities, and support from family, friends, and cohorts. These barriers and themes of persistence provide a better insight into why American Indian students have the lowest advanced degree completion rates of any ethnic group. By delving into the personal educational journeys of seven American Indians at varying stages of their educational experience, rich narratives were created for the qualitative study and highlighted in this article.","PeriodicalId":222600,"journal":{"name":"The Interactive Journal of Global Leadership and Learning","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114295509","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}