Findings of this study did not support previous research that suggested EOPS students would have higher persistence rates. Adult education programs provide a viable option for adults who seek lifelong learning. One type of such programs is the adult secondary program where high school dropouts can earn a high school diploma. Although a significant number of students return to adult secondary programs, most fail to change their dropout status as they fail to complete their programs.
The large body of available engagement research pertaining to K and higher education students appears to be a promising source from which to address the issue of poor persistence of adult secondary students. The purpose of this study was to examine the structure of engagement for students in an adult secondary program and to investigate how different components of engagement are associated with persistence.
5 strong dissertation topics in educational leadership
This study utilized a quantitative methodology, specifically employing a survey research design. The instrument used included the Student Engagement Instrument SEI , a researcher-developed behavioral engagement scale, and demographic items. A convenience sample of students who enrolled in the Luna Crest College Adult Diploma Program completed this instrument and indicated their perceived levels of emotional, behavioral, and cognitive engagement. The findings from a confirmatory factor analysis showed that the instrument tested in this study reliably identifies factors of emotional, behavioral, and cognitive engagement among adult secondary students.
It is expected that this instrument of engagement will provide adult educators and researchers with a useful tool with which to measure engagement within adult secondary students. This is a significant contribution of this study, as there was not such an instrument available for use with adult education students prior to this study. In further analyses to examine the relationships between factors of engagement and persistence, Peer Support to Learning PSL was found to predict persistence of students in the adult secondary program.
Persistence was operationalized with attendance hours of 62 hours or more, as students at Luna Crest College are required to complete at least 62 hours of school work to obtain credits for one course. The results of this study call for: 1 future efforts to modify the instructional format in adult secondary programs to promote peer support, student engagement, and student persistence, and 2 a more comprehensive examination of barriers that adult secondary students face in their endeavors to complete their programs.
This qualitative study explored the experiences of 13 nursing school deans to understand how their personal characteristics and nursing background influence how they perform their role and manage challenges as dean. The conceptual framework, based on role theory and Mintzberg's Model of Managing, provided a lens through which the nursing dean's journey from practitioner to dean and her role as dean could be explored. By connecting with their core as a nurse, the deans were able to draw upon their nursing experiences in performing their role and creating solutions to their challenges.
This core, shaped by their strong sense of self as a nurse, their journey to the deanship, their past experiences, and their gender influenced who they became as dean and the parts they played. In playing these parts, they performed informative, supportive, and active roles that were congruent with Mintzberg's information, people, and action planes. The challenges, which the deans perceived as being mainly related to student, faculty, and resource concerns, required that they adapt and blend their roles to create solutions.
The solutions focused on meeting the students' needs and included getting resources and results, setting the course and boundaries, letting others have the glory and control, and netting internal and external bonds. By building strong connections, the deans in this study created a secure net for their students to ensure they had the necessary resources to be successful. Recommendations for policy and practice include empowering nursing deans to remain connected to the profession and practice, preparing future deans, and advocating for the profession.
Areas for future research include exploring the nursing dean's role among various populations, such as male and minority deans. Although the nursing dean's professional journey has taken her away from clinical practice where she began her career, she will always be a nurse at heart.
This qualitative study used multiple-case study methodology to explore the beginning principal support and induction experiences of six elementary principals. The study brings the voices of beginning principals to the body of knowledge about novice principal support and induction. In this study six beginning principals describe the types of support activities they participated in and how these activities helped them to perform the complex tasks of a 21st-century principal. Current literature acknowledges the need for comprehensive and systematic support programs for novice principals.
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This study used role socialization theory as a lens to explore how novice principal support and induction activities assist new principals during the process of socializing to the role of principal. The study's findings confirm that in order to make a successful transition to their new role of school principal, novice principals need support in many forms. The six principals in this study experienced mentoring, formal professional development activities for novice principals, and the opportunity to acquire administrative experience prior to being appointed to the principalship.
Consistent with the literature are this study's findings that new principals welcome support from mentors, role models, and coaches and need professional development to help them to put theory into action in their daily work. The study also confirmed the application of socialization theory to addressing the problem of novice principal support.
Surprising findings include the importance of providing a training ground of experience for aspiring administrators and the significance of a districtwide commitment to providing support for new school leaders. Recommendations for policy and practice include designing multifaceted support programs for new principals that include job-embedded real-time coaching, informal mentoring, and formal professional development designed specifically for novice principals.
Areas for future research include exploring the novice principal support outside of California and addressing the issue of generational differences when designing new principal support programs. As high school principals today have many responsibilities, various forms of shared leadership such as teacher leadership have become more widespread on high school campuses. Most of the scholarly literature concerning teacher leadership only questions teacher leaders about their own perceptions, which overlooks the perceptions of principals.
Moreover, principals are the leaders of record on their campuses, uniquely situated to influence the creation of a leadership culture. This study contributes to a small body of literature regarding principals and teacher leadership. Through this interview study, it was found that high school principals tended to define teacher leadership through ideal qualities, and also through examples such as tasks, roles, and opportunities.
In addition, high school principals facilitated teacher leadership through a highly collegial culture on campus, modeling leadership, and providing opportunities for teacher leadership despite certain obstacles. Last of all, high school principals sustained teacher leadership through building capacity, cultivating a sense of shared vision, and organizational structures. In addition, principals also reported their past experiences as teacher leaders and how it influenced their development and approach as leaders. Implications of the study and recommendations for policy and practice are offered within the discussion.
The research suggests that Chief Business Officials CBO from states with stringent oversight policies place a greater value on technical skills than visionary leadership skills. The findings of the study suggest that although technical skills were rated slightly higher with CBOs from Illinois a state with high regulatory oversight policies over Colorado CBOs, there was no significant difference.
Deans in U.
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Within an institution, the academic division dean is the administrator with the most direct influence over the academic unit. Little data can be found on the specific nature of the roles, tasks, competencies, challenges, and strategies related to the position. The lack of empirical research on the role supports a need for this study. The purpose for conducting this study was to understand the unique role of the dean in the public community college context. A proportional stratified random sample was drawn from the 7 Carnegie Classifications of public 2-year institutions to ensure a representative nationwide sample.
The results of the study indicated that the respondents perceived all 14roles as important in their position, including planner motivator, and advocate. Of the 32 tasks, 20 were considered important, including communicate unit needs to upper administration, create a positive environment, and develop long-term plans. All 12 competencies were viewed as important, including judgment, organization, and decisiveness.
Of the 34 challenges, 29 were identified as important, including maintaining program quality, maintaining high-quality faculty, and strengthening the curriculum.
Dissertation - Student Resources - Educational Leadership & Technology - Tarleton State University
Respondents agreed that 23 of the 25 strategies were useful to some degree, including long-range institutional planning, integrating budget and planning, and conducting curriculum reviews. Finally, the results showed that there was no difference in how deans viewed the dimensions of their role across the Carnegie categories. The results of this study may provide useful data to community college leaders and hiring committees by identifying the roles and competencies perceived as necessary to succeed in this position.
In addition, the results of this study may be useful to educational leadership programs by providing information about the responsibilities of the position and the strategies current practitioners view as effective.
Leadership within higher education is currently limited in its capacity to address the needs of a diverse student population. Although diversity initiatives within higher education are growing, educational inequities among various social groups persist. This evidences a need to address issues of social justice within higher education and higher education administration.
However, we have not sufficiently theorized nor documented leadership for social justice within higher education administration.
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This involved investigation into the meanings administrators attach to their work as well as their assessment of its impact. Using a two-stage process of in-depth interviews influenced by the tenets of phenomenology, I engaged in praxis with six administrative leaders to examine how they perceive and practice social justice. I performed thematic analysis of data that yielded several themes within participant stories and seven meta-themes across participant stories.
Leadership for social justice within higher education emerged as a multidimensional and ongoing process of community, administrator, and institutional transformation. Research findings offer implications for the continued formation and evolution of leadership for social justice within higher education. Recommendations are provided for leadership preparation programs, administrative and institutional practice, and further research.
The turnover in leadership in community colleges has and will continue to increase in the next few years as baby boomers pursue their retirement plans. Many administrators and faculty members who joined the workforce of community colleges during their first decade of their inception, have reached the age of retirement and are leaving these higher education institutions at an alarming rate. With this shortage of leadership, more and more private sector managers are transitioning to these positions in community colleges. However, a common challenge is to prepare these private sector managers for the changes they may experience when entering the organizational culture of a community college.
The purpose of this study was to explore how private sector managers experience the cultural change between their former private sector organizational culture and the new community college culture, and to examine how private sector managers socialize and adapt into the new culture. This qualitative multiple-case study research explored the experiences of 12 administrators who transitioned from a private sector organizational culture to a community college culture.
Findings of the study suggest that information from seasoned administrators prior to entry to the new environment benefited some participants' initiation experiences. Findings suggest that participants, who received support from their supervisor, advice from a mentor, and had a support group or internal network during their socialization stage, were more likely to adapt to the college culture. Positive initiation experiences appeared to ameliorate the negative experiences these managers encountered when decoding the structure and the culture of the community college.
Findings also indicate that participants' conviction to overcome obstacles, affected their adaptation outcome. This research study revealed a void of resources necessary for managers to transition from a private sector organizational culture to a community college culture. Community college officials should understand that the socialization needs of these new administrators are different and they have to develop institutional practices to facilitate their transition.
Since some student subgroups significantly outperform others, schools and districts that service substantial populations of students in the low-performing subgroups do not compare favorably to those schools and districts that service lower populations of students in these groups. Institutions that service students in the low-performing subgroups are at greater risk of not making their mandated benchmark adequate yearly progress AYP.