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Search Results for 'Leadership' (Keyword)
41 items found 1 / 5
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1   |   From section Mentoring & Supervision
Leadership Development through Mentoring in Higher Education: A Collaborative Autoethnography of Leaders of Color
In this collaborative autoethnography, the authors explored how 14 faculty and administrators of color, identified as emerging leaders within their campus context, experienced mentoring and how these experiences have impacted their leadership development and sense of well-being in the higher education context. In this study, the authors provided evidence of the importance of supportive, developmental professional relationships in the lives of emerging leaders in higher education, especially among people of color. Leaders of color in faith-based higher education identified such relationships, involving psychosocial and career development functions, as fairly limited within their institutional settings.
Publication Year: 2014    |    Updated in ITEC: March 19, 2017
2   |   From section Mentoring & Supervision
Co-mentoring: The Iterative Process of Learning about Self and “Becoming” Leaders
The authors are pre-tenured faculty at dissimilar institutions in different regions of the USA, who found themselves in similar, unenviable positions – both were assigned to administrative positions that they did not seek. This study is an investigation of their processes of becoming leaders and how they aligned and/ or conflicted with their espoused beliefs. The data revealed an evolution in the authors' practice and identities as leaders, in some ways paralleling the change stages of forming, storming, norming, and performing outlined in team-building models. Data analysis revealed an evolution in their practice and identities as administrators.
Publication Year: 2016    |    Updated in ITEC: February 26, 2017
3   |   From section Theories & Approaches
Generating a Networked Improvement Community to Improve Secondary Mathematics Teacher Preparation: Network Leadership, Organization, and Operation
The purpose of this article is to describe an important aspect of organizing a Networked Improvement Community (NIC) by a large national effort, namely, the role of leadership structures. The article analyses a case study of the formation of a particular NIC, the Mathematics Teacher Education Partnership (MTE-Partnership). Six factors were identified as particularly important: convening the network, development of a membership framework, development of participation structures, building the leadership and hub functions of the partnership, development of an effective infrastructure for communications and developing human and material resources needed for the partnership to function effectively.
Publication Year: 2015    |    Updated in ITEC: August 23, 2016
4   |   From section Teacher Education Programs
A Fresh Look at Graduate Programs in Teacher Leadership in the United States
The purpose of this study was to discover how colleges with graduate programs in teacher leadership were defining the concept, especially in light of federal emphasis on teacher effectiveness. The investigation identified 21 other graduate programs in teacher leadership. Using criteria developed from the literature on teacher leadership and teacher effectiveness, the authors were able to sort the 21 programs into five distinct categories. This study unpacked the confusion around the conceptualization of teacher leadership and explored how this was reflected in American teacher leadership programs.
Publication Year: 2012    |    Updated in ITEC: July 24, 2016
5   |   From section Teacher Education Programs
Preparing Future Teacher Leaders: Lessons from Exemplary School Systems
In this article, the authors argue that teachers have an opportunity to take on leadership roles in technology-rich schools and districts. The findings reveal that teacher leaders emerged as a noticeable and important aspect of what teh authors saw and heard. Therefore, the authors highlight ways teachers and leaders can work together to bring about school improvement and student achievement using technology as a key leverage point; in particular they suggest that teacher candidates should be prepared during their preparation programs to take on the role of teacher leader.
Publication Year: 2013    |    Updated in ITEC: June 6, 2016
6   |   From section Preservice Teachers
Preservice Teachers’ Perceptions of Teacher Leadership: Is it about Compliance or Understanding?
The purpose of this study is to understand pre-service teachers’ experiences and perceptions of leadership. This inquiry informs the literature on teacher leadership by providing a summary of pre-service teachers’ actions and reflections on teacher leadership while noting the constraints of such mandated activities.
Publication Year: 2013    |    Updated in ITEC: May 4, 2016
7   |   From section Teacher Education Programs
Mobile Learning in Teacher Education: Insight From Four Programs That Embraced Change
In this article, the authors identified four schools of education in the United States that self-identified as having a fully implemented curriculum for teachers on mobile technology use in PK–12 classrooms. The findings revealed that an institutional commitment to innovation, a belief in the importance of being on the cutting edge, and expectations from local school districts were important motivators for change. Leadership and vision, institutional and administrative support, and the expectation that all faculty members participate in the implementation of the curriculum were important internal characteristics for success. Finally, increasing faculty knowledge about mobile technologies, funding, and finding the correct developmental and instructional approaches were identified as challenges by these institutions.
Publication Year: 2014    |    Updated in ITEC: February 29, 2016
8   |   From section Teacher Educators
Reinventing the Role of the University Researcher
This article describes a study which examined the structuring of university–community research partnerships that facilitate theoretically grounded research while also generating findings that community partners find actionable. Through their focus on the evolution of this university–community collaboration, they show how researchers established their commitment to a mutually beneficial exchange. They also show how data-driven action emerged when community agencies assumed ownership and prioritized action throughout the research process.
Publication Year: 2015    |    Updated in ITEC: July 8, 2015
9   |   From section Beginning Teachers
Understanding the Lived Experiences of Novice Out-Of-Field Teachers in Relation to School Leadership Practices
This article presents a study, which aimed to investigate the lived experiences of these teachers, how principals’ understanding and leadership styles influence the lived experiences of novice out-of-field teachers, and what these lived experiences mean for school leaders. The article highlights perceptions of school leaders and novice out-of-field teachers about out-of-field teaching. It concludes with a discussion on the interrelationships between school leaders’ understanding, novice teachers’ lived experience and what it means for the teaching environment.
Publication Year: 2015    |    Updated in ITEC: May 17, 2015
10   |   From section Professional Development
From Preservice to Teacher Leadership: Meeting the Future in Educator Preparation
This article examines teacher leadership. The authors were interested in developing stronger teachers, accomplished teacher leaders, and a transformed teaching profession. The findings reveal that utilizing teacher leaders in teacher education courses, via video conference, creates opportunities for mutual responsibility of P–12 schools and higher education in the preparation of new teachers. The authors hope to further understand the power of these real- time interactions between future teachers and teacher leaders.
Publication Year: 2014    |    Updated in ITEC: April 13, 2015
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