Academic Leadership

Siti Akmar Abu Samah

Wed, 03 Mar 2010 09:34:03 PST

Solving the Problem: Improving Retention in Higher Education

Sat, 06 Feb 2010 15:31:15 PST

As our nation looks ahead in this new century, an educated workforce is more important than ever. Yet college retention is a major problem. Last year, for the first time in 20 years, retention to the sophomore year dropped in the nation’s four-year colleges (Bushong, 2009). For minority students on predominantly white campuses – that is, most four-year colleges and universities – the graduation rate is unacceptably low. For example, less than half of black males graduate from four-year college programs within six years – 20 percentage points less than their white peers (Carey, 2008). And student persistence in community colleges is chronically low, circling at about 50% (Lederman, 2009).

Conflict in the Community College Classroom.

Fri, 05 Feb 2010 14:48:13 PST

This manuscript displays the different types of conflicts that could, and sometimes do, arise in the community college classroom. Many people view college as an institution for higher learning, as well as they should; however, conflicts frequently arise in these classrooms among students. The manuscript will highlight how academic egos, social class, and high school locale can contribute or be the cause to conflict in the classroom. Also, suggestions to prevent and reduce these conflicts will be given.

Will Carpenter

Fri, 05 Feb 2010 14:46:09 PST

Dangerous Liaisons: Non-Western religious minority groups and American public education

Fri, 05 Feb 2010 14:44:15 PST

With diversity increasing amongst American students in the K-12 system, the need for cultural competency in public education has never been more important. In considering cultural competency, leaders in education must keep in mind that any knowledge gained regarding culture and cultural dynamics must be integrated into every facet of a school, program, or agency and leveraged to improve services to the unique subgroups being served. Staff must be trained to effectively utilize the knowledge gained (Olsen, Bhattacharya, & Scharf, 2006). More than this, educational leaders must develop policy that is responsive to the cultural diverse clientele being served. The bottom line is that institutionalized cultural knowledge can enhance an organization's ability to serve diverse populations, if something meaningful is done with it.

Steve Charbonneau

Fri, 05 Feb 2010 14:41:48 PST

Making the Most of Post-Tenure Review

Fri, 05 Feb 2010 14:38:40 PST

Post-tenure review has made little meaningful difference in higher education, perhaps mainly because it offers no more than a negative incentive. Proposed is an expansion of faculty ranks that could add genuine value to post-tenure review, offering recognition and reward for outstanding or consistently capable performance.

Don Noel Smith

Fri, 05 Feb 2010 14:36:49 PST

Teachers, Never Stop Learning Journal Article for Academic Leadership

Fri, 05 Feb 2010 14:32:54 PST

Amid the hours of instruction, personal attention to students, and piles of paperwork, how do teachers stay motivated, professionally challenged, and abreast of new research related to their field? As unrealistic as it may sound, they must become life-long learners. As adult learners, they will experience learning differently than when they were children or teenagers. As teachers, they will choose topics that inspire them and cause them to re-evaluate their practices. Understanding how adults learn, how learning theories benefit adult learning, and why teachers must remain learners will deflect boredom and stagnation and stimulate growth and job satisfaction.

Luanne Schnase

Fri, 05 Feb 2010 14:32:09 PST

Huang Lei

Fri, 05 Feb 2010 14:24:45 PST

Cheng Shenggao

Fri, 05 Feb 2010 14:23:44 PST

GANGNIBO NOUNAGNON CHARLES

Fri, 05 Feb 2010 14:22:49 PST

Antoine Sambou

Fri, 05 Feb 2010 14:21:44 PST

Engineering Leadership

Fri, 05 Feb 2010 14:17:34 PST

The increasing global competition in technology leads to a new concept called Engineering Leadership including leadership skills and engineering competencies.

They address the "Real Problems facing mankind" like Energy security , environmental stewardship , green manufacturing and resource sustainability .

( D. Apelian, 2007, pp. 21–30 )

In today’s ultra-competitive business world focusing on customer satisfaction, engineers must not only be technically competent, they must also have requisite interpersonal traits relating to the leadership insights to excel in a complex economy. In other words, World-Class engineering leaders are needed to increase productivity.

The curriculum of their approach features an innovative direction based on using technical knowledge and leadership skills. The issues in the 21^st century framework not only need depth understanding of non-technical perception but a successful experience of leading human resources is also vital.

Engineering Leadership consists of three principles named 3I: Innovation, Invention, and Implementation.( Ed Crawly& Joe Schindall , 2008 )

Desirable fields of leading companies such as product development, system engineering and integration and also project management need interdisciplinary themes of knowledge.

A successful engineering leader mentions individual competencies, use resource and technology in an organization frame getting profitable results .They also should be aware of work culture and organization informal relationship.

Omid Bagheri

Fri, 05 Feb 2010 14:16:49 PST

PERCEPTIONS OF TEACHERS & SCHOOL LEADERS ON COMPETENCIES OF TEACHERS & TRAINING NEEDS

Fri, 05 Feb 2010 14:14:18 PST

This study focuses on perception of high school teachers and school leaders on competencies for teachers and their training needs. Modified version of questionnaire developed by Regional Institute of Education, India, was given to all 156 high school teachers, 64 school leaders from schools in Thailand. Chi square test was conducted to observe the response pattern of school teachers and leaders regarding competencies and training needs. In both cases response patterns were found to be independent of school system at .01 level of significance indicating both teachers and school leaders have similar perceptions for competencies and training needs.

Sailesh Sharma

Fri, 05 Feb 2010 14:12:21 PST

The influence of assertive classroom management strategy use on student-teacher pedagogical skills

Fri, 05 Feb 2010 14:02:29 PST

This quantitative study examined the influence of teacher-educator assertive classroom management strategy use on EFL student-teacher teaching skills. Positivism underpinned this research ontological stance (one form of reality) and epistemology through detachment from rather than interaction with the research 200 subjects. Positivism also guided this research methodology by using two ‘nomothetic’ research strategies (survey and experimentation), data collection instruments (questionnaires), and data analysis techniques (t-tests). The study concluded that consistent use of assertive classroom management strategies created a context that assisted student-teachers to improve their generic-education and language teaching skills. It, however, concluded that poor, little and non use of such strategies created a different context that deprived student-teachers from advancing their generic-education and language teaching skills. This study provided recommendations for teacher initial training and professional development, curriculum and instruction and future research.

Saad Shawer

Fri, 05 Feb 2010 14:00:38 PST