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Descriptors:
Stakeholders; Therapy; Foreign Countries; Psychologists; Educational Psychology; Focus Groups; Disabilities; Intervention; Counselor Role; Leadership; Delivery Systems; Interviews; Supervision; Documentation

Abstract:
This project follows a survey into the role of UK educational psychologists (EPs) in delivering therapeutic interventions to children and young people. Four educational psychology services (EPSs) that identified themselves as providing effective therapeutic practice were selected on the basis of their qualitative responses to the survey. Site visits included analysis of service documentation, an interview with the Principal Educational Psychologist (PEP) and focus groups with EPs and with stakeholders, multi-agency partners and commissioners of EPSs. Thematic analysis yielded a number of key themes. Those relating to how the service context can support the delivery of therapeutic interventions included: "contracting and promoting"; "leadership"; "opportunities to practice"; "supervision"; "time and resources"; and "training". (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Leadership; Foreign Countries; Disadvantaged Environment; Educational Change; Young Adults; Poverty; Children; Economic Climate; Case Studies; Secondary Schools; Intervention; Dropouts

Abstract:
The contemporary attempts to tackle poverty and child poverty in the United Kingdom have been seriously hindered by the effects of the economic crisis (Hirsch, 2008a; Mooney, 2011). The prevailing discourses of the recession and intergenerational poverty can lead to a view that the effects of child poverty and the consequent detrimental impact on school education and future prospects for some young people are intractable (Sinclair & McKendrick, 2009). There can be insufficient emphasis on the successful attempts, however fragile, to intervene in the cycle of deprivation. This article reports on research conducted in two contrasting groups of secondary schools in the city of Glasgow, located in areas of deprivation, as they work to secure initial positive school leaver destinations for young people. This small-scale case study highlights the importance of a strong leadership vision committed to initial positive school leaver destinations, but complemented by distributed leadership and support from external partners to enable sustained successes. It also highlights the importance of individual attention to all young people to support and motivate them and the effectiveness of intervention at an early stage. (Contains 3 tables and 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Performance Based Assessment; Teacher Education; Data Analysis; Student Leadership; Testing; Resident Advisers; Statistical Analysis; Substance Abuse; Leadership; Workshops

Abstract:
A primary goal of assessment is to deliver truthful and clear information that can be used to inform and improve outcomes. Although there are multiple ways to achieve this goal, common approaches can be broken down into two major categories: (1) direct assessment; and (2) indirect assessment. Indirect assessment typically relies on general measures and students' self-reports of what they have learned. Direct assessment, on the other hand, is a good way to observe very tangible evidence of assessment outcomes. Direct assessments are those using "structured, predetermined response options that can be summarized into meaningful numbers and analyzed statistically." Whereas indirect assessments provide a picture of student perspectives, direct assessments indicate what they actually know or are able to do. Direct assessment can take many forms, such as quizzes, commercial tests, and portfolios. All of these direct assessments share a common theme of being able to demonstrate the students' learning. Conducting direct assessment can provide assessment data that are viewed as more valid and legitimate by both staff and faculty alike. In this article, the authors outline how three separate departments at the University of North Carolina Wilmington (UNCW) used direct assessments to develop a better understanding of what their students knew, as well as to enhance their trainings and workshops. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Leadership; Religious Education; Christianity; Organizations (Groups); Advocacy; Books; Recognition (Achievement)

Abstract:
This article tests the assumption that Horace Bushnell was the father of the religious education movement, despite the fact that at least two generations lapsed between the final edition of his groundbreaking book, "Christian Nurture," in 1861 and the formation of the Religious Education Association in 1903. It contends that William Rainey Harper was both the father of the movement and the founder of the Religious Education Association, while Bushnell can be viewed as the "spiritual father" of the movement, with Henry Clay Trumbull as the link between the two. George Albert Coe can be seen as the "dean" of religious educators and a leader of the movement in the first half of the 20th century. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Motivation; Measures (Individuals); Leadership; Feedback (Response); Factor Structure; Athletics; Team Sports; Females; Social Support Groups; Athletic Coaches; Foreign Countries; Goodness of Fit; Statistical Analysis

Abstract:
This study evaluated the invariance properties of the Leadership Scale for Sport in a sample of 219 female netball players over four time points within a 10-week playing season. Support was found for Chelladurai and Saleh's (1980) hypothesized 5-factor structure of the Leadership Scale for Sport. Furthermore, differential stability and partial invariance was found for the Leadership Scale for Sport when all four time periods were included. Players perceived slight changes in their coach's autocratic behavior and social support over the season; however, the three other leadership dimensions showed larger changes. The motivational aspects of training and instruction and positive feedback behavior were perceived to increase, while democratic behavior simultaneously decreased in the second half of the season. Furthermore, perceptions of leadership within teams showed a high level of homogeneity with the exception of positive feedback behavior. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Leadership; Community Colleges; Higher Education; Rural Schools; Rural Areas; Leaders; College Presidents

Abstract:
Pending retirements underscore the need to develop community college campus leaders. Rural community colleges will be particularly hard-hit by changes in leadership as they represent the majority of 2-year colleges and face unique challenges given their location. To help address the anticipated leadership transition, the American Association of Community Colleges developed a set of competencies to frame critical skill areas and guide leadership development efforts. The research reported here showed both resource development and organizational strategy as areas of weakness for rural leaders and, paradoxically, the areas of most need. Leaders acquired competencies predominantly on the job, which has implications in planning development of future leaders. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Leadership; Superintendents; Best Practices; Correlation; Educational Improvement; Administrator Role; Governance; Administrator Attitudes; Leadership Effectiveness; Leadership Role; Organizational Change; Educational Planning; Strategic Planning; Online Surveys; Questionnaires; Educational Practices; Professional Education; Operations Research; Critical Incidents Method

Abstract:
The purpose of this study was to explore the relationship between superintendent leadership and the operational processes of school improvement. School district superintendents (N = 226) from six southeastern states were surveyed concerning their leadership authenticity and school improvement practices. Descriptive statistics, analyzes of variance, Pearson correlation coefficients, and structure equation modeling were used to analyze the data. A significant and positive relationship was found between superintendent levels of leadership authenticity and their districts' use of best practices in the school improvement process. Implications for practice in academic professional preparation programs, for practicing administrators, and for governing boards are discussed. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Leadership; Foreign Countries; Strategic Planning; Facilities Management; Educational Administration; Professional Autonomy; Administrator Role; Colleges; Case Studies; Governance; Professional Development; Semi Structured Interviews; Department Heads

Abstract:
Middle-level academic managers play a central role in university management; however, their roles are not always clear and straightforward. Although this research subject has been comprehensively investigated in the last 40 years, most studies are western-biased. This study examines the roles of Heads of Department in a newly established university in Vietnam to fill this literature gap. Through 24 interviews and document analysis, the study finds that the main task areas of the Heads of Department centre on programme management, academic staff management and facilities management. Other areas such as strategic management and budget management appear to be neglected. The paper supports the findings of the existing literature that Heads of Departments' responsibilities vary in detail and the roles demanded are governed in large measure by departmental contexts. The study concludes that the Heads of Department enjoy a low level of autonomy and also act more as managers than as leaders. It is recommended that an enhanced leadership role should be given to the Heads of Department so that they can perform to the best of their ability, hence improving university performance. (Contains 1 table and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Leadership; Leadership Effectiveness; Leadership Qualities; Models; Leadership Role; Instructional Leadership; Novices; Evaluation; Institutional Mission

Abstract:
Although inextricable, the act of leading, the leader, and outcome of leadership are unique entities. Lack of such differentiation may ensnare novice leaders in broad suppositions. This conceptual article introduces a tool for analyzing leadership. Leaders can leverage the model to evaluate the act of leading, in route, via a measurable trajectory toward an outcome of leadership. Mechanisms to detect error, surmount barriers, build leadership capacity, sustain optimum performance, and identify artifacts of leadership are included. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Doctoral Programs; Schools of Education; College Faculty; Educational Change; Leadership; Innovation; Action Research; Teacher Attitudes; Professional Identity; Team Teaching; Communities of Practice; Online Surveys

Abstract:
Recent criticisms of the Educational Doctorate (Ed.D.) have challenged faculty members to create or reform such programs. In response to these concerns, faculty members at a particular institution designed and implemented a new Ed.D. program focused on leadership and innovation. We conducted this action research study in order to examine the changes faculty members experienced as they implemented the program along with the factors to which they attributed these changes. Data were gathered with an online survey; and results indicated changes had occurred in perceptions of research, teaching, and students as well as professional identities. Participants attributed these changes to collaborative teaching, a community of practice, and strong leadership. Findings will guide program leaders and faculty members in the coming years and may provide insights to leaders of similar programs and to those guiding innovative efforts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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