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Possible Futures for Teacher Education Programs: Meta-Theory Orientation
Title
Possible Futures for Teacher Education Programs: Meta-Theory Orientation.
Creator
Svendsen, Jared C., Bogotch, Ira, Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This...
Show moreThis study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This conceptualization grounds dominant teacher education modalities within a specific meta-theory orientation. Through this analysis, the author also explores an alternative conceptualization of teacher education that appeals to the educative power of contextual awareness, ontological sensitivity, and democratically recursive pedagogical and relational processes. Such a conceptualization reflects an alternative meta-theory orientation. For the purposes of this analysis, the author employed textual analysis of sampled website literature from Teacher Education Programs in six geographic regions within the United States. This textual analysis was grounded in the aforementioned conceptualizations and was intended to reveal meta-theory orientations as expressed in a program’s official text.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004679, http://purl.flvc.org/fau/fd/FA00004679
Subject Headings
Action research in education, Education -- Philosophy, Educational leadership, Effective teaching, Teacher effectiveness, Teachers -- Training of -- Evaluation
Format
Document (PDF)
Distributed leadership: An exploratory study
Title
Distributed leadership: An exploratory study.
Creator
Lucia, Rosemary T., Florida Atlantic University, Bogotch, Ira
Abstract/Description
The purpose of this study was to investigate the distribution of leadership and its effectiveness in an elementary school setting. This investigation viewed distribution as a horizontal continuous process, rather than a hierarchical process with administrators, teachers and support staff each demonstrating varying degrees of involvement in leadership activities according to roles, situations, leadership styles and organizational relationships. This study was anchored in a democratic,...
Show moreThe purpose of this study was to investigate the distribution of leadership and its effectiveness in an elementary school setting. This investigation viewed distribution as a horizontal continuous process, rather than a hierarchical process with administrators, teachers and support staff each demonstrating varying degrees of involvement in leadership activities according to roles, situations, leadership styles and organizational relationships. This study was anchored in a democratic, distributed perspective using the work of Jack Gibb, Richard E. Elmore, Peter Gronn, and James Spillane as its foundation. The design of this study involved the use of both quantitative and qualitative methods. The quantitative path involved data collection through surveys and existing documents. The qualitative data collection involved interviews and observations. In order to maximize the probability for identifying the dynamics and effects of distributed leadership in elementary schools, the settings for this study included schools engaged in a guidance grant model in both Broward County and Pasco County Public School Districts in Florida, which, on the surface, appeared to have distributed leadership components already in practice. The sample for this study included six Florida elementary schools, three located in Broward County and three in Pasco County. Four of these schools, two from Broward County and two from Pasco County, had been implementing the guidance reform effort. The two remaining schools, one in Broward County and one in Pasco County, demonstrated similar demographics and closely matched socioeconomic status of the grant schools, but were outside the guidance grant program. The population used in this sampling included principals, assistant principals, teachers, titled teacher leaders, school counselors and support staff. The findings of this study confirmed the theories of Gibb, Elmore, Gronn, and Spillane through the development of the Distributed Leadership Cycle. Distributed leadership is the key to effective collaboration that will positively impact the quality of teaching and learning, thus impacting student achievement. It is this integrative, relational model of distribution that will propel schools forward. Distributed leadership is the theoretical lens through which leadership practice in school can be reconfigured and re-conceptualized for the 21st century.
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Date Issued
2004
PURL
http://purl.flvc.org/fcla/dt/12122
Subject Headings
Educational leadership, Education--Philosophy, School management and organization, Educational change
Format
Document (PDF)
possibilities for school leadership discourse within the dominant discourse of public education
Title
The possibilities for school leadership discourse within the dominant discourse of public education: a critical autoethnography.
Creator
Webster, Mary., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
This study investigates the dominant discourse of the failure of public education and the 'reform du jour' response ; and seeks ways school leaders could disrupt and transform to create possible alternate discourses for schools. This critical autoethnography included interviews, a focus group, document analysis and a research journal permitting participant research at the heart of a high school reading department. The data were synthesized in ways that made sense of power, practices, and...
Show moreThis study investigates the dominant discourse of the failure of public education and the 'reform du jour' response ; and seeks ways school leaders could disrupt and transform to create possible alternate discourses for schools. This critical autoethnography included interviews, a focus group, document analysis and a research journal permitting participant research at the heart of a high school reading department. The data were synthesized in ways that made sense of power, practices, and culture allowing the personal to become valid data. ... This narrative illustrated the complexity of the emotional context and illustrated how school leadership discourse could turn the dialogue away from an economic and back to a teaching and learning relationship. The narrative aimed to give rise to a counter narrative, but found that the site of the high school reading department was currently too confused, too complex and too contradictory to establish any meaningful conclusions for its future that are not underpinned by extensive reforms designed to end its isolation.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3359160
Subject Headings
Educational leadership, Autoethnography, Authorship, Critical pedagogy, Professional learning communities, Teaching, Philosophy
Format
Document (PDF)
Leading Transformational Change: A Study of Internationalization at Three Universities in the United States
Title
Leading Transformational Change: A Study of Internationalization at Three Universities in the United States.
Creator
Hurd, Duncan L., Pisapia, John, Florida Atlantic University
Abstract/Description
Globalization, the integration of markets and the shrinking of boundaries both figurative and real, provides the context in which institutions of higher education have considered a change to their culture, curricula, and composition in recent years. Increasingly, the response ofunjversities to globalization is to bring a greater international dimension to their teaching, research, and service; a process known as internationalization. The purpose of this study was to identify the change...
Show moreGlobalization, the integration of markets and the shrinking of boundaries both figurative and real, provides the context in which institutions of higher education have considered a change to their culture, curricula, and composition in recent years. Increasingly, the response ofunjversities to globalization is to bring a greater international dimension to their teaching, research, and service; a process known as internationalization. The purpose of this study was to identify the change strategies that allowed three regional public universities to internationalize their campuses. The qualitative multi-site research design incorporated a critical case strategy with participants who led, facilitated, and/or implemented the change process. Data collection was obtained through interviews, documents, and direct observation. The analysis consisted of pattern matching facilitated by two-dimensional matrices. Leading change in higher education has been related to moving cemeteries and herding cats and therefore may seem like a cruel hoax; but as this study reports it need not be so. The study found that a highly integrated, non-linear change process Jed to successful internationalization. An expanding number of champions who constantly communicated a motivating vision and who opportunistically pursued creative strategies to internationalize resulted in cascading layers of buy-in throughout the university. This buy-in was not only an effect, but a change strategy in its own right; and was a primary focus of those leading the change effort. These universities institutionalized change through various structural and programmatic means. The change process concluded with a transformed institution that incorporated an international dimension into the culture, life, and work of the university. The findings were compared and contrasted to Kotter's ( 1996) eight stages of leading change and Eckel and Kezar's (2003) model for transformation in higher education. Neither fully explained this study's cross-case findings, and a new model for leading transformational change in institutions of higher education was proposed; one which builds on the strengths of Kotter's and Eckel and Kezar's models, but which addresses their limitations as well.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000670
Subject Headings
Education--Curricula--Cross-cultural studies, Educational leadership, School management and organization--Decision making, Inclusive education--United States, Educational change, Education, Higher--Philosophy
Format
Document (PDF)
Cultivating supportive, professional relationships among black women in educational leadership
Title
Cultivating supportive, professional relationships among black women in educational leadership: shattering the mirror of self-destruction.
Creator
Martin-Ogburn, Dildra., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
Although current employment statistics paint a promising picture for women in general, they fail to address both the multitude of challenges women face in their attempt to secure leadership positions or in their ability to gain and maintain support from their female colleagues. Black women, in particular, tend to be torn between their fabled image to others in the organization and their official duties and responsibilities at work. This paper discusses definitions and conceptual uses of...
Show moreAlthough current employment statistics paint a promising picture for women in general, they fail to address both the multitude of challenges women face in their attempt to secure leadership positions or in their ability to gain and maintain support from their female colleagues. Black women, in particular, tend to be torn between their fabled image to others in the organization and their official duties and responsibilities at work. This paper discusses definitions and conceptual uses of horizontal and vertical violence by Black female educational leaders ; problematizes the phenomenon as outlined by Freire (1970) at the theoretical level ; outlines the proposed qualitative methods, which will be used to investigate the phenomenon further ; and taking Paulo Freire's lead, explores the implications of sabotage or violence coming from members of the same minority group. In this specific case, Black female educational leaders will serve as the primary participants of the study. Once the data is collected and analyzed, the paper will include an analysis of the data and a discussion of the findings followed by recommendations based on the findings of the study.
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Date Issued
2012
PURL
http://purl.flvc.org/FAU/3352281
Subject Headings
Women school administrators, Educational leadership, Philosophy, African Americans, Race identity, African American women, Social conditions
Format
Document (PDF)