scholarly journals Investigating the Use and Design of Immersive Simulation to Improve Self-Efficacy for Aspiring Principals

10.28945/3726 ◽  
2017 ◽  
Vol 16 ◽  
pp. 127-169 ◽  
Author(s):  
Kristen A Gilbert
Keyword(s):  
United States ◽  
Educational Leadership ◽  
Self Efficacy ◽  
Small Body ◽  
The United States ◽  
Future Research ◽  
Leadership Programs ◽  
Pedagogical Tools ◽  
Educational Leadership Programs ◽  
Aspiring Principals

Aim/Purpose: Improving public schools is a focus of federal legislation in the United States with much of the burden placed on principals. However, preparing principals for this task has proven elusive despite many changes in programming by institutions of higher learning. Emerging technologies that rely on augmented and virtual realities are posited to be powerful pedagogical tools for closing this gap. Background: This study investigated the effects of immersive simulation technologies on principals’ self-efficacy after treatment and the perceived significance of the design of the immersive simulation experience as an effective tool for adult learners. Methodology: The investigator employed a multiple-methods study that relied on a purposive sample of graduate students enrolled in educational leadership programs at two small universities in the southeastern United States. Participants completed a two-hour module of immersive simulation designed to facilitate transfer of knowledge to skills thereby increasing their self-efficacy. Contribution: This paper contributes to a small body of literature that examines the use of immersive simulation to prepare aspiring principals. Findings: The findings indicate moderate effect sizes in changes in self-efficacy, positive attitudes toward immersive simulation as a pedagogical tool, and significance in the design of immersive simulation modules. This suggests that immersive simulation, when properly designed, aids principals in taking action to improve schools. Recommendations for Practitioners: Educational leadership programs might consider the use of immersive simulations to enhance principals’ ability to meet the complex demands of leading in the 21st century. Impact on Society: Principals may be more adept at improving schools if preparation programs provided consistent opportunities to engage in immersive simulations. Future Research: Future research should be conducted with larger sample sizes and longitudinally to determine the effectiveness of this treatment.

scholarly journals Educational Leadership Doctoral Faculty Academic Qualifications and Practitioner Experiences in Georgia

10.28945/4179 ◽  
2019 ◽  
Vol 14 ◽  
pp. 085-104 ◽  
Author(s):  
Steven Tolman ◽  
Juliann S McBrayer ◽  
Deborah Evans
Keyword(s):  
Educational Leadership ◽  
Student Perceptions ◽  
Doctoral Programs ◽  
Empirical Studies ◽  
The United States ◽  
Future Research ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
The Future ◽  
Academic Qualifications

Aim/Purpose: This study examined doctoral faculty of educational leadership within the state of Georgia in the United States. The aim was to illustrate the academic qualifications and practitioner experiences of the faculty that develop students in educational leadership programs to be scholarly practitioners and future educational leaders. Background: Faculty of educational leadership programs prepare their students to hold imminent senior leadership roles in P-12 school administration and higher education administration. In this apprenticeship model, doctoral faculty utilize their academic qualifications and/or practitioner experiences to develop students into scholarly practitioners. Methodology: A descriptive quantitative study utilizing content analysis was conducted to examine faculty of doctoral programs in educational leadership (n=83). True to this methodology, the inquiry of this study sought to better understand the academic qualifications and practitioner experiences of doctoral faculty in the field of educational leadership. Contribution: This study serves as a primer for faculty and researchers to visualize the doctoral faculty of educational leadership programs. It can serve as a catalyst to encourage empirical studies of educational leadership faculty and their effectiveness in preparing scholarly practitioners. Findings: Key findings included that nearly 2/3 of the faculty have their terminal degrees from a Research 1 institution, 3/5 hold a PhD, and 3/4 have practitioner experience in their respective field. Recommendations for Practitioners: Doctoral programs should examine the diversity of the academic qualifications and practitioner experiences of their faculty and develop strategies to enhance their programs with these complimenting skill sets. Recommendation for Researchers: Descriptive studies effectively “dip our toe” into a new area of inquiry. Considerations for future research includes examining student perceptions of their faculty who hold either a PhD or Ed.D, as well as those who are academics versus practitioners to better understand their effectiveness. Impact on Society: True to the work of John Dewey, education serves as the vehicle to promote a democratic society. Recognizing these doctoral faculty are preparing the future leaders of education, understanding the experiences of faculty will allow for better insight into those who are ultimately shaping the future of education. Future Research: Future research should focus on empirical studies that explore the effectiveness of faculty based on their academic qualifications and practitioner experiences through the lens of student perceptions.

What 21st Century Students Want

2016 ◽  
pp. 1877-1891
Author(s):  
Lesley F. Leach ◽  
Pam Winn ◽  
Susan Erwin ◽  
Liza P. Benedict
Keyword(s):  
Educational Leadership ◽  
The United States ◽  
Leadership Programs ◽  
Delivery Methods ◽  
Leadership Program ◽  
Doctoral Level ◽  
Educational Leadership Programs ◽  
For Profit ◽  
Educational Leadership Program ◽  
Course Delivery Methods

Enrollment numbers in graduate Educational Leadership programs are dwindling in many public higher education institutions across the United States. At the same time, for-profit institutions and institutions with private marketing partnerships have experienced increasingly greater enrollments. In this article, the authors present survey results of graduate students in Educational Leadership programs (N=100) to determine the factors that motivate students to select a particular graduate Educational Leadership program. Results suggest that Master's and doctoral-level students primarily select an Educational Leadership program based on the course delivery methods (with hybrid courses most preferred) and the convenience that the program offers in terms of scheduling and location.

scholarly journals The Relationship Between Locus of Control, Self-Efficacy, and Entitlement in the United States

2021 ◽  
Vol 1 ◽  
pp. 24-36
Author(s):  
Emilie Ney ◽  
Priva Fischweicher
Keyword(s):  
United States ◽  
Locus Of Control ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Small Body ◽  
The United States ◽  
Internal Locus Of Control ◽  
Psychological Entitlement ◽  
Adult Participants ◽  
General Self Efficacy

A small body of prior research that utilises a unidimensional conceptualisation of psychological entitlement suggests that individuals with a more internal locus of control and higher levels of self-efficacy tend to have lower levels of entitlement. However, prior research has not explored how locus of control and self-efficacy interact to predict entitlement using a multidimensional conceptualisation of entitlement. In the current quantitative research study, the researchers sought to explore the interaction between locus of control and general self-efficacy in predicting the multiple dimensions of psychological entitlement. A nationwide sample of 316 adult participants from the United States completed an anonymous survey measuring locus of control, self-efficacy, and entitlement. A hierarchical multiple regression indicated that general self-efficacy and locus of control significantly predict active and revenge entitlement, but there were no significant interactions between the predictor variables. Individuals with higher general self-efficacy demonstrated lower levels of active entitlement and higher levels of revenge entitlement. Individuals with a more external locus of control demonstrated lower levels of both active and revenge entitlement. No significant relationships were found for the traditional maladaptive conceptualisation of entitlement or passive entitlement.

What 21st Century Students Want

2015 ◽  
Vol 5 (1) ◽  
pp. 15-28 ◽  
Author(s):  
Lesley F. Leach ◽  
Pam Winn ◽  
Susan Erwin ◽  
Liza P. Benedict
Keyword(s):  
Educational Leadership ◽  
The United States ◽  
Public Higher Education ◽  
Leadership Programs ◽  
Leadership Program ◽  
Doctoral Level ◽  
Educational Leadership Programs ◽  
For Profit ◽  
Educational Leadership Program ◽  
Course Delivery Methods

Enrollment numbers in graduate Educational Leadership programs are dwindling in many public higher education institutions across the United States. At the same time, for-profit institutions and institutions with private marketing partnerships have experienced increasingly greater enrollments. In this article, the authors present survey results of graduate students in Educational Leadership programs (N=100) to determine the factors that motivate students to select a particular graduate Educational Leadership program. Results suggest that Master's and doctoral-level students primarily select an Educational Leadership program based on the course delivery methods (with hybrid courses most preferred) and the convenience that the program offers in terms of scheduling and location.

What 21st Century Students Want

2016 ◽  
pp. 110-124
Author(s):  
Lesley F. Leach ◽  
Pam Winn ◽  
Susan Erwin ◽  
Liza P. Benedict
Keyword(s):  
Educational Leadership ◽  
The United States ◽  
Leadership Programs ◽  
Delivery Methods ◽  
Leadership Program ◽  
Doctoral Level ◽  
Educational Leadership Programs ◽  
For Profit ◽  
Educational Leadership Program ◽  
Course Delivery Methods

Enrollment numbers in graduate Educational Leadership programs are dwindling in many public higher education institutions across the United States. At the same time, for-profit institutions and institutions with private marketing partnerships have experienced increasingly greater enrollments. In this article, the authors present survey results of graduate students in Educational Leadership programs (N=100) to determine the factors that motivate students to select a particular graduate Educational Leadership program. Results suggest that Master's and doctoral-level students primarily select an Educational Leadership program based on the course delivery methods (with hybrid courses most preferred) and the convenience that the program offers in terms of scheduling and location.

scholarly journals Factors Caribbean Overseas Students Perceive Influence their Academic Self-Efficacy

2014 ◽  
Vol 4 (1) ◽  
pp. 48-59
Author(s):  
Arline Edwards-Joseph ◽  
Stanley Baker
Keyword(s):  
United States ◽  
Self Efficacy ◽  
The United States ◽  
Educational Background ◽  
Future Research ◽  
Overseas Students ◽  
Academic Self Efficacy

This study investigated factors that influenced the academic self-efficacy of Caribbean overseas students attending universities in the United States, and the themes that emerged from their perceptions of variables impacting their academic self-efficacy. Seven major themes (educational background, faith in God, finances, age and maturity, influence and support of others, selfdetermination, and previous success of other and of self) emerged as factors that influenced the students’ academic self-efficacy. Recommendations for counselors and areas for future research are discussed.

scholarly journals Chair Agency, Chair Preparation, and Academic Supports in Educational Leadership Doctoral Programs in the United States

10.28945/4507 ◽  
2020 ◽  
Vol 15 ◽  
pp. 111-133 ◽  
Author(s):  
Jason A LaFrance ◽  
Diane LaFrance ◽  
Teri D Melton
Keyword(s):  
United States ◽  
Educational Leadership ◽  
Doctoral Programs ◽  
Qualitative Case Study ◽  
The United States ◽  
The Body ◽  
Future Research ◽  
Completion Rates ◽  
Academic Supports

Aim/Purpose: The purpose of this exploratory qualitative case study was to understand dissertation chair agency, chair preparation, and academic supports provided by experienced Educational Leadership Ed.D. dissertation chairs in the United States. Background: Previous research has identified attrition rates of 50-60 percent in education doctoral programs. This research helps identify the faculty profiles and academic supports provided by Educational Leadership faculty who have served on successful dissertation committees. Understanding these findings may help to improve retention and completion in other doctoral programs. Methodology: This was an exploratory qualitative case study. Ten doctoral faculty who have successfully chaired 419 Ed.D. Educational Leadership dissertations at accredited U.S. colleges and universities were interviewed. Data were analyzed using the constant comparative method. Contribution: The findings from this study contribute to the body of knowledge on doctoral retention and dissertation completion by providing information on promising practices from the perspective of dissertation chairs. Findings: While successful dissertation chairs exhibited expertise as researchers, seven of the ten participants reported that they had limited training for chairing dissertations. Academic supports included coursework that was organized coherently with a focus on opportunities for substantive feedback, writing support and research methodology. Recommendations for Practitioners: Dissertation chairs should utilize their agency to ensure that the program has the proper resources to support doctoral education. This includes adequate writing support for graduate students, courses taught by faculty who are engaged in research and understand the requirements for completing a dissertation, and protecting faculty time so that they are able to provide students substantive feedback within coursework and at the dissertation phase. Recommendation for Researchers: Researchers should continue to explore the causes of attrition in doctoral programs and identify specific actions that can be taken to improve program completion rates. Impact on Society: Increasingly U.S. institutions of higher learning are being called to validate their success and improve retention rates. Understanding the faculty profiles and academic supports utilized by successful doctoral faculty has the potential to improve retention and thereby increase completion rates and consequentially alleviate the stressors that ABD students experience. Future Research: Future research could focus on expanding the findings of this study by exploring the perspectives of faculty based on institution type and examining how socio-emotional factors such as student-student and faculty-student relationships are intentionally established in programs with high graduation rates.

scholarly journals Teaching Resilience to Aspiring Educational Leaders

2020 ◽  
Vol 7 (1) ◽  
pp. 463-471
Author(s):  
Jodi A. Lamb ◽  
Lin Carver
Keyword(s):  
Educational Leadership ◽  
Pilot Study ◽  
Problem Solving ◽  
Interpersonal Relationships ◽  
Educational Leaders ◽  
The United States ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
Concept Building ◽  
Vicarious Experiences

Resiliency in practicing and aspiring educational leaders is an attribute that contributes to extended effectiveness and longevity.  This pilot study examines research about resiliency and compares the identified methods to those methods employed by university educational leadership programs to support and enhance resiliency development in their candidates.  This pilot study examines survey Likert and open-ended responses from thirteen educational leadership programs throughout the United States with a combined total enrollment of over a thousand students. The strategies are divided into four categories based upon the ways that students interact with the resiliency content: concept building, vicarious, problem solving, or relationships. The literature indicated interpersonal and problem solving were the most influential activities recommended for teaching resilience; however, the most frequent types of activities identified by educational leadership programs were vicarious experiences and relationships. The preliminary findings indicate the importance of expanding problem solving experiences. In addition, a more thorough investigation of the role that interpersonal relationships play in developing resilience would be an important area for future study.

Mental health recovery and its correlates: Perspectives from 2 countries (Preprint)

2020 ◽  
Author(s):  
Huiting Xie
Keyword(s):  
Mental Health ◽  
United States ◽  
Self Efficacy ◽  
The United States ◽  
Mental Illnesses ◽  
Health Conditions ◽  
Mental Health Recovery ◽  
Mental Health Conditions ◽  
Serious Mental Illnesses ◽  
Promote Mental Health

BACKGROUND Many people are affected by mental health conditions, yet its prevalence in certain populations are not well documented. OBJECTIVE The aim of this study is to describe the attributes of people with mental health conditions in U.S and SG in terms of: perception of mental health recovery and its correlates such as strengths self-efficacy, resourcefulness and stigma experience. With the findings, not only could the knowledge base for mental health recovery in both countries be enhanced but interventions and policies relating to self-efficacy, resourcefulness and de-stigmatization for mental health recovery could be informed. METHODS A A cross-sectional, descriptive study with convenience sample of 200 community dwelling adults were selected, 100 pax from the United States (U.S) and 100 pax from Singapore (SG). Adults with serious mental illnesses without substance abuse impacting on their recovery were recruited. Participants completed self-administered questionaires measuring their mental health recovery, strengths self-efficacy, resourcefulness and stigma experience. RESULTS This study offered the unique opportunity to examine mental health recovery as well as its correlates such as strengths self-efficacy, resourcefulness and stigma experience from both the United States and Singapore. While the perception of mental health recovery and positive attributes like strengths self-efficacy and resourcefulness remained strong in participants with serious mental illnesses across both countries, people with serious mental illnesses in both countries still experienced negative perception like stigma. The findings would not only inform strategies to promote mental health recovery but also enhance the focus on correlates such as strengths self-efficacy and resourcefulness across both countries. CONCLUSIONS The findings would not only inform strategies to promote mental health recovery but also enhance the focus on correlates such as strengths self-efficacy and resourcefulness across both countries.

Fragments of the American Dream: Immigration, Race, and Medical Care in the Segregated South, 1929

Public Voices ◽  
2016 ◽  
Vol 13 (2) ◽  
pp. 1
Author(s):  
John R Phillips
Keyword(s):  
United States ◽  
American Dream ◽  
Black Population ◽  
The United States ◽  
Single Woman ◽  
Future Research ◽  
Legal Doctrine ◽  
Quarter Century ◽  
History Of ◽  
Sunflower County

The cover photograph for this issue of Public Voices was taken sometime in the summer of 1929 (probably June) somewhere in Sunflower County, Mississippi. Very probably the photo was taken in Indianola but, perhaps, it was Ruleville. It is one of three such photos, one of which does have the annotation on the reverse “Ruleville Midwives Club 1929.” The young woman wearing a tie in this and in one of the other photos was Ann Reid Brown, R.N., then a single woman having only arrived in the United States from Scotland a few years before, in 1923. Full disclosure: This commentary on the photo combines professional research interests in public administration and public policy with personal interests—family interests—for that young nurse later married and became the author’s mother. From the scholarly perspective, such photographs have been seen as “instrumental in establishing midwives’ credentials and cultural identity at a key transitional moment in the history of the midwife and of public health” (Keith, Brennan, & Reynolds 2012). There is also deep irony if we see these photographs as being a fragment of the American dream, of a recent immigrant’s hope for and success at achieving that dream; but that fragment of the vision is understood quite differently when we see that she began a hopeful career working with a Black population forcibly segregated by law under the incongruously named “separate but equal” legal doctrine. That doctrine, derived from the United States Supreme Court’s 1896 decision, Plessy v. Ferguson, would remain the foundation for legally enforced segregation throughout the South for another quarter century. The options open to the young, white, immigrant nurse were almost entirely closed off for the population with which she then worked. The remaining parts of this overview are meant to provide the following: (1) some biographical information on the nurse; (2) a description, in so far as we know it, of why she was in Mississippi; and (3) some indication of areas for future research on this and related topics.

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