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Article
Publication date: 16 April 2020

Kimberly Kappler-Hewitt, Heidi Von Dohlen, Jess Weiler, Bonnie Fusarelli and Barbara Zwadyk

The purpose of this study was to examine the architecture of internship coaching models from five innovative principal preparation programs in the Southeastern region of…

Abstract

Purpose

The purpose of this study was to examine the architecture of internship coaching models from five innovative principal preparation programs in the Southeastern region of the USA. The researchers used coaching architecture in this context to include the assignment of coaches to interns, dosages, and enactment of evaluation and confidentiality.

Design/methodology/approach

The researchers used a qualitative, collective case study research design that included semi-structured interviews of program directors and coaches from each of five programs, totaling 19 interviews that lasted from 30 min to an hour and 15 min each.

Findings

Commonalities among architectures of principal intern coaching designs included coaching assignment by geography, frequency and format of coaching sessions and length of the internship. All five programs recommend continuing coaching into initial years of administration. Points of distinction pertained to the utilization of external versus internal coaches, confidentiality and evaluation by coaches.

Research limitations/implications

This study may inform coaching models for principal preparation programs within similar contexts. Because all five programs are grant-funded within one US state, generalizability and transferability cannot be assumed.

Practical implications

The authors provide design considerations for coaching programs, as well as policy considerations and directions for future research.

Originality/value

While coaching is increasingly used in leadership preparation programs, there is a paucity of research regarding the nature of coaching models, especially in terms of their architecture. The researchers examine, compare, and contrast coaching model architecture, raising important considerations for coaching designs.

Details

International Journal of Mentoring and Coaching in Education, vol. 9 no. 2
Type: Research Article
ISSN: 2046-6854

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Article
Publication date: 13 September 2013

Jacob Easley and Pierre Tulowitzki

The purpose of this paper is to ascertain, describe, and compare the components of existing leadership preparation programs in the USA and other countries; and to…

Abstract

Purpose

The purpose of this paper is to ascertain, describe, and compare the components of existing leadership preparation programs in the USA and other countries; and to understand the policy‐based processes, challenges, and needs of support for program development for conceptualizing globally minded school leadership.

Design/methodology/approach

The purpose of this paper is to ascertain, describe, and compare the components of existing leadership preparation programs in the USA and other countries; and to understand the policy‐based processes, challenges, and needs of support for program development for conceptualizing globally minded school leadership.

Findings

Limited growth regarding globally minded school leader research and development can be accounted for. Furthermore the increasing internationalization of university programming to include expanded course offerings and greater opportunities of international exchanges that bring students face‐to‐face with perspectives different from those indigenous to their home cultures speaks directly to the need for a shift in leadership preparation to better address the impact of globalization and intercultural exchange on youth learning in schools.

Originality/value

An intercultural analysis of leadership preparation programs with a focus on globally minded leadership is a new endeavor. The findings can be used to inform the next generation of policy formation for twenty‐first century leadership preparation program development.

Details

International Journal of Educational Management, vol. 27 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

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Book part
Publication date: 1 May 2013

Donald E. Scott, Shelleyann Scott, Kathryn Dixon, Janet Mola Okoko and Robert Dixon

This chapter presents a cross-cultural comparison across the Commonwealth, namely, Australia, Canada, and Kenya. The three cases explore these indigenous principals…

Abstract

This chapter presents a cross-cultural comparison across the Commonwealth, namely, Australia, Canada, and Kenya. The three cases explore these indigenous principals’ perceptions of leadership development and how effectively these experiences prepared them to meet the challenges within their complex school communities. The chapter presents a discussion of the historical educational legacies of imperial rule, leadership preparation opportunities that were available to aspiring and novice leaders, the challenges the principals encountered in their leadership role in the school and within their communities, and these leaders’ beliefs and attitudes toward leadership. A final synthesis is presented, which identifies a number of commonalities in leadership approaches across these very different cultural contexts: the school communities were endeavoring to rediscover their cultural history, heritage, and beliefs and were frequently developing positive relationships with elders and others who held, and were willing to pass on, the historical and cultural knowledge and expertise. The leaders themselves held strong beliefs about the importance of cultural identity in order to forge new and contemporary pathways to success for their students. They all had a heightened ethic of care ethos that extended beyond the confines of the school building and office hours. These leaders adopted entrepreneurial leadership approaches to think and act innovatively rather than simply managing schools and were dedicated to promoting educational success for all students within their care. Leadership development implications included the need for formal, informal, and experiential experiences, as well as, for the inclusion of specific knowledge and skills that would enable leaders to effectively and sensitively lead within predominantly indigenous school communities.

Details

Understanding the Principalship: An International Guide to Principal Preparation
Type: Book
ISBN: 978-1-78190-679-8

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Article
Publication date: 25 February 2014

Kathleen Sciarappa and Christine Y. Mason

– The purpose of this paper is to examine the perceived efficacy of a US-based national principal mentor training program.

Abstract

Purpose

The purpose of this paper is to examine the perceived efficacy of a US-based national principal mentor training program.

Design/methodology/approach

A sample of 370 protégés who received services from principal mentors in a national mentor internship program were invited to complete an electronic survey. Responses were obtained from 54 protégés.

Findings

The 54 respondents rated the mentor program highly, indicating that mentors were well prepared, good listeners, and instrumental in strengthening their instructional leadership.

Research limitations/implications

This study provides preliminary information on the perceived efficacy of the program. To more fully understand the needs of new principals and the value of varying mentor approaches, follow-up interviews, a research design that provides for data to be disaggregated by specific mentor trainers and dates/locations of training sessions, and comparative data from protégés supported by mentors prepared by other programs are needed.

Practical implications

Protégés reported high job satisfaction and recommended the program to others.

Originality/value

New principals reported that the principal mentoring was critical to their adjustment and success during their first year. This is the only known principal mentor program requiring a nine-month internship. The outcomes revealed the value of evaluating perceptions of protégés for continuous quality improvement.

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Book part
Publication date: 27 January 2012

Angela Paradise

Digital cameras and social networking have made photo-taking and photo-sharing more ubiquitous than ever before. In recent years, scholars and the popular press have…

Abstract

Digital cameras and social networking have made photo-taking and photo-sharing more ubiquitous than ever before. In recent years, scholars and the popular press have raised concerns over the practice of posting photographs on social networking sites, especially when the images contain problematic or incriminating content. These concerns are often directed toward college students, who are among the most active users of social media. To that end, this chapter offers a comprehensive overview of the extent and emerging research pertaining to college students' photo-sharing habits on social networking sites. Much of our attention focuses on Facebook, which has emerged as the largest and fastest growing photo-sharing Web site in the world. While research on text-based disclosure will be addressed, a greater emphasis is placed on college students' photo-related behaviors, including uploading, viewing, tagging, and untagging photos. Further, this chapter discusses research on problematic or damaging content in college students' photos posted on Facebook, including depictions of alcohol use, drug use, and sexual promiscuity. This chapter provides a glimpse of some recent data (collected by the author) from a national sample of U.S. college students, which further shed light on their experiences and attitudes regarding their photo-related Facebook behaviors, the types of incriminating photos they report posting, and the consequences they have experienced due to visual images shared by themselves or others on Facebook. Finally, this chapter concludes with a discussion of the strategies utilized by college administrators, faculty, athletic coaches, and others within higher education to address the concerns and consequences often associated with college students and the photographs they share on Facebook and other social networking sites.

Details

Misbehavior Online in Higher Education
Type: Book
ISBN: 978-1-78052-456-6

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Article
Publication date: 22 October 2019

Raquel Ferreras-Garcia, Jordi Sales-Zaguirre and Enric Serradell-López

The purpose of this paper is to examine the level of correspondence between the academic training received by students and the demands of the job market. This was achieved…

Abstract

Purpose

The purpose of this paper is to examine the level of correspondence between the academic training received by students and the demands of the job market. This was achieved by analysing the competences that are developed in internships to provide useful information for universities, students and tourism companies.

Design/methodology/approach

A quantitative analysis was carried out using questionnaires administered to the supervisors of students on curricular internships. The level of tourism competences of students on the bachelor degree in Tourism and Hospitality Management at the School of Tourism and Hospitality Management Sant Ignasi was assessed. A descriptive analysis and comparisons of means were carried out to investigate differences in competences between students undertaking internships, according to the hotel department and category.

Findings

The results of the study indicate that students undertaking internships improve their competences. Whether they undertake internships in one department or another does not affect the level of achievement of most competences. However, the category of a hotel does influence the level of development of the acquired competences.

Research limitations/implications

A questionnaire should be administered to students on their perceptions of the achievement of competences, as this could be compared with the supervisors’ perceptions.

Practical implications

The study generates extremely valuable information for companies, universities and students, as it reveals which competences are attained and to what extent. Based on these results, universities can adapt their training activities and the hotel industry will have information on learning processes during internships.

Originality/value

The analysis provides an innovative research, a real assessment by employers of the competences attained. It also identifies the need for more research on the subject related to employers’ perceptions of the level of competences that students develop in the workplace.

Details

Education + Training, vol. 62 no. 1
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 12 June 2017

Lika Rodin, Andre Rodin and Susanne Brunke

The purpose of this paper is to examine the role of “Korta Vägen” (The short cut), a targeted language program for qualified migrants in Sweden, in self-maintaining…

Abstract

Purpose

The purpose of this paper is to examine the role of “Korta Vägen” (The short cut), a targeted language program for qualified migrants in Sweden, in self-maintaining, well-being and perspectives for socio-economic integration for foreigners with academic diploma.

Design/methodology/approach

In-class observations, individual semi-structured interviews, focus-group interviews and written essays were used for data collection. A thematic analysis was applied as a method of data analysis. Amartya Sen’s capability approach constituted a theoretical framework of the research discussion.

Findings

Korta Vägen provides various resources for the participants, some of which (language training and internship) can become real advantages for employment. Others (IT, interview training and CV writing) are less translatable into concrete outcomes. The study suggests that satisfaction with the program is modulated by commitment to one’s professional identity, initial language proficiency, scope of cultural knowledge, the participants’ goals and the flexibility of the training offered. The acculturation frame of the program does not necessarily correspond with the objective need of many participants for quick entry into the labor market.

Originality/value

Insights into the social-psychological aspects of targeted language training as a measure for socio-economic integration can serve to enhance educational and institutional policies and professional practice.

Details

International Journal of Migration, Health and Social Care, vol. 13 no. 2
Type: Research Article
ISSN: 1747-9894

Keywords

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Book part
Publication date: 12 October 2011

Joanne Roberts, Alice Frye, Mary Lu Love and Lisa Van Thiel

This ECEPD project implemented a professional development (PD) protocol within a large public school system. The PD was designed to provide support for both teachers and…

Abstract

This ECEPD project implemented a professional development (PD) protocol within a large public school system. The PD was designed to provide support for both teachers and their instructional partners in implementation of two curricula designed to foster children's language, literacy, math competencies, and overall cognitive development. The specifics of the PD are outlined including its development, coaching strategies, training approaches, and coursework components.

Results of the evaluation of the project are also highlighted and discussed. Analyses indicated that teachers showed significant growth in relation to the implementation of the curriculums and the PD efforts of both the district and the intervention, with less-experienced teachers showing the highest levels of growth. In addition, results indicated a significant difference between the intervention and the control group teachers in their developmentally appropriate beliefs and practices, with intervention teachers indicating higher levels of developmentally appropriate beliefs and practices. The challenges to field work in a large and ever-changing school system are discussed, and recommendations for further PD are made.

Details

The Early Childhood Educator Professional Development Grant: Research and Practice
Type: Book
ISBN: 978-0-85724-280-8

Keywords

Content available
Article
Publication date: 27 June 2008

Abstract

Details

Development and Learning in Organizations: An International Journal, vol. 22 no. 4
Type: Research Article
ISSN: 1477-7282

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Article
Publication date: 9 May 2018

Shelby Cosner, Lisa Walker, Jason Swanson, Martha Hebert and Samuel P. Whalen

The purpose of this paper is to identify the coaching structures that aspiring principals associate with developmentally consequential coaching interactions; identify…

Abstract

Purpose

The purpose of this paper is to identify the coaching structures that aspiring principals associate with developmentally consequential coaching interactions; identify structural features/functions/attributes that shape a structure’s developmental utility and use; and consider how a multifarious coaching structure might advantage the learning experiences of aspiring principals.

Design/methodology/approach

This qualitative study included multiple interviews with two cohorts of aspiring principals (n=20) from one preparation program and with their leadership coaches (n=5) and was framed using the theories of social capital and networks, situated learning, and distributed cognition.

Findings

The authors identified eight coaching structures that aspirants identified as consequential to their learning and development. The authors identified four structural features/functions/attributes that shape a structure’s developmental utility. The authors identified three factors that contribute to the developmental utility of this multifarious coaching model.

Research limitations/implications

This study includes a relatively small participant sample –70 percent of the aspiring principals from two cohorts within one preparation program. Data do not include direct observations of coaching interactions within the context of individual coaching structures.

Practical implications

The findings suggest that the structuring of leadership coaching is a critical consideration for those designing leadership coaching programs. This multifarious structuring of leadership coaching created three developmental affordances.

Originality/value

This paper generates new knowledge for the field of principal preparation related to the structuring of leadership coaching and ways in which structuring can shape aspirant learning experiences. These findings are likely to also be instructive to those interested in coaching more generally.

Details

Journal of Educational Administration, vol. 56 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

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