Search results

1 – 10 of 21
To view the access options for this content please click here
Book part
Publication date: 5 October 2015

Teresa A. Fisher, Teresa A. Wasonga and Grace Wambu

Focus group discussions were utilized to explore factors that facilitated the academic success of Kenyan high school students in spite of their adversities. These…

Abstract

Focus group discussions were utilized to explore factors that facilitated the academic success of Kenyan high school students in spite of their adversities. These identified factors were instrumental in creating personal development modules that Kenyan school counselors implemented as a pilot intervention for enhancing academic resilience. While more research is needed on the most effective delivery styles for the modules, the intervention resulted in improved skills that support academic resilience. There is a need to continue to explore resiliency with respect to academic performance in Kenya. Educators, students, parents and policy makers will benefit from uncovering models of resiliency based on the contextual realities that the youth face on a daily basis.

Details

Living the Work: Promoting Social Justice and Equity Work in Schools around the World
Type: Book
ISBN: 978-1-78441-127-5

Keywords

To view the access options for this content please click here
Article
Publication date: 30 March 2010

Teresa A. Wasonga

The purpose of this paper is to develop a survey for co‐creating leadership dispositional values and contexts by examining the self‐perceptions of school leaders…

Abstract

Purpose

The purpose of this paper is to develop a survey for co‐creating leadership dispositional values and contexts by examining the self‐perceptions of school leaders, teachers, and staff on the practice of co‐creating leadership behaviors and conditions that facilitate the practice.

Design/methodology/approach

Based on qualitative data and a literature review, survey statements were developed to gather quantitative data for purposes of establishing an instrument for studying the practice of dispositional values and presence of contexts that facilitate co‐creating leadership in schools.

Findings

The instrument internal reliability scales covering the seven dispositions and three contexts were calculated using Cronbach's α scores. All scores were above the suggested level of 0.70. The coefficient α reliabilities for the subscales ranged between 0.73 and 0.86. The survey resulted in a two‐factor solution (dispositional values and contexts). Correlation coefficients amongst the subscales of dispositional values and contexts ranged between a moderate r=0.460 and a high r=0.815 (p<0.01).

Originality/value

This study led to the development and verification of a quantitative survey instrument that may be used to assess the practice of co‐creating leadership dispositional values and contexts in schools. Dispositional values consisted of seven factors (trust and trustworthiness, humility, active listening, resilience, patience, collaboration, and cultural anthropology). Contexts consisted of three factors (deep democracy, quality relations, and evolving power).

Details

International Journal of Educational Management, vol. 24 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 1 February 2006

Teresa A. Wasonga and John F. Murphy

The purpose of this study is to investigate the impact of an internship on its participants in an educational administration program.

Downloads
4478

Abstract

Purpose

The purpose of this study is to investigate the impact of an internship on its participants in an educational administration program.

Design/methodology/approach

The study analyzed the interns' reports or reflections on their internship experience to decipher what was learned by the participants based on Nonoka and Takeuchi's knowledge creation model (tacit to explicit knowledge).

Findings

The study found that tacit knowledge was both contextual and released spontaneously to capture the nuances of the task/issue/problem at hand. It was contextual because the situation provided meaning and connectedness. The tacit knowledge was externalized in the process of solving a particular problem or in response to a particular issue. It was spontaneous because the actions or conversations were not predetermined, or structured; they were provoked or emerged through deductions and inductions as interns and principals worked together to find solutions.

Research limitations

The findings of this research should be interpreted with the understanding that not all tacit knowledge is useful. This study focused on the positives. Certainly, some interns had experiences in which the tacit knowledge was not worth emulating. Hopefully, the interns have the capacity to decipher and choose what is best for their own leadership skills.

Practical implications

This study suggested that interns should expand their own awareness of learning opportunities posed by life experiences and gain insight into leadership.

Originality/value

This study concluded that opportunities provided for interaction and sharing during internship are the points where knowledge is created to prepare interns for leadership positions.

Details

International Journal of Educational Management, vol. 20 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 25 September 2007

Teresa A. Wasonga

The purpose of this research project is to explore the use of technology in enhancing and creating opportunities for collaborative learning by connecting prospective…

Downloads
1604

Abstract

Purpose

The purpose of this research project is to explore the use of technology in enhancing and creating opportunities for collaborative learning by connecting prospective school leaders and practicing principals from multiple settings.

Design/methodology/approach

This was a research project in which an internet‐based network system was created in “LiveText” (software) for cross‐collaborative learning among intern prospective school leaders, practicing school administrators from different school settings and university faculty. Data were gathered through focus group discussions, surveys, reflections and the interns' portfolios.

Findings

Responses from participants indicated that the technology used in this project: created a forum for prospective school leaders to network and be involved in experiences spanning multiple settings and multiple mentors; enabled the participants to better understand issues of urban/inner‐city, suburban, rural, elementary, middle, and high schools; created opportunities for interns to assess their own knowledge, skills, and dispositions based on Interstate School Leaders Licensure Consortium (ISLLC) standards; and enabled the development of web‐based electronic portfolios through “LiveText.”

Originality/value

The project demonstrated how technology can be used as a programmatic tool to enhance collaborative learning by: first, countering logistical and structural challenges of organizing multiple setting leadership experiences for aspiring school leaders; and second, dismantling barriers that separate prospective school leaders from diverse practicing school leaders and schools and, thereby, building both strong and weak ties.

Details

International Journal of Educational Management, vol. 21 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 1 January 2005

Teresa A. Wasonga

The paper aims to investigate the effect of multicultural knowledgebase on attitudes and feelings of preparedness to teach children from diverse backgrounds among…

Downloads
3287

Abstract

Purpose

The paper aims to investigate the effect of multicultural knowledgebase on attitudes and feelings of preparedness to teach children from diverse backgrounds among pre‐service teachers. Currently issues of multicultural education have been heightened by the academic achievement gap and emphasis on standardized test‐scores as the indicator of learning.

Design/methodology/approach

This descriptive study was conducted using surveys. A variety of data were collected through pre‐ and post‐tests. Questionnaires included Multicultural Content Test‐Educational (MCCT‐E), Multicultural Questionnaire (MC), and Preparedness Survey (PS). Descriptive statistics were used for data analysis.

Findings

Results indicated that a class in multicultural education significantly increased knowledge about diversity, attitudes towards multiculturalism, and levels of preparedness to teach children from diverse backgrounds. There was no correlation between multicultural knowledge and attitudes and between attitudes and preparedness to teach children from diverse backgrounds.

Practical implications

As teacher education evolves, there is need to rethink opportunities to learn how to teach children from diverse backgrounds beyond multicultural knowledgebase. More extensive and well integrated methods (direct experiences, mentorship, observing and working in authentic settings) are recommended. These methods enhance internalization of concepts, and ability to confront fears, misconceptions and misinformation during teacher preparation. This study suggested that teacher education programs should provide more sustained interaction with diversity issues and/or children of diverse backgrounds in order to transform the gain in multicultural attitudes into practice.

Originality/value

The study challenges the assumption in teacher preparation programs that knowledge transforms pre‐service teachers’ attitudes and preparedness to teach children from diverse backgrounds.

Details

International Journal of Educational Management, vol. 19 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 17 August 2010

A. William Place, Julia Ballenger, Teresa A. Wasonga, Joyce Piveral and Carole Edmonds

The purpose of this paper is to focus on social justice issues identified by American principals. A research question that guided this qualitative study was: do…

Downloads
981

Abstract

Purpose

The purpose of this paper is to focus on social justice issues identified by American principals. A research question that guided this qualitative study was: do educational leaders relate to the concept of leadership for social justice?

Design/methodology/approach

The standardized protocol for focus group discussions was based on Krueger and Casey's work on how to conduct effective focus group interviews. Each focus group carefully followed the protocol, which was designed to give voice to the informants and not to be led by the moderator in preconceived directions. This procedure provided a framework to maintain consistency in eliciting and collecting information but not leading participants to discuss social justice issues just to please the researchers.

Findings

This paper both confirmed that principals are concerned with social justice and identified that some principals do not explicitly discuss issues that relate to social justice. Principals who raised social justice issues felt that leaders should be courageous enough to make decisions that are best for children, even though they may not be popular.

Research limitations/implications

Qualitative research such as this adds to the breadth and depth of human understanding, but findings cannot be generalized to any larger population.

Originality/value

The term social justice has become pervasive in US academic discussions, yet there has been little dialogue with practitioners and even less data examined concerning if the term has any relevance to practitioners. This paper explores the voices of practitioners in relation to a pervasive term in US academic discourse.

Details

International Journal of Educational Management, vol. 24 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Content available
Article
Publication date: 15 April 2020

Downloads
302

Abstract

Details

Development and Learning in Organizations: An International Journal, vol. 34 no. 2
Type: Research Article
ISSN: 1477-7282

To view the access options for this content please click here
Book part
Publication date: 5 October 2015

Abstract

Details

Living the Work: Promoting Social Justice and Equity Work in Schools around the World
Type: Book
ISBN: 978-1-78441-127-5

To view the access options for this content please click here
Book part
Publication date: 5 October 2015

Abstract

Details

Living the Work: Promoting Social Justice and Equity Work in Schools around the World
Type: Book
ISBN: 978-1-78441-127-5

To view the access options for this content please click here
Book part
Publication date: 7 August 2012

Carl Kalani Beyer is the dean of the College and the Founding Dean of the School of Education at Pacific Oaks College in Pasadena, California. Prior to his arrival in May…

Abstract

Carl Kalani Beyer is the dean of the College and the Founding Dean of the School of Education at Pacific Oaks College in Pasadena, California. Prior to his arrival in May 2011, he was the dean of the School of Education at National University with the rank of professor and full time faculty and chair of the Teacher Education Department at Concordia University (Chicago). He came to higher education after a 34-year career in public education. Multicultural education, Native American education, manual labor and manual training curriculum, education for Hawaiians, and higher education issues are his research interests. Since he became a professor in 2002, his scholarship consists of publishing 18 articles, a chapter in a book, a forward to a book, and 4 book reviews, and presenting over 50 papers at peer-reviewed conferences. He is currently awaiting publication of two additional articles, a chapter in a book, and the manuscript of his reworked dissertation. Dr. Beyer is a high school graduate of Kamehameha School for Boys. He received a BA in mathematics from Beloit College and earned a MA in US history from Northern Illinois University, MA in education and MS in management and organizational behavior from Benedictine University, and Ph.D. from the University of Illinois at Chicago in curriculum design.

Details

Global Leadership for Social Justice: Taking it from the Field to Practice
Type: Book
ISBN: 978-1-78052-279-1

1 – 10 of 21