Shared Realities: Perceptions and Experiences of Gay and Lesbian School Administrators

2021 ◽  
Author(s):  
Nancy A. Watkins ◽  
Eric James Mooney
Keyword(s):  
Mixed Methods ◽  
Public School ◽  
School Leadership ◽  
School Administrators ◽  
Educational Leaders ◽  
Professional Lives ◽  
Personal Lives ◽  
Lesbian And Gay ◽  
Unfair Treatment ◽  
K 12

This article discusses research about LGBTQ school leadership and notes differences in participants’ perceptions of treatment in their professional environments. The study employed mixed methods to identify the perceptions and experiences of unfair treatment and discrimination of lesbian and gay public-school administrators working in K–12 settings. A small, purposeful sample of 32 participants reported having experienced varying degrees of unfair treatment or discrimination either in their professional lives or in their private/personal lives. Findings suggest that educational leaders have a role in addressing and preventing unfair treatment and discrimination that contribute to the dissatisfaction and diminished leadership of lesbian and gay administrators serving in K–12 education.

scholarly journals Educational Administrators’ Perspectives of Democracy and Citizenship Education: Interviews with Educational Leaders.

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Jordan Long
Keyword(s):  
Public School ◽  
School Leadership ◽  
Citizenship Education ◽  
School Administrators ◽  
Educational Leaders ◽  
School Management ◽  
Structured Interviews ◽  
Learning Program ◽  
Educational Administrators ◽  
Phenomenological Methodology

Little is known about public school educational administrators’ perspectives of democracy and citizenship education and how those perspectives shape the learning that occurs in the schools they lead. This paper presents findings of a qualitative study that used semi-structured interviews of public school educational administrators’ perspectives of democracy and citizenship education in the province of Alberta, Canada. Four participants’ detailed responses were analyzed using an interpretive phenomenological methodology and coded into four themes. While all four participants felt that democratic and citizenship education were important, their conceptualizations varied widely and only one participant was found to lead in a way that encouraged democratically desirable education. Findings suggest that some educational administrators do not necessarily understand their role or responsibility in the education of democracy and citizenship within the schools they lead. Moreover, this study suggests that factors that hinder democratic and citizenship education are: school administrators’ preference to remain obedient to a top-down approach of school management; resource taxing administrative obligations and; a misunderstanding of ‘thick’ democracy. Factors that were found to facilitate democratic and citizenship education include: physical school and learning program design and; democratic school leadership.

Technology, E-Leadership and Educational Administration in Schools

2012 ◽  
pp. 408-422 ◽  
Author(s):  
Jeremy Dickerson ◽  
Howard V. Coleman
Keyword(s):  
Educational Administration ◽  
School Leaders ◽  
School Administrators ◽  
Educational Leaders ◽  
K 12

Because of the ambiguity of terms for school leaders from country to country (principal, head, administrator, etc.), for the purposes of this chapter, candidates studying to become K-12 school administrators are referred to as “future educational leaders,” while active or current K-12 school administrators are referred to as “educational leaders.” This information will be useful at both the school and district levels, further supporting the use of the term “educational leaders.”

Alternative Assessment for Music Students with Significant Disabilities

2019 ◽  
pp. 224-241
Author(s):  
Donald DeVito ◽  
Megan M. Sheridan ◽  
Jian-Jun Chen-Edmund ◽  
David Edmund ◽  
Steven Bingham
Keyword(s):  
Public School ◽  
Music Education ◽  
Students With Disabilities ◽  
Student Performance ◽  
Alternative Assessment ◽  
Performance Outcomes ◽  
General Music ◽  
Significant Disabilities ◽  
School Music ◽  
K 12

How is it possible to move beyond assessment for the purposes of evaluating teacher proficiency and student performance outcomes and instead to consider assessment for understanding student musical experiences and preferences for the purpose of promoting lifelong musical engagement? This chapter includes and examines three distinct music education approaches that have been taken at the K–12 Sidney Lanier Center School for students with varying exceptionalities in Gainesville, Florida. Megan Sheridan illustrates inclusion and assessment using the Kodály approach. David Edmund and Jian-Jun Chen-Edmund examine creative lessons developed for exceptional learners in a general music setting. Steven Bingham and Donald DeVito illustrate adaptive jazz inclusion and performance for public school and university students with disabilities. This collaborative development in qualitative music assessment has taken place through (1) developing methods of communicating recognition of student engagement and affective responses during inclusive engagement in public school music education settings, specifically in Kodaly-based music instruction, K–12 general music classes, and secondary jazz ensembles; (2) using students’ interest and engagement as a means of curriculum development and assessment in inclusive public school music settings; and (3) building collaborative relationships with parents and the community for post-school lifelong music learning.

Psychiatrists and homicidal threats: a cross-sectional study

2021 ◽  
pp. 1-5
Author(s):  
Musaab Elzain ◽  
Ahmed Bashir ◽  
Noreen Moloney ◽  
Colum P. Dunne ◽  
Brendan D. Kelly ◽  
...  
Keyword(s):  
Cross Sectional Study ◽  
Frequency Characteristics ◽  
Specific Method ◽  
Professional Lives ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Personal Lives ◽  
Urban Rural ◽  
History Of ◽  
Outpatient Settings

Objectives: To investigate the frequency, characteristics and impact of death threats by patients towards psychiatrists. Methods: A cross-sectional survey of psychiatrists (n = 60) was undertaken to investigate the frequency, characteristics and impact of death threats by patients in one Irish healthcare region serving a mixed urban–rural population of 470,000. Results: Forty-nine responses (82%) were received. Thirty-one per cent of respondents experienced death threats by patients during their careers. Victims were more likely to be male and in a consultant role. Patients making the threats were more likely to be males aged 30–60 with a history of violence and diagnosis of personality disorder and/or substance misuse. A majority of threats occurred in outpatient settings and identified a specific method of killing, usually by stabbing. Prosecution of the perpetrator was uncommon. Of the victimised psychiatrists, 53% reported that such threats affected their personal lives, and 67% believed their professional lives were impacted. In half of the incidents, there were adverse incidents subsequent to the threats, involving either the patient or the clinician. Conclusions: Death threats by patients have significant psychological and professional impacts on psychiatrists. Early liaison with employers and police and transferring the care of the patient to another clinician may be useful measures.

Managers of Virtue: Public School Leadership in America, 1820-1980

1984 ◽  
Vol 89 (2) ◽  
pp. 531
Author(s):  
David Nasaw ◽  
David Tyack ◽  
Wayne E. Fuller ◽  
Elisabeth Hansot
Keyword(s):  
Public School ◽  
School Leadership ◽  
Public School Leadership

Multicultural teaching competence among undergraduate faculty: a convergent mixed methods study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chandler Puhy ◽  
Nalini Prakash ◽  
Clarissa Lacson ◽  
Joke Bradt
Keyword(s):  
Mixed Methods ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Mixed Methods Study ◽  
Student Diversity ◽  
Content Type ◽  
Knowledge And Skills ◽  
Teaching Competence ◽  
Quantitative Results ◽  
K 12

Purpose Increased student diversity in universities across the USA has increased the need for post-secondary educators to develop multicultural teaching competence (MTC). Most studies of MTC focus on educators teaching grades K-12. The purpose of this study is to determine how faculty members rate themselves in terms of MTC, what multicultural knowledge and skills faculty report and how they integrate these skills into their teaching practice and what barriers exist to developing and implementing MTC. The purpose of this study was to examine the factors that impact undergraduate faculty integration of multicultural awareness and attitudes into their teaching practices to enhance student learning. Design/methodology/approach A convergent mixed methods study used survey and interview data from undergraduate faculty. Select items from the MTC Inventory (MTCI) and social justice scales (SJS) were administered. Interviews (N = 7) were transcribed and analyzed using thematic analysis. Quantitative and qualitative data were compared to examine convergence and divergence. Findings Quantitative results revealed undergraduate faculty’s awareness, knowledge and skills as indicated by percent agreement with items from the MTCI and SJS instruments. Qualitative findings included the following four themes: knowledge building, addressing diversity in the classroom, barriers and challenges, and needs and recommendations. Qualitative data corroborated or explained many of the quantitative results and provided insight into these trends and barriers that impact MTC. Originality/value This is the first study of its kind, to our knowledge, that has used a mixed methods research design to examine factors that impact MTCs and associated barriers among a sample of undergraduate faculty across disciplines in one urban university.

scholarly journals Awareness and Practices of Distributed Leadership among Public Elementary School Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 67-68
Author(s):  
Jasmine P. Yulo ◽  
Dexter Paul D. Dioso
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Leadership ◽  
Distributed Leadership ◽  
Significant Relationship ◽  
School Teachers ◽  
Public Elementary School ◽  
Demographic Profile ◽  
Leaders And Followers ◽  
K 12

The field of school leadership has been continuously increasing in demands and had currently occupied the idea of distributed leadership. Distributed leadership is leadership that is "stretched over leaders and followers, which is beneficial in settings such as schools (Bonneville, 2017). The call for teachers as leaders in school to help implement the K-12 educational system had engaged them to take on collaborative roles. Thus, the study intended to describe the level of awareness and extent of practices of distributed leadership in terms of types such as collaborative, collective, and coordinated as assessed by public elementary school teachers. Moreover, it determined whether a significant relationship existed between the level of awareness and demographic profile and the extent of practices and demographic profile of teachers. Also, it intended to determine if there is a significant relationship between the awareness and practices of distributed leadership.

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