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Am I A Leader? Symcox, Linda Abstract Educators wax eloquently about the importance of developing leaders, and establish a variety of high school student clubs that on the surface appear to develop leadership skills, but they do not seem to really provide students with a curriculum or meaningful opportunities to develop the skills and dispositions that are required to become leaders.
The purpose of this qualitative study was to investigate and describe how high school students feel about leadership, that is, to see how high school students define leadership, to determine their motivation behind seeking out leadership opportunities, and to see what types of experiences high school students have with leadership on and off campus.
This study was conducted using both document analysis and in-depth semi-structured interviews, while utilizing the theoretical framework of relational leadership. The 25 participants of this study were high school student leaders during the school year who collectively represented 29 clubs at the same school site.
Only a handful of participants actually participated in club-sponsored leadership development programs, though some of these programs appear to be inadequate for high school students.
Participants did seem to develop some amount of leadership abilities as student leaders, though it appears this was primarily due to their observations or experiences, rather than to a formal leadership development program.
This study provides recommendations for policy that can support the development of leadership skills for high school students with support from club advisors, school administrators, and district level personnel.
Limited research on this group documents a lack of targeted supports resulting in significant struggles as they attempt to overcome obstacles in their path toward success. Interview data was analyzed to arrive at experiences that informed the development of codes and themes.
In order to contextualize participant interview data, five observations of externally-based support groups and interviews with two support providers were conducted.
Also, some were forcibly displaced due to familial nonacceptance of their gender or sexual identities, while others self-displaced in an attempt to live openly.
However, they each described the loss of both familial supports and each reported a lack of targeted supports at school to help them overcome identity nonacceptance, displacement, and lack of belonging. All participants fought to access externally-based protective and compensatory supports.
By mirroring the externally-based programs that are successful with limiting the effects of displacement and identity non-acceptance, educational institutions can interrupt the Minority Stress Process and the associated adversity.
Temporary Leadership in Athletics: Haviland, Don Abstract Turnover in intercollegiate athletics leadership often results in an interim director of athletics appointment, which is a quick solution to fill a gap in leadership until a permanent successor can be named.
Not only is interim leadership a convenient option for the institution, it can also provide an individual the opportunity to serve in a senior leadership position that may otherwise be difficult to obtain.
Although there are many advantages to serving as an interim director of athletics, those who serve in the role are also faced with a number of challenges that have implications to the individual and institution during the temporary appointment.
Through the use of qualitative interviews, the dissertation explored and described the perceived benefits, challenges, and institutional support experienced by fifteen participants who had served and completed their appointment as an interim NCAA director of athletics.
The study found that participants experienced change that triggered their transition into the interim director of athletics role causing them to let go of an old identity with which they were familiar.
Participants also experienced varying degrees of unfamiliarity as they adapted to new job tasks, experienced increased workloads, and managed new and old relationships. Ultimately, participants experienced acceptance of their role as interim by building the confidence and skills needed to be successful before they transitioned out of the interim director of athletics position into their next role.
Recommendations for policy include the need to develop NCAA and institutional guidelines to provide a go-to guide in how to efficiently and effectively support an interim director of athletics. Practice recommendations include the implementation of procedures that encourage professional learning and growth opportunities.
Finally, future research should examine employment trends and provide different perspectives on the experiences of interim NCAA directors of athletics, such as gender and race differences, family dynamics, and staff perception.
Ratanasiripong, Paul Abstract Inclusion of students with diverse identities and addressing all forms of discrimination are critical for institutes of higher education. While progress has been made to create welcoming environments for many social groups, one has been largely ignored.
Fat students are at risk for facing weight-based discrimination with possibly detrimental effects. Internalization of weight bias further prevents fat students from seeking help or coping with the discrimination they face.
Given that there are no legal protections against weight-based discrimination, and a general acceptability of weight bias, fat students are possibly marginalized and left to cope on their own. It is critical for educational leaders to understand the complexities of weight-based discrimination in order to build truly inclusive campuses.
Literature on the effects of weight bias and discrimination on college students, particularly students of color, is scarce."The Process of How Teachers Become Teacher Leaders and How Teacher Leadership Becomes Distributed Within a School: A Grounded Theory Research Study" ().
Dissertations. Theses and Dissertations--Educational Leadership Studies. Follow. Jump to: Theses/Dissertations from PDF. COLLABORATIVELY - LED LIVING LEARNING PROGRAMS: AN EXPLORATION FOR HOW COLLABORATION IS FACILITATED BETWEEN STUDENT AFFAIRS UNITS AND ACADEMIC AFFAIRS IN LLPS, Trisha .
Educational Leadership Dissertations. Stakeholders' Perceptions of Community Engagement in a System-Wide Educational Change Effort: Implications for Building Partnerships., of Gender Differences in Motivation of Senior Administrators in Virginia Community Colleges Using Herzberg's Two-Factor Theory., Jewell Bevins Worley.
Transformational leadership is defined as a social process in which a member or members of a group or organization influence the interpretation of internal and external events, the choice of goals or desired outcomes, the organization of work activities, the.
Utilizing the educational change process through the lens of Fullan’s Change Theory, and by examining effective practices, the goal of this study was to inform policy and practice for any technology implementation at the K level with particular emphasis on adoption, outcomes, and sustainability.
Educational Leadership. Are educational leaders born to be administrators, or is a good administrator a product of education and experience. This 5 page paper explores the nature versus nurture issue as it applies to educational leaders, specifically the High School principal.