California State University (CSU): Open Journal Systems
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Research to Practice Sampler: Engaging Students in Cognitively Demanding Tasks
Get PDFResearch to practice samplers provide a short review of the research literature on a topic and then offer some examples of professional learning activities that leverage the research. In this case, the topic is cognitive demand
Interview with Susie Håkansson on the Development of the California Mathematics Project
Get PDFThe California Mathematics Project (CMP) was legislated in 1982 by California Senate Bill~424. The purpose of the CMP is cooperatively planned and funded support of rigor and quality in the mathematics education of California\u27s students across primary, secondary, and post-secondary levels. As with any attempt at getting people from diverse professional backgrounds to work together, the initiative called for the development of shared purpose, mutual respect, and effective communication. The call for these efforts came at a challenging time in the history of education in California. Under the leadership of Susie Håkansson, CMP made it into the 21st century and flourished. This interview is from 2012. At that time Dr. Håkansson had been the Executive Director of the CMP for more than a decade. 
How Exemplary Educational Leadership Preparation Programs Hone the Interpersonal-Intrapersonal (i2) Skills of Future Leaders
Get PDFJohn P. Kotter argues that business schools continue to prepare leaders for 20th century needs, as they typically teach students how to manage an organization, rather than how to lead one. In this article, we explore how Kotter’s assertion applies to educational leadership preparation programs. We examine the ways a purposive sample of exemplary programs structure and implement learning experiences for aspiring educational leaders. Leveraging our findings from these cases and the literature on transformational learning and leadership, we argue that today’s programs should include “powerful learning experiences” that challenge and coach leadership candidates to build the skills and capacities necessary to both manage and lead organizations. If educational leaders are the “driving subsystem” for school improvement efforts, then leadership preparation must move aspiring leaders beyond technical competence and toward the more transformational aspects of leading
Ripple Effects: Multifaceted Mentoring of Educational Leadership Doctoral Students
Get PDFIn this article we explore the impact of mentoring on individuals who completed a doctoral program in educational leadership. Participants described the impact and ripple effects of mentoring on degree completion and their work as K-20 leaders to inform policy, shape practice and transform education; they also provided recommendations for infusing mentoring into the doctoral program. Data collected through focus groups and Ripple Effects Mapping (REM) was examined through Social Capital Theory and indicates mentoring for professionals seeking the Ed.D. should be multifaceted, centered on the emancipatory belief in the capacity of each individual, and woven into each program element. This study contributes to mentoring literature and extends knowledge about the unique needs of P-20 educational leaders pursuing the Ed.D. We argue for provision of a multifaceted mentoring program, which draws upon the expertise of members within the program’s network (faculty, program graduates and cohort members). Purposeful, proactive and responsive mentorship will meet the individual needs of each student, including candidates from diverse backgrounds and other marginalized populations
Assessing the Impacts of a Helping Hand: Findings of the Project Understanding Food Pantry Clients\u27 Survey
Get PDFThis research study was conducted by students in the Sociology Program at CSU Channel Islands as a service-learning project for the senior capstone course. Research consists of 34 qualitative interviews conducted in a one month period at Project Understanding (in both English and Spanish). Findings address the following areas: demographics of clients; patterns of public assistance; circumstances leading to pantry use; sharing of food with community members; components of respondents’ food supply; preferences regarding supplies at pantry; and impacts of the pantry on clients and the community
Foster Youth Mentorship: A Qualitative Investigation Into Motivations and Experiences
No full textResearch was conducted as a partnership between Casa Pacifica and the CSUCI Sociology Program as a senior capstone project. The research goal is to develop a better understanding of the experiences and motivations of volunteers serving foster youth, with specific interests in encouraging more volunteers to take on mentor roles. Research was based on qualitative interviews conducted with twenty volunteers who serve foster youth at Casa Pacifica – including ten members each of the Casa Pacifica Amigos and the California Youth Connection Adult Supporters. Members of both organizations were chosen in order to broaden the range of volunteer experiences and to facilitate informal comparisons. Interviews help us to understand volunteers’ understandings of mentorship and the sources of satisfaction in that activity; pathways to deepening involvement; and suggestions for encouraging more mentorship
Preparing Teacher Candidates for Diverse Learners: Are We Doing Enough?
Get PDFResearch on the academic achievement of K-12 students indicates that diverse students and students with exceptionalities face barriers to a quality education (Ladson-Billings, 2006). Responsibility falls to teacher preparation programs to ensure teacher candidates are prepared to engage diverse learners. We examine the literature regarding culturally responsive practices and teacher-efficacy in implementation. We further consider how a teacher preparation program assesses candidates’ ability to design instructional environments for diverse learners
Elementary Classroom Teachers’ Perceptions Regarding Their Desire and Ability to Teach Physical Education
Get PDFThe purpose of this study was to determine the perceptions of elementary school teachers regarding the value of elementary physical education (PE), and their desire and readiness to teach it effectively. An online survey was administered to elementary school classroom teachers in two large Southern California public school districts. Results suggest elementary classroom teachers value daily structured physical activity for children and most perceived themselves to be qualified to effectively teach elementary PE. Only 57% indicated that their university teacher education program adequately prepared them to effectively teach elementary PE, and 59% indicated they felt competent to administer the state mandated Fitnessgram. Findings suggest university accrediting agencies should require university teacher credential programs to provide at least one required elementary physical education teaching methods course, and school districts should provide continuous in-service training for elementary school classroom teachers who teach physical education
