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School Administrators’ Perspectives on Dyslexia and Transformational Leadership and Implications for Teacher Placement
Get PDFThis study focused on the perceptions of secondary-level administrators about dyslexia instruction and their decision-making process in teacher placement within a Texas school district. Using transformative leadership theory, the researcher’s aim was to address the instructional needs of students with dyslexia and help catalyze educational change. The research involved a qualitative descriptive approach to explore administrators’ perspectives and practices. Findings revealed that dyslexia affects approximately 15%–20% of the U.S. population. Despite intellectual capabilities, individuals with dyslexia face persistent struggles in reading and writing because of neurobiological differences. The specific problem addressed was the lack of understanding among school administrators about dyslexia instruction and teacher training, contributing to the academic achievement gap between students with dyslexia and those without. The research was framed within the paradigm of program evaluation, focusing on assessing the effectiveness of dyslexia instruction and leadership practices. The researcher conducted qualitative interviews and a focus group discussion with 13 secondary school administrators working in the district. The research themes highlighted the critical impact of caring for students by certified teachers who excel in classroom management, are trained to meet diverse student needs, and exhibit leadership qualities that inspire and intellectually stimulate students, thereby improving learning outcomes and academic performance. Administrators considered factors like emotional intelligence, authenticity, knowledge, and competence in placing teachers for dyslexia training. They recognized the role of transformative leadership in addressing students’ needs
A Qualitative Study of the Career Experiences of Asian and Asian American Female Administrators in U.S. Higher Education
Get PDFThis qualitative phenomenological study explored the experiences of Asian and Asian American women administrators’ career paths in U.S. higher education. The research fills a gap in the literature regarding the careers of Asian and Asian American women administrators. The recruitment process was completed between May 13 and July 9, 2024. Recruitment emails were sent to 25 potentially qualified participants, including a network of 17 people made up of mentors, professors, and colleagues, as well as eight professional associations and LinkedIn. The participants were six Asian and Asian American biologically female administrators at U.S. colleges and universities. These participants currently hold or have held administrative or leadership positions in U.S. higher education for more than 2 years or upwards of 20. For all interviews, informed consent forms were sent beforehand, and no interview was conducted until the qualified participants read and signed the forms. Triangulation was used to strengthen this phenomenological study’s credibility by using multiple data sources, Zoom interviews, field notes, and member checking. As a phenomenological study, thematic analysis was used by applying a homogeneity-focused approach and adopting Moustakas’s (1994) model: epoché, phenomenological reduction, imaginative variation, and a synthesis of meaning and essence. Five main themes were formed with an additional four subthemes by using the same homogeneity-focused approach. The main themes included association & networking, family, discrimination, language, and mentor; additional themes were working experience, suggestion, education, and bicultural/multicultural
Collected Essays by Simon Arzigian
Get PDFThese Collected Essays by Simon Arzigian were written in Edgewood, New Mexico, between 1998 and 2009.
Simon John Arzigian was born March 20, 1921 in Lawrence, Massachusetts, and spent most of his childhood in this New England factory town. His entire professional life was with the Department of Defense, living in the dense urban setting in Washington D.C. During World War II he served in The Army as a medic in Africa and Europe. After the war he attended Catholic University and the University of Illinois graduate school, training as a parasitologist. He moved to Edgewood New Mexico in 1995 with his wife, and spent many happy hours babysitting his granddaughters, though he regularly admitted that he didn\u27t really need to do much but enjoy and encourage them. During his time in time in Edgewood he wrote more than 300 essays about family, the beauty of New Mexico, and the doings surrounding the Edgewood Senior Center
