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Concordia’s College of Education Dean Sheryl Reinisch Talks 3 to PhD
No full textExcerpt:
Concordia University’s College of Education Dean Sheryl Reinisch and Faubion School Principal Jen McCalley talk about a new model for education, 3 to PhD®, about how it began, partnership, sharing a new building, preparing future educators, closing the opportunity gap, and more, during a 20-minute interview that first aired Dec. 3, 2017
Emotional Intelligence and Organizational Context in Educational Leadership
No full textThis qualitative, multiple case study investigated how educational leaders used and manifested Emotional Intelligence (EI) skills and abilities in unique organizational contexts. The study was conducted with five principals in a large, urban school district. The principals were selected to participate based on the organizational context of their schools. Each site was profiled and subsequently categorized based on the unique dynamics of the school including, but not limited to cultural, social, political, environmental, economic, and temporal factors. The principals were interviewed using a common, open-ended interview protocol. The interviews contained questions about the school’s organizational context, the principal’s relationships with stakeholders, and the principal’s use of Emotional Intelligence (EI) skills and abilities in their role as the leader of the school. The interview transcripts were coded, analyzed, and compared with publicly available information about each school site to draw themes and conclusions to answer the research question: How do educational leaders exhibit and utilize EI within distinct organizational contexts? All five principals demonstrated evidence supporting the importance of EI skills and abilities in their role as principal and all five believed they could grow and develop their EI. The findings indicated differences in the use and manifestation of specific EI skills and abilities, from basic skills to advanced skills, across the different school contexts. This study was unique because it combined two, previously independent fields of study in the area of leadership: EI and organizational context
Facilitating Retention of University Student Veterans Through Transitional Experiences, Organized Provisional Services, and Processes
No full textMilitary veterans are an immediately emerging populace of non-traditional students in the United States. In August 2009 the new Post-9/11 G.I. Bill became effective and has made it accessible for veterans to subsidize their higher education costs upon departing from the military. Customary four-year universities and colleges are appropriately serving students who have recently completed secondary school. Be that as it may, student veterans entering school today have an exclusive set of abilities and competencies. As an increasing student populace, little is known about the encounters and discernments these student veterans take with them to school (DiRamio, Ackerman, and Mitchell, 2008). In any case, with the largest matriculation of student veterans since World War II, are colleges and universities adapting appropriately to serve military veterans? The purpose for this study was to distinguish and examine the aspects that add to the intent to persist of student veterans that receive educational monies from the Post 9/11 G.I. Bill. This qualitative study directed as an examination of individual interviews with ten Post-9/11 G.I. Bill veterans uncovers, through examination of theoretical and exploratory information, a large number of individual and cumulative needs in school. Consequences of this study illustrated that campus conditions was the main critical variable that affected student veteran\u27s intent to persist at their present university. The data introduced in this study has importance as it bridges an information gap that in existing literature with respect to transitional experiences and insights of student veterans. Also, the discoveries may aid as groundwork to enhance the validity of resources accessible for those attempting to serve the necessities of this emerging student populace
Concordia Faubion day in the life
No full textA day in the life of a Faubion Student.https://commons.cu-portland.edu/three2phd_videos/1008/thumbnail.jp
Advent 4 Series B 2017
No full textThis PDF comments on the Propers for the Fourth Sunday of Advent, Series B and offers ideas for proclamation and preaching
Teacher Perceptions of Middle School Students Meeting English Language Arts Literacy Standards
No full textThe purpose of this study was to explore teachers’ perceptions of middle school students meeting English Language Arts standards. Guided by the theories of Vygotsky (1978), which are founded in the cognitive, communicative, and developmental ideologies, this study examined how educators perceived instructional supports, teacher expectations, the student and teacher relationship, and teacher morale to impact achievement. This study revealed that middle school English Language Arts educators perceived that instructional supports, teacher expectations, the student and teacher relationship, and teacher morale do impact students meeting English Language Arts Standards. However, educators perceive that if combined, the components of each have the potential to make a greater positive impact on student achievement. Twelve English Language Arts teachers participated in the study. These teachers completed a questionnaire and participated in an interview with the researcher. Observational field notes also were recorded during the study by the researcher. The questionnaires, interviews, and field notes were coded using Excel and NVivo software. The documents were used to determine the educators’ perceptions of students meeting English Language Arts standards. The results indicated that teachers perceive a positive correlation between students meeting English Language Arts standards and instructional supports, teacher expectations, teacher morale, and the student and teacher relationship
Dialogic Interactions that Support Learning and Motivation: A Phenomenological Study of High School Teachers’ Experiences During Reflective Dialogue
No full textWhen teachers skillfully interact in reflective dialogue, they experience professional learning and motivation. However, teachers’ interactional skills are often not data-informed. The purpose of this hermeneutic phenomenological study is to provide descriptive data on (a) how high school teachers experience the dialogic interaction within reflective dialogue, (b) what evidence of learning is present in the interaction, and (c) how self-directed motivation is supported in the interaction. The conceptual framework for this study consists of learning theories from Dewey and Mezirow and the Self-Determination theory of motivation from Deci and Ryan. Three sessions were conducted with two teams of two teachers for a total of eight reflective dialogues. These reflective dialogues were accessed through observations, focus groups, and semi-structured interviews, which were recorded, transcribed, and analyzed using self-designed theory-driven codes and conversation analysis. Participants’ own analysis of the data and descriptions of their experiences were included in the findings. The results indicate teachers engage in a process of making meaning of their experiences through exploration, storytelling, and critical reflection of their practices. They experience the need for competency and autonomy, but feel the need for connection most. These needs are met as they give each other the space to reflect and overcome their personal and professional discomfort and challenges together. Specific dialogic interactions that supported teachers’ learning and motivation are described. This study also produced evidence of transformation among the participants and could be replicated to facilitate transformational learning among other teachers. Recommendations for further studies are discussed