Journal articles: 'Community leadership programs'

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Wituk, Scott, Sarah Ealey, Mary Jo Clark, Pat Heiny, and Greg Meissen. "Community Development through Community Leadership Programs: Insights from a Statewide Community Leadership Initiative." Community Development 36, no. 2 (June 2005): 89–101. http://dx.doi.org/10.1080/15575330509490177.

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Cleveland, Marisa, and Simon Cleveland. "Building Engaged Communities—A Collaborative Leadership Approach." Smart Cities 1, no. 1 (November 14, 2018): 155–62. http://dx.doi.org/10.3390/smartcities1010009.

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Community engagement is essential for building smart cities. While leaders who participate in community leadership development programs create engaged communities, there is a gap in literature on the role leadership programs play in the formation of engaged communities. This conceptual paper examines the relationship between collaborative leadership and leadership development programs in order and their role in fostering engaged communities. Recommendations for future research on building effective leadership programs are proposed.

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L Eddy, Pamela, and Regina L Garza Mitchell. "Preparing Community College Leaders to Meet Tomorrow's Challenges." Journal for the Study of Postsecondary and Tertiary Education 2 (2017): 127–45. http://dx.doi.org/10.28945/3884.

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Aim/Purpose: This article reviews the leadership development literature and posits that a learning centered approach will best support the development of community college leaders. But, it is important to recognize that community colleges have differing needs due to size, location, and the communities they serve. Background: American community colleges have received a great deal of attention over the last decade as institutions poised to contribute to the education of the workforce and to increase the number of citizens who possess a certificate or degree. Concurrently, community colleges also received attention due to the warnings about a pending presidential leadership crisis in the sector. As more and more sitting leaders retire, the demands of the job increase, and fewer individuals seek out top-level leadership positions, it is important to address how to develop community college leaders. Contribution: The review of leadership development literature provides the backdrop for creating new programs to develop community college leaders. A multi-faceted approach is required in which succession planning occurs, graduate programs are revamped, and both individuals and organizations engage in the development of community college leaders. Findings: It is important to recognize that community colleges have differing needs due to size, location, and the communities they serve. Graduate doctoral programs targeting community college leadership and national training programs can help prepare leaders, but they need curricular and program alignment targeting development of authentic leadership and ways to bridge theory with practice. Establishing succession planning can build a robust leadership pipeline that supports networked leadership and nurtures contextual competencies. Impact on Society: Understanding better how to prepare leaders to face the challenges now facing community colleges requires questioning current practices and building different leadership development programs.

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Patterson, Tracy Enright, Donna R. Dinkin, and Heather Champion. "Team sponsors in community-based health leadership programs." Leadership in Health Services 30, no. 2 (May 2, 2017): 171–83. http://dx.doi.org/10.1108/lhs-10-2016-0054.

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Purpose The purpose of this article is to share the lessons learned about the role of team sponsors in action-learning teams as part of community-based health leadership development programs. Design/methodology/approach This case study uses program survey results from fellow participants, action learning coaches and team sponsors to understand the value of sponsors to the teams, the roles they most often filled and the challenges they faced as team sponsors. Findings The extent to which the sponsors were perceived as having contributed to the work of the action learning teams varied greatly from team to team. Most sponsors agreed that they were well informed about their role. The roles sponsors most frequently played were to provide the teams with input and support, serve as a liaison to the community and serve as a sounding board, motivator and cheerleader. The most common challenges or barriers team sponsors faced in this role were keeping engaged in the process, adjusting to the role and feeling disconnected from the program. Practical implications This work provides insights for program developers and community foundations who are interested in building the capacity for health leadership by linking community sponsors with emerging leaders engaged in an action learning experience. Originality/value This work begins to fill a gap in the literature. The role of team sponsors has been studied for single organization work teams but there is a void of understanding about the role of sponsors with multi-organizational teams working to improve health while also learning about leadership.

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Schultz, Carol M. "Community Leadership Training Programs for the Active Retired." Adult Learning 3, no. 3 (November 1991): 11–13. http://dx.doi.org/10.1177/104515959100300306.

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Azzam, Tarek, and Ronald E. Riggio. "Community Based Civic Leadership Programs: A Descriptive Investigation." Journal of Leadership & Organizational Studies 10, no. 1 (February 2003): 55–67. http://dx.doi.org/10.1177/107179190301000105.

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Porr, Dean Alan. "Putting “development” back into community leadership (development) programs." Community Development 42, no. 1 (January 2011): 97–105. http://dx.doi.org/10.1080/15575330.2010.505295.

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DeBlauw, Amanda L., and Jenny L. Daugherty. "Teaching Leadership in Technical Programs at Community Colleges." Journal of Leadership Education 16, no. 2 (April 1, 2017): 79–91. http://dx.doi.org/10.12806/v16/i2/r5.

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Bertrand, Melanie, and Katherine C. Rodela. "A Framework for Rethinking Educational Leadership in the Margins: Implications for Social Justice Leadership Preparation." Journal of Research on Leadership Education 13, no. 1 (November 29, 2017): 10–37. http://dx.doi.org/10.1177/1942775117739414.

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This article reimagines the social justice educational leadership field, highlighting the leadership of youth, parents, and community. We examine widely cited social justice educational leadership publications, in addition to critical research on youth voice, parent engagement, and community organizing. Our analysis reveals that the field often overlooks youth, parent, and community educational leadership. Through the theory of collective transformative agency, we propose a new framework for dismantling deficit ideologies and disempowering practices in leadership preparation programs. The article concludes with specific proposals for programs to re-envision the “how” and “who” of leadership preparation.

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Kelsey, Kathleen D., and Leah J. Wall. "Do Agricultural Leadership Programs Produce Community Leaders? A Case Study Of The Impact An Agricultural Leadership Program On Participants' Community Involvement." Journal of Agricultural Education 44, no. 4 (December 2003): 35–46. http://dx.doi.org/10.5032/jae.2003.04035.

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Hull, James R., and Marybelle C. Keim. "Nature and Status of Community College Leadership Development Programs." Community College Journal of Research and Practice 31, no. 9 (September 6, 2007): 689–702. http://dx.doi.org/10.1080/10668920600851621.

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Fredricks, Susan M. "Exposing and Exploring State-wide Community Leadership Training Programs." Journal of Leadership Studies 5, no. 2 (January 1999): 129–42. http://dx.doi.org/10.1177/107179199900500211.

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Fritsch, Aimee, Catherine Rasmussen, and Scott Chazdon. "Old Concept, New Generation: Millennials and Community Leadership Programs." Journal of Leadership Education 17, no. 4 (October 1, 2018): 93–109. http://dx.doi.org/10.12806/v17/i4/r6.

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Hearn, Anne L. "Using the Civic Index to Strengthen Community Leadership Programs." National Civic Review 77, no. 5 (September 1988): 436–40. http://dx.doi.org/10.1002/ncr.4100770505.

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M. Zapalska, Alina, Nick Zieser, and Tyler Kelley. "Leadership development in undergraduate programs: an example at the U.S. Coast Guard Academy." Problems and Perspectives in Management 14, no. 1 (March 2, 2016): 30–43. http://dx.doi.org/10.21511/ppm.14(1).2016.04.

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The paper presents specific examples of leadership training practices and educational activities that have been successfully implemented in an undergraduate program at the U.S. Coast Guard Academy. The purpose of this study is to illustrate a model of experiential learning that facilitates leadership development in an undergraduate program. The integration of cadets’ learning in a classroom, during students’ engagement in service learning, community engagements, internships, and extra-curricular activities allows cadets to develop necessary leadership skills required for graduation and employment in the future. A structured experiential learning environment allows students to discover their own styles of self-leadership and explore new leadership approaches. Concrete experience, reflective observation, abstract conceptualization, and active experimentation are exercised in the learning communities that include faculty, coaches, students (peer groups) and the community they serve

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Anderson, Stephen A. "Evaluation of Youth Leadership Training Programs." Journal of Youth Development 1, no. 3 (March 1, 2007): 27–43. http://dx.doi.org/10.5195/jyd.2007.372.

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Results of a two-year evaluation of youth leadership programs offered within community youth development programs in Connecticut are presented. Youth involved in leadership activities were contrasted with a comparison group of youth who were not involved in leadership programming. Participants in the leadership programs reported an improved sense of support from their local communities. Leadership training also appeared to offer an added benefit to males who reported significant improvements in their social self-efficacy in contrast to females engaged in leadership programs or youth comprising the comparison group. Youth who participated in the leadership programs appeared to be a uniquely talented group of individuals, initially scoring higher than the comparison group on a variety of youth outcome measures. However, a subgroup of youth who began the leadership program at a lower level of overall functioning were more likely than youth who began the program at a higher level of functioning to report positive changes.

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Carlson, Diane E. "Critical Social Justice Leadership: Putting “Community” Back in Community College." Journal of Transformative Leadership & Policy Studies 5, no. 1 (September 1, 2015): 37–50. http://dx.doi.org/10.36851/jtlps.v5i1.478.

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This article proposes that connecting to and understand-ing the experiences of the communities and students served must become a priority of community college work at all levels. Findings add to the understanding of social justice issues in relation to community colleges and include medium-high to high positive correlations between accuracy of knowledge of social justice issues impacting students and communities and the valuing of social justice practices. These strategies culminate in what the author calls a new model of leadership: Criti-cal Social Justice Leadership (CSJL). Recommendations include stronger social justice training for leaders in edu-cational leadership programs and Boards of Trustees, the incorporation of social justice understandings into accreditation standards, as well as the collection of broader and deeper data to more fully understand and address student outcomes. Through an examination of litera-ture and data from interviews with ten California com-munity college leaders, this article explores the rhetoric of achievement (and now student success) in relation to social justice realities and community college leadership. The article then shifts to exploring the Critical Social Jus-tice Leadership model as a way to illuminate the connec-tion between the systemic social justice realities impact-ing the communities served by community colleges and the kinds of leadership strategies that might more thor-oughly and effectively address issues relating to student success.

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Friedel, Janice Nahra. "University-based community college leadership programs: Where future community college leaders are prepared." New Directions for Community Colleges 2010, no. 149 (December 2010): 51–58. http://dx.doi.org/10.1002/cc.395.

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Buzinde, Christine, Behrang Foroughi, and Josephine Godwyll. "Youth leadership programs for community development and social action: a pedagogical approach." Community Development Journal 54, no. 4 (April 9, 2018): 677–94. http://dx.doi.org/10.1093/cdj/bsy015.

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Abstract This conceptual paper explores pedagogical interventions that can be applied to social change centered youth leadership programs. It specifically focuses on two interventions, Image Theatre and autonomy promotion; the former is a pedagogical tool while the latter is a pedagogical approach. These interventions are vital for social change centered youth leadership programs because they allow facilitators to account for participants’ sense of agency and determination while concurrently engaging them in critical social analyses necessary for the advancement of community development and well-being. This paper presents a description of Image Theatre and autonomy support as well as a discussion of how facilitators can apply these interventions to youth leadership programs. The theoretical tenets that inform the aforementioned pedagogical interventions, theory of self-determination and critical consciousness, respectively, are presented.

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Robison, Greg, William Sugar, and Brian Miller. "Fostering Community College Leaders: An Examination of Leadership Development Programs." Community College Journal of Research and Practice 34, no. 8 (June 11, 2010): 605–23. http://dx.doi.org/10.1080/10668920701831605.

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Rossing, Boyd E. "Learning Laboratories for Renewed Community Leadership: Rationale, Programs, and Challenges." Journal of Leadership Studies 5, no. 4 (May 1999): 68–81. http://dx.doi.org/10.1177/107179199900500407.

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Vincent, Niki, Lynn Ward, and Linley Denson. "Promoting post-conventional consciousness in leaders: Australian community leadership programs." Leadership Quarterly 26, no. 2 (April 2015): 238–53. http://dx.doi.org/10.1016/j.leaqua.2014.11.007.

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Naku, Daniel Wandera Clief, Jacob Kihila, and Eluether Mwageni. "Towards Programs Sustainability: Assessment of Institutional Determinants for Effective Community Participation in Development Programs in Tanzania." International Journal of Environmental Science & Sustainable Development 6, no. 2 (December 30, 2021): 60. http://dx.doi.org/10.21625/essd.v6i2.838.

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This paper brings to the fore an assessment of institutional determinants for effective community participation in development programs for the case of Tanzania. It is highly acknowledged in various scholarly literature that there is a strong link between community participation and development programs. In fact, literature shows that community-based development programs that have allowed community members to be fully involved in various programs have been successful when compared to those where community members are seen as spectators.However, in order for community members to take part in the programs, there are several determining factors, ranging from socio-economic, socio-cultural to institutional based factors.This study therefore sought to assess institutional determinants with the aim of identifying the major institutional determinants capable of influencing effective community participation in development programs. The study used four programs that were categorized as Locally Funded, Government Funded, Donor Funded and Joint Funded development programs. A combined sample size of 316 participants from all the four programs was employed. Collected data were analyzed through the within-case analysis and the comparative analysis approaches.Results of the study revealed that program benefits, objectives and leadership were the major institutional determinants for promoting effective community participation in development programs. when compared to methods used in the other three examined programs. Hence, the study concluded by emphasizing on the need to ensure these institutional based factors (program benefits, objectives and leadership) should always be given due attention in any development program.

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Reamey, Rebecca Avery, and Michael J. Mugavero. "3561 Creating a Scientific Community for Outcomes Researchers." Journal of Clinical and Translational Science 3, s1 (March 2019): 65. http://dx.doi.org/10.1017/cts.2019.154.

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OBJECTIVES/SPECIFIC AIMS: 1. Foster a community of scholars – by centering on training and professional development programs that assist with career progression. 2. Improve heath equity for the community – by developing innovative ways to capture data, address problems, deliver solutions, and disseminate results to patients and people everywhere. 3. Facilitate interdisciplinary teams at all career stages – by providing opportunities for researchers, regardless of discipline and career stage, to engage in dialogue with others. SCOR has developed a series of programs to address each stage in the career arch. LEAD: Learn Enhance Advance Drive develops a pipeline of future leaders within UAB by engaging junior faculty and staff who are in leadership roles or will be in leadership roles soon to develop fundamental competencies. The one-year, cohort-based program enables junior faculty and staff to enhance their interpersonal skills, professional skills, and leadership skills. The program uses the Leadership Competency Model to provide the framework for the chosen topics. The K2R program provides structured activities over a 4– 5 month timeline to assist cohorts of scholars in their preparation of a specific grant application. Leveraging existing programs, like Project Panels, and offerings including a Specific Aims Workshop, K and R Writing Groups, and Mock Study Section, the SCOR extends the engagement of scholars in their ongoing research development. METHODS/STUDY POPULATION: Using quantitative methods, we have conducted surveys to measure effectiveness of weekly didactic sessions and topics. We use qualitative methods such as interviews and focus groups to better understand the relevance of the individual programs and the larger community of SCOR. RESULTS/ANTICIPATED RESULTS: N/A DISCUSSION/SIGNIFICANCE OF IMPACT: Creating a community of interdisciplinary investigators will greatly impact research at the institution.

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Robey, Philip V., Qi Shi, and S. J. John Savard. "Ethics, Equity, and Community Engagement: Urban School Administrators Rate Their Preparation Programs." Journal of School Leadership 29, no. 2 (February 27, 2019): 167–84. http://dx.doi.org/10.1177/1052684619832152.

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School administrators from three mid-Atlantic cities were surveyed regarding the levels of emphasis given to components from their university-based leadership preparation programs. Three components—ethics, equity, and community engagement—are explored for this article due to their influential relationship with school response to changing demographics. Using a sliding scale, participants indicate that tasks related to all three components were emphasized in their programs, with ethics highlighted the most and community engagement highlighted the least. Negative statistical significance was found between the independent variable, time since program completion, and the components equity and ethics. This indicates that those who completed their programs longer ago perceive less emphasis on the two components. An analysis follows on how educational leadership program standards may influence what programs emphasize.

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Cherotich, Boinett Caroline, and Dr Jane Njoroge. "Women Leadership and Economic Empowerment inKajiado County, Kenya." International Journal of Advances in Scientific Research and Engineering 08, no. 06 (2022): 25–42. http://dx.doi.org/10.31695/ijasre.2022.8.6.4.

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Most organizations have been reporting their inability to achieve the set objectives. Several factors have been pointed out to be the major cause. Apart from other external factors such as adequate finance, political goodwill, and a conducive environment,there seem to be other factors related to intergroup cohesion that affect goal achievement. This study was done in Kajiado County, Kenya and it sought to establish Women's Leadership and Economic Empowerment in Kajiado County, Kenya. The study had four objectives, to establish the influence of policies by women in leadership on economic empowerment, to explore the influence of income-generating programs by women in leadership on economic empowerment, to determine the influence of community capacity buildingby women in leadership on economic empowerment and to examine the influence of financial support programs by women in leadership on economic empowerment in Kajiado County which is categorized as a marginalized County. The study adopted a simple random sampling method and purposive sampling technique to select the sample size. The sample size comprised residents and community members of productive age between 20 years to 59 years and 14 women political leaders of Kajiado County. The study concluded that policies, income-generating activities, capacity-building programs, and financial support programs by women leaders have a positive and significant influence on economic empowerment in Kajiado County. Women's presence in positions of leadership has seen the formulation of policies and programs that address the economic aspects of women. The study recommended that more women should be integrated into leadership positions so that they can contribute and influence decisions, policies, and programs aimed at enhancing the economic empowerment of the community members. This study is expected to be valuable to researchers and scholars. It will also be of significance to policymakers, the government, and international originations as the study will generate findings that can be relied upon to inform future developments on women's empowerment to leadership positions

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Limoges, Jacqueline, Kim Jagos, Martin McNamara, and Ian Drennan. "Interprofessional collaboration in home-based community care programs: A leadership imperative." Journal of Nursing Education and Practice 11, no. 11 (June 30, 2021): 15. http://dx.doi.org/10.5430/jnep.v11n11p15.

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Community Paramedic (CP) services are relatively new in home-based community care, and as these programs expand, there are additional opportunities for leadership in interprofessional and cross-sectoral collaboration. Understanding the unique contributions of each health care provider can ensure that a patient-centered approach remains forefront. This qualitative study included 33 participants representing nurses, physicians and CPs involved in home-based community care. Interviews explored attitudes, barriers and enablers to collaboration, role optimization and integration of paramedics into home-based community care and were analyzed with interpretive descriptive methods. Participants recognized the benefits of CP services and positive attitudes motivated them to engage in collaboration to support patient-centered care. Participants stated they require support and leadership to strengthen interprofessional collaboration and care coordination. Strategies such as the removal of silos, forging new networks of collaboration, interprofessional education, and changes in professional regulation for paramedics can support new roles and opportunities for nurses, paramedics and physicians in home-based community care.

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Compiled by ENGAGE! Editors. "Youth Voices & Community Schools." ENGAGE! Co-created Knowledge Serving the City 4, no. 2 (November 29, 2022): 50. http://dx.doi.org/10.18060/26784.

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“In converted buses and tin-roof sheds, migrant students get a lesson in hope”By Patrick Wood, A Martínez, Lilly Quiroz, & Milton GuevaraFirst appeared August 24, 2022, NPR Morning Edition In a time of political debate and increasing hostility toward immigrants and refugees, it can be difficult to remember there are people at the heart of the “immigration issue.” Nonprofit groups like “Yes We Can” work to center immigrants in their own story. With mobile school programs in Mexico, educators serve migrant children living with their families in shelters in the border city of Tijuana. The organizers aim to provide stability and hope for children who find themselves in a difficult situation. Among the lessons are skills for coping with trauma and creating emotional resilience. What started as a temporary program to serve the surge in migrants near the U.S.-Mexico border has now become a necessary permanent fixture. Read the Article Learn more about Yes We Can Mobile Schools “Leaders of Tomorrow: Immigrant and Refugee Youth – A Guidebook on Leadership Development”By Sabrina Sheikh & S. Kwesi RollinsPublished September 2021 by the Institute for Educational Leadership The Washington, D.C.-based Institute for Educational Leadership (IEL) develops programs to engage and support community leaders. Their “Leaders of Tomorrow” program provides curriculum to mobilize immigrant and refugee populations while emphasizing intersectionality across communities, including racial equity, health, employment, and disability inclusion. By providing development and leadership training to marginalized communities, IEL works to empower immigrant and refugee youth to be prepared for future challenges. In learning to advocate for themselves, participants in the “Leaders of Tomorrow” program will be prepared toadvocate for their communities and other marginalized groups, as well. The guidebook provides details of theprogram and key learning objectives. Read the guidebook Learn more about IEL’s Leaders of Tomorrow program

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Williams, Mitchell R., and Vickey M. Wade. "Sponsorship of Community Leadership Development Programs: What Constitutes an Ideal Partnership?" Community Development Society. Journal 33, no. 2 (September 2002): 61–71. http://dx.doi.org/10.1080/15575330209490093.

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Payne, Adam. "The Arts@ Program: The Creation and Impact of an Arts Community at a Specialized Institution." West East Journal of Social Sciences 10, no. 1 (May 23, 2021): 1–14. http://dx.doi.org/10.36739/wejss.2021.v10.i1.42.

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This paper will examine the Arts@ Program, an arts and leadership program run by a director at a specialized institution of higher education in the northeastern United States. This paper offers the opportunity for readers to: 1.) Analyze a community arts program from a leadership perspective; 2.) Examine ways in which leadership, decision-making, and related factors can impact a community arts program; and 3.) Apply concepts of the Arts@ Program toward future virtual programmatic efforts. Key learnings from this paper include the following: 1.) Arts communities provide opportunities for all community members to engage in, build lasting memories from, and benefit from arts-related programmatic efforts, including arts instructors; 2.) Community arts programs have the potential to encourage aspects of self-leadership while also allowing participants to develop a deep, cogent appreciation for the arts; and 3.) Many of the design and delivery aspects of arts programs such as those discussed about the Arts@ Program can be applied toward future programmatic efforts, particularly in virtual formats. Reflections and recommendations for future research are presented.

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Santalo, Oscar, Joelle Farano, Jacqualine Igwe, and Niaz Deyhim. "Survey of health-system pharmacy administration and leadership residencies." American Journal of Health-System Pharmacy 77, no. 6 (February 6, 2020): 449–56. http://dx.doi.org/10.1093/ajhp/zxz327.

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Abstract Purpose To perform an inquiry with response measurement from health-system pharmacy administration and leadership (HSPAL) residency program directors and residents to distinguish variances between the programs and identify enhancement opportunities for key stakeholders. Methods Members from the Pharmacy Administration Resident Collaboration Research Committee developed separate 20-question survey instruments to assess the strengths and areas of opportunity for HSPAL residency programs from the perspective of residency program directors and residents. The survey instruments were designed to evaluate the level of pharmacy service integration across HSPAL programs nationwide. Results Nearly half of the residency program directors within the listserv (40.74%, 33/81) participated in the survey. The recognized areas of opportunity by residency program directors include community pharmacy leadership, professional organization involvement, sterile compounding, and supply chain management. About a third (32.54%, 41/126) of the residents participated in the survey. Residents reported the least exposure to community pharmacy leadership, human resource management, informatics, professional organizations, and ambulatory care/specialty rotations. The overall recommendations for HSPAL residency programs are to incorporate C-suite–level experiences, improve alumni engagement, develop longitudinal human resource/financial experiences, and encourage resident credential obtainment. Conclusion In order to foster professional and leadership growth for HSPAL residents, residency programs should consider incorporating C-suite–level experiences, longitudinal human resource/finance experiences, alumni engagement opportunities, rotation variety, professional organization involvement, and support in credential obtainment.

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Carr, Carolyn S. "Professing Educational Leadership: Caring Ways." Journal of School Leadership 13, no. 2 (March 2003): 220–51. http://dx.doi.org/10.1177/105268460301300206.

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This article focuses on the nature of caring in the university graduate classroom. Its purpose is to show how the ethic of care can be visible and should affect what occurs in administrative preparation programs. The article begins with a review of the literature. The second part of the article describes pedagogical practices utilized in pursuit of a caring community through a culturally responsive framework encompassing an “inclusive classroom culture,” “student funds of knowledge,” and “instructional conversations,” all aimed at helping students perform beyond their current capacity while accommodating community and cultural norms. The third section presents a factually based case study that raises key issues around the cultural encounter between a professor and a bilingual/bicultural graduate education class.

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Campana, Kathleen, J. Elizabeth Mills, and Michelle H. Martin. "Every Child Ready to Read: ECRR Outside the Library: Providing Meaningful Family-Focused Community Outreach." Children and Libraries 16, no. 2 (June 1, 2018): 35. http://dx.doi.org/10.5860/cal.16.2.35.

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Do you want to reach and support ALL families in your community, especially those who are underserved, but feel like you are not reaching them through your in-house programs and services?Have you tried moving your programs and services out to community locations to reach these families where they are? In Project LOCAL (Library Outreach as a Community Anchor in Learning), an Institute of Museum and Library Services–funded National Leadership planning grant, we found that by moving programs out into the community and adapting them for particular settings, libraries are reaching families in many underserved communities.

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Berkovich, Izhak. "Reflections on leadership preparation programs and social justice." Journal of Educational Administration 55, no. 3 (May 2, 2017): 261–79. http://dx.doi.org/10.1108/jea-02-2016-0018.

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Purpose Fundamental aspects of educational leadership preparation programs regarding social justice are embodied in program design elements, yet the scholarly community did not adequately address these issues. The paper aims to discuss these issues. Design/methodology/approach The essay suggests that organizational theories dealing with person-environment fit can shed light on the models, possibilities, and limitations of various preparation programs. Findings The essay proposes a meta-conceptual framework that builds on Schneider’s attraction-selection-attrition theory and on the socialization literature to classify leadership preparation programs by design. In addition, the paper reflects on the implications of program design in relation to the power and the responsibility of the faculty. Originality/value The essay argues that design decisions made by the faculty a priori enable and constrain its power and responsibility. The conclusion is that design decisions should be made by faculty with awareness of these issues.

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Nowak, Barbara, Lisa Sicilio, Char Kizior, Graecinda Tedder, Nicola Zimmerman, and Nichole Bobo. "Advocating for Oral Health Through Fluoridation." NASN School Nurse 34, no. 5 (March 8, 2019): 288–94. http://dx.doi.org/10.1177/1942602x19831655.

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Eight school nurses attended the American Academy of Pediatrics’ Campaign for Dental Health meeting in March 2018, which focused on community water fluoridation programs. Because of aging infrastructure and antifluoridation community activists, some communities are considering stopping fluoridation programs. The benefits of water fluoridation have been demonstrated since the 1950s. School nurses can play a vital role in advocating for evidence-based fluoridation programs within their community. This article informs the school nurse on the benefits of water fluoridation for promoting community health and methods to advocate for those measures—key practice components of the leadership and community/public health principles of “Framework for 21st Century School Nursing Practice™.”

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Michielutte, Robert, and Pheon Beal. "Identification of community leadership in the development of public health education programs." Journal of Community Health 15, no. 1 (February 1990): 59–68. http://dx.doi.org/10.1007/bf01350186.

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Young, Raymond J. "Legacy of the post-WWII growth years for community college leadership programs." New Directions for Community Colleges 1996, no. 95 (1996): 5–14. http://dx.doi.org/10.1002/cc.36819969503.

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Liu, Minhui, Xi Zhang, Jinnan Xiao, Feng Ge, Siyuan Tang, and Basia Belza. "Community readiness assessment for disseminating evidence-based physical activity programs to older adults in Changsha, China: a case for Enhance®Fitness." Global Health Promotion 27, no. 1 (October 15, 2018): 59–67. http://dx.doi.org/10.1177/1757975918785144.

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Physical activity (PA) has declined in China due to urbanization in the past two decades. Evidence-based programs are good approaches to promote PA, but are limited in China. Adopting existing programs can be a viable option. Prior to that, readiness assessment is needed. This study aimed to assess community readiness levels for disseminating evidence-based PA programs to older adults in Changsha, China. In-person interviews were conducted with 33 participants of five districts in Changsha to assess the community readiness level in five dimensions: community knowledge of efforts, community climate, community knowledge about the issue, leadership and resources. Data was transcribed, reviewed and compared with an anchored rating scale to provide a stage of readiness score ranging from 1 (no awareness) to 9 (high level of community ownership). Participants included 14 community staff, 13 older adults, four community leaders and three health professionals. The top three barriers to disseminating PA programs were lack of appropriate locations, funding and instructors. The top three resources were availability of indoor space, chairs and loudspeakers. Community leadership was the highest-rated readiness dimension (3.3 out of 9) followed by community climate (3.2), community knowledge of efforts (3.1) and resources (2.8); knowledge about the issue scored the lowest (2.7). The overall community stage readiness score of Changsha was 3.0 out of 9. The stage of readiness for communities in Changsha, China is ‘vague awareness’. Developing strategies to improve community readiness levels may increase evidence-based PA program dissemination in Changsha, China.

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Goldstein, Marc B., and James J. Woltz. "Master's Degree Programs in Community Psychology." Journal of Prevention & Intervention in the Community 15, no. 1 (May 7, 1997): 17–30. http://dx.doi.org/10.1300/j005v15n01_03.

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Starr, Joshua P. "On Leadership: Getting the community on the path toward equity." Phi Delta Kappan 104, no. 2 (September 26, 2022): 58–59. http://dx.doi.org/10.1177/00317217221130637.

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Soon after Xavier Botana took over as superintendent of Maine’s Portland Public Schools, he realized that, despite the district’s professed commitment, efforts to promote equity were embedded in other programs rather than being its own goal. He knew that if he were going to make his vision for equity a reality, he would need to get the community’s commitment to the effort. Joshua Starr discusses why community engagement is essential to the success of equity initiatives and describes how leaders like Botana can build a team of supporters within the school district and across the wider community.

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Broffman, Gregg, and F. Burder Stapleton. "Integration of Community Pediatricians into an Academic Department." Pediatrics 95, no. 1 (January 1, 1995): 85–88. http://dx.doi.org/10.1542/peds.95.1.85.

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A process of enhanced participation by community pediatricians in the programs and administration of an academic department is described. We realize that many departments incorporate volunteer faculty into their academic programs without creating a specific structure, such as our divisional classification. The customary paradigm of providing "ad hoc" opportunities and responsibilities for volunteer faculty is somewhat analogous to the traditional "quality assurance" model of management, which is responsive in nature and places the participants in a dependent relationship to the academic leadership. Creating academic division structure allows the volunteer faculty to initiate projects, create interdivisional work teams, and evaluate the results of their involvement and is more reflective of the new "continuous quality improvement" model. This system elevates the volunteer faculty into a partnership relationship with the academic faculty. The sense of ownership and opportunity for personal growth appear to be important drives for sustained community involvement. Although the benefits of our program appear promising, committed leadership within the academy and community will be required for longterm success. Re-analysis of the intramural dynamics and activities following systemic restructuring of the health care system will be of interest.

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Samsu, Samsu, Martin Kustati, David D. Perrodin, Mahyudin Ritonga, Muhammad Kosim, Rusmini Rusmini, and Suwendi Suwendi. "Community empowerment in leading pesantren: A research of Nyai’s leadership." International Journal of Evaluation and Research in Education (IJERE) 10, no. 4 (December 1, 2021): 1237. http://dx.doi.org/10.11591/ijere.v10i4.21833.

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Leadership is one of the essential factors that can influence community involvement in realizing the character of male and female students in the pesantren (Islamic boarding schools) in Jambi, Indonesia. This study proposed Nyai’s (female religious leaders in the pesantren) charismatic, economic, and social responsibility leadership models in the context of community empowerment (CE). This quantitative research aimed to determine the contribution of Nyai’s leadership models to CE. The data from the questionnaire were analyzed using path and flowchart analysis. The results showed that the three Nyai’s leadership models in this study influenced and contributed to CE to support the pesantren’s activities and programs. This study recommended adopting the three Nyai’s leadership models in empowering the community in the pesantren.

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DeMatthews, David E., D. Brent Edwards, and Rodolfo Rincones. "Social Justice Leadership and Family Engagement." Educational Administration Quarterly 52, no. 5 (August 20, 2016): 754–92. http://dx.doi.org/10.1177/0013161x16664006.

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Research Approach: This in-depth qualitative case study explores one school leader’s enactment of social justice leadership in an elementary school in Ciudad Juárez, Mexico. Analysis of interviews and observations revealed how this leader adapted her leadership to prioritize the severe needs of families and students in one of the world’s most violent cities. Findings: The article describes how the leader made sense of the community and its needs. Then, it examines how the leader enacted social justice leadership by addressing the out-of-school challenges that affected student achievement and well-being. Consequently, the leader’s focus shifted toward meaningful family engagement through adult education, community advocacy, and critical questioning of the status quo. Implications: Implications for future research, theory, and administrator preparation programs are presented at the conclusion of the article.

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Martínez, Víctor. "La Gobernanza SocioComunitaria. La construcción de poder comunitario en la política pública en salud mental." Castalia - Revista de Psicología de la Academia, no. 36 (July 12, 2021): 63–75. http://dx.doi.org/10.25074/07198051.36.1951.

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El propósito de este ensayo es reflexionar sobre el sistema de gobierno de los programas de proximidad comunitaria de la política en salud mental proponiendo el concepto de Gobernanza SocioComunitaria, entendida como un modo de conducir estos programas gestionando lo común “desde abajo” (Vega, 2019, p. 50)) mediante un dispositivo que posibilite la toma de decisiones colectivas entre los actores institucionales y comunitarios involucrados. Es un manejo de los programas que se opone a la modalidad gerencial verticalista y burocrática donde la construcción de lo común está capturada enteramente por el equipo central de gestión. Explicito los argumentos que apoyan esta tesis en tres secciones: salud mental y comunidad, la gestión del conocimiento en los programas de proximidad comunitaria, para finalizar con una descripción más detallada de la Gobernanza SocioComunitaria como modalidad de gestión de estos programas. -- The purpose of this essay is to reflect on the government system of community proximity programs in mental health public policies by submitting the concept of SocioCommunity Governance. This, understood to carry out these programs by managing the common “from below” (Vega, 2019, p. 50), through a device that enables collective decision-making among the institution and the community actors involved. This program management opposes top-down approach and bureaucratic leadership in which the construction of the common is entirely contained by the central management team. The arguments that support this thesis are explained in three sections: mental health and community, knowledge management in community proximity programs and, at last, a more detailed description of the SocioCommunity Governance as a management modality applied to these programs.

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Gil, Elizabeth. "Leadership for Youth Empowerment Within a Family-Based Community Program." Journal of School Leadership 29, no. 6 (September 4, 2019): 515–37. http://dx.doi.org/10.1177/1052684619870470.

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This article examines the perceptions of students who observed their adult family members’ participation and also participated in Connection and Access through Technology (CAtT), a family-oriented community-based program that taught technology skills to adult family members of school-aged children. This qualitative study applies conceptions of empowerment, for youth and community settings, to understand how program structures promoted immigrant Latino family members’ empowerment. In CAtT, parents gained technology skills, which they applied to their daily lives and to their children’s schooling, and developed leadership skills. Students experienced a sense of belonging, agency, competence, and leadership through increasing technology skills and having opportunities to contribute to the program, including through teaching others. Witnessing positive experiences of adult family members in the program also represented possibilities for children’s personal successes. Findings suggest that leaders’ ability to recognize and employ nontraditional parental involvement that builds on families’ cultural characteristics results in fostering student empowerment. Exposure to programs such as CAtT, which empower Latino immigrant families and which have the potential to alter traditional structures, is essential in the development of leaders for social justice and culturally responsive leadership.

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Suto, Melinda J., Shelagh Smith, Natasha Damiano, and Shurli Channe. "Participation in Community Gardening: Sowing the Seeds of Well-Being: Participation au jardinage communautaire : pour semer les graines du bien-être." Canadian Journal of Occupational Therapy 88, no. 2 (March 25, 2021): 142–52. http://dx.doi.org/10.1177/0008417421994385.

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Background. Sustaining well-being challenges people with serious mental health issues. Community gardening is an occupation used to promote clients’ well-being, yet there is limited evidence to support this intervention. Purpose. This paper examines how facilitated community gardening programs changed the subjective well-being and social connectedness of people living with mental health issues. Method. A community-based participatory research approach and qualitative methods were used with 23 adults living in supported housing and participating in supported community gardening programs. A constructivist approach guided inductive data analysis. Findings. Participation in community gardening programs enhanced well-being through welcoming places, a sense of belonging, and developing positive feelings through doing. The connection to living things and responsibility for plants grounded participants in the present and offered a unique venue for learning about gardening and themselves. Implications. Practitioners and service-users should collaborate to develop leadership, programs, places, and processes within community gardens to enhance well-being.

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Starr, Joshua P. "On Leadership: Let’s rethink the message we send to potential educators." Phi Delta Kappan 102, no. 3 (October 26, 2020): 60–61. http://dx.doi.org/10.1177/0031721720970705.

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Enrollment in teacher education programs has been in decline, and school districts are receiving fewer applications for open teaching positions. PDK CEO Josh Starr considers how to stem this decline by presenting teaching as just one part of a pathway into changing the world through education. Although many students enter teacher preparation programs because they envision themselves making a career in the classroom, others tend to be activists who are looking for a way to serve their community. Teacher preparation programs might be able to draw more of these activist students into the profession by treating the classroom as one step in a larger education profession.

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Soyka, Heather. "Professional Career Building in the Archival Field: Studying the Archives Leadership Institute." American Archivist 85, no. 2 (September 1, 2022): 609–37. http://dx.doi.org/10.17723/2327-9702-85.2.609.

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ABSTRACT This article explores the ongoing and long-term impacts of programs that support new modes of professional growth, particularly cohort-based programs that focus on the goals of community and network building, through a case study of the Archives Leadership Institute (ALI). This study seeks to understand how and why programs such as ALI assist and support archivists with their professional careers and wonders about the ways in which the profession benefits more broadly from programs like this. Ultimately, this article finds that programs such as ALI often benefit the professional careers of individual archivists, but that the broader impact for the field merits additional consideration and thought. Finally, this article draws together patterns, feedback, challenges, and suggestions for thinking about and developing future initiatives that support the growth of the archival field.

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Reille, Audrey, and Adrianna Kezar. "Balancing the Pros and Cons of Community College “Grow-Your-Own” Leadership Programs." Community College Review 38, no. 1 (June 16, 2010): 59–81. http://dx.doi.org/10.1177/1069397110375597.

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Cox, Milton D. "Four Positions of Leadership in Planning, Implementing, and Sustaining Faculty Learning Community Programs." New Directions for Teaching and Learning 2016, no. 148 (December 2016): 85–96. http://dx.doi.org/10.1002/tl.20212.

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Journal articles on the topic 'Community leadership programs'

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