Littérature scientifique sur le sujet « Novice leaders »
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Articles de revues sur le sujet "Novice leaders"
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Anthony, Anika Ball, Belinda G. Gimbert, Jeremy B. Luke et Marie Hoffman Hurt. « Distributed Leadership in Context : Teacher Leaders’ Contributions to Novice Teacher Induction ». Journal of School Leadership 29, no 1 (janvier 2019) : 54–83. http://dx.doi.org/10.1177/1052684618825086.
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Research has affirmed the importance of principals and mentors in supporting novice teachers; however, little is known about how teacher leaders contribute to this work. We employed a mixed methods design to examine teacher leaders’ contributions to induction by surveying principals, teachers, and other staff ( n = 246) and interviewing teacher leaders ( n = 8). We analyzed data using rank-order and constant comparative analyses. Teacher induction tasks were distributed across teacher leaders, principals, mentor teachers, and other positions. Teacher leaders primarily contributed to professional development and promoting collaboration. They mediated support from colleagues by advancing principal-initiated structures for collaboration, referring novice teachers to experienced teachers, requesting principal support, and recommending induction program improvements. Findings have implications for how leader preparation programs and central office supervisors prepare and support principals and teacher leaders with communicating responsibilities, monitoring workloads, and coordinating distributed leadership for school improvement, particularly in the context of supporting novice teachers.
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Bettini, Elizabeth A., Nathan D. Jones, Mary T. Brownell, Maureen A. Conroy et Walter L. Leite. « Relationships Between Novice Teachers’ Social Resources and Workload Manageability ». Journal of Special Education 52, no 2 (14 mai 2018) : 113–26. http://dx.doi.org/10.1177/0022466918775432.
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Novice special education teachers (SETs) consistently report feeling overwhelmed by their workloads, and their perceptions of their workloads predict outcomes of concern, such as burnout and plans to quit teaching. Yet, to date, research provides few insights into feasible strategies school leaders could use to help novices better manage workloads. Therefore, we examined how school social resources contribute to novice SETs’ and general education teachers’ (GETs) perceptions of workload manageability. We found that novice SETs’ perceptions of workload manageability were predicted by instructional interactions with colleagues and schools’ cultures of collective responsibility for students with disabilities, but not by instructional interactions with mentors. The pattern of relationships differed for GETs, suggesting different populations of novices may benefit from different supports.
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Buntyn, Diane. « A letter to novice nurse leaders ». Nursing Management (Springhouse) 49, no 7 (juillet 2018) : 52–53. http://dx.doi.org/10.1097/01.numa.0000538921.91277.13.
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McKee, Allison. « Introduction to Training Peer Leaders Workshop-Style at the University of Houston-Downtown ». Advances in Peer-Led Learning, no 3 (2023) : 98–102. http://dx.doi.org/10.54935/apll2023-01-08-98.
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The training of Peer Leaders at the University of Houston-Downtown (UHD) differs from other institutions that have implemented Peer-Led Team Learning (PLTL). For over a decade, peer leader training has been treated as its own kind of workshop. This requires the position of a training coordinator, an experienced peer leader whose job is to prepare incoming peer leaders in how the workshop is supposed to be conducted, as well as to consider possible scenarios that may occur and other considerations that peer leaders may encounter when working with other students. Facilitating the preparation of peer leaders in the same workshop style that they would use helps to build camaraderie between the novice peer leaders and lets them experience the group learning environment firsthand before running workshops on their own.
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Cann, Colette, et Janette Hernandez. « Dealing with resistant teachers while maintaining the vision : How novice social justice leaders “do” instructional leadership ». Journal of Transformative Leadership & ; Policy Studies 2, no 1 (1 mai 2010) : 47–64. http://dx.doi.org/10.36851/jtlps.v2i1.457.
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This research examines how novice social justice leaders provide instructional leadership to underperforming, resistant teachers in urban schools. Using a critical race theoretical framework, we analyze seventy-five oral stories told by novice leaders during a leadership support program. We find that these leaders, limited in their repertoire of strategies and motivated to quickly improve the classroom experiences of their youth, define instructional leadership as monitoring and “evaluating out” teachers who do not meet their expectations for instruction. Such instructional leadership results in what we term “hyper-bureaucratized” actions and a lack of emphasis on relationship building with teachers. This compromised conception of instruction leadership, though, allows them to continue to advocate for students even when their own lack of experience impedes their ability to support underperforming teachers to improve classroom instruction. Thus, novice social justice leaders are buoyed in their work and commitment to transformative leadership, even as they struggle to support underperforming teachers.
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Galinsky, M. David. « For Experienced Group Leaders, not for the Novice ». Contemporary Psychology : A Journal of Reviews 38, no 6 (juin 1993) : 591. http://dx.doi.org/10.1037/033398.
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Eslinger, James C. « Equity-centered school leaders ». Phi Delta Kappan 105, no 4 (décembre 2023) : 20–25. http://dx.doi.org/10.1177/00317217231219400.
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Ohio’s Columbus City Schools developed a new urban grow-your-own principal pipeline. This pipeline emphasizes the cultivation of equity-centered principals who can address educational and social disparities in transformative and sustainable ways. Drawing from research and professional literature and from district and stakeholder engagements, author James C. Eslinger outlines six interrelated critical dispositions that need to be nurtured within school leaders. He demonstrates how these dispositions are integrated in the recruitment, preparation, and induction of aspiring and novice school leaders in the district. These dispositions are key drivers for leaders’ beliefs and practices to advance equity in schools and beyond.
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Wells, Robyn, et Xinhui Zhu. « A field study on marching band members’ workload assessment ». Work 67, no 4 (22 décembre 2020) : 895–901. http://dx.doi.org/10.3233/wor-203340.
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BACKGROUND: Marching band activities consist of both physically and cognitively demanding tasks. The demands that this activity has on players has largely been unstudied. OBJECTIVE: The goal of this study was to investigate the effects of players’ experience level, role, and gender on the workload of marching band players via a field study. METHODS: Surveys were issued during one game day to the Oregon State University Marching Band (OSUMB) in the fall of 2017. Increments of discomfort ratings and workload ratings were gathered. The three independent variables were experience level (novice or experienced), role (leader or non-leader), and gender. RESULTS: Novice players had a higher discomfort for their left hand and a higher level of cognitive demand as opposed to experienced players. Leaders had a higher increment of discomfort in their neck and upper back, and higher workload ratings in their performance workload and overall weighted workload than the non-leaders. Gender had no effect on increment of discomfort and workload, but some trends were noted. CONCLUSIONS: This study indicates that players’ role and experience, but not gender, can influence their workloads and discomfort.
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Borko, Hilda, Karen Koellner et Jennifer Jacobs. « Examining novice teacher leaders’ facilitation of mathematics professional development ». Journal of Mathematical Behavior 33 (mars 2014) : 149–67. http://dx.doi.org/10.1016/j.jmathb.2013.11.003.
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Taylor, Teresa Z., Joseph Psotka et Peter Legree. « Relationships among applications of tacit knowledge and transformational/transactional leader styles ». Leadership & ; Organization Development Journal 36, no 2 (7 avril 2015) : 120–36. http://dx.doi.org/10.1108/lodj-01-2013-0008.
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Purpose – The purpose of this paper is to examine intercorrelational relations among the self-report behavioral construct Multifactor Leadership Questionnaire (MLQ) 5X transformational and transactional subscales and the Tacit Knowledge for Military Leaders Inventory (TKML) leader-level specific situational judgment test scenarios. Design/methodology/approach – In total, two leadership measures, the behavioral construct MLQ and the cognitive construct TKML assess different aspects of how a leader functions and were administered to 125 active US Army officers representing three leader levels: platoon, company, and battalion. The authors examine the intercorrelational relationship between these two measures. Findings – Results show a correlational pattern that contours the evolution of a leader’s skills (from novice platoon leader to expert battalion leader), with the strongest correlation at the higher leader levels. Research limitations/implications – The decision to restrict the number of TKML scenarios provided to respondents and to administer the MLQ and TKML to the same sample is considered a limitation. Practical implications – Pairing the MLQ and TKML makes use of self-reported leader behaviors with maximal assessment scales that directly assess respondents’ understanding of what the best approaches to good leadership are. Social implications – Response patterns from both measures permits direct counseling on the misconceptions about leadership to create better leaders. Originality/value – No previous research has examined correlative relations among the scales/subscales of the MLQ and TKML.
Thèses sur le sujet "Novice leaders"
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Hartman, Matthew W. « The Development of Ecological Literacy Among Novice Outdoor Leaders ». Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1212762001.
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Robinson, Diane. « Nursing Educators' and Nursing Leaders' Views on Practice Readiness in Novice Nurses ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7332.
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A perceived discrepancy exists in understanding between nursing educators' and hospital nurse leaders' views on job performance expectations and the reality of current job performance that may contribute to the difficulty experienced by novice nurses during their transition period. Lack of clarity in expectations may lead novice nurses to change jobs or leave the nursing profession within the first year of practice. The purpose of this descriptive study, guided by Benner's novice to expert theory, was to determine whether a difference exists between hospital nurse leaders' beliefs and nursing educators' beliefs about the frequency and competency levels, including leadership for novice nurses transitioning into practice, critical care nursing performance, teaching and collaboration, ability to plan and evaluate, interpersonal relations and communications, and professional development. Survey data were collected from 52 nursing educators and 52 hospital nurse leaders using the Schwirian's 6-dimension scale of nursing performance and analyzed using MANOVA and independent t tests. No differences were identified between hospital nurse leaders' and nurse educators' beliefs on the frequency and competency level in all areas examined for novice nurses transitioning into practice. Hospital nurse leaders' and nurse educators' expectations for novice nurses aligned. Further research should focus on ways to strengthen novice nurses' knowledge, critical thinking, and skills so they are better prepared to enter the transition period. Outcomes from this study may be used to improve education and transition to practice for novice nurses, which can result in positive social change.
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Becht, Kori Alice. « School and District Leadership and the Job Satisfaction of Novice Teachers : How Central Office Leaders Support Novice Teachers ». Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106712.
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Thesis advisor: Dr. Lauri JohnsonThis qualitative case study examined the perceptions of novice teachers and central office leaders in one Massachusetts school district about the job satisfaction of novice teachers. Data was gathered from interviews with school and district leaders and novice teachers as well as through the analysis of district documents in order to identify central office practices that contributed to novice teachers’ job satisfaction. The findings indicated a strong connection to the district’s mentoring practices and novice teachers’ job satisfaction. However, while central office leaders also cited the positive role of the induction program, novice teachers did not perceive it provided a high level of support. Recommendations are made for central office leaders to establish greater organizational clarity and to differentiate the induction program to better meet the varying needs of novice teachers
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Moulton, Hays K. « Novice Teachers' Sensemaking in an Era of Accountability : Implications for School Leaders ». Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1617617771431026.
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Tso, Shirley, et 曹秀玲. « On becoming teacher leaders : understanding the needs of novice deputy heads of primary schools in Hong Kong ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369019.
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A new group of primary school deputy heads has emerged as the new rank, SPSM, has been created for deputy heads of primary schools in Hong Kong with effect from 1 September 2008. On becoming teacher leaders, these deputy heads are serving significant roles in primary schools. The literature reviews that there are few local studies in this area. This study has recognized the research need to understand the needs of novice deputy heads. 489 invitation letters were sent to all SPSMs in ordinary aided and government primary schools in Hong Kong in March 2011 and five SPSMs participated in this study. A qualitative approach was adopted, including focus group interviews, individual interviews, shadowing, and analyses of relevant documents. Results of the study indicate that underlying the needs that they have voiced out (such as the need for more time and ‘space’, collegial support, appropriate professional development and training) are two fundamental issues, namely, their readiness for leadership responsibilities and their capacity for the multiple roles of a deputy head. This study also indicates that their needs are varied and personal. Their needs are affected by their major roles and responsibilities, different situations in schools, the decision and attitude of their principals, relationship with fellow staff, personal background, experience, mindset, and values, and situations in the local context. Implications on the ways in which their needs could be met indicate that besides issues related to other parties and provisions from external sources, more fundamental is the transformation from within, that is, a switch of mindset from being a teacher, a manager, to a leader.published_or_final_version
Education
Master
Master of Education
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Rucker, Jennifer Smith. « Principal Perceptions on the Impact of Leadership Development Attributed to the Virginia Tech School Leaders Institute Recently Appointed Administrator Program ». Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103190.
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The role of the school principal is second only to classroom instruction in terms of its impact on student achievement. Due to the evolving needs of students, schools, and school districts, the training of new principals should not end once they assume their first position. Research shows that while preparation programs designed to accredit new principals are critical, a growing body of literature is calling attention to the importance of professional growth opportunities that will further the development of educational leaders and address the day-to-day challenges of the role. To support this need, a number of research-based programs that are aligned with national educational leader standards create potentially valuable opportunities for ongoing professional development for principals.
This qualitative study was designed to describe the perceptions and experiences of the recently appointed principals who participated in the Virginia Tech School Leaders Institute Recently Appointed Administrator Program (RAAP) and to examine how the RAAP contributed to their leadership development as a principal. Specifically, two questions guided this study: 1) How did principal participants indicate the RAAP contributed to their role as a principal? 2) What were the perceptions of principal participants regarding the impact of the RAAP on their leadership development? Three sources of data were used to generate findings: a demographic survey, primary data in the form of the transcription from a single focus group interview, and secondary data in the form of reflective synopses from 16 participants who took part in either the 2017, 2018, or 2019 program year. Four major findings supported by participant statements arose from this study: (a) participation in the RAAP informed them of the benefits of self-reflection and the awareness of self-care and balance as a principal, (b) by participating in the RAAP they found value in networking and building collegial relationships to overcome challenges as a recently appointed principal, (c) participation in the RAAP strengthened their leadership skills and increased their confidence, and (d) participation increased their knowledge and their ability to create actionable steps to support and implement new initiatives and programs in their schools. Implications for practice and suggestions for future research are discussed.Doctor of Education
This qualitative study was designed to describe the perceptions and experiences of the recently appointed principals who participated in the Virginia Tech School Leaders Institute Recently Appointed Administrator Program (RAAP) and to examine how the RAAP contributed to their leadership development as a principal. Two questions guided the development of this investigation: 1) How did principal participants indicate the RAAP contributed to their role as a principal? 2) What were the perceptions of principal participants regarding the impact of the RAAP on their leadership development? Three sources of data were used to generate findings: a demographic survey, the transcription from a single focus group interview, and secondary data from the reflective synopses of 16 participants who took park in either the 2017, 2018, or 2019 program year. Four major findings arose from this study: (a) participants indicated that participation in the RAAP informed them of the benefits of self-reflection and the awareness of self-care and balance as a principal, (b) participants indicated that by participating in the RAAP they found value in networking and building collegial relationships to overcome challenges as a recently appointed principal, (c) participants indicated that participation in the RAAP strengthened their leadership skills and increased their confidence, and (d) participants indicated that participation increased their knowledge and their ability to create actionable steps to support and implement new initiatives and programs in their schools. The findings from this study reinforce cited research on the importance of ongoing leadership development training and professional learning experiences beyond principal preparation programs for the recently appointed principal.
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Hand, Victoria Sanderlin. « Perceptions and Concerns of Novice Secondary Teachers in Louisiana : The Relationship of Novice Secondary Teacher Stress to Their Perception of Principal Leadership ». ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/1020.
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The demand for highly qualified teachers is well documented, yet numerous stressors influence educators to leave their positions. The guiding question for this study was: Is there a relationship between perceived principal leadership behavior and the stress experienced by the novice secondary teacher? The target population was novice teachers in Louisiana. The purposive sample was delimited to novice secondary teachers having six semesters of teaching experience or less in grades 6 through 12. The ten largest parishes in Louisiana were selected to sample. Four of the ten parishes granted permission to survey novice secondary teachers. The Leader Behavior Description Questionnaire, Form XII (Stogdill, 1963) was used to determine the perception of principal leadership in two dimensions: consideration behavior and initiation of structure behavior. The Teacher Stress Inventory (Fimian, 1988) was used to collect demographic data on the participants and to determine a composite stress score from five sources of stress and five manifestations of stress. The statistical analyses included stepwise multiple regression and one-way ANOVA. Data were analyzed with the Statistical Package for the Social Science Version16.0 (SPSS). Time management, along with discipline and motivation, were the top two sources of stress for novice teachers. Fatigue manifestation and emotional manifestation were the most conspicuous manifestations of stress. These results reflect relevant issues facing the contemporary teacher. Professional investment, the diminished autonomy teachers experience when the locus of control is external to the classroom, was the single most reliable source of stress to predict both initiating structure and consideration leadership behavior. Emotional manifestation was the single most reliable manifestation of stress to predict initiating structure xiv and consideration leadership behavior. No significant relationship was found between the demographic and organizational variables and stress in the novice secondary teacher. Principal leadership is a potential predictor of teacher retention. Thus, the findings of this study have implications for three specific areas: programs of support for new teachers, preparation and training of principal leadership, and policies that are critical for the successful principal.
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Chou, Ting-Wen, et 周鼎文. « The group leader''s self-regulation in the interpersonal impasses— The comparison between the expert and novice ». Thesis, 2008. http://ndltd.ncl.edu.tw/handle/8q3r5j.
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碩士淡江大學
教育心理與諮商研究所碩士班
96
Group counseling is fairly common in Taiwan. The ways of dealing with interpersonal impasses in group are especially influential to the effect of group counseling. Based on past research, reaction to interpersonal impasses is strongly connected to self-regulation. Therefore, the purpose of this research is to explore the differences between an experts and novices when coping with self-regulation among interpersonal impasses. Through quality research based on in-depth interviewing, this research uses semi-structured as guideline to interview two experts and two novices group counselors; analyze based on the self-regulation chart and furthermore discover and comprehend the differences between experts’ and novices’ when coping with interpersonal compasses, which can further provide professional recommendations to the development of group counseling. The research result consists of nine points: I. Angle: experts concentrate more on group development whereas novices focus more on self performance. II. Continuance: whether or not self-regulation process can be coherent is one of the main differences between the experts and novices. III. Coherence: whether or not interpersonal compasses can be connected to the topic of the group is also another difference. IV. Depth: the depth of the presentation of the dilemma affects the awareness, judgment and introspection. V. Accuracy: In terms of structure, identification, and construction of impasses, experts are more accurate and quick than novices while mistakes can also be made because of stereotypes. VI. Speed: The procedure knowledge has a different degree of impact on the experts and novices especially on the speed of self-regulation process, goal establishment, action control and revise. VII. Strength: Experts’ endurance and motivation help them with reaching the goal whereas the novices are affected by the lack of their objective. VIII. Flexibility: While both experts’ and novices’ learning help their professional growth, their focuses are different. The experts are generally more flexible and creative than the novices. IX. Emotions: The experts are emotionally influenced by interpersonal compasses less than novices. Novices are more likely to seek self changes. The thesis finally provides a few suggestions based on the research results, which assist group expert counselors and novice counselors in professional development and training and guide to future research.
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Exnerová, Helena. « Charismatická autorita : metodologické přístupy ke studiu nových náboženských hnutí ». Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-344151.
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This thesis focuses on the definition of terms charisma and charismatic authority and its application in new religious movements (NRMs) studies. The first part of the thesis is rather generally oriented and provides a commentary review of the most famous approaches to charisma. In the end, the discussion about various theories of charisma results in its definition from the perspective of Religious Studies. This definition is applied in the second part of this paper afterwards. Second part introduces intricate history of term NRMs and its semantics including sociological typology. Furthermore, it is argued that NRMs are charismatic movements and the author suggests a model of charismatisation degree inside NRMs. These claims head towards the deconstruction of relationship between charismatic leader and his followers. The inner dynamics of charismatisation process is stressed. By referring to problematics of origin, constitution and maintaining charisma within NRMs, this thesis proves that charisma is a relatively common, social and dialectical phenomenon.
Livres sur le sujet "Novice leaders"
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Koh, William. PropNex : From novice to market leader. Singapore : Cengage Learning Asia, 2013.
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Beltramo, Michael N. David Novick : A leader, an innovator, a character. Santa Monica, CA : Rand, 1993.
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Beltramo, Michael N. David Novick : A leader, an innovator, a character, 1906-1991. Santa Monica, CA : Rand, 1993.
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Heine, Steven. Transformations. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190637491.003.0005.
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Chapter 5 examines the third and final stage of transplantation, which completed the process of Zen gaining full independence from other schools of Buddhism with its emergence as the newly dominant sect. This phase began with Yishan, one of the most influential émigré monks, arriving in Japan in 1299, bringing with him the tradition of Zen poetic composition and the fine arts. By requiring all novice monks at prestigious temples to display an intensive knowledge of the intellectual history of China, Yishan ensured the prevalence of the Chinese language, culture, and customs in Japan. The phase lasted until 1325, when Daitō won a debate with other Buddhist leaders despite never having studied in China, signaling the maturity and autonomy of the Zen monastic institution, which thrived for another century and a half.
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Kunich, John Charles, et Richard I. Lester. Yes, You're a Leader ! ABC-CLIO, LLC, 2016. http://dx.doi.org/10.5040/9798216039914.
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Offering an array of fresh innovations to remedy the most daunting leadership challenges of today's complex and rapidly evolving world, this practical how-to guide is for anyone who has ever had qualms about his or her lack of leadership experience or imagined limitations. Everyone in a leadership or management role wants a quick and effective solution to the most severe problems. This book enables even a novice to proactively work through the largest challenges. Rather than providing clichs or superficial advice, the authors leverage the most impactful examples of key elements of leadership in a practical way that readers can translate to their own situations, no matter if they are in charge of a for-profit, not-for-profit, educational, religious, family, or social organization. The questions for analysis in each chapter specifically guide readers as they apply the material to their own experiences and challenges, making the insights pragmatic, relevant, and immediately useful. The book presents innovative tools and techniques, such as the use of Pascal's Wager to make momentous decisions despite gaps in relevant data and an uncertain future, as well as a way to reduce or eliminate the career-ending threat of any reader's most severe "Achilles' heel" vulnerabilities. The time management chapter supplies dozens of pragmatic ideas to do more in less time and do it better; the chapter on "Quicksand Quadrants" enables any leader to quickly assess the optimal mix of approaches in any situation. It all adds up to an essential and user-friendly manual for every leader at every level.
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Baumgartner, Frank R., Christian Breunig et Emiliano Grossman, dir. Comparative Policy Agendas. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198835332.001.0001.
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The Comparative Agendas Project (CAP) brings together data on government activities in over twenty countries, and provides a consistent categorizing system to understand when a given institution of government in a particular country took action on any issue of public policy. All topics are covered, comprehensively, over several decades, in some countries going back to World War II. Because of the open-data philosophy that animates the international network of scholars involved in the project and their meticulous attention to comparability and common data coding conventions, the databases of the CAP represent an unprecedented resource for the study of public policy across national borders. In this major new book, leaders of each national team provide the background and information needed for anyone to understand how best to make use of these newly available historical databases. Interested users will range from novice students of public policy to accomplished scholars, from interested citizens to professional journalists, political or partisan activists, and professional staff of legislative assemblies or national administrative agencies. The book’s sections include chapters introducing the CAP to a new audience, describing each national project, illustrating various cross-national uses and analyses that the CAP data allow, and concluding with ideas for further practical and research uses.
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Bronson, Vincent. Art of Flower Nurturing Guide for Novice : Nurturing Helps a Child Blossom, While Smothering Leads to Behavioral Problems. Independently Published, 2021.
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RHU, John Means. Path to Future Sales Success : How an Individual with Zero Sales Experience Freely Shares How He Rose from Novice to Company Sales Leader with Forty Years of Sales Successes. AuthorHouse, 2022.
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RHU, John Means. Path to Future Sales Success : How an Individual with Zero Sales Experience Freely Shares How He Rose from Novice to Company Sales Leader with Forty Years of Sales Successes. AuthorHouse, 2022.
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RHU, John Means. Path to Future Sales Success : How an Individual with Zero Sales Experience Freely Shares How He Rose from Novice to Company Sales Leader with Forty Years of Sales Successes. AuthorHouse, 2022.
Trouver le texte intégralChapitres de livres sur le sujet "Novice leaders"
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Trujillo-Jenks, Laura, Landon Turrubiarte et Claudia Ayala Brito. « Leading Successful Novice Teachers ». Dans Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field, 156–66. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9047-8.ch009.
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Instructional leaders have the ability to set the culture and climate of a school campus to be inviting, welcoming, and collaborative. Therefore, it is important that school leaders provide professional development opportunities to novice teachers that support growth in developing a sense of confidence and competence in content and pedagogy. Hence, the instructional leader becomes an important stakeholder in the life of a novice teacher.
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Howard, Keith. « Introduction ». Dans Songs for "Great Leaders", 1–10. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190077518.003.0001.
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A good jigsaw takes a devotee many hours to assemble. A complex jigsaw can sit for months before it is completed, and a novice will likely only get part way through before abandoning the puzzle. Still, three quarters of a century after the Democratic People’s Republic of Korea (hereafter, North Korea) was founded, few accounts of its art, and fewer still of its music and dance, have seen the light of day. In respect to music and dance, like a jigsaw puzzle just begun, it would be a big ask to expect a single volume to provide a full account, slotting everything into place from the first to last piece. This may seem a defensive position to take in my opening paragraph, but commentators who write about North Korea routinely point out that they are attempting to read tea leaves, as the available data is partial, incomplete, and often contradictory. An archive may hold just one or two of what should be a series of volumes. Some records that ought to be present have disappeared from official accounts. Some composers, singers, groups, and musical activities are forgotten—that is, until someone unexpectedly stumbles on a dusty and previously unknown old text....
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Ali, Salam Omar. « Role of Educational Leaders in Supporting Beginning Teachers in Al Ain Schools in the UAE ». Dans Advanced Methodologies and Technologies in Modern Education Delivery, 908–21. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch070.
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This chapter studied the current practices of the principals in Al-Ain school district (in UAE) in supporting their novice teachers in their first years of teaching. It aimed at drawing attention to the urgent need for an effective principal who knows the important role he plays, especially with the newly appointed teachers. The study used a literature review to establish a good base of theoretical ideas about the effective role of principals in supporting novice teachers in their first years of teaching. The importance of induction program and its goals and benefits were tackled as well, in addition to the main aspects of the support provided. Moreover, the conceptual framework of the study discussed the methodology by describing the qualitative and quantitative methods used to gather data. The population and the sample, data analysis and discussion, conclusion and recommendations were presented too. Twenty principals and 30 teachers of public and private schools participated in answering a questionnaire. Some of them were also interviewed.
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Massey, Susan L., Lisa Ortmann et Katherine Brodeur. « Training Novice Literacy Coaches Through a Coaching Rounds Framework ». Dans Effective Practices in Online Teacher Preparation for Literacy Educators, 150–70. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0206-8.ch008.
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Teacher preparation programs are responsible for training literacy specialists/literacy coaches to be effective teacher leaders. To do this, graduate student candidates need scaffolded experiences in working with adult learners as novice coaches. As part of an online capstone coaching course, researchers at two universities implemented a Coaching Rounds Framework to train novice coaches in using coaching language and coaching stances in authentic coaching experiences with class peers and teacher colleagues. Results indicate that by using a Gradual Release of Responsibility model in which candidates view exemplar coaching videos, rehearse coaching conversations with class peers, and analyze their authentic coaching conversations with teacher colleagues, candidates effectively support teachers in literacy instruction and engage in reflective practices.
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Ali, Salam Omar. « Role of Educational Leaders in Supporting Beginning Teachers in Al Ain Schools in the UAE ». Dans Encyclopedia of Information Science and Technology, Fourth Edition, 7647–58. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch665.
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This research studied the current practices of the principals in Al-Ain school district (in UAE) in supporting their novice teachers in their first years of teaching. It aimed at drawing attention to the urgent need of an effective principal who knows the important role he plays especially with the new appointed teachers. The study used depth of literature review to establish a good base of theoretical ideas about the effective role of principals in supporting the novice teachers in their first years of teaching. The importance of induction program and its goals and benefits were tackled as well, in addition to the main aspects of the support provided. Moreover, the conceptual framework of the study discussed the methodology by describing the qualitative and quantitative methods used to gather data. The population and the sample, data analysis and discussion, conclusion and recommendations were presented too. 20 principals and 30 teachers of public and private schools participated in answering a questionnaire. On the other hand, some of them will be interviewed.
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Abernathy, Dixie Friend, Robert J. Ceglie, Ginger C. Black et Amy W. Thornburg. « Unexpected Opportunities ». Dans Research Anthology on Remote Teaching and Learning and the Future of Online Education, 2435–57. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7540-9.ch121.
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In the spring of 2020, during the COVID-19 pandemic, the nation's schools closed. Students and families were asked to shelter-in-place and the nation's schools were charged with the challenge of educating students through online modalities. Novice and veteran teachers alike needed to quickly assimilate to virtual teaching and online learning modalities. Students were asked to adjust from face-to-face lessons to screenshots of material from within the confines of their homes. Parents were asked to assume the roles of teacher assistant, tutor, and learning support, all while juggling other personal or work challenges. Leading and coordinating all of these efforts in towns and cities across our nation were school leaders, many of whom may have felt lacking in their own skill set related to online teaching. This research study will explore the perceptions of these leaders. Almost 50 North Carolina leaders shared their perspectives on their own experiences. Conclusions from this research will be pertinent in recommending steps and considerations for future events of this magnitude.
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Abernathy, Dixie Friend, Robert J. Ceglie, Ginger C. Black et Amy W. Thornburg. « Unexpected Opportunities ». Dans Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic, 61–83. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6557-5.ch004.
Texte intégralRésumé :
In the spring of 2020, during the COVID-19 pandemic, the nation's schools closed. Students and families were asked to shelter-in-place and the nation's schools were charged with the challenge of educating students through online modalities. Novice and veteran teachers alike needed to quickly assimilate to virtual teaching and online learning modalities. Students were asked to adjust from face-to-face lessons to screenshots of material from within the confines of their homes. Parents were asked to assume the roles of teacher assistant, tutor, and learning support, all while juggling other personal or work challenges. Leading and coordinating all of these efforts in towns and cities across our nation were school leaders, many of whom may have felt lacking in their own skill set related to online teaching. This research study will explore the perceptions of these leaders. Almost 50 North Carolina leaders shared their perspectives on their own experiences. Conclusions from this research will be pertinent in recommending steps and considerations for future events of this magnitude.
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« Novice County Leader ». Dans White Lawyer, Black Power, 49–62. University of South Carolina Press, 2020. http://dx.doi.org/10.2307/j.ctv10tq36g.13.
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Yurkewecz-Stellato, Thea. « The Importance of Professional Learning Organizations ». Dans Teacher Reflections on Transitioning From K-12 to Higher Education Classrooms, 279–87. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3460-4.ch020.
Texte intégralRésumé :
This chapter explores the multiple complexities that many novice educators face as they navigate teaching in a K-12 setting and pursuing higher education degrees. Specifically, the exploration and involvement in professional learning organizations. The goal of this personal reflection is intended to remind readers how critical it is that we mentor and encourage the teacher leaders of tomorrow early in their careers. Research in the field of education highlights the importance of professional learning and leadership and the involvement of educators in professional organizations and committees. Many classroom teachers become involved in extended networks beyond their school communities and take on leadership positions and responsibilities. This chapter contributes to the need for research to examine the design, involvement, and effectiveness of professional learning organizations to support and retain teachers.
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Lopez, Ann E., et Elsie L. Olan. « Critical Practices for Teaching and Learning in Global Contexts ». Dans Advances in Media, Entertainment, and the Arts, 46–62. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1665-1.ch003.
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This chapter examines critical practices and agency of teachers as they wrestle with issues of diversity in the teaching and learning process. Using a framework of transcultural education and culturally responsive teaching it draws on research conducted in Southern Ontario, Canada and Central Florida, areas with large and growing diverse populations. We posit that schools are sites of social learning and cultural border crossing, where dominant discourses must be disrupted and the lived experiences of diverse students brought into the center of the teaching and learning process. Through the use of narratives and critical reflection teachers critically examined ways to develop agency and take action to create change. The findings highlighted in this chapter have significance for experienced and novice teachers, teacher educators and faculties of education and school leaders who are seeking to address issues of diversity and equity in critical ways.
Actes de conférences sur le sujet "Novice leaders"
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Righter, James, Chase Wentzky et Joshua D. Summers. « Application of a Protocol to Observe Leadership Behaviors in Engineering Design Teams ». Dans ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97632.
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Abstract This protocol study was conducted to increase understanding of the emergence and distribution of functional leadership behaviors in undergraduate engineering design teams. This study applies the protocol presented at the 2018 IDETC to observe design teams consisting of novice engineers constructing a function model during a video recorded session. The videos were then coded for leadership functions and analyzed to determine the distribution of informal leadership functions between the team members and the temporal emergence of the informal leadership structures within the teams. Leadership behaviors were observed to be predominantly transition and action functions with relational behaviors occurring less frequently. The behaviors were quantified by number of occurrences per quintile. The leaders observed to perform the most leadership behaviors early in the sessions often remained consistent. However, leadership functions were shared between team members as demonstrated by the leadership network graphs.
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Kumar, Devendra, et Faiyaz Ahamad. « A REVIEW ON CHALLENGES IN RECENT OPINION EXTRACTION TECHNIQUES ». Dans Computing for Sustainable Innovation : Shaping Tomorrow’s World. Innovative Research Publication, 2024. http://dx.doi.org/10.55524/csistw.2024.12.1.3.
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With the introduction of Web 2.0, people are now encouraged to share information about events in their community as well as to voice their opinions and beliefs. People utilize social media, blogs, review sites, news sites, user feedback portals, and other platforms to express themselves regarding events, locations, decisions made by leaders, policies, and other topics. Opinion extraction is a method that automatically extracts and analyzes people's sentiments from their thoughts. Manufacturers may find this collected data helpful in analyzing their products. Sentiment analysis, also referred to as opinion extraction, has been the subject of intense research over the past 15 years by academics, research communities, and service corporations in an effort to gather and examine public opinions and moods. This work focuses on the difficulties encountered in opinion extraction at many levels, including word-, sentence-, and language-related difficulties as well as some generic difficulties. The study provided clear examples and a thorough discussion of 30 hurdles, which aid in presenting problems for text or opinion extraction research. Opinion extraction tools are briefly presented in this section to help novice researchers get started. The published material spans the years 2004 to 2022.
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Zhan, Yuling, et Chunheng Ho. « Correlation research on early-stage Design Data Search Strategies and Design Quality ». Dans 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004826.
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Data searching is an essential process in design, and research within the design field indicates a distinction in how expert designers and novice designers approach design problems. Expert designers, possessing a wealth of specialized knowledge, tend to search for additional information less frequently during the design process. In contrast, novice designers, due to their lack of professional knowledge, often need to search for, redefine, or organize information. (Ho, 2001; Cross et al., 1994). Consequently, novice designers tend to spend a significant amount of time repeatedly searching for information, leading not only to time wastage but also to designs that lack comprehensive consideration. Therefore, this study posits that the data collection process at the onset of design significantly affects the quality of design outcomes, necessitating further exploration of the relationship between various search strategies and design quality.The methodology involves think-aloud protocols, with the selection of coding systems based on search strategies divided into 0 to 3 dimensions as proposed by Gero and McNeill (1998) within the "problem domain" abstraction. Dimension 0 defines the system from the product's usage and user needs; 1 pertains to the product's interaction, styling, and imagery; 2 involves subsystems from product specifications, functions, behaviors, principles, and pain points; 3 considers details, integrating product principles with design elements and local details for effective optimization within the design concept. Additionally, regarding the quality of design outcomes, this study draws from the basic criteria for product design concepts proposed by Li, Feng-Qiang et al. (2016), encompassing ten aspects: functionality (F), usability (U), aesthetics and form (A), innovation (I), sustainability (ST), possibility (P), safety and regulation (SA), and marketability (M). These ten design criteria serve as a standard for assessing the quality of product design. Through the "problem domain" and "ten design criteria," this study aims to explore the differences in data search processes between novice and expert designers and the resulting impact on design quality.The findings reveal that novice designers mainly focus on the shallow, basic search dimensions of 1 and 2, lacking in-depth understanding of product details, which often leads to insufficient information for design execution. Experts iterate across dimensions 0 to 3, gaining a comprehensive understanding of the product, which better supports the subsequent design process. In terms of design criteria, novices focus on aesthetics/form (A) and innovation (I), with functionality also considered to some extent, while other aspects appear to be unconsciously neglected. Moreover, interviews and data organization revealed that novices tend to search from their personal experiences, whereas experts start from user needs, leading to more effective and accurate searches. Hence, in design education, teaching students to conduct comprehensive data collection could significantly enhance their design quality.
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Wilhelm, Anne. « School Leader Instructional Support and Change in Novice Teachers' Efficacy ». Dans 2019 AERA Annual Meeting. Washington DC : AERA, 2019. http://dx.doi.org/10.3102/1432901.
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Simon, Eitan, et Aviva Hazel Dan. « The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges . » Dans Third International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5461.
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The First Step to Becoming a Kindergarten Teacher :Difficulties and Challenges .The first year in the field of teaching after finalising the formal training is a year of great expectations and anticipation on the side of the novice teachers, as well as feelings of nervousness and lack of confidence. The literature addresses this subject from the aspect of teachers in school, where it has been found that it is a period of challenges, dilemmas and difficulties. Little though has been written from the aspect of kindergarten teachers. The authors assumed that novice kindergarten teachers experience similar experiences. During this first year, it is obligatory for the novice kindergarten teachers to attend a professional development workshop. The aim of the workshop is to provide a significant support system for the novice teacher in this challenging year. The aim of this research was to examine the novice kindergarten’s dilemmas and challenges in this critical first year, and their attitudes towards the professional development workshop concerning the relevance of the workshop in assisting the kindergarten teachers in dealing and coping with the dilemmas that arose from the field. The findings indicate that the novice kindergarten teachers, experience similar dilemmas in their first year in the field as teachers. It was also found that the workshop was not a significant factor in helping the novice kindergarten teachers cope with this challenging experience. This leads to the conclusion that it is necessary to revaluate this framework in order to making it a place of significance for the novice kindergarten teachers. Key words: Novice kindergarten teachers: Professional Development workshop:
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Link, Samantha, Sandeep Krishnakumar et Jessica Menold. « Evaluating the Effect of Project Frame on Communicative Patterns in Capstone Design Pitches ». Dans ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-91229.
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Abstract Effective communication is an integral part of engineering design and leads to successful design outcomes. While there have been extensive calls to equip novice designers with effective communication skills, there is only a limited body of work that has attempted to characterize the communication patterns of novice designers, particularly when engaging with external audiences. This work seeks to characterize how the project type, or the nature of design problem, shapes the communicative patterns of novice designers when communicating design outcomes to external audiences. Presentations of design solutions from 46 teams were collected at the end of a semester-long capstone design program. These presentations were then characterized as industry- and human-centered projects. Analysis was conducted using topic modeling and Linguistic Inquiry and Word Count analysis to identify differences in linguistic patterns of novice designers between the two project types. Contrary to prior findings, no significant differences were found, implying that the communication patterns of novice designers are not affected by the type of project (or design problem being solved).
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Wolf, David, Timothy W. Simpson et Xiaolong Luke Zhang. « A Preliminary Study of Novice and Expert Users’ Decision-Making Procedures During Visual Trade Space Exploration ». Dans ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87294.
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Thanks to recent advances in computing power and speed, designers can now generate a wealth of data on demand to support engineering design decision-making. Unfortunately, while the ability to generate and store new data continues to grow, methods and tools to support multi-dimensional data exploration have evolved at a much slower pace. Moreover, current methods and tools are often ill-equipped at accommodating evolving knowledge sources and expert-driven exploration that is being enabled by computational thinking. In this paper, we discuss ongoing research that seeks to transform decades-old decision-making paradigms rooted in operations research by considering how to effectively convert data into knowledge that enhances decision-making and leads to better designs. Specifically, we address decision-making within the area of trade space exploration by conducting human-computer interaction studies using multi-dimensional data visualization software that we have been developing. We first discuss a Pilot Study that was conducted to gain insight into expected differences between novice and expert decision-makers using a small test group. We then present the results of two Preliminary Experiments designed to gain insight into procedural differences in how novices and experts use multi-dimensional data visualization and exploration tools and to measure their ability to use these tools effectively when solving an engineering design problem. This work supports our goal of developing training protocols that support efficient and effective trade space exploration.
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Dahl, Luke, et Sébastien Robaszkiewicz. « For novices playing music together, adding structural constraints leads to better music and may improve user experience ». Dans Adjunct proceedings of the 25th annual ACM symposium. New York, New York, USA : ACM Press, 2012. http://dx.doi.org/10.1145/2380296.2380334.
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Green, Matthew, Carolyn Conner Seepersad et Katja Hölttä-Otto. « Crowd-Sourcing the Evaluation of Creativity in Conceptual Design : A Pilot Study ». Dans ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-34434.
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Creativity is often considered to be a critical aspect of engineering innovation and successful product design. Many methods have been proposed for enhancing creativity, originality, and innovation. When these methods are tested, the experiment often generates large numbers of concepts that must be evaluated by experts in a time-consuming process. Similarly, the increased use of crowd-sourcing for generating concepts often leads to a plethora of alternatives that must be evaluated. Accordingly, engineering design practitioners and researchers alike often find themselves evaluating large numbers of concepts. In this paper, the feasibility of using non-experts to evaluate engineering creativity is investigated. Dozens of students at two universities are asked to rate the originality of several different solutions to a design problem, for which validated expert ratings are available. Results indicate that it is possible to extract expert-level ratings from the non-expert student raters by focusing on the student raters with excellent inter-rater agreement amongst themselves and by training the students with example problems prior to the rating exercise. These results suggest that it may be possible to evaluate originality reliably with a large set of novice raters, perhaps with a Mechanical Turk type of approach.
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Dinar, Mahmoud, et David W. Rosen. « A Design for Additive Manufacturing Ontology ». Dans ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60196.
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Design for additive manufacturing (DFAM) gives designers new freedoms to create complex geometries and combine parts into one. However, it has its own limitations, and more importantly, requires a shift in thinking from traditional design for subtractive manufacturing. There is a lack of formal and structured guidelines, especially for novice designers. To formalize knowledge of DFAM, we have developed an ontology using formal OWL/RDF representations in the Protégé tool. The description logic formalism facilitates expressing domain knowledge as well as capturing information from benchmark studies. This is demonstrated in a case study with three design features: revolute joint, thread assembly (screw connection), and slider-crank. How multiple instances (build events) are stored and retrieved in the knowledge base is discussed in light of modeling requirements for the DFAM knowledge base: knowledge capture and reuse, supporting a tutoring system, integration into CAD tools. A set of competency questions are described to evaluate knowledge retrieval. Examples are given with SPARQL queries. Knowledge documentation is the main objective of the current ontology. However, description logic creates multiple opportunities for future work, including representing and reasoning about DFAM rules in a structured modular hierarchy, discovering new rules with induction, and recognizing patterns with classification, e.g., what leads to “successful” vs. “unsuccessful” fabrications.