Search results for: Administrators

This study aimed to explore the experiences of administrative interns and mentors at the completion of their experience. The authors were interested to examine the interns' types of activities, and interactions with mentors with a particular focus on the degree to which these were passive or active. The authors argue that the findings reveal that ongoing dialogue is critical among the research team, but also among stakeholders such as the intern, site-based mentor, university supervisor, and instructors about what constitutes active involvement and what specific activities and experiences will most effectively prepare aspiring leaders for contemporary school leadership positions. The authors conclude that many interns reported a sense of completing the internship with compliance and were focused on simply completing time logs and getting in the hours. Hence, they suggest that teacher education programs must move internships from compliance-based activities to meaningful and authentic learning experiences.

The authors are pre-tenured faculty at dissimilar institutions in different regions of the USA, who found themselves in similar, unenviable positions – both were assigned to administrative positions that they did not seek. This study is an investigation of their processes of becoming leaders and how they aligned and/ or conflicted with their espoused beliefs. The data revealed an evolution in the authors' practice and identities as leaders, in some ways paralleling the change stages of forming, storming, norming, and performing outlined in team-building models. Data analysis revealed an evolution in their practice and identities as administrators.

In this article, the authors explore challenges encountered by K-12 educators in establishing classroom cultures that support creative learning activities with the Scratch programming language. The analysis is organized into three thematic clusters that elaborate this conflict: teacher vs. self, teacher vs. student, and teacher vs. culture. Teacher vs. self explores the role of teacher identity and psychology in supporting creative activities in the classroom. Teacher vs. student discusses unanticipated resistance from young learners encountering creative activities in school settings. Teacher vs. culture describes how expectations from beyond the classroom setting can constrain creative activities within the classroom, including the role of parents, administrators, and policy.

The purpose of this paper is to report the findings of the Early Childhood Training Program. This program was designed to increase the quality of care offered to children age 0 to 5 in a metropolitan area of Southern California. Participants were recruited from six center-based child care programs serving preschool-age children and included program administrators, teachers, teacher aides, and enrolled children. The six participating programs were assessed at four levels: program administration, classroom, teacher, and child. The results demonstrated that the largest effect sizes were seen at the program administration and classroom levels and that smaller effect sizes were found with regard to the teacher and child levels.