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School administrators, school district leaders, and education policy analysts all benefit from a firm understanding of research methods and evidence-based practices. As professionals, we will need to continually revisit the foundations of our learning, reinforcing core competencies in research ethics. Given the importance of evidence-based practices, educators need to be competent in research methods, research ethics and applied social science as it pertains to educational policy and practice. This course has therefore been instrumental in preparing me for a future as an education leader and administrator.
As I progress through graduate school, I will be called upon to contribute more frequently to professional journals as a researcher and scholar-practitioner. I appreciate the hard work we accomplished on our professional publication manuscript and have also benefitted from the collaborative instructional strategies used to engender a sense of community. Likewise, I look forward to working more closely with my mentors, who continue to empower me to contribute my own voice to scholarly discourse in education. I am eager to conduct both qualitative and quantitative studies, both of which contribute to the growing body of knowledge related to pedagogy, leadership and instructional strategies. The evolution of my personal and professional identity will depend on...
The information we learned about trauma has transformed my outlook on leadership and organizational culture. I can already recognize the many different ways I can contribute to the community too, by more conscientious development of strategic partnerships that help students and their parents. The pilot programs described by Plumb, Bush & Kersevich (2016) inspired me to develop initiatives and organizational policies that reflect best practice guidelines. Similarly, I intend to apply the strengths-based approach suggested by Brunzell, Waters & Stokes (2015) to teacher development. I look forward to thriving in a leadership position that allows me to become a servant leader: someone who communicates a grand vision to all educators and stakeholders in the community. We also addressed trauma-related issues from a mezzo-level and macro-level perspective that encourages us to recognize sociological variables like race, class, and gender. Course content also addressed the pressing need for education administrators to…
References
Brunzell, T., Waters, L., & Stokes, H. (2015). Teaching with strengths in trauma-affected students: A new approach to healing and growth in the classroom. American Journal of Orthopsychiatry, 85(1), 3.
Creswell, J. W. (2015). Educational Research, 5th Edition. Pearson
Plumb, J.L., Bush, K.A., & Kersevich, S.A. (2016). Trauma-sensitive schools. School Social Work Journal 40(2).
Project Leader Personal Learning Contract Learning within organizations is vital to success. It is the lifeblood that grows and sustains human capital (Bassi & McMurrer, 2004; Noe, 2008; Senge, 1990) through human resource development (HRD) and the management of technology which, according to Thamhain (2001), is the key to competitiveness and wealth creation. In this essay the researcher attempts to explore the challenges he will be facing as a leader and the competencies
Businesses are now pushing more so than ever before for schools and educators to adopt a community or learning community based approach to student education, in the hopes students will graduate with more applicable skill sets they can apply to the immediate global workplace. Where did they originate? Learning communities originated from "theory-drive evaluation" research focusing on school reform initiated by education policy specialists (Felner, et al., 1997:520). The idea was
Education for Economy Theory as it Relates to Adult Education In an economy motivated by improvement and information, in marketplaces betrothed in powerful opposition and steady regeneration, in a world of incredible chances and risks, in a culture facing multifaceted business, political, scientific, technological, health and environmental challenges, and in diverse workplaces and neighborhoods that center on mutual associations and social networking, the cleverness, nimbleness and skills of the American people
Their recommendations, which focused on prevention and response to campus emergencies such as the deadly shootings at Northern Illinois University, included suggestions for detecting early signs of and treating mental illness. Research has indicated that the risk of violence may increase when other risk factors are involved, such as substance abuse. Training should be targeted to campus security forces and first responders, health services personnel counselors, resident advisers, coaches,
This is highly believable, but it is also quite believable that institutions that wholeheartedly support distance programs will never change their basic philosophy or outlook on education and its delivery, and that will keep institutions from advancing nearly as far as possible in the distance education field. In fact, the lack of experienced and transformation would hold most institutions back from achieving their true potential in the area. The
Learning that is imparted through an educational institution or training company within the workplace setting in known as Work-based learning (WBL). WBL is administered by an external teacher in professional capacity and supervised by an employee of the company where WBL is imparted. An exhaustive literature review indicates that it was only after Moser report's shocking revelations, regarding lack of literacy, language, and numeracy skills in one out every five