| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "TEACHER EDUCATOR LEADERSHIP": |
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Teacher or Educator Leadership, 2005.
A discussion regarding the the role and skills of the teacher or educator in educating students.
1,350 words (approx. 5.4 pages), 3 sources, $ 53.95
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Abstract
This paper examines teacher and/or educator leadership in education. More specifically, this paper outlines the leadership skills and qualities required of any successful teacher. To achieve this aim, the paper presents a brief literature review that is intended principally as a representative sampling of the ideal teacher's leadership make-up. As will become apparent, leadership in and out of the classroom is vitally important and it simply cannot be passed over lightly.
From the Paper
"There are few professions that place as great a burden upon its members as teaching does. The following paper reviews what precisely is expected of classroom instructors from a leadership stand-point. Needless to say, because these men and women spend considerable time with young people at a formative stage in the latter's lives, it is no exaggeration to suggest that teachers play a significant role in seeing to it that their students are socialized to be successful and responsible citizens. With that in mind, it is to a brief review of the available literature on this important issue that we now turn."
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Educational Leadership and School Environments, 2008.
This paper researches how a focus on developing educational leadership can provide teachers with new motivation in creating the best possible classroom and learning experiences.
2,762 words (approx. 11.0 pages), 14 sources, APA, $ 82.95
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Abstract
The paper examines educational leadership as it is now pursued in the English-speaking world in relation to often trying school environments and difficult student bodies. The paper shows how teaching leadership does seem to promise support for challenging work environments, nonexistent public support, budgetary and policy constraints and rising delinquency and youth criminality. The paper reviews the literature of leadership in education that highlights the tremendous things principals and teachers can achieve that will help change their societies and the course of disadvantaged students' lives.
Outline:
Introduction
Leadership
Teachers and Principals
Learning from Tough Schools
Student Benefits
Discussion
Last Remarks
From the Paper
"Comparable attention to leadership appeared in late 20th century business administration texts to point to leaders as the answer to then uncertain organizations and industries undergoing rapid change. Rather than a staff-line or hierarchical structure, business organizations had to be flexible as management tiers disappeared with down-sizing and restructuring, stopgaps found in individual able to motivate workers and see projects through to completion. This literature borrowed from ideals of military leadership that can be poorly understood by the public, failing to see how best officers are those intensely concerned for those under them. (See Fullan:2001) Like conscientious teachers, they ensure that their decisions are sound, take responsibility for the results of their decisions, do not waver from a well-grounded plan but are also flexible and stable in the face of unexpected reversals."
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Teacher Education Programs (TEP), 2006.
This paper is a literature review of current teacher education programs (TEP).
2,935 words (approx. 11.7 pages), 11 sources, APA, $ 86.95
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Abstract
This paper explains that the new direction in teacher education programs (TEP) set aside rote recall in favor of understanding and application, giving consideration to the different backgrounds of student teachers, their varied learning capacities and their individual experiences and needs. The author points out that TEPs are using the innovative method of authentic assessment, which essentially assesses the teaching readiness of student teachers based on actual classroom settings by simulating the acts of real-life teaching in the teacher education classroom thus replacing the more traditional multiple-choice, paper-and-pen tests. The paper relates that teaching as a moral activity is now being incorporated into TEPs; however, the increasing complexity of conflicting political, social and scientific concepts relating to the moral aspects of teaching is hampering efforts to prepare student teachers for moral education.
Table of Contents
Introduction
Authentic Assessments
Experiential Learning
Classroom-Based Research
Intuition and Reflection
Teaching for Diversity
Conclusion
From the Paper
"In Canada, a successful TEP used the practicum as jumping board for applying university education to actual classroom practice. The practicum period is of course the post-graduate teacher preparation that is usually carried out at the opening of the school year, with the novice teachers dumped in their assigned class completely at their own devises. In this case, the practicum was moved four weeks into the school year to enable the novice teachers to learn from first-hand experience. A mentor teacher is on hand to lend support. The teacher education thus continued through the four-week part of the practicum as the student teachers observe and learn how an actual class is managed."
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Educational Leadership and Ethics, 2008.
A review of the importance of ethical principles for a school teacher and a professional educational administration organization.
1,116 words (approx. 4.5 pages), 4 sources, APA, $ 38.95
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Abstract
This paper briefly discusses a personal and professional structure of professional values and beliefs that are important for being a successful school leader. It looks at the tradition or ethical school from which those values and beliefs spring and discusses the ethical principles of a professional educational administration organization. The paper also discusses how the principles of that organization are comparable to the writer's own values. The paper contains appended original sources.
From the Paper
"It is often asked of prospective young teachers - or those who wish to school administrators - what their professional values and beliefs are. In my own case, I feel that one's personal and professional values should be one and the same. In other words, a teacher and/or administrator who strives to be honest and compassionate in the classroom and in the school environment should also strive to be honest and compassionate in his or her personal life, as well. With that in mind, I feel the following values and/or beliefs are integral to a person being a good citizen and a good teaching professional: honesty, empathy and conscientiousness, a willingness to consider new ideas and perspectives, a sense of duty, selflessness, and a commitment to excellence. If a member of the professional school community has all of these qualities, he or she will be both a strong person and a professional able to shape primary and secondary school students in positive ways. As a school leader, I want to make my school just the sort of place where the qualities enumerated above can flourish."
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Educational Leadership, 2006.
An assessment of the role that teachers play in fostering the learning experience.
2,300 words (approx. 9.2 pages), 5 sources, MLA, $ 70.95
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Abstract
This paper studies how teachers, the primary deliverers of education, foster the learning experience. The paper also examines what qualities contribute to effective instructional leadership. First, the paper discusses how an effective teacher creates a safe environment within which students can learn. Second, the paper evaluates how teachers serve as positive role models for their students when they radiate a sense of purpose. Third, the paper examines the facilitator role for teachers and how it translates into student-centered educational experiences. Fourth, the paper evaluates two of the most positive instructional theories: Constructivist learning, through which curricular activities provide a general feeling among all involved parties that learning is essentially an interactive process and differentiated learning, in which lessons and units reflect students' diverse backgrounds, needs, abilities and interests. Finally, the paper concludes with a discussion of learner autonomy.
From the Paper
"First and foremost, an effective teacher creates a safe environment within which students can learn. This means demonstrating to students that they can be vulnerable and take risks without experiencing humiliation or denial. It requires teachers themselves to engage in risk-taking situations in order to prove such activities are possible and positive outcomes likely. For example, a teacher, in trying a novel teaching technique, can present the lesson with a preface indicating the risk involved while also exuding a positive attitude. A crucial component in role modeling such behaviors is showing students that the outcome of the experiment is not as important as the willingness to take a risk. By taking the initial step in trying something new, the hope is that students will follow suit in their own learning experiences. The modeling of risk-taking behaviors naturally leads to the likelihood that students will not only attempt such endeavors but will also have a frame of reference in how to conduct themselves and the types of beliefs and attitudes that are appropriate under such circumstances."
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Collaboration between Special Education and General Education Teachers, 2001.
This paper studies inclusion programs and the way general education teachers and special education teachers collaborate when performing them.
1,690 words (approx. 6.8 pages), 11 sources, MLA, $ 54.95
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Abstract
This paper examines the benefits and disadvantages of inclusion programs from the point of view of the student as well as the teacher.
Inclusion means keeping special education students in regular classrooms and bringing the special support services to them. It discusses the affect it has on the children's education and on their parents. It details the types of schools where inclusion is more successful and where it is less successful. It discusses psychological and educational research done on this issue and presents its conclusions. It discusses several relevant education models such as: The itinerant model, used for certain categories of special education and the consultation model, when the teacher remains in one or two buildings with larger numbers of students to serve.
From the Paper
"In schools where collaboration was successfully implemented, the special needs children developed improved social skills, greater motivation to learn, and increased self-esteem. Positive peer relationships developed. In these situations, ?Collaboration brought complementary professional skills to planning, preparation, and delivery of classroom instruction? [Ripley, 1997]. ?The concepts of individualized instruction, multiple learning styles, team teaching, weekly evaluation, and detailed planning are all of direct benefit to students ?[Ripley, 1997] Middle Schools easily lend themselves to the principles of collaboration. Collaboration is an important process of general education of Middle School Students where interdisciplinary teams often share in planning [Hines, 2001]. Middle school structures can be used as a model for special education inclusion."
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Leadership in Education, 2005.
Examines the issue of effective leadership within the field of education.
4,135 words (approx. 16.5 pages), 10 sources, APA, $ 110.95
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Abstract
The qualitative issue addressed by this report is that of educational leadership. Since many descriptions of leadership in this environment are qualitative, and since leadership is something that is rarely statistically or scientifically measured or defined, this is an appropriate issue for consideration. This report identifies the issue of leadership in the educational environment, focusing on effective communication between teachers and administrators, as well as leadership dynamics in
the classroom. The report also assays different qualitative research approaches that can be equated with this issue, focusing on interview and survey methodologies, as well as the possibility of literature review meta-analysis and case study examples.
From the Paper
"The difference between an educational leader perceiving those under their command as subordinates and followers should be made clear, in terms of adequately identifying and addressing the issue of leadership in this environment. For example, all too often, a leader in the educational setting on the administrative level naturally assumes that just because teachers and other staff members are working under them, they are naturally going to look up to the administrator as a leader. Leadership is important, but it is not automatic. It is also important for individuals within a company/managerial situation to act within a framework of teamwork, communication, and mutual understanding. "The school executive is looking for the best solutions to problems-routine and non-routine. Such solutions will not occur in an organization of interacting
humans unless processes are employed that make appropriate use of the collective intelligence of these humans" (Ubben et. al, 2004, p. 55)."
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Leadership, Ethics in Education, 2004.
Discusses leadership and ethics in curtailing drugs and violence in school.
6,854 words (approx. 27.4 pages), 30 sources, APA, $ 155.95
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Abstract
This study explores the issues of leadership and ethical responsibility in the educational field. The paper identifies issues that may arise as a result of the implementation of monitoring programs in schools for drugs, guns, and other teenage problems, and stresses the importance of ethical leadership when those issues do arise. The paper also includes an analysis of leadership styles of teachers and instructors within the educational system and their preference for using methods to control drugs and guns within the school premises. The study includes teachers and educators from all levels of the educational system from grade school to graduate school.
From the Paper
"There is a constant debate: ?Are leaders born or are leader made?? Leadership skills can be developed?the qualities required in a leader can be learned. Bernard M. Bass states ?Leadership is one of the world?s oldest preoccupations.? (Wren, 1995) When individuals know and understand both their strengths and their weakness, their effectiveness as leaders is greater. The leadership quality most desired is the ability to have a vision and a dream. No leader will have followers if the followers do not believe in the leader?s mission. Strong leaders have a helpful and thoughtful personality. They are also very aware of their own strengths and weakness. The key to success in a career, and consequently in life, is to set attainable goals and work towards attaining these goals. Disciple and dedication is a necessity. A good leader knows how to generate enthusiasm and positive thinking within him or her self and how to broadcast it."
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Physical Education Teachers, 2007.
This paper describes the work and responsibilities of the physical education teacher.
1,928 words (approx. 7.7 pages), 5 sources, APA, $ 61.95
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Abstract
This paper presents a detailed examination of professional physical education teachers. The writer explores the history of physical education within the school systems as well as the views about the profession. The author also examines why children need physical education and debates the current duties of a physical education teacher compared to past duties. The writer presents a defense of the physical education teaching profession using solid research and current trends.
Introduction
What has Changed
The PE Teacher Today
A Nation Divided
Why
Proof it is a Work Profession
References
From the Paper
"Before one can begin to understand why the general perception of a physical education career has changed it is important for one to understand the changes that have taken place in the field of education. Experts agree that for today's physical education teacher to be successful with students it is important to combine components of academics, fitness training and sports introduction. This has been an evolving field of education for several decades as society has begun to realize the importance of physical fitness awareness not only from a physical health standpoint but for a mental health standpoint as well(Physical, 2001).
Years ago, students were expected to dress out in PE uniforms, take part in some game of skill or luck and then take a shower and head for the next class. There was no classroom training or teaching. There was no discussion about health, nutrition, physical fitness or other aspects of physical education. Instead, there was an hour of physical sport, a shower and that was it(Physical, 2001). The PE teacher grades students on whether or not they wore their uniform to participate, was it clean, was it in good repair? In addition they provided letter or point system grades for whether or not the students took their showers before attending their next class. "
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Technological Literacy of Technology Education Teachers, 2005.
This paper is a research proposal to survey industrial technology education teachers in the State of Arizona to determine their acceptance and use of the "Standards for Technological Literacy" (STL) and to assess standards-based training needs.
9,480 words (approx. 37.9 pages), 36 sources, APA, $ 194.95
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Abstract
This paper explains that, today, it is becoming increasingly clear that there is a growing need for technological literacy, but it is unclear how technology education teachers are making decisions on classroom practice based on the "Standards for Technological Literacy", which focuses on what every student in grades K-12 should know and be able to do in order to be technologically literate. The author states that the study will address the issue of assessing standards-based training needs through a critical review of the scholarly literature followed by a survey of what 7th to 10th grade technology education teachers in Arizona know about the standards, how they are using them and what the need for standards-based training. The paper relates that a Likert-type scale will be used to determine the acceptance and use of the STL and to measure the perceived needs of standards-based training.
Table of Contents
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Rationale of Study
Research Questions, Hypotheses or Objectives
Review of Related Literature
Background and Overview
Evolution of Literacy Standards in the U.S.
Components Influencing Student Learning
Curricula
Instruction
Learning Environment
Student Assessment
Features of AETL
Student Assessment Standards
Vocational and Technical Education Considerations
Industrial Technical Education in Phoenix, Arizona Today
Current and Future Trends
Methodology
Procedures
Population and Sample
Survey Instrument
Time Frame
Cost of the Research
Data Analysis Questions
From the Paper
"To date, thousands of technology teachers, science and mathematics teachers, and other educators and experts from around the country have collaborated in an effort to identify precisely what students in kindergarten through 12th grade should be learning about technology. This group, together with content specialists and representatives from the National Research Council (NRC) and the National Academy of Engineering (NAE), reviewed Standards for Technological Literacy and recommended modifications and additions. The resulting document, supported by both NRC and NAE, defined the study of technology as a discipline and provided a framework for individual teachers, schools, school districts, and states or provinces to develop technological literacy in all students. The research to date indicates that when schools provide students with a quality education in their primary language they provide them with two things: knowledge and literacy."
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Special Education Teachers, 2005.
This paper discusses the retention of special education teachers in large, urban school districts.
2,250 words (approx. 9.0 pages), 10 sources, $ 89.95
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Abstract
This paper explains that special education has traditionally has a high level of attrition. The author points out that there is a sharp disparity in the resources, which go into training a special education educator and the rate at which they leave their teaching positions. This paper examines many of the main themes that are found in the study of attrition and special education; however, no solutions to these issues are given.
From the Paper
"Special education has traditionally has a high level of attrition (Sorrells et al, 2003). There is a sharp disparity in the resources which go into training a special education educator and the rate at which they leave their teaching positions. To be effective in special education, the educator engages in additional training, including state and federal accreditation, and tends to do so at a higher level of investment of personal time and resources. However, the high levels of engagement that it takes to acquire and maintain a profession as a special education teacher does not explain why those within special education tend to leave their positions within the first ten years of teaching. Some school districts tend to see special education teachers leave their positions after only two to three years of teaching."
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Reggio Emilia Education and the Teacher, 2008.
A study of the Reggio Emilia early childhood education system.
3,175 words (approx. 12.7 pages), 14 sources, APA, $ 91.95
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Abstract
This paper examines the infant-toddler centers and preschools established in Reggio Emilia, Italy, which have drawn much interest for their view of the teacher as fellow learner. In the Reggio Emilia system, parents are also encouraged to join in school activities in a democratic and dynamic environment. The paper points out that this system has raised helpful questions as to how the child is regarded, the teacher's role and pedagogy before the age of 6. The paper also points out that Reggio Emilia ideas are now fairly popular in North America, where early childhood education has been a major concern due to the postmodern condition of altered family life, daycare as a mass need, and the failing American educational system. Since the 1980s, varying investment in facilities for early childhood education has helped a flowering of scholarship and some experimentation. The paper concludes that the generation of Reggio Emilia's remarkable early childhood education system occurred under conditions that North American educators might see as ideal for promoting a strong community with supportive and participating parents who value education.
Outline:
Introduction
Reggio Emilia Education
The Unexpected
Adapting for Other Children?
Concluding Discussion
From the Paper
"A paper by John Nimmo supplies an Australian reflection on the Reggio Emilia model. (1998) All its points considered, Reggio Emilia education may be most useful in its questions asked of teachers which Nimmo commends in terms of why teachers should ask themselves how they view the child, expectations of children and beliefs about child development. (1998:295-296) Teachers, parents and others engaged with children should ponder where a child's identity originates and the child's goals, needs and wishes, as may differ from those of the adult or be shaped by parent's ideas; there may be hope for a new generation or beliefs to do with better child preparation. (Nimmo:1998:296) In other words, Reggio Emilia education's contribution may lie in its fundamental questions to do with the child in relationship to adults. Other questions involve what a surrounding society is like now and as a product of a public past. (Nimmo:1998:297-298) One finds obvious new questions, too, on whether children are the same as they once were, or really develop as any theories now in use say that they do. One is put in a postmodern void of uncertainty, non-knowledge and relativism. It seems important to examine what one admires in Reggio Emilia practices and models and ask when one first experienced or saw them, in the course of one's own education."
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Adult Education: Teacher or Self-Directed?, 2006.
This paper examines the pros and cons of having students in adult and higher education set the tone for the curriculum as opposed to the teaching staff and faculty.
1,134 words (approx. 4.5 pages), 4 sources, APA, $ 39.95
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Abstract
This paper analyzes the self-directed approach to education which began in the 1960s when the students demanded to be actively involved in subject matter and curriculum. The writer of this informative paper contends that while it is necessary that a selection of courses be responsive to the concerns of the times, it is also true that many differing subjects are of great value even though students may be unaware of the future benefits. This paper stresses the need for competency based training which is absolutely necessary in various fields relevant to both industry and the workplace. This paper also discusses the requirements and strategies needed for adults to successfully achieve their educational goals.
From the Paper
"Adults who are seeking to further their educational level in a masters or doctoral program are subject to faculty direction in order to fulfill the requirements of their particular course of study. While doctoral candidates are usually required to display some self-direction, especially with regard to selection of subject matter for advanced theses and dissertations, they are nonetheless subject to rigid requirements imposed by their major and the university they are attending.
Adults who are entering remedial programs need more direction from the teacher in order to select courses that will round out their education and fulfill requirements they lack."
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Teacher Leadership, 2008.
A review of the history of teacher leadership in America.
1,279 words (approx. 5.1 pages), 14 sources, APA, $ 43.95
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Abstract
The paper discusses the history of teacher leadership in American schools from colonial America to the present. It incorporates an overview of any studies conducted of teacher leadership and teaching styles, inclusive of those utilized in colonial times through the present, and reflects changes occurring in teacher leadership during the last several decades.
Outline:
Background to Teacher Leadership
Early Teacher Leadership
Teacher Leadership Developments
The Modern Classroom
Summary of Literature
From the Paper
"Historically, during colonial times in particular, teacher leadership was viewed much like one would view any trade or craftsmanship; that is it required full engagement with principles that should direct a trained leader to effect positive changes in students through lecture, group discourse and intuitive thinking (Campbell, et al, 2000; Likert, 1961). Many feel that in early times including during colonial times teaching was viewed more as intuitive, whereas in modern times teaching and teacher leadership has become more scientific and analytical in nature, with teachers adopting multiple models or paradigms of instruction for institutional success."
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Teacher Leadership, 2007.
A discussion on the perceptions of teacher leaders, regarding their relationship with principals.
1,961 words (approx. 7.8 pages), 11 sources, MLA, $ 62.95
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Abstract
The paper examines how, in the past few years, the relationship between the school principal and teacher leaders has emerged as a critical relationship necessary for the continued educational success of students, their experiences and the teaching profession. The paper discusses how this relationship has become dramatically more complex, overloaded, and unclear. The paper proposes that the problems have increased, as the role of the school principal has progressed from the principal as an instructional leader, to the principal as a transactional leader and, most recently, to the role of transformational leader. The paper further examines numerous studies on the topic that have revealed the importance of the perception of teacher leaders regarding their relationship with principals. The paper concludes that additional studies are necessary in this area to correct the perceptions of the teacher's relationship with the principal, as the perception of this relationship affects the quality of individual teacher instruction, the height of student achievement, and the overall degree of efficiency in school functioning.
Outline:
Rationale
Statement Of The Problem: What Are The Perceptions Of Teacher Leaders Regarding Their Relationship With Principals?
Bibliography
From the Paper
"As a review of the literature in this area indicates, perceived relationships between teacher leaders and principals are closely tied to the educational success of the school overall. The general principal position involves motivating others and one way to accomplish this is through a process of sharing the decision making. In teacher - principal relationships where power is viewed as a reciprocal unit of exchange, people can become committed, significant, and competent through promoting empowerment. As teachers are the players most affected by change, empowerment enables them to identify obstacles and design strategies for dealing with change."
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