Associate Editors for the Emperical Research Section are Dr. Anne Jefferson, Ottawa University, Canada; Brian Trautman, Fielding University, California; and Dr. Kevin Ludlum, Texas Tech University, TX. This section is designed for actual research studies that authors have conducted. Authors believe that the results of their research will move the content field in which their research was conducted will move the field forward.
Dr Anne L. Jefferson is Full Professor of Organizational Studies, Human Relations, and Education Finance Policy at the Faculty of Education,
University of
Ottawa.
She has over 150 publications and presented over 70 papers across Canada, the United States, Australia, New Zealand, Europe, and China.
She was the Founding Editor of the
Journal of Educational Administration and Foundations and continued to serve as its Editor for the Journal’s initial six years (1985-1991).
In addition, Dr Jefferson has served as Director of the American Education Finance Association, Member of the
NationalCenter for Education Statistics Technical Planning Panel for the United States Department of Education and Executive Director for the Canadian National Consortium of Scientific and Educational Societies.
Brian Trautman is a doctoral student and student leader in the Educational Leadership and Change (ELC) program at Fielding Graduate University. His academic expertise and areas of interest include theories of teaching, learning and curriculum, feminist/indigenous worldview studies, structural inequality and diversity issues, decolonizing and reconstructing epistemologies, critical systems theory, and conflict resolution and peace building methodologies. Brian's professional background and experience includes student services administration and adjunct teaching. Brian lives in Albany, New York, USA with his wife, Karrie, and twin sons, Gavin and Ethan.
This manuscript displays the
different types of conflicts that could, and sometimes do, arise in the
community college classroom. Many people
view college as an institution for higher learning, as well as they should;
however, conflicts frequently arise in these classrooms among students. The manuscript will highlight how academic
egos, social class, and high school locale can contribute or be the cause to
conflict in the classroom. Also,
suggestions to prevent and reduce these conflicts will be given.
With diversity increasing
amongst American students in the K-12 system, the need for cultural
competency in public education has never been more important. In considering
cultural competency, leaders in
education must keep in mind that any knowledge gained regarding culture and
cultural dynamics must be integrated into every facet of a school, program, or
agency and leveraged to improve services to the unique subgroups being served.
Staff must be trained to effectively utilize the knowledge gained (Olsen,
Bhattacharya, & Scharf, 2006).
More than this, educational leaders must develop policy that is responsive to the
cultural diverse clientele being served. The bottom line is that institutionalized
cultural knowledge can enhance an organization's ability to serve diverse
populations, if something meaningful is done with it.
Post-tenure review
has made little meaningful difference in higher education, perhaps mainly
because it offers no more than a negative incentive. Proposed is an expansion of faculty ranks
that could add genuine value to post-tenure review, offering recognition and
reward for outstanding or consistently capable performance.
Amid the hours of instruction, personal attention to
students, and piles of paperwork, how do teachers stay motivated,
professionally challenged, and abreast of new research related to their field?
As unrealistic as it may sound, they must become life-long learners. As adult
learners, they will experience learning differently than when they were
children or teenagers. As teachers, they will choose topics that inspire them
and cause them to re-evaluate their practices. Understanding how adults learn,
how learning theories benefit adult learning, and why teachers must remain
learners will deflect boredom and stagnation and stimulate growth and job
satisfaction.
The increasing global competition in
technology leads to a new concept called Engineering Leadership including
leadership skills and engineering competencies.
They address the "Real Problems facing
mankind" like Energy security , environmental stewardship , green
manufacturing and resource sustainability .
( D. Apelian, 2007, pp. 21–30 )
In today’s ultra-competitive business world
focusing on customer satisfaction, engineers must not only be technically competent,
they must also have requisite interpersonal traits relating to the leadership
insights to excel in a complex economy. In other words, World-Class engineering
leaders are needed to increase productivity.
The curriculum of their approach features an
innovative direction based on using technical knowledge and leadership skills.
The issues
in the 21st century framework not only need depth
understanding of non-technical perception but a successful experience of
leading human resources is also vital.
Engineering Leadership consists of three
principles named 3I: Innovation, Invention, and Implementation.(
Ed Crawly& Joe Schindall , 2008 )
Desirable fields of leading companies such
as product development, system engineering and integration and also project
management need interdisciplinary themes of knowledge.
A successful engineering leader mentions
individual competencies, use resource and technology in an organization frame
getting profitable results .They also should be aware of work culture and
organization informal relationship.
