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Last Updated: Jun 3, 2009 - 8:15:21 AM |
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
National
Center 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.
Empirical Research
Preparing Students for the College Experience
Volume 7 Issue 2 -
May 7, 2009 - 9:12:34 AM
By Stefanos Gialamas, Peggy Pelonis
Preparing students for College life and most importantly for life
beyond high school is a key challenge for many educators and secondary
education institutions. Above all, today more than ever, educators must
prepare students for the unknown and the unpredictable; careers not yet
known to us, opportunities that we can not imagine, and for a world so
different that we have no idea what it will look like in thirty or
forty years. Hence some of the questions that arise are as follows:
what shall we teach our students? What skills do we expect them to
develop; and which processes shall we help them cultivate? We (Gialamas
and Pelonis) believe that the answers deriving from the teachings of
the ancient Greeks, are encompassed in the concept of “Morfosis”.
Empirical Research
Morphosis Leadership Being visionaries in a changing world
Volume 7 Issue 2 -
May 7, 2009 - 9:11:24 AM
By Stefanos Gialamas, Peggy Pelonis
Living in a rapidly evolving society where change occurs continuously and on multiple levels, has created a need, more than ever before, for leadership that reflects this new reality. The changes in demographics, the forming of multicultural families, the diversity on an economic, educational, social and ethnic level, as well as the further rise of multinational corporations are all changes that are challenging traditional values and principles. Thus the quest for Authentic Leadership is rising, and it is an idea which implies that leadership is very personal. Why Authentic leadership? One might ask. Because, “there is evidence of the desire for authenticity all around us in popular culture”. (Goffee & Jones, 2006, p.3)
Empirical Research
y cant they rite?: Integrating Writing Assessment Across the Undergraduate Political Science Major
Volume 7 Issue 2 -
May 5, 2009 - 9:52:16 AM
By Shala Mills, Bryan Bennett
Historically, student assessment in the Political Science Department at Fort Hays State University was left to the individual faculty member to embed into his or her courses via exams and writing assignments. Our curriculum and learning objectives were based largely on faculty interest in particular courses and on broad perspectives of what substantive knowledge a political science major should demonstrate. Over the years, writing courses such as advanced research methods and upper division theory courses served as unofficial capstone experiences. As such, approaches and expectations varied depending upon who was delivering the course.
Empirical Research
E is for Elephant, J is for Jackass: The Role of Politics in Education
Volume 7 Issue 2 -
Apr 30, 2009 - 9:50:41 AM
By Michael Miles
Under the regime of No Child Left Behind the relationship between K-12 education and politics has drastically changed. Retention issues and funding formulas continue to keep institutions of higher education in a state of flux as well. Teachers and faculty members feel the impact of the pervasive activity of these mandates as well as the overwhelming presence of politics. Politics is playing a vital role in the running and decision-making within the educational arena. Teachers and educational administrators are torn as to their role in education today. This position paper looks at defining the roles inside education in regards to education and politics in hopes of gleaning some definition by which teachers can better know the impact of their role(s) as well as the impact of politics on the institutional organizations and decision-making models.
Empirical Research
Impaired Faculty: Helping Academics Who Are Suffering from Serious Mental Illness
Volume 7 Issue 2 -
Apr 30, 2009 - 9:37:41 AM
By David Schwebel
Mental illness affects nearly every family, so it is unsurprising that some university faculty suffer from debilitating mental illnesses. Impaired professionals – whose illnesses prevent them from adequately performing required occupational duties – may behave in a range of highly concerning ways, including inaccurately computing student grades; overlooking important research or administrative deadlines; teaching classes while intoxicated; and many others. To cope, university administrators must confront impaired individuals and discuss solutions. Administrators have ethical and legal obligations to ensure job-related duties are completed competently. Administrators also should take steps to prevent mental illness among their faculty by decreasing work-related stress whenever possible.
