The Experts below are selected from a list of 36 Experts worldwide ranked by ideXlab platform
Laura Costa - One of the best experts on this subject based on the ideXlab platform.
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different Leaders emergent Organizational and intellectual Leadership in children s collaborative learning groups
Computer Supported Collaborative Learning, 2014Co-Authors: Emma Mercier, Steven Higgins, Laura CostaAbstract:This paper presents two studies that examine emergent Leadership in children’s collaborative learning groups. Building on research that finds that Leadership moves are distributed among group members during learning activities, we examined whether there were patterns in the distribution of moves, resulting in different types of emergent Leaders in groups. Study one examines individual groups working with a teacher, on the same task either with paper or multi-touch tables. Study two examines groups of students in a multi-touch classroom. Results from study one indicated that the Leadership was distributed among the students; the distributions aligned with classifications of intellectual Leadership moves and Organizational Leadership moves for about half of the groups. There were no differences in emergent Leadership between the multi-touch and paper conditions. These results were explored in more detail in a multi-touch classroom study, exploring emergent Leadership in 22 groups of students across six classes. Again, Leadership was distributed among group members, and specific roles of intellectual and Organizational Leader, taken on by two different students, could be identified in half of the groups. These results suggest that attention should be paid to how students are engaging in collaborative learning tasks to ensure all students participate in the intellectual as well as Organizational demands of the task. Additionally, the pattern of the distribution of roles suggests that care should be taken to specify behaviors if the role of Leader is assigned to collaborative groups.
Van Auken James - One of the best experts on this subject based on the ideXlab platform.
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The Relationship Between Mindfulness and Leadership: How Mindfulness Practices Affect Leadership Practices
AURA - Antioch University Repository and Archive, 2019Co-Authors: Van Auken JamesAbstract:The aim of this study was to explore and understand the relationship between mindfulness practices and actual Leadership practices. This qualitative study utilized narrative inquiry with phenomenological interviewing techniques to explore selective Leaders who use mindfulness practices, and see how they used mindfulness in their Leadership practice. Sixteen in-depth interviews were conducted and thematic analysis was utilized. Eleven themes were identified with multiple sub- and sub-sub-themes, including: “Personal, Internal Mindfulness Practice,” “Being Mindful Toward Self,” “Being Present with Others,” “Being Present with a Group,” “Mindful Shift of Focus/Attention,” “Emotional Intelligence,” “Buffering of Reactivity,” “Resilience and Recovery,” “Alignment,” “Improved Job Performance,” and “Mindful Leadership.” The participants described the ability to move into the present moment, gain discernment, choose a needed action, even if the best choice of action was not acting at all, and then remerge back to the present moment. Mindful Leadership was found to be the ability to see oneself, others, the situation(s), the complexities and emotions at all levels (intra- and interpersonally), and then to step back, integrate it all, and with a humanistic approach—lead. A significant implication for Leadership that this study may offer is that the simple practices of mindfulness can potentially ripple out through one’s life in ways that take shape as some of the best practices across multiple Leadership theories and models. Practical applications were found on both an individual Leader-level, such as with developing a humanistic approach; and an Organizational Leader-level, such as the value of mindful Leadership training and coaching. This dissertation is available in open access at AURA: Antioch University Repository and Archive, http://aura.antioch.edu/ and Ohiolink ETD Center, https://etd.ohiolink.edu
Emma Mercier - One of the best experts on this subject based on the ideXlab platform.
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different Leaders emergent Organizational and intellectual Leadership in children s collaborative learning groups
Computer Supported Collaborative Learning, 2014Co-Authors: Emma Mercier, Steven Higgins, Laura CostaAbstract:This paper presents two studies that examine emergent Leadership in children’s collaborative learning groups. Building on research that finds that Leadership moves are distributed among group members during learning activities, we examined whether there were patterns in the distribution of moves, resulting in different types of emergent Leaders in groups. Study one examines individual groups working with a teacher, on the same task either with paper or multi-touch tables. Study two examines groups of students in a multi-touch classroom. Results from study one indicated that the Leadership was distributed among the students; the distributions aligned with classifications of intellectual Leadership moves and Organizational Leadership moves for about half of the groups. There were no differences in emergent Leadership between the multi-touch and paper conditions. These results were explored in more detail in a multi-touch classroom study, exploring emergent Leadership in 22 groups of students across six classes. Again, Leadership was distributed among group members, and specific roles of intellectual and Organizational Leader, taken on by two different students, could be identified in half of the groups. These results suggest that attention should be paid to how students are engaging in collaborative learning tasks to ensure all students participate in the intellectual as well as Organizational demands of the task. Additionally, the pattern of the distribution of roles suggests that care should be taken to specify behaviors if the role of Leader is assigned to collaborative groups.
Joseph Fredrick - One of the best experts on this subject based on the ideXlab platform.
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Empowering principal behavior: The examination of one successful principal: A case study
1Co-Authors: Joseph FredrickAbstract:The field of educational Leadership is currently undergoing significant changes regarding how it views the role of the school principal as Organizational Leader (Dunlap & Goldman, 1991; Liontos, 1992; Tucker-Ladd, Merchant, & Thurston, 1992; Reitzug, 1994). Specifically, the traditional identification of the school principal as an instructional Leader is being subsumed by a more theoretical-based view of the principal as a cultural catalyst (Fullan, 1992; Lee, 1993; Leithwood, 1992).The purpose of this study was to provide a field-based examination of a successful principal's use of empowering behavior within a school setting. The secondary goal of this study was to explore distinctions between manipulative and empowering principal Leadership behavior where appropriate. It was also intended that this study provide a field-based example of transformational principal behavior as related to teacher empowerment.An important aspect of this research inquiry pertained to the use of a conceptual framework for the purposes of interpreting and explaining data obtained through the study. Accordingly, this research inquiry utilized Reitzug's (1994) conceptual framework, "A Developmental Taxonomy of Empowering Principal Behavior," which was developed based upon Prawat's (1991) "Conversations with Self and Settings: A Framework for Thinking about Teacher Empowerment."The case study site was an Illinois public elementary school in a southwestern suburb of Chicago. Specifically examined was the Leadership behaviors of the school's principal as related to the "empowerment" component of transformational Leadership.An analysis of the information gathered during this inquiry suggested that Reitzug's (1994) original framework be revised to include several additional "support behaviors." These additional behaviors included: providing an environment conducive to collaboration and derivative behaviors of exhibiting enthusiastic commitment, and encouraging inclusive and voluntary participation; organizing the environment for critique with derivative behaviors of modeling Organizational excellence, and providing ongoing evaluations of programs and structures.Study results indicate that there are three "key" behaviors principals must exhibit in pursuit of successful teacher empowerment. Empowering principals must: (a) build an environment in which mutual trust exists between principal and staff; (b) create an environment in which communication is prevalent and practiced between staff and principal; and (c) understand and practice problem-solving skills with staff. Finally, the framework utilized and revised within this study is a "work in progress" and is far from complete.U of I OnlyETDs are only available to UIUC Users without author permissio
Steven Higgins - One of the best experts on this subject based on the ideXlab platform.
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different Leaders emergent Organizational and intellectual Leadership in children s collaborative learning groups
Computer Supported Collaborative Learning, 2014Co-Authors: Emma Mercier, Steven Higgins, Laura CostaAbstract:This paper presents two studies that examine emergent Leadership in children’s collaborative learning groups. Building on research that finds that Leadership moves are distributed among group members during learning activities, we examined whether there were patterns in the distribution of moves, resulting in different types of emergent Leaders in groups. Study one examines individual groups working with a teacher, on the same task either with paper or multi-touch tables. Study two examines groups of students in a multi-touch classroom. Results from study one indicated that the Leadership was distributed among the students; the distributions aligned with classifications of intellectual Leadership moves and Organizational Leadership moves for about half of the groups. There were no differences in emergent Leadership between the multi-touch and paper conditions. These results were explored in more detail in a multi-touch classroom study, exploring emergent Leadership in 22 groups of students across six classes. Again, Leadership was distributed among group members, and specific roles of intellectual and Organizational Leader, taken on by two different students, could be identified in half of the groups. These results suggest that attention should be paid to how students are engaging in collaborative learning tasks to ensure all students participate in the intellectual as well as Organizational demands of the task. Additionally, the pattern of the distribution of roles suggests that care should be taken to specify behaviors if the role of Leader is assigned to collaborative groups.