Searching for "leadership"

library leadership

Library Leadership Your Way

https://www.alastore.ala.org/content/library-leadership-your-way

core issues

  • discovering why you want to lead;
  • research findings on the five most desirable traits in library leaders;
  • wrestling with the constraints of organizational culture;
  • a tour of practical leadership models such as Theory Z, Situational Leadership, Transformational Leadership, and emotional intelligence;
  • how to develop habits that will bolster your confidence through inevitable moments of doubt;
  • cultivating a “people first, mission always” mentality;
  • self-care for leaders; and
  • living out your unique leadership vision through goal setting, self-evaluation, and other key steps.

toxic leadership

The Mediation Role of Toxic Leadership in the Effect of Job Stress on Job Satisfaction
H. Tezcan Uysal Department of Management and Organization
Zonguldak Vocational College Bülent
Ecevit University, Turkey

(6) (PDF) The Mediation Role of Toxic Leadership in the Effect of Job Stress on Job Satisfaction. Available from: https://www.researchgate.net/publication/331249551_The_Mediation_Role_of_Toxic_Leadership_in_the_Effect_of_Job_Stress_on_Job_Satisfaction [accessed May 16 2019].

Six Leadership Lessons

Six Leadership Lessons From Harvard’s “Girl President” Drew Gilpin Faust

Cami Anderson Jan 10, 2019

https://www.forbes.com/sites/camianderson1/2019/01/10/six-leadership-lessons-from-harvards-girl-president-drew-gilpin-faust/

Drew Gilpin Faust, Harvard University’s first and only female president

1) Do It For The Right Reasons.

As a history professor early in her career, Drew never envisioned crossing over to university administration, “what my faculty colleagues call the ‘dark side.’” She would raise her hand for leadership tasks not because she wanted to get noticed, but because she felt it was “good citizenship to serve others.”

2) Don’t Be Afraid To Take The Leap.

3) Define Yourself Publicly, Or Others Will Do It For You.

“If you don’t define yourself publicly, someone else will, and it will likely be according to stereotypes,”

4) Gender Is Always An Issue, But Don’t Let It Derail You.

5) Understand That True Leadership Happens In The “Grey Space.”

Being the head of an organization often involves picking between the best of two imperfect choices, forging a path without having all of the facts, or breaking a tie between two competing factions.

6) Spend Political Capital To Plow The Path For Authentic Diversity And Inclusion.

 

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more on ed leadership in this IMS blog
http://blog.stcloudstate.edu/ims?s=educational+leadership

The Show Horse and the Plow Horse Leadership

Leadership: The Show Horse and the Plow Horse

Caleb Gipple

when I say show horse leadership I am not describing an arrogant leader patting themselves on the back for a moment of leadership. Instead, I am describing moments and events of leadership that we have the capacity to personally acknowledge as good leadership. Examples of this would be a situation where you help someone on your team overcome an obstacle or you go out of your way to care for those under your leadership. There is nothing wrong with show horse leadership, in fact, I think it is extremely beneficial to identify when you are doing good leadership so you can make that behavior a trend.

plow horse. To explain, these individuals don’t view him as a leader because he is leading a big initiative or he has a position of authority. They view him this way because of how he makes them feel. I had heard countless individuals explain how he approaches meeting and interactions and it aligns perfectly with Simon Sinek’s idea of a “circle of safety” in his book Leaders Eat Last.

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more on leadership
http://blog.stcloudstate.edu/ims?s=leadership

Fear and leadership

What is the Function of Fear in Leadership?

https://hbswk.hbs.edu/item/what-is-the-function-of-fear-in-leadership
by James Heskett 31 OCT 2018

Amy Edmondson, The Fearless Organization, argues that fear is not a useful tool in a leader’s toolkit when it comes to managing interpersonal relationships in a workplace.

Psychological safety is the antidote to fear.psychological safety is not about being nice or lowering performance standards.

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more on leadership in this IMS blog
http://blog.stcloudstate.edu/ims?s=leadership

suggestions to doctoral cohorts Ed Leadership

these are suggestions from Google Groups with doctoral cohorts 6, 7, 8, 9 from the Ed leadership program

How to find a book from InterLibrary Loan: find book ILL

Citing someone else’s citation?:

http://library.northampton.ac.uk/liberation/ref/adv_harvard_else.php

http://guides.is.uwa.edu.au/c.php?g=380288&p=3109460
use them sparingly:
http://www.apastyle.org/learn/faqs/cite-another-source.aspx
Please take a look at “Paraphrasing sources: in
http://www.roanestate.edu/owl/usingsources_mla.html
it gives you a good idea why will distance you from a possibility of plagiarizing.
n example of resolution by this peer-reviewed journal article
https://doi.org/10.19173/irrodl.v17i5.2566
Ungerer, L. M. (2016). Digital Curation as a Core Competency in Current Learning and Literacy: A Higher Education Perspective. The International Review of Research in Open and Distributed Learning17(5). https://doi.org/10.19173/irrodl.v17i5.2566
Dunaway (2011) suggests that learning landscapes in a digital age are networked, social, and technological. Since people commonly create and share information by collecting, filtering, and customizing digital content, educators should provide students opportunities to master these skills (Mills, 2013). In enhancing critical thinking, we have to investigate pedagogical models that consider students’ digital realities (Mihailidis & Cohen, 2013). November (as cited in Sharma & Deschaine, 2016), however warns that although the Web fulfils a pivotal role in societal media, students often are not guided on how to critically deal with the information that they access on the Web. Sharma and Deschaine (2016) further point out the potential for personalizing teaching and incorporating authentic material when educators themselves digitally curate resources by means of Web 2.0 tools.
p. 24. Communities of practice. Lave and Wenger’s (as cited in Weller, 2011) concept of situated learning and Wenger’s (as cited in Weller, 2011) idea of communities of practice highlight the importance of apprenticeship and the social role in learning.
criteria to publish a paper

Originality: Does the paper contain new and significant information adequate to justify publication?

Relationship to Literature: Does the paper demonstrate an adequate understanding of the relevant literature in the field and cite an appropriate range of literature sources? Is any significant work ignored?

Methodology: Is the paper’s argument built on an appropriate base of theory, concepts, or other ideas? Has the research or equivalent intellectual work on which the paper is based been well designed? Are the methods employed appropriate?

Results: Are results presented clearly and analyzed appropriately? Do the conclusions adequately tie together the other elements of the paper?

Implications for research, practice and/or society: Does the paper identify clearly any implications for research, practice and/or society? Does the paper bridge the gap between theory and practice? How can the research be used in practice (economic and commercial impact), in teaching, to influence public policy, in research (contributing to the body of knowledge)? What is the impact upon society (influencing public attitudes, affecting quality of life)? Are these implications consistent with the findings and conclusions of the paper?

Quality of Communication: Does the paper clearly express its case, measured against the technical language of the field and the expected knowledge of the journal’s readership? Has attention been paid to the clarity of expression and readability, such as sentence structure, jargon use, acronyms, etc.

mixed method research

http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3deric%26AN%3dEJ971947%26site%3dehost-live%26scope%3dsite

Stanton, K. V., & Liew, C. L. (2011). Open Access Theses in Institutional Repositories: An Exploratory Study of the Perceptions of Doctoral Students. Information Research: An International Electronic Journal16(4),

We examine doctoral students’ awareness of and attitudes to open access forms of publication. Levels of awareness of open access and the concept of institutional repositories, publishing behaviour and perceptions of benefits and risks of open access publishing were explored. Method: Qualitative and quantitative data were collected through interviews with eight doctoral students enrolled in a range of disciplines in a New Zealand university and a self-completion Web survey of 251 students. Analysis: Interview data were analysed thematically, then evaluated against a theoretical framework. The interview data were then used to inform the design of the survey tool. Survey responses were analysed as a single set, then by disciple using SurveyMonkey’s online toolkit and Excel. Results: While awareness of open access and repository archiving is still low, the majority of interview and survey respondents were found to be supportive of the concept of open access. The perceived benefits of enhanced exposure and potential for sharing outweigh the perceived risks. The majority of respondents were supportive of an existing mandatory thesis submission policy. Conclusions: Low levels of awareness of the university repository remains an issue, and could be addressed by further investigating the effectiveness of different communication channels for promotion.

PLEASE NOTE:

the researchers use the qualitative approach: by interviewing participants and analyzing their responses thematically, they build the survey.
Then then administer the survey (the quantitative approach)

How do you intend to use a mixed method? Please share

paraphrasing quotes

statement of the problem

Problem statement – Wikipedia

 
Metaphors: A Problem Statement is like… 
metaphor — a novel or poetic linguistic expression where one or more words for a concept are used outside normal conventional meaning to express a similar concept. Aristotle l 
The DNA of the research l A snapshot of the research l The foundation of the research l The Heart of the research l A “taste” of the research l A blueprint for the study
 
 
 
Here is a good exercise for your writing of the problem statement:
Chapter 3
several documents, which can be helpful in two different ways:
– check your structure and methodology
– borrow verbiage
http://education.nova.edu/Resources/uploads/app/35/files/arc_doc/writing_chpt3_quantitative_research_methods.pdf 
http://education.nova.edu/Resources/uploads/app/35/files/arc_doc/writing_chpt3_qualitative_research_methods.pdf
http://www.trinitydc.edu/sps/files/2010/09/APA-6-BGS-Quantitative-Research-Paper-August-2014.pdf

digital object identifier, or DOI

digital object identifier (DOI) is a unique alphanumeric string assigned by a registration agency (the International DOI Foundation) to identify content and provide a persistent link to its location on the Internet. The publisher assigns a DOI when your article is published and made available electronically.

Why do we need it?

2010 Changes to APA for Electronic Materials Digital object identifier (DOI). DOI available. If a DOI is available you no longer include a URL. Example: Author, A. A. (date). Title of article. Title of Journal, volume(number), page numbers. doi: xx.xxxxxxx

http://www.stcloudstate.edu/writeplace/_files/documents/working-with-sources/apa-electronic-material-citations.pdf

Mendeley (vs Zotero and/or RefWorks)

https://www.brighttalk.com/webcast/11355/226845?utm_campaign=Mendeley%20Webinars%202&utm_campaignPK=271205324&utm_term=OP28019&utm_content=271205712&utm_source=99&BID=799935188&utm_medium=email&SIS_ID=46360

Online Writing Tools: FourOnlineToolsforwriting

social media and altmetrics

Accodring to Sugimoto et al (2016), the Use of social media platforms for by researchers is high — ranging from 75 to 80% in large -scale surveys (Rowlands et al., 2011; Tenopir et al., 2013; Van Eperen & Marincola, 2011) .
There is one more reason, and, as much as you want to dwell on the fact that you are practitioners and research is not the most important part of your job, to a great degree, you may be judged also by the scientific output of your office and/or institution.
In that sense, both social media and altimetrics might suddenly become extremely important to understand and apply.
Shortly altmetrics (alternative metrics) measure the impact your scientific output has on the community. Your teachers and you present, publish and create work, which might not be presented and published, but may be widely reflected through, e.g. social media, and thus, having impact on the community.
How such impact is measured, if measured at all, can greatly influence the money flow to your institution
For more information:
For EVEN MORE information, read the entire article:
Sugimoto, C. R., Work, S., Larivière, V., & Haustein, S. (2016). Scholarly use of social media and altmetrics: a review of the literature. Retrieved from https://arxiv.org/abs/1608.08112
related information:
In the comments section on this blog entry,
I left notes to
Thelwall, M., & Wilson, P. (2016). Mendeley readership altmetrics for medical articles: An analysis of 45 fields. Journal of the Association for Information Science and Technology, 67(8), 1962–1972. https://doi.org/10.1002/asi.23501
Todd Tetzlaff is using Mendeley and he might be the only one to benefit … 🙂
Here is some food for thought from the article above:
Doctoral students and junior researchers are the largest reader group in Mendeley ( Haustein & Larivière, 2014; Jeng et al., 2015; Zahedi, Costas, & Wouters, 2014a) .
Studies have also provided evidence of high rate s of blogging among certain subpopulations: for example, approximately one -third of German university staff (Pscheida et al., 2013) and one fifth of UK doctoral students use blogs (Carpenter et al., 2012) .
Social data sharing platforms provide an infrastructure to share various types of scholarly objects —including datasets, software code, figures, presentation slides and videos —and for users to interact with these objects (e.g., comment on, favorite, like , and reuse ). Platforms such as Figshare and SlideShare disseminate scholars’ various types of research outputs such as datasets, figures, infographics, documents, videos, posters , or presentation slides (Enis, 2013) and displays views, likes, and shares by other users (Mas -Bleda et al., 2014) .
Frequently mentioned social platforms in scholarly communication research include research -specific tools such as Mendeley, Zotero, CiteULike, BibSonomy, and Connotea (now defunct) as well as general tools such as Delicious and Digg (Hammond, Hannay, Lund, & Scott, 2005; Hull, Pettifer, & Kell, 2008; Priem & Hemminger, 2010; Reher & Haustein, 2010) .
qualitative research
“The focus group interviews were analysed based on the principles of interpretative phenomenology”
 
1. What are  interpretative phenomenology?
Here is an excellent article in ResarchGate:
 
https://www.researchgate.net/publication/263767248_A_practical_guide_to_using_Interpretative_Phenomenological_Analysis_in_qualitative_research_psychology
 
and a discussion from the psychologists regarding the weaknesses when using IPA (Interpretative phenomenological analysis)

https://thepsychologist.bps.org.uk/volume-24/edition-10/methods-interpretative-phenomenological-analysis

2. What is Constant Comparative Method?

http://www.qualres.org/HomeCons-3824.html

Nvivo shareware

http://blog.stcloudstate.edu/ims/2017/01/11/nvivo-shareware/

Qualitative and Quantitative research in lame terms
podcast:
https://itunes.apple.com/us/podcast/how-scientific-method-works/id278981407?i=1000331586170&mt=2
if you are not podcast fans, I understand. The link above is a pain in the behind to make work, if you are not familiar with using podcast.
Here is an easier way to find it:
1. open your cell phone and go find the podcast icon, which is pre-installed, but you might have not ever used it [yet].
2. In the app, use the search option and type “stuff you should know”
3. the podcast will pop up. scroll and find “How the scientific method works,” and/or search for it if you can.
Once you can play it on the phone, you have to find time to listen to it.
I listen to podcast when i have to do unpleasant chores such as: 1. walking to work 2. washing the dishes 3. flying long hours (very rarely). 4. Driving in the car.
There are bunch of other situations, when you may be strapped and instead of filling disgruntled and stressed, you can deliver the mental [junk] food for your brain.
Earbuds help me: 1. forget the unpleasant task, 2. Utilize time 3. Learn cool stuff
Here are podcasts, I am subscribed for, besides “stuff you should know”:
TED Radio Hour
TED Talks Education
NPR Fresh Air
BBC History
and bunch others, which, if i don’t go a listen for an year, i go and erase and if i peruse through the top chart and something picks my interest, I try.
If I did not manage to convince to podcast, totally fine; do not feel obligated.
However, this podcast, you can listen to on your computer, if you don’t want to download on your phone.
It is one hour show by two geeks, who are trying to make funny (and they do) a dry matter such as quantitative vs qualitative, which you want to internalize:
1. Sometimes at minute 12, they talk about inductive versus deductive to introduce you to qualitative versus quantitative. It is good to listen to their musings, since your dissertation is going through inductive and deductive process, and understanding it, can help you control better your dissertation writing. 
2. Scientific method. Hypothesis etc (around min 17).
While this is not a Ph.D., but Ed.D. and we do not delve into the philosophy of science and dissertation etc. the more you know about this process, the better control you have over your dissertation. 
3. Methods and how you prove (Chapter 3) is discussed around min 35
4. dependent and independent variables and how do you do your research in general (min ~45)
Shortly, listen and please do share your thoughts below. You do not have to be kind to this source offering. Actually, be as critical as possible, so you can help me decide, if I should offer it to the next cohort and thank you in advance for your feedback. 

 

 

ed leadership and edtech

Edtech playground: Helping teachers choose better tools

By Nicole Krueger Leadership

https://www.iste.org/explore/articleDetail?articleid=2177

A virtual reality headset can take students on an immersive journey to another world. But no matter how cool it is, if that $3,000 piece of equipment enters a classroom and doesn’t provide any real instructional value, it can quickly become a very expensive paperweight.

Most schools don’t do edtech procurement really well yet. Sometimes we buy products that end up in closets because they don’t fit the instructional needs of students, and we end up not being good stewards of taxpayer dollars.

Located in the district’s central office, where hundreds of teachers and staff members stop by each week for professional development, the playground offers a creative space that encourages teachers to explore new tools that have been vetted and approved by the district’s tech department.

In the United States, K-12 schools spend more than $13 billion a year on edtech — often without any idea whether it will make a difference in learning outcomes.

 

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More on ISTE in this IMS blog
http://blog.stcloudstate.edu/ims?s=iste

more on digital literacy for ed leaders in this IMS blog
http://blog.stcloudstate.edu/ims?s=digital+literacy+EDAD

leadership vs management

Are you leading or managing? Are you being led or managed? Which do you prefer?
Joe Keshmiri | Mar 20, 2018
https://www.linkedin.com/pulse/you-leading-managing-being-led-manged-which-do-prefer-joe-keshmiri

LEADERSHIP IS…

the process of influencing others to understand and agree what needs to be done and how it can be done effectively, and

the process of facilitating individual and collective efforts to accomplish the shared objectives

LEADERS ARE…

People who carry out these processes

or, people in positions of authority in societies/organizations

Yukl 2010

The Difference between Leaders and Managers:

  • Both personalities were thought to produce a different sense of self that would guide conduct and attitudes.
  • Managers are seen as regulators and perpetuators of the existing institutions, identifying with them.
  • Leaders were viewed as individuals who did not depend on membership for identity, working for an organization but never belonging to them.
  • This distinction offered a theoretical basis for understanding why leaders seek opportunities for change

(Mintzberg, and Kotter, et al 1998)

  • Leader seek change and innovation
  • Leaders do not depend on others or institutions for identity
  • Leaders work for the organization but do not belong to them
  • Managers and leaders are different
  • Leaders are active, not reactive, they exert an influence to alter moods, evoke images and expectations
  • Managers are more rational, more detached, more concerned with process and tactics than with substance.

(Zaleznik 1977)

Management – ‘to bring about, to accomplish, to have charge of or responsibility for, to conduct’.

Leadership –’influencing, guiding in direction, course, action, opinion’.

Bennis and Nanus (1985):

Leadership

  • Creates change
  • Works through relationships with people
  • Establishing direction
  • Aligning people
  • Motivating and inspiring

Kotter 1990

Management is:

  • Planning and budgeting
  • Organizing and staffing
  • Controlling and problem solving

Kotter 1990

The real challenge is:

To combine strong leadership and strong management and use each to balance the other

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more on leadership in this IMS blog
http://blog.stcloudstate.edu/ims?s=leadership

Twitter and ed leadership

Twitter chats can boost student voice, enhance digital citizenship

  Dec. 19, 2017

https://www.educationdive.com/news/twitter-chats-can-boost-student-voice-enhance-digital-citizenship/513340/

My note:
This is another example of blanket statements aimed to bank on buzzwords and fashionable tendencies. Indeed, use of social media is an imperative skill for any educational leader, since it provides a modern venue to communicate with the rest of the stakeholders in the educational process: parents, students etc.
However, the process of social media use in education is rather more complex as presented in this article. e.g.:

  • why Twitter? why is Twitter chosen by the author as the social media platform, considering that Snapchat is the social media app by choice of teenagers?
    http://blog.stcloudstate.edu/ims/2018/01/06/snapchat-leading-social-media-app/
  • why the hashtag use is the one and only altmetric consideration for deep data analysis? The author suggests taking “advantage of an analytic tool to measure effectiveness and participation,” but there is no specific recommendation and the choice of the analytical tool as well as the process of analysis is a science on its own
  • how educators, as suggested by the author, “want to guide students on comment intensity and type while keeping them on topic”? Indeed, an educator abiding by constructivism will facilitate and guide, yet there is a fine boundary between facilitating and dominating the conversation with “guidance.”

The most useless suggestion in the article:
“For administrators, Twitter chats also provide an opportunity to gain student and parent perspectives while giving them more voice in what’s going on within a school or district.”

Are administrators willing to yield that power to their constituency? What does the current research on educational leaders’s attitude reveal regarding their willingness to engage in such open (and difficult to control) discourse? How is such attitude to be changed: this is missing in this article.

What is your approach to the institutional use of social media at your school? 

 

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