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This is a very specific query about implementing Design Thinking in the education sector especially with reference to innovation in higher education. Views, comments, opinions, analysis, case studies are welcome.
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Interesting question, I agree with Professor Faraed Salman. Bet regards.
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is there a historical map of academic disciplines? what is the trend of academic disciplines changes(number, nature and label of disciplines)?
i will be thanks full if someone introduce any article, book, handbook or report about historical map of disciplines and history of academic disciplines.
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Hello,
Yes, a historical mapping of academic disciplines now exists: the "Interactive Historical Atlas of the Disciplines". This website, recently launched at the University of Geneva, is available in open access here:
It is an interactive atlas containing a collection of more than 200 disciplinary maps ("classifications of the sciences" or "knowledge maps") from Antiquity to our time, with thousands historical definitions of academic disciplines extracted from sources. Moreover, it includes several analysis tools (timeline, statistical tools with the ability to chart the evolution of a discipline, iconographic database, advanced search filters). For instance, it is possible to display chronologically a list of historical definitions of an academic discipline in order to study the evolution of its identity over time. The aim of this project is to map the evolution of the disciplinary borders throughout the centuries, and to reconstruct the genealogy of the sciences.
As for a "typology" of the various types of disciplinary systems (namely, the different taxonomic systems underlying these historical "classifications of the sciences"), you could find some insights in my recent paper:
Sandoz, Raphaël (2021), "Thematic Reclassifications and Emerging Sciences", Journal for General Philosophy of Science 52(1), pp. 63–85, available here: https://doi.org/10.1007/s10838-020-09526-2.
Best regards
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I am interested in getting updated on multidisciplinary approaches (Law, Ethics, Psychology, Education, Administration, and so forth) about power harassment in academia, especially (but not exclusively) concerning Brazilian public universities. I would like to know about theoretical works on the subject as well as to read some case studies (recent or not).
If anyone has a project or a text that can share or suggest, I will be really glad.
Thank you very much.
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Congratulations
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Yes, this is a very important issue. The issue of communication with the use of new online media is very important in the context of an efficiently run education process.
We are currently communicating widely across various online media, including via email. Some of the email mailboxes we use have anti-spam restrictions, which makes communication difficult. The development of communication through various online media, also through social media portals is an important issue in education. New media should be effectively used in the education process, but not always their technical specification is fully suitable for the needs of communication development in the context of the ongoing education process. However, as far as possible, new online media should be used in education, because young people use them widely and can be an excellent additional tool in the field of teaching instruments, eg for the purpose of efficiently searching for the necessary, current information.
In view of the above, I would like to ask you: Should new internet media be used in educational processes?
Please, answer, comments. I invite you to the discussion.
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Yes, the use of new internet media in educational processes has contributed to the development of the teaching and learning process Unfortunately, this process is misused by a large number of students during exams through various frauds and cheats, which reduces its effectiveness, and traditional methods of education may be returned to after getting rid of the Coronavirus.
Best regards,
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Starting summer school for international students at the university level is an exciting and challenging task. I would like to discuss how one can market the Summer School for international students by managing online and offline marketing strategies. Which other strategies would be helpful for the successful marketing of summer school?
Examples,
Online: Website, SEO, GoogleAds, Social Media
Offline: University collaborations
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It is better to provide electronic platforms for international students for the summer semester so that they can continue their studies and not drop out, in addition to the possibility of accessing their academic seats from their home countries, as international students are interested in visiting parents during the summer semester.
Regards
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Please see the latest project I just posted for a bit more information. I am interested in tracing a history of the current standards movement in education through the movement towards objectives and outcomes. I hypothesize that this history is situated within "scientism," which sought to improve education by developing a "science of education" that did not exist prior to the movement towards educational objectives (which, so far, I have traced to a 1918 work by Franklin Bobbit, Professor of Educational Administration at the University of Chicago.
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Hi Mark,
I supposed for you research could be useful also part of inclusive education.
The part of inclusive education Italy-Chile - pagg. 53-64.
Best regards, Fausto
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In Iraq, the admission procedure at universities is controlled by the Ministry of Higher Education and Scientific Research that uses mainly the “Baccalauréat” examination score (final exam in secondary school) to distribute students on colleges and study fields.
The students are allowed to give their preferences (50 choices for the name of colleges and academic institutions they want to study arranged from more desired to less desired), but at the end their “Baccalauréat” examination score will determine the college and they usually end up getting enrolled in a less desired college.
On the other hand this college, that the student got accepted in, will apply the same procedure to distribute the students on departments within that college! For example, if a student got accepted at the college of engineering at one of the Iraqi universities but his “Baccalauréat” examination score is not enough to allow him/her to study Computer Engineering (the study field that he/she may prefere more), the college will take his less desired choice that could be mechanical or chemical Engineering to be the his/her field of study for the next four years of his/her life.
What do you think about such a procedure to enrol students at universities?
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The scores tell the students where they are good and not so good at, it helps in predicting what course suits them, however it should not be a sole determinant in choosing their field of study. The child's passion and interest should also be given weight in deciding what course to take.
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Dear RG Colleagues,
As a teacher, I want to know what are the consequences (The general academic policies on cheating) for a student caught in flagrancy cheating on exams (in your institution or university).
Thank you
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Thank you all of you for your consideration and answers
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I heard summer school practiced as an instrument in the internationalization of universities. Can somebody explain how?
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Pupils and students use social media portals to exchange information useful for education. In addition, Facebook and students create group profiles where they put together teaching materials. In addition, they create questionnaire forms for the purposes of surveys, the results of which are used for written diploma and final papers.
Therefore, I am asking you with the following query: How do social media portals help pupils and students in education?
Please, answer, comments.
I invite you to the discussion
Thank you very much
Best wishes
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The extent to which social media spaces encourage learning is complex and largely situational. Who is the group? Which medium are they using? In some cases, it can be helpful and others, it won't. I have participated in, and researched, how teacher candidates and educators use Twitter chats for professional learning (see below) and how social media functions within larger professional learning networks (PLNs). I think social media can be helpful if participants find the space accessible, interesting, and engaging. But I would not count on social media improving a dull educational experience.
Here a a few of my articles on the topic that I hope help:
Carpenter, J. P., & Krutka, D. G. (2015). Engagement through microblogging: Educator professional development via Twitter. Professional Development in Education, 41(4), 707-728. https://www.tandfonline.com/doi/full/10.1080/19415257.2014.939294?casa_token=IMWjOHUgMSgAAAAA:a-JzJ2sZ4HkFAj6_g37GUydtFC7otdqo18SJRQhEq9zogtbKxytK61tln0POUrxKzOh3ECT1vCk1RA
Krutka, D. G., Bergman, D. J., Flores, R., Mason, K., & Jack, A. R. (2014). Microblogging about teaching: Nurturing participatory cultures through collaborative online reflection with pre-service teachers. Teaching and Teacher Education, 40, 83-93.
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & education, 102, 15-34.
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Is developing a Center a process of negotiating with your academic institution? Are Centers' developed purely based on funding?
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Instead of expecting funding support from sponsor's; revenue generation through services by centre will sustain its activities and existence.
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Should university be sustainable? How univeristy can be a catalyst for sustainable societies?
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As you know, sustainability is the idea of producing goods & services in ways that do not use up resources (that cannot be replaced) & that do not harm the environment.
In applying the above definition to a university so that it is depicted as "sustainable university'', it has to indicate that the university will set an example for others to follow with respect to reducing its impact on the environment by wise practices & responsible growth.
The wise practices will include many things such as collecting water in underground wells "this is done at our university" for the sake of ensuring the continuous availability of water for drinking, irrigation of plants, and working in laboratories. Also, there will be stress upon eliminating wasteful use of electricity & other energy resources.
A responsible growth will include smart decisions about the number of students to be accepted, the new programs of study, and adding employees to academic departments. I know a department in a university (in our country) which has an actual staff of 5  "Why actual ? Because the other 3 names in their website are fake" & this staff is highly over-loaded but they do not want to add any employee because they have a disease which is "greed for overtime money". How come this department will be sustainable?   Any time, one or more of them will become ill.      
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I would like to know how the laboratories are organized? How they are working? And educational programmes for lab specialits?
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Thank you! 
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I am just beginning research for my EDD at So. CT State University.  I am interested in investigating a first year program at a mid sized private college in relation to Astin's Theory of Involvement and determining if there are relationships between the course, student retention, and graduation rates.  In addition to looking at archival data for between-group comparisons, I am most interested in conducting a survey of current students to see if the course is promoting developmental competencies that coincide with Astin's 5 elements of involvement.  Do you have any recommendations for articles or researchers I should review?  Additionally, do you have any recommendations for some survey instruments that might be beneficial to examine as well?  Ideally, I will find an existing survey that might work for what I am interested in pursuing.
Many thanks for your time and consideration
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I recently defended a dissertation regarding identity negotiation and student retention. One of the perspectives I found interesting concerned the importance if the transactional involvement of students in their program of study - transactional as a means to involvement, not just integrational as an outcome of involvement. I would suggest looking at how students respond to feedback from professors regarding their work in a program. What is the nature and quality of feedback, is it timely, is it personal, and so forth.  Also, how does the feedback corroborate the sense the student has about their work. For example, if the student felt that they did not give 100% to an assignment, yet the feedback was excellent, they often did not feel that the feedback was accurate, or warranted. I used identity theory (Burke, 1991) as a perspective in a structural symbolic interationist framework (Stryker, 1980).  
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For educational institutions, information is most important to deliver in the audience mind.
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Marketing is important especially in attracting students from abroad. Your alumni acts as brand ambassador . The digital presence of your institute is also very important and significant.
Participating in educational  fairs and raod shows is also a good vehicle for marketing.
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I am interested in practices and ways in which statistical data on pupils' ethnicity are collected for reporting purposes (e.g., by the state authority). For instance, in the Czech Republic, the share of Roma pupils in schools is reported to the Ministry by the school principal and is based on his/her judgment (which has advantages as well as limitations). 
I am interested in other possible ways this information is being obtained in other countries (in case it is being collected for statistical purposes) and I will be glad for any information, suggestions or links to relevant resources.
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Correction to above "self-assessment does work well", obviously it should read "does not work well".
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I working on a new research in the area of implementing quality in EU higher education.? and I need a way to select the sample?  
I don't want to have a bias in the sampling and at the same time, I don't want to take the sample base on the geographic location. I am seeking for something more relevant to the quality of higher education 
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Hi Khaled,
In general, to sample you must have a conceptual criteria. I understand that it's better if this criteria is associated with your theorical phrame. Quality in Higher Education do not have only one way of conceptualization. i recomend to go deep on what is Quality, and this will help you in wich criterio use to define the sample.
Martin
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There are many nursing schools in the Philippines which are closing. Some are due to lack of enrollees in spite of their high quality education and accreditation. And some are closing due to poor performance in the licensure examination for three consecutive years. I am now presently preparing my study proposal on Spiritual Quotient, Leadership Behavior of Administrators and Success of private Nursing Schools in Metro Manila, Please help me in providing variables/parameters to measure success of a private nursing school. Thank you 
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In this discourse, you should test an expanded model of Kanter's structural empowerment, which specified the relationships among structural and Psychological empowerment, Nurse strain, and work satisfaction.
Strategies proposed in Kanter's empowerment theory have the potential to reduce nurse strain and improve employee work satisfaction and performance in current re-structural empowerment healthcare institution settings. the addition to the model of psychological empowerment as an outcome of structural empowerment provides an understanding of the intervening mechanisms between structural nurse conditions and important institutional outcomes.
A predictive, none experimental design  was used to test the model in a random sample of 404 north North America staff nurses. the conditions of work effectiveness, questionnaire, the job content questionnaire and the Global satisfaction scale were used to measure the major study variables.
structural equation modelling analyses revealed a good fit of the hypothesized model to the data based on various fit indices. the amount of variance accounted for in the model was 58%. staff nurses felt that structural empowerment in their workplace resulted in higher levels of psychological empowerment. these heightened feelings of Psychological empowerment in turn strongly influenced job strain and work satisfaction. however, job strain did not have a direct effect on work satisfaction.
conclusions: These results provide initial support for an expanded model of institutional empowerment and offer a broader understanding of the empowerment process.
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Does education improve GDP in South Africa?
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THE IMPACT OF EDUCATION ON ECONOMIC GROWTH IN SOUTH AFRICA : ECONOMETRIC ANALYSIS
This paper investigates the impact of education on economic growth in South Africa using annual panel data from 1990 to 2011, controlling for regional differences. Education is believed to be an important factor in developing an economy. The theoretical basis of education on economic growth comes from the endogenous growth theory. The endogenous growth theorists believed that investing in education is linked to an increase in efficiency and productivity of labour. It can be argued that by boosting cognitive and other skills, education makes labour more productive and accelerates innovation and technological progress, bringing higher economic growth. The nature of the data allowed for panel estimation techniques to be employed and the fixed effects and random effects models were considered in a Generalised Least Squares estimation framework, with the final estimation model informed objectively by the Hausman test. Education was found to be positively related to GDP, with variations across provinces observed. The results have implications for both policy and further research, which are outlined in the final chapter.
Education and development in South Africa
 
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Dear All, I am dealing my research in Education and educational gender in DRC, I wish,I got some information about it.
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It depends which country you wish to look at since there can be different criteria for girls and women to get access to different levels of education depending on the country. This can relate to the level wealth in the country and also ideas about the role of women. In some countries access to sanitary protection for adolescent girls might mean they miss school which hinders their education. Early marriage can also be something that stops education early.  Here is one article by Nigerian academics:
Best of luck! 
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I am working on a study of linking educational policy on individuals for international university students. Studies and literatures discussed mainly on how teachers/lecturers/admin staff process and interpret the policy, however, could someone advise studies or readings on how policy direct influence individuals?
Thank you.
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Dear Wei Zhang
Thank you for the opportunity to answer this question. My own experiences from Norway is that the mantra is academicism. Knowledge and degrees are the "solution", or what is believed in. To be critical I think there often is a missing link for the very context for knowledge and how and when the knowledge is applicable. Internationalization is complicated seen through this glasses. My experience is that learning premises or conditions are easily ignored. To study policy documents is very important and see how they are harmonized with learning premises in the relevant curriculum.  
Best regards
Signe  Vallumrød      
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Currently, funding available to elementary and high school students vary depending on what state they live in, and their socioeconomic status.  If all schools were to receive the same amount of money per student regardless of socioeconomic status would students perform better and have less variation among test scores and academic results? I would like some reference materials or help on this topic.my focus is on k-12, but I am open to all ideas currently.
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No necesariamente. Igualar el costo por estudiante a todos los matriculados podría, a veces, como medida de política resultar adversa a lo esperado. En educación, la homogeneidad del estudiante no es un atributo del sistema educativo. En otras palabras, los estudiantes, independientemente del grupo socioeconómico, son heterogéneos y la heterogeneidad puede ser observada desde distintos criterios valorativos.
A veces, sin duda, es necesario programar costos educativos diferenciados en función, precisamente, de las diversas características del estudiante. 
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 Is there a set of threshold concepts the two disciplines must bridge to communicate or learn effectively from or with each other? Can these be easily or measured?
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In my experience as an instructional designer for a fairly large, regional auditing/financial management firm it seemed to me that auditing procedures are based on accounting processes.  I was responsible for redesigning the auditing curriculum for the firm. The people our firm hired all had degrees in accounting. Those degrees only involve one course on auditing.   Each firm has a slightly different flavor of auditing; but each is based on standard accounting procedures.   Of course, I'm only familiar with "accounting audits" as Mr. McCann defines them above.  
I am also unclear of your question and the goal of what you seek.  Perhaps some more detail about why you're asking the question?
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What is the load distribution perfect percentages for academic staff?
Example 40% teaching, 40% research, 20% others (community service, admin, consultation, etc)? What is the best percentages?
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I think it depends on the vision and mission of the institute. If they are looking for teaching priority instead of the research or they looking for research as a priority. Or if they looked for a balance between them. However, I think 40% for teaching, 40% for research and 20% for services is fair enough. regards
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I am looking for a validated scale (in English or Turkish) to measure school principals' social justice leadership. 
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Thank you Preyansi!
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I would like to investigate the group/work faultlines among teachers in schools. But I don't know how I can measure that. Could you recommend to me, how I can designed the study?
Thanks
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Bezrukova, K,. Thatcher, S.M.B., Jehn, K. A., & Spell., C. S. 2012. The effects of alignments: Examining group faultlines, organizational cultures, and performance. Journal of Applied Psychology. 97: 77-92.
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I plan a project. The project's aim is to determine inequality behaviours against students in schools.  So I am looking for paper, book etc. about this topic. 
1. What are the issues of inequality against the students within or outside the classroom?
Best regards,
Gamze Kasalak
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Gamze,
I had a professor at Minnesota State University Moorhead who would be able to fill a book with information about this topic and related to the topic. I would assume he would be glad to help you by providing insight and useful resources. His contact information is below:
Vigilant, Lee
Faculty
Sociology and Criminal Justice Department
Office: LO 212J
Phone: 218.477.2034
Good luck!
Sam
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Kets de Vries, Lipman-Bluman, Padilla, Kellerman Tourish and others have written extensively on the subject of destructive/toxic leadership.  Educational administration literature is rather silent on the topic.  Eugenie Samer in her works, "Trust and Betrayal in Educational Administration" and "Secrecy and Tradecraft in Educational Administration' has broken ground on the subject, but it's pretty rare to find further works on the topic. Specifically, I'm looking at how the environment--governance qualifications, organizational performance measures or the lack thereof (BTW not referring to student achievement here) contribute to senior leader moral disengagement, toxic leadership and organizational 'tribalism' to the detriment of organizational goals.  This problem has a very real face in school districts, but has not been covered in the literature outside of school-based leadership challenges, or examinations of senior leadership behaviour in institutes of higher learning. 
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First, I want to thank Noman, because you have touched on two areas where I'm looking deeper--recruitment, screening processes, and performance measures for senior educational admin leaders.  And, as you've noted, and Dennis Tourish has written, there are some gaps in the leadership curriculum that need to be addressed on the dark side of leadership; otherwise, the leadership pedagogy may very well be part of the problem. 
Victor, I have downloaded the article you recommended, and thank you for the reference. :)
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I am working on a project of determinants of quality education in higher institutions. Which things can be included in this. Is there any literature review available on the topic.
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I am interested which experimental studies of the self-regulated learning in faculty or teacher evaluation exist.
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Greetings Azadeh!
Several contexts cover self-learning through teaching evaluation. Research shows several evaluation contexts of teaching as philosophical (philosophy) methodological (styles, goals, techniques), or technological  (skills) approaches to teaching.
While teaching styles (Grasha, 1996), teaching goals (Thomas & Cross 1993), and teaching techniques (Trigwell & Prosser, 2004) have all been investigated as avenues into the essentials of teaching, Pratts' (1992) five teaching perspectives and three commitments to teaching have been rendered as a self-development process. My recent research covers the examination of teaching from philosophical versus methodological or technological approaches.
While Pratt and Collins’ Teaching Perspectives Inventory (www.teachingperspectives.com) examined faculty's teaching perspectives and commitments, a research outcome was a framework of philosophical professional development approaches for self-regulated, self-directed, and self-created examination of teaching.
Go to ProQuest for my study results - Examining philosophical perspectives of Soka educators in liberal arts settings for value-creating professional development approaches
For other self-learning through teaching evaluation, these references apply:
Styles: Grasha, A. (1996) Teaching with style: A practical guide to enhancing learning by
understanding teaching and learning styles. San Bernadino, CA: Alliance
Publisher.
Goals: Thomas, A. A., & Cross, P. K. (1993). Classroom assessment techniques: A handbook
for college teachers, Second Edition. San Francisco, CA: Jossey-Bass.
Perspectives: Pratt, D. D., & Collins, J. B. (2001). The teaching perspectives inventory. Proceedings of
the 41st Adult Education Research Conference, Vanocover, BC. Retrieved from
Techniques: Trigwell, K. & Prosser, M. (2004). Development and use of the approaches to teaching
inventory. Educational Psychology Review, 16(4).
Enjoy!
Dr. Barbara Thornton-Lewis, Professional Developer
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In my research, I am measuring employees' perceptions of how their managers create conditions that support professional growth and how the employees perceive their growth motivation and commitment to the organization. For this purpose, I found Growth Oriented Atmosphere Questionnaire (GOAQ) developed by Ruohotie. However, I would like to know if there are other similar questionnaires or instruments designed for this purpose. Can you please guide me to find these alternatives. 
Nokelainen, P., & Ruohotie, P. (2009). Non‐linear modeling of growth prerequisites in a Finnish polytechnic institution of higher education. Journal of Workplace Learning, 21(1), 36–57. doi:10.1108/13665620910924907
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This may not be what you are looking for, but I wonder if the employer has created a competency map and shared that with employees would be an indicator. Though some see that as an excuse to put all of the "growth" or development on the back of the employee to do on their own time and expense.
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Hi,
I'm conducting a research on knowledge management and organisational performance under the mediating impact of innovation: the case of public universities in Vietnam. Those who are interested in the same topic pls share your insight over the topic. Your sharig is highly appreciated.
Cordially,
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On the technical side they could be: skill development, ability to use all related instruments & equipments, to comprehend the content matter, periodical revision of syllabus & resorting to pan nation question papers - so as to streamline it for the students.
For the teachers: number of research projects undertaken addressing the problems of the country, periodical overseas research institute trainings undertaken, research papers published & patents made, number of undergraduate & post graduate students incorporated in research projects, posting overseas teachers at least for a short, if not long term basis. For all professional teachers, whether they have undergone stipulated exams , both theory & practical before their posting into their respective organisation. Projects undertaken with industry, service & agriculture & allied subjects. Number of students who have started their own ventures based on their studies. 
On administrative side: for teachers, ability to fully understand & take on administrative & accounts work on a temporary basis, ability to answer questions of students on these 2 subjects, ability to train graduate & pg students in these 2 subjects so as to prepare them for their further career.
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The demand for higher education is such that numbers of students enrolled in higher education is high and still growing over time. A good education should be availed to everyone who is interested in learning anywhere, anytime and be empowered without too many conditions. The costs must be cut lest we damage access and equity. Quality needs to be maintained despite the challenges this cannot be compromised no matter what? How then are are educators administrators and students coping with this state of affairs?                                                                                                                                                                                                                                                                   
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Esther:
They are designing more flexible learning environments that allow for numbers to be accommodated both in and outside the walled classroom. The attached gives some of the trends and issues regarding this shift to flexible learning that I hope would be helpful for you.
Many thanks,
Debra
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Greetings,
I am currently a Master student who studying at Universiti Putra Malaysia,Malaysia pursuing Masters of Educational Administration. I would like to use your Organizational culture survey as part of my research Project Paper.Hope to get a reply from you granting permission to use the instrument. Thank you for your co-operation.
Regards
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The attached material written by me may be useful for you or anyone who is interested in measuring Organizational Culture.
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I need literature international standards regarding Average space per student in general classrooms, Average space per student in special classrooms such as libraries, computer laboratories, science laboratories, etc.
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I attach a Literature Review done by Princeton in 2013 by an ad hoc Committee.
It contains all related literature. This passage in page 12 taken from Kiefer (2012) is directly related to what you are looking for:
"evaluating  classroom space solely based on the number of  students that fit in the room given the  configuration of the space assumes that all seat - time is created equal. Instead, space planners should evaluate learning-per-square-foot and understand that different learning happens in tablet-arm chairs at the back of an over-crowded room than in swivel office chairs gathered around a small table with a few other students"
If you want classic square foot per head, you should search in standards in architecture.
"Learning Space" is an emerging field in HE research, but they are mostly philosophizing....like 'learning commons' etc
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I am looking for both positive and negative influences
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I can speak from the perspective of ICT integration in revolutionizing the teaching and learning process, making delivery more engaging and interactive if done effectively. Attached are examples of how this integration has positively influenced education.
Best regards,
Debra
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Dear Colleagues, I am preparing a paper about the long term Socio-political effects due to political interventions in our Public Education System. I wish to find out if  there are any similar researches from other countries especially western based democracies. (as so to enable better comparison) This could be based on intervention in curriculum, text books, funding, teacher training and posting.
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..I need researches and books about acceptance of Educational accountability by high school teachers....
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Hi Anisa, I think you'll find the link below interesting - When Accountability Knocks, Will Anyone Answer? (Abelmann & Elmore 1999). They develop a framework for investigating internal accountability systems in schools and provide a several case studies.
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I am at the beginning of working out an expertise, how schools in challenging contexts (socio-economically disadvantaged areas) can be supported.
Aside at aspects, what teachers, school leaders and parents can do, I am especially interested in instruments, which education policy, education administration and regional politics can supply supporting those schools.
In more details I mean: evidence-based improvement with support of experts for interpreting test data (what sort of social and learning outcome data are most important), additional ressources on the  basis of a social index (like additional teachers and other supporting stuff, smaller classes, more teacher time for developing strategies and reflecting the actual situation, money for additional media, …), better organized school catchment areas with better social-mixed school population (bussing?), networks of schools in the region with similar problems,  
and...
It would be helpful for me participating in your experiences and knowledge of relevant literature.
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The Early Learning Initiative, National College of Ireland use community action research to work together to improve outcomes for children. With funding from the Irish Government and Philanthropic organisations, we bring teachers from 12 schools together at least 3 times a year to  plan numeracy activities for children. Over 5,000 children, parents and professionals are involved this year. Each term we have a numeracy week where everyone throughout the community, including parents, Public Health Nurses and librarians are having mathematical conversations and doing numeracy activities with children based on a theme. This term, it was sequencing and pattern. Next term, it is time.  For more information, check out our Facebook page: https://www.facebook.com/pages/Early-Learning-Initiative/141642265960889; website: www.ncirl.ie/eli; or twitter account: https://twitter.com/ELI_Docklands along with the Irish Government's site: https://www.pobal.ie/Beneficiaries/neyai/Pages/default.aspx. The children in our community are now performing to national norms in Maths and are on a par with children in middle class areas.
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What are the most relevant problems of authentic leadership in the context of education, which could be suggested for investigation?
What scientific literature could be recommend regarding to expression of authentic leadership in school principal‘s activity?
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There is a recent paper comparing authentic leadership versus professional values in nursing education. I hope it can throw a light as a start.
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One of John Hattie's suggestions is to decide how much a year's learning is for each student and then you can judge that student's success against that amount. While this seems like a good idea in theory, it leaves me none the wiser. How much exactly is one year's worth of learning. How can it be measured? What would the metric be? Content is the easiest to measure because it could conceivably be defined by an amount or quantity, but what about conceptual understanding? What would a metric be for that?
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Mark
My belief is that you can not truly measure learning until long after a learner has left the institution.  Learning is a cumulative measure and as such I'm going to further elaborate on your questions and say
  1. What are we measuring - just what occurs in a classroom or the entire experience?
  2. Furthermore, when we say the entire experience are we discounting self-directed learning opportunities ?
  3. What about informal learning activities that occur in the same classroom space?
Its an exciting question to ask...but boy is it complex..:-)
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I am looking for a measure of compensation in the education sector with indicators (basic pay, allowances, bonuses). Please do share. Thanks
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Thanks for sharing.
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I am looking for information about selection and training school administrators in not only China, but Japan, Korea, Taiwan, Finland, Estonia, Liechtenstein, Canada, Poland, Netherland, Switzerland and Vietnam. I want to compare selection and training of school administrators of these countries and propose a model for Turkey. Thanks in advance for your interest.
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My close colleague, Dr. Steven P. Wells undertook such a project for a number of years. If you would like, I could connect the two of you? He's on vacation in France this week.
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In Jamaica it is accepted as a given that nothing ever gets started on time and that people will always be late. This view seems to have taken root in the school and needs to be permanently eradicated.
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I suggest that differences in attitudes towards time do not "take root" but rather may reflect cultural differences, orientations, and preferences.  Explore Hall's research (1992, 2000) on monochronic and polychronic orientations towards time for better understanding. 
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Problem: More and more countries are getting involved in the globalized world, partly by strengthening such transnational communities as the European Union and the AEC (ASEAN Economic Comunity). The free movement of the workforce and of students is a fact in this regard. Besides the need for comparable transcripts there is also the need for the secure exchange of such data between national authorities. 
What are current activities in setting up data international exchange standards (such as EDIFACT (Electronic Data Interchange For Administration, Commerce and Transport, United Nations) for educational institutions?
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Countries are converging and so, emerging as a global village.
So useful -- exchange of data.
This is natural and exchange will increase in future for mutual benefits.
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What I am really trying to find out is how easy is it for instructors at for-profit institutions to get through any ARB or IRB processes that institution may have, or if their institution even has one.
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You can get the similar or apropriate answer by searching the keyword in the GOOGLE SCHOLAR page. Usually you will get the first paper similar to your keyword.
From my experience, this way will help you a lot. If you still have a problem, do not hasitate to let me know.
Kind regards, Dr ZOL BAHRI - Universiti Malaysia Perlis, MALAYSIA
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The Austrian educational system is somewhat broken: kids from socially weaker families have little chance for an academic career, there is a big discrepancy between school notes and results of the independent exams etc.
Since I disagree with the reasoning of the Austrian education experts, I wrote a simple model which reproduces the observed anomalies fairly well (qualitatively, the model is not calibrated in any way and probably too simple to deliver quantitatively correct data anyway).
The model assumes that the girls/boys and rich/poor kids have the same potential for school success and and that the observed anomalies are mainly an artifact caused by the way a school system (early segregation of children) works and by the teachers aptitudes (teachers dislike defiant children).
Since this is just a hobby for me, I would be interested to hear what experts on this topic think of the model and how the model should be improved.
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To much depends on the teacher. There should be a balanced approach and a lot later in a students career.... It seems like the system is set up for the benefit of the teachers in secondary, (or to keep costs down) not for the good of the nations students.
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Most especially female principals in public secondary schools.
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You will need to decide what you need to measure, and how to measure it.
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We are giving educational, cultural fairs, handing out educational pamphlets at community centers, giving seminars, etc., and want to measure a change in whether knowledge was gained in the population over time. Thank you.
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Suggest to Use the following
  1. The study is school based intervention follow up of a study
  2. Education sessions on specific areas should be conducted.
  3. Pre test, immediate post test, along with a follow up post test at six months and one year after intervention can be administered.
  4. SPSS Version 17 and Excel spread sheets can be used for analysis.
  5. Paired‘t’ test and Chi-square test can be applied
A similar research on Health education is enclosed for reference
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Now a days universities looking for quality assurance to improve and maintain the quality.
Why universities aren't going to apply for international accreditation bodies? 
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AACSB or any other international accreditation requires process management; documentation in place, a commitment from top management and above all it has a cost associated with it... Many organisations they don't have process in place... and it needs time....
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Does it have to do with Academic Rank or Earned Degree?
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A Research Associate is a budgeted position with a formal job description that is perpetual in an academic institution. A Research Fellow, on the other hand, is a limited-term appointment that is normally funded by an endowment or research grant from a state, federal or private company.
Although both will engage in research activities, the Fellow is normally paired to a senior scholar whose work he or she will assist. The Research Associate, on the other hand, will normally work in a department and be available to offer research assistance (consultancy help) to a number of faculty and graduate students needing assistance with technical aspects of their research.
A person who is an expert in SAS or SPSS would be hired by a university as a Research Associate to work in a grant writing department or the graduate school to help doctoral students with dissertation research. A person on the cutting edge of research on, say, "the DNA of Aging" would offered a three-year fellowship to work in a genetics department as a Research Fellow, under the mentorship of a senior scholar in the field.
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Are organizational capabilities and organizational capacities same?
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The Organization Capabilities for a Higher learning Institution is as follows.
- Scholarships
- Individual Attention & Mentor ship
- Technological Edge
- Wholesome learning
- Internships
- -Practice Opportunities
Please refer for further ...
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I was reading an archived article today in the Guardian about the consequences of higher education. The writer's premise was that if graduates could not be guaranteed entry to the job market, higher education was meaningless.
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Universities' 3-folds functions are instruction, research and extension. The pillars of our university are scholarship, leadership, character and service. These, I believe, are enough proof that our higher education goes beyond economic/business needs.
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Is it necessary to check how and what we are teaching, from time to time? What are your views in this context? What is the protocol in your country, your university?
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Certainly, academic have to submit themselves to accountability.
Perhaps, no other profession has so much autonomy as academics have.
The problem is more in public universities.
Private systems are able to enforce accountability; but in public universities there is good bit of union and political involvement in the academic auditing process, which would have it diluted or not let it happen at all.
Despite wonderful brains being produced by India, research output is dismal. And, those who do not find it interesting and challenging to work in mediocre systems, go to the developed world.
In a way accreditation of institutes and programs is itself an audit. We need widespread acceptance of these and similar ideas.
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Almost all universities promoting their faculty members recur to their bylaws and the policy requirements for promotion from one level to another. However, there are many independent faculty members (especially adjunct instructors/professors) who desire to be evaluated in their ranks but are not accepted for promotion in their current institutions for being part-timers. Is this external promotion possible? Does any of you have any experience or heard about such a system?
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To add more to the question under discussion, many faculty prefer to work as adjunct professors but keeping to be active researchers and published. Will such outcomes be considered as merits for promotion from an independent entity.
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In some Jamaican Schools some students are dis-respectful to staff and as a result some teachers only teach their lessons to these students while the 'Culture of Care' that is a necessary aspect of students' achievement is missing.
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Culture is the key word. The school culture has to be developed on many fronts. The initial task is to develop a concept of professional care. This can be approached on 2 fronts:
1. Professional development on aspects of psychology and sociology to build the idea that all people devlop their ways of thinking in relation to the environment they live in. Teachers should be helped to realise that they are who they are because their development took place in a positive environment. They were lucky. They also need the corrolory, that tne children who behave badly are not at fault. Their behaviour is not acceptable, but it is not their fault. They therefore deserve professional care to try to help them improve. The difference between professional care andnpersonal care is important. We also carefully define professional relationships with students as separate from personal relationships. The teachers jeed to maintain a good professional relationship with every student even 7f they don't find them likeable.
2. Engage leaders in the school to act as reframers. When teachers voice complaints about students, these people advocate for a different view, of the child as victim of his or her circumstances that the teacher, with a godd professional relationahip may change.
This requires a few prior environmental factors. Teachets need to trust and value each other and the leaders in the svhool. Leaders in particular need to ensure that teachers understand and believe that they, the leaders, trust teachers to TRY, not necessarily succeed in their classes. Teachers need to feel that while they are professionally responsible for their efforts, they are not responsible for the behaviour of every student and they have a protective safety net if the student behavior exceeds what is bearable by the teacher and class. By the way, reducing the emphasis on academic achievement during the early stages can help. Teachers find it difficult to be supportive of students who disrupt the learning of others, if they feel their primary task is achievement. This emphasis on achievement can be reinstated when the school culture improves. It helps if the teachers can be made to believe that the achievement will take care of itself if the classes are running more smoothly.
A lot of this is a reframing process. Increasing teacher acceptance of responsibility for care, while reducing teacher responsibility for success (in changing behaviour). Increasing their empathy and acceptance while providing a safety net for when situations that are beyond their ability arise
The worst thing is for teachers to be asked to be responsible for everything while feeling unsupported. As things improve, the need for support will diminish.
It isnuseful to have an 'expert' talker to discuss, reframe and support teachers during the first few or more years. Someone who understands sociology, psychology , behaviour at leadt to a reasonable level.
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The Department of Education's statistical data show African American students are performing at a lower rate in standardized testing and achievement scores than Caucasian and Hispanic students. Howbeit, many African American students are capable of averaging or passing the grade level expectancy as any other population of students.
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According to census data, the Asian population of Watts in 2008 was .2%, which means that there were 8 residents of Asian decent living in Watts (total population was 41,028). How many of these 8 classified themselves as Japanese-Americans? Impossible to tell, but given my familiarity with Southern California, I would be very surprised if even one was Japanese-American.
The value of Lareau's study is that she and her team focused on household income, not ethnicity. Some African-American subjects were well off, others were poor; some white subjects were well off, others were poor. The children's academic success or failure was related to income, not ethnicity.
Parenting style also was related to SES, not ethnicity. Thus, I would suggest that the struggles that African-American and Hispanic students face in school are related to the fact that these groups are disproportionately, compared to whites and Asians, at the low end of the socioeconomic scale. Moreover, parenting style is not related to "quality" but rather to "type." Parents who practice authoritarian parenting are not neglectful or "bad," but they may not provide their children with the linguistic and negotiation skills that are an advantage in navigating the education system.
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I've done some googling but I don't know what are the seminal works in this area. High quality papers or literature reviews would be great time savers if anyone knows good sources. Secondary and post-secondary contexts are of interest.
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A great source for demographics and statistics in Education comes from the Nation Center for Educational Statistics at http://nces.ed.gov.
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Please share your opinions and your experience
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@Alfarra, I can understand your feelings, one gets frustrated if nothing is working out. This is the time when the research guide, under whose supervision you are working has to play an important role of boosting the morale of the student ! If your guide is not helping you out and just watching you struggle , then there is something horribly wrong somewhere ! I suppose, in such cases, if the student requests a change of supervisor or guide, university should grant it! But then, I suppose students do not dare to take this step! Working on new, novel results or ideas is the basic aim of any research, which if not fulfilled, I am not sure if a degree like PhD be granted ?
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Due to degradation in moral values the teacher-pupil relations are deteriorating resulting into certain misshapen in the society.
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In my view, it is much easier to address a student's mind than to address the heart. The afective attitudinal aspects are not independent of students' cognition, which is typically associated with "knowledge" and "information." Practically, probably the first step is to convince students at a personal level that you want them to learn not because this your job but because you love them and care about them. "CARE" commonly used nowadays in nursing studies is a basic concept in any form of human interaction if success and continuity are sought. This might, to an extent, seem idealistic, but our daily practices may support its validity as an approach for tolerating students' mishaps when some students are convinced they might be the ones who are tolerating their instructor's mishaps....unfortunatly. Although I intend to make things easier, I cannot but acknowledge the fact that the academic insitutions themselves are probably no longer functioning as they used to or as they are supposed to. The deterioration in our students' behaviors also might need to be contextualized....Mishaps, clearly, are prevalent almost everywhere on this planet. Where, then, can one design a narrow corner in his/her immediate context with his/her students to convince them there is so much good thing to live and work for? Care, patience, commitment to good values, and dedication to serve are, in my view, important in order to leave a print in our students' personalities.
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Are some facets of it lost in translation from documentation to implementation and action?
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I did not believe so, most of the educational policy is failed, as per my view it is because the educational research and its implication is not in pace with development in culture, science and global perspective. I believe that each and every educational policy is short lived and need drastic root level change time to time.
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What kind of information technology infrastructure would be required to unify, centralize and control a university's management and administration, academic instruction, student services, research activities, human resources and financial services and provide effective Business Intelligence.
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A fantastic comment yesterday from a previous head of school talking about how effectively the central administration were able to direct each school, and generally on the issue of managing academics - "We've got no carrots and no sticks". I tried to develop a small IT system to work across schools, and one person didn't want to join in. That killed the project.
Your major challenge is not a technical one.