Relevant bibliographies by topics / Characteristics of the instructional leader

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Characteristics of the instructional leader'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Characteristics of the instructional leader"

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York-Barr, Jennifer, and Karen Duke. "What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship." Review of Educational Research 74, no. 3 (September 2004): 255–316. http://dx.doi.org/10.3102/00346543074003255.

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The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. Less is known about how teacher leadership develops and about its effects. In addition, the construct of teacher leadership is not well defined, conceptually or operationally. Future research focused on the differentiated paths by which teachers influence organizational capacity, professionalism, instructional improvement, and student learning has the potential to advance the practice of teacher leadership. A conceptual framework is offered to guide such inquiry.
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Liou, Yi-Hwa. "Tied to the Common Core." Educational Administration Quarterly 52, no. 5 (August 20, 2016): 793–840. http://dx.doi.org/10.1177/0013161x16664116.

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Purpose: Researchers and scholars have called for greater attention to collaboration among and between educational leaders in districtwide reform. This work underlines the important social aspect of such collaboration and further investigates the type of professional interaction among/between district and school leaders particularly around the Common Core State Standards (CCSS) and characterizes such interaction by key factors. Research Method: The work takes place in one school district of more than 30 schools serving students from traditionally marginalized backgrounds. Descriptive statistics, multilevel social network modeling, and network sociograms are used to understand the characteristics of professional interactions around CCSS implementation among district and site leaders. Findings: The findings indicate similarities and differences in characteristics of leaders who likely seek CCSS advice and leaders who likely provide that CCSS advice. Leader self-efficacy in implementing the CCSS positively explains the likelihood of both seeking and providing advice behaviors, and yet other factors (organizational learning, leadership, job satisfaction, and CCSS beliefs) each makes different contributions to the likelihood of seeking and/or providing the CCSS advice. Conclusion and Implications: This work suggests a discrepancy of leaders’ perceptions between advice seekers and providers, signaling a need for closing the perception gap between advice seekers and providers such that the leadership team could better craft coherent norms of collaboration in instructional improvement. Understanding the “why” of CCSS advice ties may help guide leaders toward the “how” to align professional and social aspects of change.
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Carlson, Mary Alice, Ruth Heaton, and Molly Williams. "Translating Professional Development for Teachers Into Professional Development for Instructional Leaders." Mathematics Teacher Educator 6, no. 1 (September 2017): 27–39. http://dx.doi.org/10.5951/mathteaceduc.6.1.0027.

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In recent years, teacher noticing of children's mathematical thinking has emerged as an important and generative construct in mathematics education (Sherin, Jacobs, & Philipp, 2011). Less is known about ways instructional leaders notice teachers' learning. Between 2011 and 2015, we facilitated professional development (PD) in which coaches, principals, and teachers studied mathematics teaching and learning together. Our initial focus on teacher decision-making was inadequate in meeting instructional leaders' learning needs. We adapted the PD to focus instructional leaders' attention on the work of learning teaching. Analysis of leaders' discourse revealed shifts from noticing teacher characteristics to noticing dilemmas and decision-making within teaching and coaching. Findings suggest new roles for teacher educators and new forms of PD for instructional leaders.
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Yunas, Muhammad. "Dimensions of Principals’ Characteristics for Improving Efficiency of Schools." International Journal for Innovation Education and Research 2, no. 10 (October 31, 2014): 21–31. http://dx.doi.org/10.31686/ijier.vol2.iss10.244.

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The quality of education could be improved by promoting the internal efficiency of secondary schools, which largely depends on leadership skills of the principals. Principals today function as instructional leaders, who continuously struggle for promoting learning outcomes of pupils, understand curriculum content and instructional skills and motivate teachers to improve these skills by providing them professional and instructional support. Their instructional leaderships could be improved by knowledge of curriculum content and modern teaching methodologies, which promote the internal efficiency of schools. The principals benefit from each other in professional matters and promote collegiality among them. They interact with their colleagues to share knowledge and skills. The experienced principals are good mediators and conflict resolvers. They collaborate with parents and community for improving learning outcomes of students. Administrative competence is important in determining the performance of the best and worst schools. But it is hard to measure it directly. Years of administrative skills and planning are also relevant to competence, but are less likely to be available on any consistent basis and affect the internal efficiency of school. The education level of the principal must ensure that he is an excellent evaluator of the classroom and school objectives. He checks students’ work and gives feedback to teachers after classroom observations. Professional development of principals has an impact on the knowledge, skills and their dispositions. The professional development need of principal is somewhat different from those of teachers and is reflective of the four major categories of development: leadership skills, curriculum related (Instructional, supervision and evaluation) skills, human and financial resource management skills, and knowledge in using departmental rules and regulations. Effective supervision and good governance is affected by number of teachers in a school. Small number of teachers in school ensures close contact between principal and teachers, which makes monitoring and financial accountability more effective, resultantly promotes its efficiency.
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Wulansari, Ajeng, and Ahmad Aji Jauhari Ma’mun. "Karakteristik Kepemimpinan dalam Dunia Pendidikan untuk Merespon Era Disrupsi." MANAGERIA: Jurnal Manajemen Pendidikan Islam 4, no. 2 (January 6, 2020): 287–316. http://dx.doi.org/10.14421/manageria.2019.42-06.

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Disruption brings fundamental changes in almost all aspects of life, changes are made by small institutions that are more agile and distributed, taking over the role of incumbents established. Disruption in education is defined as a new way that shifts the old way that is less relevant, such as technology, perspectives, approaches, teaching processes, instructional media, forms of classrooms and others. The reality of change creates a state of VUCA (Volatile, Uncertain, Complex and Ambiguous) where the world is very dynamic and difficult to predict. The old form of leadership is no longer able to deal with current changes, new leadership characteristics must be developed to face the future, addressing the needs and problems that arise from the uncertainty and ambiguity of the current situation. The study aims to discuss current literature and research on the characteristics of future leaders that are appropriate for responding to change. It also provides an overview of future leadership and provokes the birth of thoughts on leadership issues, especially in the field of education. The result show that the characteristic of future leadership are social and digital smart, collaborating, agile, adaptable, transformative, adept at technology, flexible, initiative, innovative, humble, free thinking, visionary, able to evaluate, think differently, and distributed leadership. This means that future leader must disrupt the role, disrupt the identity, and disrupt the meaning. Future educational leadership needs to be developed as an effort to deal with a a volatile, uncertain, complex and unclear environment or VUCA environment.
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Thessin, Rebecca A. "Establishing productive principal/principal supervisor partnerships for instructional leadership." Journal of Educational Administration 57, no. 5 (September 9, 2019): 463–83. http://dx.doi.org/10.1108/jea-09-2018-0184.

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Purpose The purpose of this paper is to understand what the principal and principal supervisor each bring and contribute to their collaborative work that is consequential for the principal’s learning and development as an instructional leader. Design/methodology/approach Multiple case study methodology is used to gather data from 12 principal supervisor/principal partnerships over a 16 month period in one Mid-Atlantic school district. Data sources included interviews, observational data and documents provided by participants in the study. Findings In productive principal supervisor/principal partnerships, findings demonstrated that the principal supervisor and the principal each brought specific antecedent characteristics to their partnership and each made contributions to the development of a productive partnership during their collaborative work. When these partnership qualities were present, principal supervisors and principals engaged in joint work, leading to robust changes in principals’ instructional leadership practice. Research limitations/implications This study examined the work of principals and principal supervisors in one large Mid-Atlantic school district. Practical implications Findings from this study have implications for districts’ assignments of principal supervisors, principal supervisor/principal selection and professional development of principal supervisors. Further, districts should create the conditions for principal supervisors and principals to establish learning-focused professional partnerships in three stages, culminating in the engagement of joint work for improvement to facilitate principals’ changes in instructional leadership practice. Originality/value Findings from this study illustrate the value of establishing a learning-focused partnership between principal supervisors and principals in three stages to facilitate robust stages in principals’ instructional leadership practice. A new conceptual framework displays the stages of partnership development that occur in productive principal/principal supervisor partnerships.
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Proaps, Alexandra B., Shelby K. Long, Molly Liechty, and James P. Bliss. "Investigating the Influence of Agency on Trust in a Collaborative Game-Based Scenario." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 2086–90. http://dx.doi.org/10.1177/1541931213602004.

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This study is part of an ongoing investigation into the ways in which individual differences may interact with game characteristics to impact performance and subjective trust outcomes within virtual environments. In this study, researchers investigated the impact of team leader agency on trust and performance. Forty college students were told they were working alongside a computer-programmed team leader or a human team leader who provided instructions for twelve tasks in a first-person shooter game, Arma 3™. Results indicate that team leader agency may not impact subjective trust using this type of experimental manipulation, but that intrinsic motivation is related to trust outcomes. Results also indicate differences in the number of times participants reviewed the team leader’s task instructions as a function of agency. Implications for future research include measuring trust behaviorally and investigating whether game-based intrinsic motivation may mediate the relation between trust and performance.
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Shaked, Haim. "Social justice leadership, instructional leadership, and the goals of schooling." International Journal of Educational Management 34, no. 1 (January 6, 2020): 81–95. http://dx.doi.org/10.1108/ijem-01-2019-0018.

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Purpose School principals should see themselves as social justice leaders, who have the ability to allow all students to succeed, regardless of their characteristics and backgrounds. At the same time, school principals are also called upon to demonstrate instructional leadership, which emphasizes the teaching and learning aspects of school principalship. The purpose of this paper is to examine the relations between these two roles of today’s school principals. Design/methodology/approach To investigate the relations between social justice leadership and instructional leadership, this paper adds the question of the goal of schooling to the mix. After identifying possible goals of schooling, the paper conceptualizes social justice leadership and instructional leadership, respectively, while also examining their relations with schools’ major goals. Possible commonalities and contradictions between social justice leadership and instructional leadership are discussed. Findings The prevalent expectation that school leaders should give top priority to ongoing improvement of teaching quality and academic outcomes may be seen as reducing school leaders’ involvement in some aspects of social justice leadership, such as nurturing students’ active citizenship. Research limitations/implications This paper opens new research avenues. Based on the findings of this paper, the connection between principals’ perceptions regarding the goals of schooling and their leadership behaviors should be explored. Practical implications It seems advisable to discuss the interplay between social justice leadership and instructional leadership with prospective and current principals, as well as with other school stakeholders. Originality/value Insofar as the relations between social justice leadership and instructional leadership have not been explored so far, this paper narrows a gap in the available knowledge.
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Lowell, Victoria Lynn, and James Michael Morris Jr. "Multigenerational classrooms in higher education: equity and learning with technology." International Journal of Information and Learning Technology 36, no. 2 (March 22, 2019): 78–93. http://dx.doi.org/10.1108/ijilt-06-2018-0068.

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Purpose The purpose of this paper is to discuss potential challenges learners from different generations may have with current instructional methods using educational technologies in the classroom. The authors hope to create awareness to help improve equity in learning opportunities and assist educators in understanding the needs of multigenerational classrooms. Design/methodology/approach In a narrative review of the literature, the authors present the current findings of the literature on generations in higher education and concerns for equity in learning opportunities. Findings It is commonplace in undergraduate programs for learners of multiple generations to attend classes together and research has shown that historical context and generational experiences affect the values, attitudes and learning preferences of each generation. Therefore, higher education institutions should be aware of the demographic profile of their students, as well as the external populations from which they may recruit students, to ensure they are cognizant of the needs of these populations and can provide equality in learning opportunities. Practical implications To assist with the needs of this changing student population, university leaders must consider generational characteristics to ensure equity in learning opportunity. Specifically, university leaders and educators in the classrooms will need to adapt and adjust for a changing student population providing instruction that meets the needs of multiple generations of learners, often within one classroom. Originality/value Often when we think of diversity in the classroom we think of age, gender, race or even culture. Today we must add diversity in generations. Unlike other equity issues in education such as access (McLaughlin, 2010), educators may not be considering the equity in the design of their instruction to provide equitable learning experiences based on a learners’ knowledge and skills established by their experiences with technology. The lack of knowledge and skills a learner has with technology based on their experiences may create barriers to their ability to understand and complete instructional content involving technology (Wager, 2005). To ensure all learners can be successful, educators should strive to provide equality in learning opportunities when designing instruction including technology.
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Moula, Mohammad Golam. "A Comprehensive Study on Effective Administration of University Leadership and Limitations." International Journal of Management and Humanities 5, no. 7 (March 30, 2021): 49–53. http://dx.doi.org/10.35940/ijmh.g1264.035721.

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University leadership means the overall state of the administrative structure of a university which many universities in Bangladesh and the world have failed to meet this demand. In this paper, the researcher goes on to show how effective authority of a university can be built and the survey further shows how important effective authority of a university. University leadership and administration is a serious characteristic as it is about the effective of the whole institution. Leading promoters encourage transformational leadership, moral stewardship, principal as an instructional leader, and principal as a communicator or community builder. Effective and capable administration of the university relies on the principal. Leadership effectiveness is more related to situational leadership style in research universities and in a global framework. Hence, training and advance in university leadership involves a systematic planning which will result to outstanding institution.
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Dissertations / Theses on the topic "Characteristics of the instructional leader"

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Wilson, Phonecia. "Characteristics of Successful Elementary Principals as Instructional Leaders." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7775.

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The problem addressed in this study was the lack of consistency of implementation of instructional leadership practices by elementary principals. Little research existed at the time of this study to inform current practitioners about specific instructional leadership practices that positively effect student growth based on the perceptions of successful practitioner. The purpose of this study was to describe specific instructional leadership behaviors perceived by elementary school principals to have a positive effect on student growth and to describe the contextual factors that affect the different levels of implementation of these behaviors. The conceptual framework for this study was instructional leadership. The research questions were created to collect data that described specific instructional leadership practices as well as contextual factors that positively affect student growth and influence the different levels of implementation of instructional leadership practices. Using qualitative case study design, data were collected from a sample of 16 elementary principals serving students in 1 school district in a southeastern state identified by student consistent performance on the Progress and School Climate components of the College and Career Readiness Performance Index. Data were collected through face-to-face interviews. Coding and thematic analysis were used to analyze interview data. Key themes included an emphasis on data driven decision making, the importance of a clearly defined mission and a positive school climate. This research may contribute to positive social change as consistent implementation of the specific instructional leadership practices identified in this study could have a positive effect on student growth and learning in elementary schools.
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McCann, Gary Dail. "A Study to Examine Teacher Perceptions of Leadership Characteristics That Middle School Principals Should Have to Be an Effective Instructional Leader." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1351.

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This study was designed to investigate teachers' perceptions of the role middle school principals played as instructional leaders in 2 rural schools in southwest Virginia. The 2 middle school participants in the study included only teachers in schools classified Fully Accredited by the accountability standards of the No Child Left Behind for changing the academic status of their schools from Needs Improvement in 2005 to Fully Accredited for 2006 to 2009 inclusive. This study examined teachers' perceptions of the principal's role as an instructional leader for school improvement in changing the status of the schools from Needs Improvement to Fully Accredited. This study examined middle school teachers' perceptions of 3 leadership characteristics middle school principals should possess as an effective instructional leader for school improvement. This qualitative research project examined middle school teachers' perceptions of the impact of school vision, teacher collaboration, and student academic needs for improving student achievement during a school improvement process. This qualitative study gathered information through the use of online surveys, interviews, and summative student achievement scores to determine teacher's perceptions of the effectiveness of their principals as instructional leaders. Results of this study suggested principals should rely on researched-based practices for maintaining and sustaining high student achievement and high teacher expectations for instructional accountability. This study provides useful information for future instructional research on 3 leadership characteristics and their impact on instruction and student achievement.
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Opfermann, Maria. "There's more to it than instructional design the role of individual learner characteristics for hypermedia learning." Berlin Logos-Verl, 2008. http://d-nb.info/990567281/04.

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Frederick, Consuelo V. "Analyzing Learner Characteristics, Undergraduate Experience and Individual Teamwork Knowledge, Skills and Abilities: Toward Identifying Themes to Promote Higher Workforce Readiness." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11044/.

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With the world amidst globalization and economic flux affecting business, industry, and communities the need to work together becomes increasingly important. Higher education serves an important role in developing the individual teaming capabilities of the workforce. This environment is the time and place - opportunity for student personnel to develop these capabilities. This multiple case study utilized the analysis phase (learner, setting and job) of an instructional design model to analyze learner characteristics, the higher education environment/undergraduate experience, and the job/skills associated with individual teamwork knowledge, skills, and abilities of students from a senior cohort of the TRiO - SSS Project at a public student-centered research institution. The results yielded themes to promote the development of target populations individual teamwork KSAs which should increase their readiness to meet the teaming demands of today's employers. With an engaging undergraduate experience, inclusive of interaction with faculty members and collaborative learning with their peers, structured opportunities to practice individual teamwork KSAs in a work setting or internship, these underrepresented students may be an asset that is needed to meet the global workforce needs and fill civic capacities in their home communities.
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Frederick, Consuelo V. Sarkees-Wircenski Michelle. "Analyzing learner characteristics, undergraduate experience and individual teamwork knowledge, skills and abilities toward identifying themes to promote higher workforce readiness /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11044.

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Mora, Harder Maribel G. "English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/242.

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This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking and ELL students in a southeastern U.S. school district. The purpose of this investigation was to describe teaching practices employed during English language arts instruction and to examine their use in relation to instructional grouping strategies, teacher language use, and student engagement. Participating classrooms were observed three times throughout the 2006-07 school year. Data were collected via the Timed Observations of Student Engagement/Language (TO/SEL) classroom observation instrument (Foorman & Schatchneider, 2003). Paired sample t-tests, multivariate analyses of variance (MANOVA), and multiple regression analyses were employed to investigate the relationship among the following observed variables: allocation of reading instructional time, grouping strategies, teacher language use and student engagement. Several key findings emerged. Participating teachers spent a greater amount of time on meaning-focused reading instruction (i.e., writing, reading texts, reading comprehension) than on code-focused reading instruction (i.e., word work, spelling, reading fluency, phonemic awareness), both during all four observed grouping strategies and after controlling for individual student seat work. In addition, of five key collapsed instructional variables (word work/spelling, oral language, writing, reading texts, and reading comprehension), teachers spent most time on word work/spelling (19%) and writing (18%). Reading texts and reading comprehension instruction together comprised 26% of total instructional time. Whole class instruction was the grouping strategy of choice among teachers (65% of total observed time); in sharp contrast, teachers spent 11% of observed time engaged in small group instruction, despite research findings supporting the effectiveness of sound grouping instruction. In addition, as little as 1% of teachers' total instructional time was spent in oral language/discussion, and 6% of total instructional time was spent in vocabulary instruction. The results also demonstrated little variation in teacher language use. Thus, evidence of "codeswitching" was not significant. Student engagement was high- 91% of total time students were observed; and was highest during writing and word work/spelling instruction. More longitudinal research is warranted that further explores precisely documented teacher reading instructional practices in relation to student outcomes with culturally and linguistically diverse student populations. Implications for practice include teacher training and professional development on managing small group instruction, and incorporating additional oral language/discussion, vocabulary and meaningful tasks into daily classroom activities.
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Robinson, Carney Cynthia. "Reimaged| The Emotionally Intelligent Instructional Technology Leader." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13810510.

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For over forty years, researchers, policymakers, and educational leaders have promoted computer technology use within schools to enhance teaching and learning (Culp, Honey, & Mandinach, 2003; U.S. Department of Education, 2010). The effective schools literature of the 1980s suggested principals should be the instructional leader of the school building; however, school principals are often tasked with other administrative and managerial responsibilities diverting their attention from instructional technology (Lashway, 2002; Fullan 2014). Filling this gap requires a school leader who understands the importance of engaging learners with the technological advances of today’s society. Partnering with the principal, the instructional technology leader can aid to improve the school’s learning environment by influencing individual and institutional factors to support classroom technology use (Consortium for School Networking, 2009; International Society for Technology in Education, 2011). Unlike the role of the school principal, the instructional technology leader lacks authoritative power and instead relies on the ability to manage one’s own emotions and attitudes as well as the emotions and attitudes of others (teachers), a process explored in emotional intelligence theory.

Using a blend of portraiture and narrative design methodology, this study explored the experiences of instructional technology leaders under the lens of emotional intelligence. The following question framed this study: How do instructional technology leaders perceive their own emotional intelligence (EI) and the role EI plays in the implementation and integration of instructional technology in the schools they serve?

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Neely, Norma June. "The superintendent as instructional leader : reported practices and self-perceived capabilities /." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008260.

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Morgan, Carol. "A study of the role of the superintendent as instructional leader /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974666.

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Fiori, Bobbie Kay. "School Principal as Instructional Leader: Connections Between Principal Evaluation and Student Achievement." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1531927929633818.

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Books on the topic "Characteristics of the instructional leader"

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The principal as instructional leader: A practical handbook. 3rd ed. Larchmont, NY: Eye on Education, 2012.

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Becoming a strong instructional leader: Saying no to business as usual. New York, NY: Teachers College Press, 2012.

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The instructional leader and the brain: Using neuroscience to inform practice. Thousand Oaks, Calif: Corwin Press, 2011.

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Page, Franklin S. The Nehemiah factor: 16 characteristics of a missional leader. Birmingham, Ala: New Hope Publishers, 2008.

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1950-, Clark Claudia, and Brady Michael P, eds. Students with autism: Characteristics and instructional programming for special educators. San Diego, Calif: Singular Pub. Group, 2000.

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Belanich, James. Instructional characteristics and motivational features of a PC-based game. Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences, 2004.

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Scott, Jack. Students with autism: Characteristics and instructional programming for special educators. San Diego: Singular Pub. Group, 1999.

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Toor, Ruth. Being indispensable: A school librarian's guide to becoming an invaluable leader. Chicago: American Library Association, 2011.

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Zimbler, Linda. Background characteristics, work activities, and compensation of faculty and instructional staff in postsecondary institutions, fall 1998. Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 2001.

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Zimbler, Linda. Background characteristics, work activities, and compensation of faculty and instructional staff in postsecondary institutions, fall 1998. Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 2001.

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Book chapters on the topic "Characteristics of the instructional leader"

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Pai, Kai-Chih, Bor-Chen Kuo, Shu-Chuan Shih, Huey-Min Wu, Hsiao-Yun Huang, Chih-Wei Yang, and Chia-Hua Lin. "Learner Characteristics in a Chinese Mathematical Intelligent Tutoring System." In Adaptive Instructional Systems. Design and Evaluation, 382–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77857-6_27.

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Mihalca, Loredana, Wolfgang Schnotz, and Christoph Mengelkamp. "Self-Regulation in Computer-Based Learning Environments: Effects of Learner Characteristics and Instructional Support." In Multidisciplinary Research on Teaching and Learning, 44–67. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137467744_3.

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Ross, Karyn. "The Five Key Characteristics of a Kind Leader." In The Kind Leader, 19–38. New York: Productivity Press, 2021. http://dx.doi.org/10.4324/9781003141433-2.

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Harris, Daniel E., Lori Holyfield, Linda Jones, Rhonda Ellis, and Judi Neal. "Key Characteristics of a Spiritually Mature Leader." In Spiritually and Developmentally Mature Leadership, 67–82. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11175-5_5.

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Poncy, Brian C., Elizabeth McCallum, and Christopher H. Skinner. "Advocating for Effective Instruction: School Psychologists as an Instructional Leader." In A Practical Guide to Building Professional Competencies in School Psychology, 155–73. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6257-7_10.

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VanTassel-Baska, Joyce, and Ariel Baska. "Characteristics and Needs of Gifted Learners." In Curriculum Planning & Instructional Design for gifted learners, 81–97. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234050-8.

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Frasson, Claude. "Some characteristics of instructional design for industrial training." In Computer Aided Learning and Instruction in Science and Engineering, 1–8. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022585.

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Dijkstra, Sanne, Hein P. M. Krammer, and Rudolf M. Maaswinkel. "The study of problem characteristics in programming tutors." In Instructional Models in Computer-Based Learning Environments, 143–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-662-02840-7_9.

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Yu, Kai, and Yinhan Wang. "Differences in Female Leader Characteristics by College and University Type." In The Making of Female University Presidents in China, 69–89. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7227-7_4.

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Chen, Qi. "Effects of learners’ characteristics and instructional guidance on computer assisted learning." In Integrating Information Technology into Education, 193–202. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34842-1_19.

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Conference papers on the topic "Characteristics of the instructional leader"

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Milosevic, Danijela, Mirjana Brkovic, Matjaz Debevc, and Radojka Krneta. "Adaptive Learning by Using SCOs Metadata." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3138.

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This paper presents an adaptation scenario for tailoring instructional content towards individual learner characteristics taking into consideration his/her learning style type and subject matter motivation level. Learning resources are organized through shareable content objects (SCOs) - a small digital chunks of knowledge, independent and self described pieces of instructional material delivered via Learning Management System (LMS). We use an ontology based student model for storing student information. The scenario of designing lesson content is presented as a cross section of learning style and motivation level, based on the learning object’s educational metadata. Adaptation is made through discovering those SCO’s whose educational category metadata implies that SCO is to be delivered for the learning style of user. Our future work will be to provide experiment and to test our proposed guidelines in order to get feedback on how learners see the adaptive learning environments tailored to their individual learning style and motivation characteristics.
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Qiu, Shi, ZhiDong Jiang, Lihua Shi, and YanNa Wang. "Comprehensive observation of leader characteristics using TVLS." In 2014 International Conference on Lightning Protection (ICLP). IEEE, 2014. http://dx.doi.org/10.1109/iclp.2014.6973269.

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Yao, Jie. "Research on the Instructional Characteristics of American Universities." In 2009 International Conference on Information and Multimedia Technology. IEEE, 2009. http://dx.doi.org/10.1109/icimt.2009.12.

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Xiushu Qie, Qilin Zhang Ye Yu. "Leader Characteristics in Natural and Altitude Triggered Lightning Discharges." In International Conference on Lightning and Static Electricity. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2001. http://dx.doi.org/10.4271/2001-01-2871.

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Johari, D., V. Cooray, P. Hettiarachchi, M. Rahman, and M. M. Ismail. "Some characteristics of leader pulses in positive cloud-to-ground flashes." In 2015 International Symposium on Lightning Protection (XIII SIPDA). IEEE, 2015. http://dx.doi.org/10.1109/sipda.2015.7339281.

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Govindaraju, Rajesri, Rizka Aisha Rahmi Hariadi, and Ahmad Zamakhsyari Sidiq. "ERP assimilation and benefit realization: Analyzing the influence of leader characteristics." In 2015 International Conference on Information Technology Systems and Innovation (ICITSI). IEEE, 2015. http://dx.doi.org/10.1109/icitsi.2015.7437738.

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Jiang, Rubin, Xiushu Qie, Caixia Wang, and Jing Yang. "Step-like characteristics of an upward positive leader in triggered lightning." In 2011 7th Asia-Pacific International Conference on Lightning (APL). IEEE, 2011. http://dx.doi.org/10.1109/apl.2011.6110200.

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Xie, Hong, and Yanwen Ruan. "Instructional Design of Individualized Online Courses Based on the Characteristics of Learners." In Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.10.

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Li Zhizhao, Wang Zhiyong, Zeng Rong, Zhang Yong, and Yu Zhanqing. "Research on characteristics of conductor surface electric field considering downward lightning leader." In 2010 Asia-Pacific International Symposium on Electromagnetic Compatibility. IEEE, 2010. http://dx.doi.org/10.1109/apemc.2010.5475689.

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Ploder, Christian, Lisa Ehrhardt, Laura Gamper, and Christoph Hazy. "INSTRUCTIONAL DESIGN OF KNOWLEDGE NUGGETS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end053.

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Throughout their careers, all students experience the same set of learning routines within the same time frame and following the same pedagogical approach based on identical materials. In contrast, Knowledge Nuggets provide students with different opportunities to achieve specific learning outcomes through self-directed learning activities. An individual student's skill inventory could improve the full individualization of the Knowledge Nugget delivery at the start of each class. Knowledge Nuggets are considered learning materials organized within small, defined topics. This granularity makes the content easier to consume at an individual pace. Depending on their scope and size, these Knowledge Nuggets can vary. The level does not indicate the amount of content or the shared knowledge's difficulty but how the learning is prepared and conveyed. The simplest way (level 1) to share knowledge is only to provide text within a document. The next higher level 2 includes a slideshow explained in more detail by playing an audio podcast - so the combination of visual with audio should attend two senses in parallel. The slides contain images or diagrams in addition to keywords. Video tutorials are the most advanced ways to share knowledge. This type of tutoring allows instructors to visually illustrate content to minimize complexity by combining text, speech, images, and animation. With level 3 (video tutorials), it is possible to address more senses simultaneously. However, all three levels offer the same characteristics: practicality, reproducibility, and manageable time. These characteristics are of great relevance to be accepted as training methods in any educational program. The progressive redistribution of dimensions occurs in elaboration, the use of technology, and the cognitive load. The paper aims to determine why the different levels are essential for the overall picture and how the measurement of learning success can be measured.
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Reports on the topic "Characteristics of the instructional leader"

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Boyle, Gary S. Combat Leader Characteristics. Fort Belvoir, VA: Defense Technical Information Center, May 1990. http://dx.doi.org/10.21236/ada229937.

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Belanich, James, Daragh E. Sibley, and Kara L. Orvis. Instructional Characteristics and Motivational Features of a PC-based Game. Fort Belvoir, VA: Defense Technical Information Center, April 2004. http://dx.doi.org/10.21236/ada422808.

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Mumford, Michael D., Kerry Yaarkin-Levin, Arthur L. Korotkin, M. R. Wallis, and Joanne Marshall-Mies. Characteristics Relevant to Performance as an Army Leader: Knowledges, Skills, Abilities, Other Characteristics and Generics Skills. Fort Belvoir, VA: Defense Technical Information Center, February 1986. http://dx.doi.org/10.21236/ada169765.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Stawiski, Sarah, Stephen Jeong, and Heather Champion. Leadership Development Impact (LDI) Framework. Center for Creative Leadership, November 2020. http://dx.doi.org/10.35613/ccl.2020.2040.

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There is abundant evidence that leadership development leads to positive impact. But how do we define impact, and what factors should be considered when assessing the results of leadership development? Our comprehensive framework is specifically relevant to leadership development and defines four levels of impact (individual, group, organizational, and societal) as well as three factors that contribute to its effectiveness (leader characteristics, leadership solution, and context). Understanding the four levels will enable organizations to clarify the goals and purpose of their development initiatives and know where to focus measurement. Attending to the contributing factors can help organizations understand the results they are getting and take appropriate steps to maximize the impact of their development initiatives.
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Kumar, Indraneel, Lionel Beaulieu, Annie Cruz-Porter, Chun Song, Benjamin St. Germain, and Andrey Zhalnin. An Assessment of the Workforce and Occupations in the Highway, Street, and Bridge Construction Industries in Indiana. Purdue University, 2020. http://dx.doi.org/10.5703/1288284315018.

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This project explores workforce and occupations within the highway, street, and bridge construction industries (NAICS 237310) in Indiana. There are five specific deliverable comprised of three data reports, one policy document, and a website. The first data report includes an assessment of the workforce based on the eight-part framework, which are industry, occupations, job postings, hard-to-fill jobs, Classification of Instructional Programs (CIP), GAP Analysis, compatibility, and automation. The report defines a cluster followed by a detailed analysis of the occupations, skills, job postings, etc., in the NAICS 237310 industry in Indiana. The report makes use of specialized labor market databases, such as the Economic Modeling Specialists International (EMSI), CHMURA JobsEQ, etc. The analysis is based only on the jobs covered under the unemployment insurance or the Quarterly Census of Employment and Wages (QCEW) data. The second data report analyzes jobs to jobs flows to and from the construction industry in Indiana, with a particular emphasis on the Great Recession, by utilizing the Bureau of Labor Statistics (BLS) data. The third data report looks into the equal employment opportunity or Section 1391 and 1392 data for Indiana and analyzes specific characteristics of that data. The policy report includes a set of recommendations for workforce development for INDOT and a summary of the three data reports. The key data on occupations within the NAICS 237310 are provided in an interactive website. The website provides a data dashboard for individual INDOT Districts. The policy document recommends steps for development of the highways, streets and bridges construction workforce in INDOT Districts.
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