Relevant bibliographies by topics / Educational directors

Academic literature on the topic 'Educational directors'

Author: Grafiati
Published: 19 August 2021
Last updated: 1 February 2022

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Contents

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

Journal articles on the topic "Educational directors":

1

Sudibyo, Aris, and Hendra Wijaya. "THE IMPACT OF BOARD OF DIRECTORS CHARACTERISTICS ON FINANCIAL PERFORMANCE IN MANUFACTURING COMPANIES ON IDX." International Journal of Advanced Research 9, no. 08 (August 31, 2021): 121–30. http://dx.doi.org/10.21474/ijar01/13239.

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This study aims to determine the impact of the demographic characteristics of the director on the companys financial performance. The demographic characteristics used are age of the director, proportion of female directors, educational background of directors, and tenure of directors. This research begins with data collection. Collected data is in the form of secondary data obtained by downloading from the IDX, the downloaded data is the annual report of manufacturing companies 2017-2019 period. After that, the data were analyzed using multiple linear regression. Age of directors, proportion of female directors, educational background of directors, and tenure of directors were measured using proportions. The companys financial performance is measured using return on assets.
2

MUELLER, CHRISTINE HEINE. "LTC Directors of Nursing Define Educational Needs." Nursing Management (Springhouse) 29, no. 11 (November 1998): 39???43. http://dx.doi.org/10.1097/00006247-199811000-00013.

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Condic, Kristine. "AAU Library Directors: Past Employment and Educational Credentials." Journal of Library Administration 60, no. 7 (July 7, 2020): 714–25. http://dx.doi.org/10.1080/01930826.2020.1786983.

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Bordage, Foley, and Goldyn. "Skills and attributes of directors of educational programmes." Medical Education 34, no. 3 (March 2000): 206–10. http://dx.doi.org/10.1046/j.1365-2923.2000.00425.x.

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Harjoto, Maretno Agus, Indrarini Laksmana, and Ya wen Yang. "Board nationality and educational background diversity and corporate social performance." Corporate Governance: The International Journal of Business in Society 19, no. 2 (April 1, 2019): 217–39. http://dx.doi.org/10.1108/cg-04-2018-0138.

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Purpose This paper aims to examine the relationship between the nationality and educational background diversity of directors serving on corporate boards and the firms’ corporate social performance (CSP). Design/methodology/approach This study measures nationality diversity by directors’ national citizenship and measures educational background diversity by countries from which they earned their undergraduate and post undergraduate degrees. It measures firms’ CSP using the MSCI ESG ratings. The study uses both univariate and multivariate analyses to empirically test the hypotheses. Findings Using a sample of US firms, the authors find that board nationality diversity and educational background diversity are positively associated with CSP. The findings suggest that improving director nationality diversity and educational background diversity could improve firms’ social performance. Originality/value This study shows that the increasing trend of foreign nationals in the US boards could shift the focus of US corporations to be more stakeholder-oriented.
6

Walo, Magdalena. "(Hi)Story for the Youngest. Adaptations of Children’s Literature Made by Polish Female Directors." Panoptikum, no. 23 (August 24, 2020): 87–97. http://dx.doi.org/10.26881/pan.2020.23.07.

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In this article the author focuses on the subgenre of historical film for children and adolescents directed in the Polish People’s Republic by female directors. In the 50s and 60s most of the Polish films dedicated for young audience were an adaptation of popular novels often based on historical events. As Piotr Kurpiewski points out: “the director’s intent behind those historical productions was strictly educational, and it aimed primarily for the young viewers to obtain some knowledge of history through watching the film.” But historical productions for children were not only captivating for the young audience, but also for the directors. Especially for female directors. The main goal of this article is to present how that trivialized genre, of which examples were basically used as educational materials or treated as unserious fairytales, helped female directors speak in their own voices and give them opportunities to present past from their own perspectives.
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Silva Ballesteros, Blanca Julia, Nydia Nydia Morales Ledgard, Héctor Adrián Echeverría López Héctor Adrián Echeverría López, and Paulina Paulina Arvizu Islas. "Características del liderazgo transformacional de los directores de educación preescolar según los docentes expertos." Revista Relep - Educación y Pedagogía en Latinoamérica 3, no. 1 (September 14, 2021): 47–67. http://dx.doi.org/10.46990/relep.2021.3.1.190.

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El liderazgo directivo actualmente es considerado como parte fundamental en el quehacer educativo, dado que el director es la persona que se encarga de llevar la organización y el orden apoyado del personal docente y la comunidad educativa dentro de las instituciones. En esta investigación se tiene como propósito caracterizar el liderazgo transformacional de los directores de educación preescolar según la opinión de los docentes expertos del nivel. Para recabar los datos de dichas opiniones se aplicó una encuesta con escala Likert, la metodología es cuantitativa no experimental y descriptiva, realizando el análisis en el SPSS. Los resultados obtenidos indican que los profesores expertos de educación preescolar encuestados prefieren directivos carismáticos y se concluye que la principal característica del liderazgo transformacional de sus directivos es la inspiración y motivación que transmiten a sus equipos de trabajo. Abstract Today, leadership management is considered a fundamental part of educational endeavors, given that directors are the people entrusted to carry out a school’s order and organization with the support of their teaching staff and educational community within the institute. This research aims to specify transformational leadership traits in preschool directors defined by expert teachers in that level. To compile said opinions, we applied a survey with a Likert scale. The methodology used is non-experimental quantitative and descriptive and was performed with the application of an SPPSS. The results obtained indicate that expert pre-school teachers surveyed prefer charismatic directors. We conclude that principal transformational leadership characteristics which directors possess are, inspiration and motivation that they transmit to their workforce.
8

Mark Gasper, Tekena. "Approaches to Play Directing in Contemporary Nigerian Theatre: A Study of Segun Adefila and Bolanle Austen-Peters." Journal of Contemporary Drama in English 7, no. 2 (November 7, 2019): 314–32. http://dx.doi.org/10.1515/jcde-2019-0022.

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Abstract Documentation remains one of the major challenges of the Nigerian theatre; as a result many theatrical performances have gone into oblivion. Studies have been conducted that have given birth to the many approaches to play production and theories of directing in the Nigerian theatre. However, most of these studies focused on directors in educational theatres, as many directors outside the academia seem not to have attracted much scholarly interest in terms of documentation. This research documents the directorial approaches of two Nigerian directors – Segun Adefila and Bolanle Austen-Peters – using four productions and will be of benefit to theatre scholarship and the industry. The study employs a qualitative method of research, and the findings reveal Segun Adefila as an anti-realistic director and Bolanle Austen-Peters as a realistic director. Also, both directors use film to support live drama in their productions. This study therefore recommends that directors embrace the use of film in live theatre, in line with technological trends around the world.
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Vargas, Olga Lucia Pardo. "The Quality of Educational Institutions: Well-Trained and Virtuous Educational Directors and Teachers." Procedia - Social and Behavioral Sciences 197 (July 2015): 456–59. http://dx.doi.org/10.1016/j.sbspro.2015.07.166.

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Norby, Suzanne M., Larry P. Karniski, Darren W. Schmidt, and Donald E. Kohan. "Mentoring for Subspecialty Training Program Directors: An Unrecognized, Unmet Need?" Journal of Graduate Medical Education 2, no. 2 (June 1, 2010): 206–9. http://dx.doi.org/10.4300/jgme-d-09-00091.1.

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Abstract Background The benefits of mentoring residents have been studied, but there is no research about mentoring new program directors. Program directors' responsibilities have become increasingly complicated, and they may not be adequately prepared for their role at the time of appointment without the benefit of mentoring that is specific to their new role. Objective To assess whether nephrology subspecialty program directors were specifically mentored and whether they felt prepared for the educational and administrative aspects of this role. Methods We conducted an electronic needs assessment survey of the nephrology subspecialty program directors through the American Society of Nephrology listserv for program directors. Results The survey response rate was 42% (58 of 139). Of the respondents, 58% did not feel adequately prepared when they first became subspecialty program directors, and only 32% reported having formal or informal mentoring for the role. Individuals who had served as associate program directors (34%) were more likely to report mentoring than those who had not (P = .02). Eighty percent of respondents reported that mentoring from another nephrology program director would have been beneficial during their first several years. Conclusions This appears to be the first study specifically evaluating mentoring experiences relevant to the role of nephrology program director. As a result of this survey, the American Society of Nephrology Training Program Director Executive Committee recognized the need to provide opportunities for mentoring new nephrology program directors and formed a New Training Program Director Training and Mentoring Work Group to recommend initiatives for mentoring and training new program directors. Further investigation is needed to assess whether mentoring benefits subspecialty program directors and whether these findings can be generalized to other specialties and subspecialties.
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You might also be interested in the extended bibliographies on the topic 'Educational directors' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Educational directors":

1

Roche, Robert J. "Exploring Flow Amongst Experienced Middle School and High School Band Directors." Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827003.

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The purpose of this study is to explore and identify flow characteristics in experienced middle school and high school band directors in the context of their teaching. The research was conducted using a qualitative multi-case study through the use of non-participant observations, field notes, and interviews with observational video with stimulated recall to identify the characteristics of flow in a total of five experienced middle school or high school band directors. It was apparent from the findings that every experienced middle school and high school band director experienced flow characteristics at different times while instructing their bands; conditions that facilitated and inhibited characteristics of flow as well as qualities that sustained characteristics of flow also were observed. This research may contribute to improved professional development and preparation of band directors; it may help them to recognize and achieve flow and develop good teaching practices, thereby enabling their students to reach their learning potential.

2

Diggs, Tangela R. "Exceptional leadership in exceptional times| Perspectives and ideologies of special education directors in Southern California." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10134167.

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The purpose of this qualitative phenomenological study was to explore the self-reported personal perspectives of special education directors in K-12 urban school districts in Southern California. Over 20,000 administrators oversee the delivery of special education services in the United States and the demand for such leadership exceeds the supply of qualified candidates (Crockett, 2007). This study is significant because a gap exists in the professional literature concerning the leadership of central office level special education directors. Four research questions addressed the following areas: whether special education directors use aspects of transformational leadership in their roles, beliefs and values concerning special education and how those impact leadership styles, unique challenges encountered in their work, and practices and strategies implemented to achieve positive outcomes for students and staff.

Semi-structured interviews were conducted with each of six special education directors for data collection. The 13 interview questions were designed to elicit study participants’ candid reflections of their daily work experiences. The interviews were electronically recorded and transcribed for data analysis. Six key themes emerged from the interviews: charismatic leadership, intellectual stimulation, special education funding, litigation, shared responsibility for students with disabilities, and the types of support needed by special education directors.

Bass’s (1985) transformational leadership theory was used as a conceptual framework for this study. Transformational leadership qualities are essential attributes for special education directors who must address the changing landscape of federal and state requirements amidst chronic levels of under-funding and litigation. Findings of the study yielded four conclusions. Study participants: use aspects of transformational leadership when implementing change, espouse beliefs and values that are congruent with their leadership styles, believe all children should be treated equitably and have opportunities to maximize their learning, and experience high levels of responsibility for factors that are beyond their control.

The researcher recommends a future study in which district superintendents, cabinet members, and school site principals are interviewed for the purpose of juxtaposing perspectives of special education directors with perspectives of other central office administrators with regard to the various challenges, strengths, needs, responsibilities, and concerns of those working in the field of special education.

3

Bryan, Cornelia A. "The Career Success of Paramedic Program Directors." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1434454119.

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Shultz, Rachael A. "Job Competencies, Career Paths, and Educational Backgrounds of "fortune" 500 Training Directors." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2974.

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This study examined the job competencies, career paths, and educational backgrounds of training directors and also compared the responses of male and female training directors in an attempt to identify possible sources of justification for reported male/female salary differences. Data for the study were gathered through the use of two questionnaires. The first was based on a part of the American Society for Training and Development's (ASTD) 1987-1989 Competency and Standards Study. Additionally, a demographic questionnaire dealing with biographical, educational, and professional characteristics was self-developed. Both were mailed to training directors in all Fortune 500 companies. Major findings include: (1) all of the ASTD competencies received at least a moderately useful rating; (2) many of the training directors had worked in the field of training or in a related business field prior to becoming a training director and over one-fifth had worked in the field of education; (3) a number of undergraduate majors were represented among the training directors, but business was the most popular master's major and education was the most popular doctoral major; (4) 95.8% of the training directors had completed a bachelor's degree, over 70% had some graduate education, 40.6% had completed a master's degree, and 15.2% had completed a doctorate; and (5) statistically significant gender differences were found in the rating of two competencies (intellectual versatility and project management skill), in age, in salaries, in years in training and development, and in years as a training director. Several recommendations were made. The preparation, selection, and assessment of trainers should be guided by the competencies identified in the survey. Career paths should focus on lower level training positions, human resources development, and education. Students should focus their studies on business, education, and related majors. Trainers should strongly consider pursuing graduate education. Women should be encouraged that gender differences related to job competencies, career paths, and educational backgrounds are slight.
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Kent, Davis Linda. "Boundary spanning, networking, and sensemaking/sensegiving| how career services directors enact mid-level leadership." Thesis, University of Massachusetts Boston, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10247061.

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This study seeks to understand higher education leadership overall by exploring how mid-level leadership is enacted by career services directors. Given that higher education institutions are facing a wide range of challenges that require an equally wide range of skills to address them, colleges and universities may need to become more inclusive regarding who contributes to institutional leadership. Mid-level leadership is defined in this study as a process of social interaction that originates with a middle manager and that cuts across functional areas and/or hierarchical levels to impact institutional goals. Three research questions frame the study: 1) How do career services directors develop the capacity for social influence within their institutions, 2) How do career services directors use their social influence to cut across functional areas and hierarchical levels, and 3) What institutional goals are advanced when career services directors enact mid-level leadership? A collective case study methodology was employed. Twelve career services directors whose profiles matched the study’s selection criteria for individual characteristics (e.g. years working in a director-level position in career services, years working at the director level at their current institution, minimum of master’s degree, evidence of engagement in leadership activities on- and off-campus), unit characteristics (e.g. unit size, staff configuration, and scope of services offered), and institutional characteristics (e.g. geographic location, institutional size, four-year public or non-profit status) took part in interviews for the study. Study findings indicated that career services directors developed the capacity for social influence by creating internal networks, involving staff in increasing the visibility of the unit, and establishing themselves and/or their unit as a critical institutional resource. They utilized their social influence by deliberately leveraging their networks, providing access to information and resources, and framing issues for institutional stakeholders. The study found that when career services directors enacted mid-level leadership, the institutional goals they impacted included the development and/or implementation of the institution’s strategic plan, curriculum development and student learning, and the advancement of diversity initiatives.

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Bouyer, Jamie. "Temporary Leadership in Athletics| The Experiences of Interim NCAA Directors of Athletics." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283930.

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Turnover in intercollegiate athletics leadership often results in an interim director of athletics appointment, which is a quick solution to fill a gap in leadership until a permanent successor can be named. Not only is interim leadership a convenient option for the institution, it can also provide an individual the opportunity to serve in a senior leadership position that may otherwise be difficult to obtain. Although there are many advantages to serving as an interim director of athletics, those who serve in the role are also faced with a number of challenges that have implications to the individual and institution during the temporary appointment.

This dissertation captured the experiences of interim National Collegiate Athletics Association (NCAA) directors of athletics. Through the use of qualitative interviews, the dissertation explored and described the perceived benefits, challenges, and institutional support experienced by fifteen participants who had served and completed their appointment as an interim NCAA director of athletics. Bridges’ (2004) Transition Theory Model, and the Human Resource Frame of Bolman and Deal’s (2013) Organizational Reframing Model provided the conceptual framework to analyze the data of this study.

The study found that participants experienced change that triggered their transition into the interim director of athletics role causing them to let go of an old identity with which they were familiar. Participants also experienced varying degrees of unfamiliarity as they adapted to new job tasks, experienced increased workloads, and managed new and old relationships. Ultimately, participants experienced acceptance of their role as interim by building the confidence and skills needed to be successful before they transitioned out of the interim director of athletics position into their next role.

Recommendations for policy include the need to develop NCAA and institutional guidelines to provide a go to guide in how to efficiently and effectively support an interim director of athletics. Practice recommendations include the implementation of procedures that encourage professional learning and growth opportunities. Finally, future research should examine employment trends and provide different perspectives on the experiences of interim NCAA directors of athletics, such as gender and race differences, family dynamics, and staff perception.

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Parkinson, Nancy S. "Educational attainment, food and nutrition knowledge, nutrition attitudes, nutrition behaviors, and nutrition training of Indiana school food service directors." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1319832.

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The National School Lunch Program (NSLP) was established to provide meals that would meet one-third of the daily nutritional needs of children. Administrators of NSLP understand the responsibility to address the rising increase of obesity in children today. The purpose of this study was to examine the educational attainment, food and nutrition knowledge, nutrition attitudes, nutrition behaviors and nutrition training of 411 Indiana School Food Service Directors, through the completion of a 50 itemized questionnaire. The hypothesis of this research was to show that the educational attainment of Indiana School Food Service Directors would not impact their food and nutrition knowledge, nutrition attitudes, nutrition behaviors or nutrition training.A statistical significance (p<0.036) was found when analyzing nutrition attitudes between the respondents in the 41-50 year age group and the 61-70 year age group. Results indicated the 41-50 year old group had a more positive nutrition attitude than the 61-50 year age group. Additional analysis of the questionnaire results revealed no statistical significant difference between Indiana School Food Service Directors' educational attainment and nutrition attitude, nutrition behaviors, or nutrition training.
Department of Family and Consumer Sciences
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Ludwig, Paul D. Mr. "Defining Higher Education Writing Centers from the Perspectives of Writing Center Directors." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3855.

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The purpose of this study was to discover what defines a writing center by interviewing directors of writing centers in the Southern Appalachian area. This qualitative study was based on a single round of recorded telephone interviews with 13 writing center directors who meet the criteria for inclusion in the study. Many researchers have written about writing centers, their efficacy, and what defines them; yet, no clear consensus exists. Without a clear definition there is no means of determining the efficacy of writing centers. As a result of the interviews with the writing center directors three critical components of writing centers emerged. They were tutors, space, and leadership; these are the three major elements that define and shape a writing center. A writing center must have well-trained and knowledgeable tutors; a space, either physical, virtual or both, as a base of operation; and a director that provides leadership.
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Blake, Amy Sue. "Occupational stressors, coping strategies, and the relationship to professional performance and longevity for directors of special education." Thesis, Indiana State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10106057.

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Occupational stress for school administrators is a phenomenon that cannot be avoided. The negative impacts of occupational stressors have been associated with physical and psychological consequences. Directors of special education are not exempt from the negative impacts of occupational stress. The purpose of this quantitative study was to investigate sources of occupational stress for directors of special education within the state of Indiana. Additionally, this study sought to identify effective coping strategies that may be utilized to reduce the negative impacts of occupational stress. This study explored the strength of the relationship between sources of occupational stress and professional performance, sources of occupational stress and professional longevity, and the relationship between types of coping strategies and perceived levels of occupational stress. Descriptive statistics and multiple regression analyses were utilized to examine these relationships. The results of this study identified that the linear combination of occupational stressors predict a significant proportion of variance in professional performance but not in professional longevity. Additionally, this study identified that the linear combination of various types of coping strategies predict a significant proportion of variance in perceived levels of occupational stress. This study adds to the existing body of research by bringing a renewed level of awareness to the importance of reducing or preventing high levels of occupational stressors for school administrators.

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Miyamoto, Kiyoshi 1956. "Japanese high school students' motivation in band as it relates to the gender of the band directors and the student." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/284363.

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The purpose of this study was to examine Japanese high school students' motivation in band as it relates to the gender of the band director and the student. A total of 790 band students from 20 Japanese high schools (10 male and 10 female band directors) completed a modified version of the Academic Motivation Scale (AMS). The scale is based on Deci and Ryan's self-determination theory and was modified from the original so it could be used with Japanese music students. It consists of 28 items describing why students play in a band. The students indicated a level of agreement for each reason according to 7-points on a Likert-type scale. Reasons were categorized into three types intrinsic motivation, three types of extrinsic motivation, and amotivation. The score of JAMSM was used as parametric data and analyzed using a two-way multivariate analysis of variance (MANOVA) to find any significant (p < .05) main effects or interactions among variables when compared by gender of the director and gender of the student. The results of the study showed that there were no significant differences (p < .05) by gender of band directors for all of the motivational types. This result indicates the female band directors are as effective as male band directors in terms of motivating students to play in a band. Additional findings include (1) male students seem to be more extrinsically motivated than are female students, (2) friend related reasons and fondness for music and/or instruments are important reasons for students to play in a band, (3) public school students seem to be more intrinsically motivated than private school students whereas private school students seem to be more extrinsically motivated than public school students. Implications for music education and further research are discussed.
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Books on the topic "Educational directors":

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Wallace, Mary Elaine. Upstage, downstage: A handbook for educational opera directors. [S.l.]: National Opera Association, 1992.

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Hunter, Cindy A., Julia K. Moen, and Miriam S. Raskin. Social work field directors: Foundations for excellence. Chicago, Illinois: Lyceum Books, Inc., 2015.

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Kaye, Terry. Managing the New Siddur program: The educational directors guide. West Orange, NJ: Behrman House, 1994.

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Vuori, Johanna. Leadership frames of program directors at Finnish universities of applied sciences. Tampere: Tampere University Press, 2011.

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Saskatchewan. Chapter L-9.02: An act respecting the League of Educational Administrators, Directors and Superintendents. [S.l.]: The League, 1991.

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All-European Conference of Directors of Educational Research Institutions (3rd 1983 Neusiedl am See, Austria). Research into primary education: Third All-European Conference of Directors of Educational Research Institutions, Neusiedl, Austria, 4-7 December 1983. Lisse: Swets & Zeitlinger, 1985.

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Colloquy of Directors of Educational Research Institutions (1991 Dogana, San Marino). Research into secondary education: Report of the Colloquy of Directors of Educational Research Institutions held in San Marino, 9-13 September 1991. Amsterdam: Swets & Zeitlinger, 1993.

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Patricia, Henderson. Leading and managing your school guidance program staff: A manual for school administrators and directors of guidance. Alexandria, VA: American Counseling Association, 1998.

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Wissen, Mary van. Research on secondary education in the Netherlands: A paper for the Colloquy of Directors of Educational Research Institutions, San Marino, 9-13 September, 1991. The Hague: SVO, 1991.

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Walters, Thomas P. Catechetical leaders: A statistical profile : a follow-up study to the 1986-1992 progressive study of parish directors of religious education training and educational needs. Washington, DC: National Catholic Educational Association, 1998.

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Book chapters on the topic "Educational directors":

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Adnan, Mohd Fairuz, Nurshamimi Sabli, Mohd Zulfikri Abd Rashid, Azizi Hashim, Halil Paino, and Azizah Abdullah. "The Impact of Educational Level of Board of Directors on Firms’ Performance." In Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014), 37–48. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1458-1_4.

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Baldwin, Mark. "Director of Education." In Real-Life Science Mysteries, 1–5. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237648-1.

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Reigeluth, Charles M. "New Directions for Educational Technology." In New Directions in Educational Technology, 51–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77750-9_5.

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Fleisch, Brahm. "Experimental Research and Educational Change." In Future Directions of Educational Change, 189–204. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269955-14.

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Allais, Stephanie. "Lessons and Alternative Directions." In Selling Out Education, 235–57. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-578-6_9.

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Caligor, Eve, Ze’ev Levin, and Emily Deringer. "Preparing Program Directors to Address Unprofessional Behavior." In Remediation in Medical Education, 285–96. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-9025-8_17.

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Stein, Zachary, and Kurt W. Fischer. "Directions for Mind, Brain, and Education: Methods, Models, and Morality." In Educational Neuroscience, 55–65. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444345827.ch9.

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Vivet, Martial. "Research in Advanced Educational Technology: Two Methods." In New Directions in Educational Technology, 177–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77750-9_15.

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Daly, Alan J. "Leading Educational Change in Socially Networked Systems." In Future Directions of Educational Change, 151–61. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269955-11.

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Sarmiento, Alfredo, and Vicky Colbert. "Social Justice, Educational Change, and Escuela Nueva." In Future Directions of Educational Change, 53–70. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269955-5.

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Conference papers on the topic "Educational directors":

1

Салаватова, Асиль Магомедовна, and Раиса Андреевна Бойко. "FEATURES OF MANAGEMENT OF THE EDUCATIONAL ORGANIZATION." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Январь 2021). Crossref, 2021. http://dx.doi.org/10.37539/ko189.2021.68.99.006.

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В статье дается анализ современного состояния управления образовательной организации, раскрыты основные особенности управления образовательной организации. В статье структура управления образовательной организацией представлена пятью основными уровнями: уровень директора; педагогический совет, родительский комитет; уровень заместителей директора; уровень учителей; уровень учащихся. The article analyzes the current state of management of an educational organization, reveals the main features of the management of an educational organization. In the article, the structure of management of an educational organization is represented by five main levels: director level; pedagogical council, parent committee; the level of deputy directors; the level of teachers; level of students.
2

Gray, Megan M., AnnaMarie Arias-Shah, Eric Zucker, Rita Dadiz, Melissa M. Carbajal, Susan Izatt, Maria Gillam-Krakauer, et al. "Educational Barriers in Fellowship: Viewpoints of Learners, Educators, and Program Directors." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.695.

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Riezebos, Jan, Durk Jouke Van der Zee, and Jan Pruim. "Entrustable Professional Activities in Residency Programs – planning and scheduling issues." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9274.

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Residency programs allow residents, i.e., graduate physicians, to qualify for being a specialist in one of the medical disciplines. Their educational programme is strongly focusing on competencies and skills, but will incur a major change in the near future in order to introduce Entrustable Professional Activities (EPA’s). EPA’s focus on actual physician tasks and are assessed by supervisors in the clinic. The trust levels indicate whether trainees are ready for the next milestone, such as unsupervised practice, based on assessment of performance of those activities. EPA’s have not only effect on the internships and the assessment process, but also impact the planning and scheduling of the educational programmes, internships, patient care services, and co-operation between regional hospitals. This study examines the effect on the planning and scheduling process and proposes a framework for planning and scheduling in order to facilitate the organization of this type of educational programs. The main improvements have to be found in an improved regional coordination between the hospitals, a more leading role for the educational programme directors, and more intelligent planning and scheduling.
4

Tatiana, Portnova. "Author's Educational Program qTraining of Innovative Project Activitiesq and Conditions of Its Inclusion in the System of Retraining of Stage Directors." In 2017 International Conference on Management, Education and Social Science (ICMESS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmess-17.2017.122.

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Wei, Wen-Jing, and Bing-Xiang Li. "Research on the Influence of Outside Directors on Enterprise Technological Innovation Based on Multiple Linear Regression Model from the Perspective of Compensation." In 2020 16th Dahe Fortune China Forum and Chinese High-educational Management Annual Academic Conference (DFHMC). IEEE, 2020. http://dx.doi.org/10.1109/dfhmc52214.2020.00047.

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Ngwane, Knowledge Siyabonga Vusamandla, and C. N. Ngwane. "Effective administration of university leadership in a selected institution in Durban." In International Conference of Education, Research and Innovation. IATED Digital Library, 2015. http://dx.doi.org/10.51415/10321/2521.

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University leadership and administration is a critical aspect as it is about the functioning of the entire institution. Effective and efficient administration of the university relies on the principal. Leading proponents encourage transformational leadership, moral stewardship, principal as an instructional leader, and principal as a communicator or community builder. Discovering effective leadership and administration mechanisms can help teach university decision and policy makers to implement leadership development which will lead to improved student achievement. The purpose of this article is to investigate the university senior leadership and its administration in order to improve efficiency and effectiveness holistically. The problem resulting to conducting of this study is the high level of both students and staff demonstrations annually in the selected university, these strikes end up affecting teaching, learning and research within the institution. The underlying question the study intends to address is: “Which factors hinder effective and efficient university administration?” Educational leadership changes from a managerial orientation to promote the significance of concentrating on the learning and teaching process and student success. Educational institution leaders’ competencies are always associated with continuous training and development they receive to make them better leaders. Hence, training and development in university leadership requires a systematic planning which will result to excellent institution education. In order to explain the phenomenon under study better, the Burns transformational theory founded by James MacGregor Burns will be utilised. The positivism paradigm is the philosophy adopted for this study. The survey will be conducted at the Durban University of Technology with the intention to address the question and the objective of the study. The questionnaires will be administered to 30 senior management members within the institution, including the Vice Chancellor and his Deputy, Deans, Directors and HODs.
7

Hrul, Olga S. "Social interaction technology in the context of inclusive education." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-11-19.

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The article presents the main directions of the development of inclusive education and ways to implement them. The application of the technology of social interaction aimed at the formation of an inclusive culture between the participants of the educational process is considered relevant in the joint educational process.
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Ignatssons, Jans Ivans, and Indra Odina. "State of the Art Analysis and Professional Needs Identification in Vocational Training Design for Eurasian Prison Chaplains." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.09.

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Prison chaplaincy in the context of whole penitentiary system has been under continuous change with its ups and downs, criticized and appraised by historians, rejected by secular society, yet appreciated by prisoners, and open for judgment of generations to come. The image of the prison chaplain, who is highly educated, not young, skilled in psychological mastery calls far beyond his pastoral functions for a perfect advocate’s portrait, which is, however, still under reconstruction. The article aims to identify what state of the art of Eurasian prison chaplains is to outline the needs of prison chaplains for the framework development of an e-learning platform that would serve as a prototype of vocational training design. An action research was based on Objective-Oriented Project Planning and Logical Framework Approach concepts and studied the participants from six regions in Eurasia with help of such data collection methods as interviews, diary notes and document analysis. The data of action research formed an accurate civilian and professional profile of a prison chaplain and outlined the requirements to maintain the work in line with the trends in the branch. Findings of the research serve as a ground for organizational, educational, professional and personal changes. Eurasian prison chaplains (national directors) express their professional interests in regular training, professional and career growth, improved job practices and better work environment as they can still be an outstanding example and catalyst of well-being in the life of ex-prisoners.
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Sumburova, Elena Ivanovna. "THE NATIONAL EDUCATIONAL POLICY OF THE STATE IN HIGHER EDUCATION IN THE 1920-1930S (BASED ON THE MATERIALS OF THE MIDDLE VOLGA REGION)." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-66/71.

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The article is devoted to studying the aspects of the educational policy of the Soviet government in the 1920-1930s among the numerous non-Russian peoples who lived in the USSR. On the basis of census data and archival documents of higher education institutions in the Middle Volga region, the author analyzes the main directions of government action and methods for improving the educational level among the indigenous population of the region.
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Card, Karen, Crystal R Chambers, and Sydney Freeman Jr. "Core Curricula in Higher Education Doctoral Programs: Becoming an Discipline." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2226.

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The purpose of the present study is to investigate the status of the core curriculum in higher education doctoral programs from the perspective of program directors. We used online survey analytic techniques to query program directors about their EdD and PhD programs in higher education, credit hours, and curricular content. Our study confirms previous work finding that there is common agreement in the subject matter areas of organization, leadership, administration, and history. What our work adds is that there is a growing consensus among higher education doctoral programs about the position of higher education law and finance in the curricular core. In addition, we find there is a growing interest in public policy and community colleges over time, with a majority of EdD programs including instruction in these areas. Nevertheless, majoritarian agreement does not meet at a level wherein consensus can be inferred, especially within PhD programs where requirements are more varied across programs. In addition, while there is an increasing trend in the inclusion of multiculturalism in higher education doctoral programming, multiculturalism is not currently part of higher education’s core. We conclude with research and practice implications for doctoral programs in higher education as a field of study.

Reports on the topic "Educational directors":

1

Johnson, Albert L. Software Engineering Education Directory. Fort Belvoir, VA: Defense Technical Information Center, January 1988. http://dx.doi.org/10.21236/ada200630.

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McSteen, Bill, and Mark Schmick. Software Engineering Education Directory. Fort Belvoir, VA: Defense Technical Information Center, February 1989. http://dx.doi.org/10.21236/ada207545.

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McSteen, Bill, Brian Gottier, and Mark Schmick. Software Engineering Education Directory. Fort Belvoir, VA: Defense Technical Information Center, April 1990. http://dx.doi.org/10.21236/ada223740.

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Johnson, Albert. SEI Software Engineering Education Directory. Fort Belvoir, VA: Defense Technical Information Center, February 1987. http://dx.doi.org/10.21236/ada178178.

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Bellina, Brendan. Metadirectory Practices for Enterprise Directories in Higher Education. Internet2, October 2002. http://dx.doi.org/10.26869/ti.33.1.

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Linkov, V. V., and I. A. Katashev. DIRECTIONS OF DEVELOPING PROFESSIONAL EDUCATION IN DEAF AND DUMB PEDAGOGY. Pedagogy and psychology of education, 2019. http://dx.doi.org/10.18411/0131-5226-2019-20111.

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Carpenter, Maribeth B. Directory of Industry and University Collaborations with a Focus on Software Engineering Education. Fort Belvoir, VA: Defense Technical Information Center, March 1995. http://dx.doi.org/10.21236/ada293297.

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Carpenter, Maribeth B. Directory of Industry and University Collaborations with a Focus on Software Engineering Education. Fort Belvoir, VA: Defense Technical Information Center, May 1994. http://dx.doi.org/10.21236/ada280939.

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Carpenter, Maribeth B. Directory of Industry and University Collaborations with a Focus on Software Engineering Education. Version 3. Fort Belvoir, VA: Defense Technical Information Center, September 1995. http://dx.doi.org/10.21236/ada300779.

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Carpenter, Maribeth B. Directory of Industry and University Collaborations with a Focus on Software Engineering Education. Version 4. Fort Belvoir, VA: Defense Technical Information Center, March 1996. http://dx.doi.org/10.21236/ada308240.

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