Relevant bibliographies by topics / Student leadership development

Contents

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

Academic literature on the topic 'Student leadership development'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Student leadership development"

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Mclntire, David D. "Student Leadership Development." NASPA Journal 27, no. 1 (July 1, 1989): 75–79. http://dx.doi.org/10.1080/00220973.1989.11072137.

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Mozhgan, Amirianzadeh, Jaafari Parivash, Ghourchean Nadergholi, and Bahram Jowkar. "Student leadership competencies development." Procedia - Social and Behavioral Sciences 15 (2011): 1616–20. http://dx.doi.org/10.1016/j.sbspro.2011.03.340.

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Ahlquist, Josie. "Digital Student Leadership Development." New Directions for Student Leadership 2017, no. 153 (February 15, 2017): 47–62. http://dx.doi.org/10.1002/yd.20229.

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Arnall, Justin, Porscha Johnson, Johnny Lee, Marley Linder, Nickolas Lund, and Saswat Satpathy. "Student Perspectives on Student Leadership Development Programs." American Journal of Pharmaceutical Education 78, no. 4 (May 15, 2014): 85. http://dx.doi.org/10.5688/ajpe78485.

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Bradley-Baker, Lynette R., and Nanci L. Murphy. "Leadership Development of Student Pharmacists." American Journal of Pharmaceutical Education 77, no. 10 (December 16, 2013): 219. http://dx.doi.org/10.5688/ajpe7710219.

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Amirianzadeh, Mozhgan. "Hexagon theory- student leadership development." Procedia - Social and Behavioral Sciences 31 (2012): 333–39. http://dx.doi.org/10.1016/j.sbspro.2011.12.063.

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Cook, Sarah Gibbard. "Spirituality Supports Student Leadership Development." Women in Higher Education 21, no. 6 (June 2012): 6–7. http://dx.doi.org/10.1002/whe.10335.

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Seemiller, Corey. "Assessing Student Leadership Competency Development." New Directions for Student Leadership 2016, no. 151 (August 9, 2016): 51–66. http://dx.doi.org/10.1002/yd.20200.

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Dorasamy, Nirmala, and Renitha Rampersad. "Perceptions on a student leadership development initiative." Corporate Ownership and Control 12, no. 1 (2014): 802–9. http://dx.doi.org/10.22495/cocv12i1c9p4.

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Leadership development involves the empowerment and preparation of individuals to be social change agents by developing their understanding of others and self awareness of their roles and responsibilities as leaders in different contexts. In the South African context, student representative councils (SRCs) at universities is an important mechanism to ensure that all South African students receive quality higher education in a safe, disciplined and healthy environment, that is underpinned by access, success and equity which are critical areas of focus in the transformation process. SRCs, as a well organized body, with the necessary skills can channel their capability and commitment toward improving university life for students. As Fullan (1993:182) argues that we hardly know anything about what students think about educational change because no one ever asks them. A student leadership initiative can be a potential for change in universities, since students as the “guardians of the existing culture can be the final arbiters of any change” (Wideen, 1992: 182). Further, by harnessing SRCs as potential reinforcers for improvement, there is more concern with the process through which successful change can be introduced in universities. Since SRCs are vested with the authority to contribute to good governance within universities, students place their trust in it. Therefore, SRCs need the requisite skills to make decisions that do not compromise the interests of students whom they represent. The study aimed to examine student perceptions and expectations of leadership through democratic deliberation at the Durban University of Technology (DUT), in partnership with the International Centre on Non Violence (ICON) and The African Centre for the Constructive Resolution of Conflicts (ACCORD). The student leadership course was a pioneer initiative for student leaders, comprising of local and international students studying at DUT. The rationale for this was the identified need for focused research into what student leaders perceive leadership to be and the value they derive from attending leadership initiatives. The partners felt it important to document student voices through a leadership initiative. The narrative, through a qualitative analysis, captured the contradictions and conflicting challenges student leaders face today, which are always problematic and dynamic, especially when public interests are not at the forefront of the agenda. Students stated that the course was beneficial, because it helped to: focus on purpose and goals of being SRC members; understand cultural diversity; show more interest in developing leadership skills as a collective; gain a sense of clarity of personal and university values; gain improved negotiation, conflict resolution and decision making skills; deal better with complex issues; and willing are able to use leadership practices for the benefit of all stakeholders. It is ultimately envisaged that the leadership initiative will be extended beyond the frontiers of DUT to other local, national and possibly international higher education institutions. As part of an on-going series of courses relating to student leadership, it is expected that such initiatives with the university partners will strengthen the effectiveness of student leaders, thereby contributing to the process of higher education transformation
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Shalka, Tricia R., Chloe S. Corcoran, and Brian T. Magee. "Mentors that Matter: International Student Leadership Development and Mentor Roles." Journal of International Students 9, no. 1 (January 11, 2019): 97–110. http://dx.doi.org/10.32674/jis.v9i1.261.

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Leadership development has been identified as an important outcome of higher education in the United States. However, relatively few scholars have investigated leadership development outcomes of international students studying in U.S. postsecondary contexts. Using data from the Multi-Institutional Study of Leadership, the purpose of this quantitative study was to investigate the role of mentors in fostering leadership development outcomes for international students. Results suggest that international students whose primary college mentor is a faculty member or a student affairs professional demonstrate higher levels of both socially responsible leadership capacity and leadership self-efficacy than those international students who identify their most significant mentor as another student.
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Dissertations / Theses on the topic "Student leadership development"

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Blackwell, Cindy Southard. "The Eisenhower Leadership Development Program: a study on student leadership skill development." Texas A&M University, 2003. http://hdl.handle.net/1969.1/190.

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Although no one program exists for leadership development, there is an understanding among practitioners and researchers that leader and leadership development occur in many venues, with one of those venues being an academic classroom where experience and theory are juxtaposed. One such program is the Eisenhower Leadership Development Program. In an effort to strengthen the academic discipline of leadership and to garner further respect for leadership development programs such as ELDP, leadership development programs must be assessed and evaluated in order to ensure that the objective of the program is being met. Brungardt and Crawford noted that, "assessment and evaluation of leadership programs help ground programs in the needs of students while working within the constraints of academe" (1996, p. 37). The purpose of this study was twofold. First, this study sought to ensure that the Eisenhower Leadership Development Program was producing the outcomes the program was designed to produce. Second, this study sought to demonstrate the worth of ELDP to past, current, and future stakeholders. Former ELDP students were surveyed regarding the perceptions of their learning outcomes based on four practical skills (problem defintion, discovery of research alternatives, delegation/teamwork, and achievable challenge) and four complimentary adaptive skills (focusing on an issue, direct attention to detail, management of time and resources, and persistence). This study found that students did perceive to have gained leadership skills in each of the practical and adaptive skill constructs. The comparison between students' perceptions of each skill before participating in ELDP and after participating in ELDP was positively correlated and statistically significant in every construct. In short, the relationship between the practical and adaptive skills taught in ELDP and the learning outcomes is not serendipitous. The findings show that ELDP is improving the development of students in terms of them becoming leaders and in terms of the greater concept of leadership as related to the four practical and adaptive skills emphasized by ELDP. Further research related to the interdisciplinary design through which the practical and adaptive skills are taught is recommended.
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Andersen, Kristen Lynn. "Student Leadership Development: A Closer Look at Student Gains." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/31990.

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The purpose of this study is to investigate student leadership development. This study will investigate if there are any differences in the estimate of gains from attending college between students who participated in a Leadership Community and a sample of non-participants. In this study, estimate of gains is defined as studentsâ progress toward educational goals, as reflected in the College Student Experiences Questionnaire (CSEQ). The estimate of gains represents a measure of growth in college. The participants in this study were recipients of a first-year $1000 merit-based scholarship. Recipients of this scholarship earned a 3.75 grade point average and were ranked in the top 10 percent of his or her high school graduating class. One hundred and seventy-two students received these scholarships in the 1998-1999 academic year. Seventy-nine of these students chose to live in a Leadership Community their first-year in college. Ninety-three of these students chose to live else where on campus. Specifically, the study is designed to examine the following hypotheses: Null Hypothesis: There will be no difference in the mean scores of the CSEQ scales (a) Estimate of gains; (b) Student acquaintances; (c) Experiences with faculty; (d) Clubs and organizations; and (e) Course learning, for LC students as compared to NLC students. Research Hypothesis: The LC students will have higher mean scores on the CSEQ scales (a) Estimate of gains; (b) Student acquaintances; (c) Experiences with faculty; (d) Clubs and organizations; and (e) Course learning, than the NLC students. This quantitative study uses the College Student Experiences Questionnaire. The participants of this study will be in their fourth semester of college. The researcher will collect data from sections of the CSEQ that correspond with the hypotheses. This study isolates the variables that are associated with student leadership development to explore student leadership development within a specific population of students. The researcher will analyze the data using descriptive statistics, as the study measures the characteristics of a population at one point in time. The researcher will determine if there are differences between scores from students who participated in the leadership community and those who did not. The researcher anticipates this study will benefit educators in evaluating the leadership development efforts on their own campuses.
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Curro, Michelle Breanne. "Does Student Leadership Participation Enhance the Development of Emotional Intelligence." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/84.

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Emotional Intelligence is believed to explain how emotions may be used, monitored, and measured to predict workplace success and failure, the suggestion that if individuals can balance the emotions within themselves and others, they can use their skills to better their organization. This study explored the development of Emotional Intelligence in the ASI Student Manager Team in comparison to Student Government members at California Polytechnic State University, San Luis Obispo (Cal Poly) during the fall 2008 quarter. The Bar-On Emotional Quotient Inventory (EQ-i) was used to assess student leaders’ Emotional Intelligence (EI) development (N = 27). A two sample t-test was used to identify any significant difference in the Emotional Intelligence scores between the two groups. Findings indicated significant training effects on respondent’s scores when considering assertiveness, happiness, and empathy.
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Jenkins, Daniel M. "The development of leadership skills through diversity of student organizational leadership." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001960.

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Coscia, Nancy Beth DeBord. "Student Organization Involvement and Leadership Development| Traditional-Aged Undergraduate Students Participating in Academic Student Organizations." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930273.

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The purpose of this study was to investigate the influence of student organization membership on the development of leadership practices among traditional-aged undergraduate students. Specifically, the influence academic-related student organizations have on the leadership development of its student officers and members. This quantitative study explored the transformational leadership behavior of student officers and members of academic-related student organizations at a large research I public university in the mid-west. The student version of the Leadership Practices Inventory (LPI) was utilized to provide self-reported assessments of the leadership practices of the student organization officers, student organization members, and of students not involved in student organizations.

Analysis was completed to determine the level of practice of the five leadership practices identified by the Student Leadership Practices Inventory and to compare these levels of practice between students involved in academic-related student organizations and students who were not involved in a student organization. The study documented a significant difference for all five leadership practices between students who served as academic student organization officers and students who were not involved in a student organization. The results for the comparison between students who were members of an academic student organization and students who were not involved in a student organization found no significant difference for all five leadership practices identified by the Student Leadership Practices Inventory.

Analysis was also completed to determine any differences in leadership practice based upon sex. The majority of these comparisons showed no significant difference. However, there was a significant difference between student organization officers and students not involved in a student organization. Female student organization officers self-reported higher scores in the practices of Inspire a Vision, Challenge the Process, and Enable Others to Act. Male student organization officers self-reported higher scores in the practices of Model the Way, Inspire a Vision, and Challenge the Process. There were no significant differences within study groups.

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Philp, Gerald Martin. "Student leadership development in high school band /." Full-text of dissertation on the Internet (10.88 MB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/philpgm/philpgm_masters_05-06-2010.pdf.

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Adelman, Marisa. "Student involvement and leadership development at a private, women's Catholic college." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174588258.

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Lynch, Makena Rae. "Evaluation of a Leadership Development Program’s Impact on Student-Athlete Leadership Behaviors." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158333663268914.

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Brown, Nicole Renae Portell. "College Student Leadership Development Participation and Emotional Intelligence." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036395.

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Leadership development has been identified as a key college outcome (Komives, Dugan, Owen, Slack, & Wagner, 2011). Emotional intelligence as a leadership development framework has shown promise in many applications (Petrides, 2011). Able to be augmented through purposeful training and practice, high levels of emotional intelligence have been linked to job performance, healthy relationships, and emotional well-being (Joseph, Jin, Newman, & O’Boyle, 2014). This study focused on changes in emotional intelligence as a metric for personal and professional development through a state university’s leadership program. Students’ self-reported change in global and factor emotional intelligence were measured utilizing the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) as a research tool (Zampetakis, 2011). Additionally, students completed a survey consisting of open-ended questions designed to facilitate the evaluation of student perceptions in relation to emotional intelligence competencies after completing the leadership program. No statistical differences could be observed in pre-and post-participation TEIQue-SF results. Student perceptions after program completion revealed participation impacted their perceptions of and approach to emotional intelligence competencies as well as leadership. Overall, students expressed a level of personal awareness and the ability to nurture relationships and seek leadership roles.

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Wright, David W. "Student Leadership Development| How Do Liberal Arts Colleges Enhance Socially Responsible Leadership?" Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557574.

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Student leadership development is a key initiative at many colleges and universities in the United States today. Many of the liberal arts institutions in America have leadership development of their student population as one of the fundamental elements of their educational objectives (Astin, 1997; Durden, 2001; Rothblatt, 2003). This study utilized a qualitative, multiple-case study design to explore how two liberal arts institutions developed socially responsible leaders within their student population. An expert-driven, purposeful sampling strategy was utilized for this study. Using an interview and focus group protocol that was framed by the Social Change Model of Leadership (SCM), the researcher also used a documentation review to collect data. The findings were reported as two individual case studies, followed by a cross-case analysis looking for areas of convergence and divergence between the institutions. The SCM was an effective theoretical framework to determine how these liberal arts institutions develop socially responsible leaders. Each of the eight constructs from the SCM was addressed by the study's research question and subquestions. The findings from the study were consistent with the student learning and development analogous with the descriptions of the constructs from the theoretical framework. However, there were several influences on student leadership development that were underrepresented in the findings. Thus, the recommendations offered, along with other findings of the study, propose tactics for more thorough development of socially responsible leaders at liberal arts institutions.

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Books on the topic "Student leadership development"

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Komives, Susan R. The handbook for student leadership development. 2nd ed. San Francisco: Jossey-Bass, 2011.

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S, McClellan George, and Sandeen Arthur, eds. Making change happen in student affairs: Challenges and strategies for professionals. San Francisco, CA: Jossey-Bass, 2014.

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The workplace: Interpersonal strengths and leadership. Boston: McGraw Hill, 2006.

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1957-, Bean Suzanne M., and Wallner Rosemary 1964-, eds. Girls and young women leading the way: 20 true stories about leadership. Minneapolis: Free Spirit Pub., 1993.

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Leadership 101: An interactive leadership development guide for students. El Cajon, CA : Youth Specialties: Zondervan, 2005.

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Shankman, Marcy Levy. Emotionally intelligent leadership for students: Development guide. San Francisco, Calif: Jossey-Bass, 2010.

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Pinskaya, Milyausha, Nikolay Milogolov, Kermen Cagan-Mandzhieva, and Tat'yana Loginova. Current trends in the development of international taxation. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1111362.

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The monograph is devoted to current trends in international taxation, aimed at developing a methodology for countering the erosion of the tax base, as well as practical issues of its application in modern Russia and abroad. The results of the BEPS Project initiated by the G20 member countries under the leadership of the OECD were evaluated. The analysis of the Russian rules for determining transfer prices for intangible assets in the light of the OECD recommendations issued under the BEPS Project is carried out. The article summarizes the legal approaches to countering the abuse of Double Taxation Agreements abroad and shows their development in Russia. The economic analysis of the scale and consequences of the erosion of the national tax base is made. An assessment of the potential fiscal and economic effects of the creation of special administrative regions in the Kaliningrad Region and Primorsky Krai was carried out. Recommendations on the strategy of the long-term tax policy of the Russian Federation in the field of international taxation have been developed. It is addressed to economists, lawyers, managers, managers and specialists of federal government bodies, as well as teachers, postgraduates and students of economic and law universities and faculties, students of the professional development system.
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Murashko, Mikhail, Igor Ivanov, and Nadezhda Knyazyuk. THE BASICS OF MEDICAL CARE QUALITY AND SAFETY PROVISION. ru: Advertising and Information Agency "Standards and quality», 2020. http://dx.doi.org/10.35400/978-5-600-02711-4.

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SUMMARY Current monograph represents and reviews key approaches to creating an effective internal quality and safety control system for an organization, based on patient-oriented approach, process approach, risk management, continuous process improvement and other methods including definition of all applied terms, a number of examples and step by step manuals on executing key measures and events to create and develop a quality control system and local documentation samples. Target audience for this monograph: hospital leadership, including CMO, deputy CMO on quality, head of quality control committee or designated quality control specialist, other medical workers. ABOUT «THE BASICS OF MEDICAL CARE QUALITY AND SAFETY PROVISION» All changes and reforms in healthcare should provide for medical care quality improvement, preservation of life and health of all citizens. Once an abstract word “quality” has its’ own specific meaning today, acquired by means of legislative validation of the term “medical care quality and safety”. Providing healthcare quality and safety is one of the key priorities within the confines of Russian Federation national policy for citizens’ health protection. Current issue represents actual knowledge and practical experience in terms of medical care quality and safety control, continuous medical organization efficiency improvement. Current issue addresses the matters of theoretical and practical aspects of introducing management and internal quality and safety control system in medical care. It also contains the methodological description of Proposals (practical recommendations) of Federal Service for Supervision in the Sphere of Healthcare, developed based on global experience generalization, adapted to Russian specificity, aimed at quality and safety provision. Current issue represents a large number of samples, examples, templates and check-list tables. Data, accumulated in the monograph, allows the reader create a proper system of measures in a medical organization to comply with the order № 381-н of Ministry of Health of Russian Federation «On approving Requirements towards organizing and executing medical care internal quality and safety control». TARGET AUDIENCE Current issue is intended for a wide range of readers, interested in management: for healthcare organization leaders, CMOs and deputy CMOs, deputy CMOs on quality, quality control committee leaders or designated quality control specialists, physicians, nurses, medical academicians and students, and all specialists, interested in medical organizations’ stable development and improvement.
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Komives, Susan R., and John P. Dugan. Student Leadership Development. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199755615.013.039.

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Sessa, Valerie. College Student Leadership Development. Taylor & Francis Group, 2017.

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Book chapters on the topic "Student leadership development"

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Fang, Marcela, and Faith Ong. "Student Leadership Development." In The Study of Food, Tourism, Hospitality and Events, 191–202. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0638-9_17.

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Feng, Daming. "Creating a Culture Fostering Student Development." In Understanding China’s School Leadership, 71–95. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0749-6_3.

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Bylica, Kelly. "Student Commentary: Leadership at the Undergraduate Level." In Leadership and Musician Development in Higher Music Education, 184–89. New York ; London : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429503924-14.

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Souza, Euridiana Silva. "Student Commentary: Institutional Leadership from the Point of View of a Latin American Student." In Leadership and Musician Development in Higher Music Education, 81–86. New York ; London : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429503924-7.

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Leung, Loretta M. K. "The Construction of Student Leadership Development Model in HKIEd: Based on Service Leadership Core Beliefs Advocated by HKI-SLAM." In Quality of Life in Asia, 83–97. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-515-0_6.

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O’Sullivan, Kathy. "Student Leadership in Sustainable Development in a Private University in the UAE—A Case Study." In Handbook of Theory and Practice of Sustainable Development in Higher Education, 201–16. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47868-5_13.

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Röhl, Sebastian, and Holger Gärtner. "Relevant Conditions for Teachers’ Use of Student Feedback." In Student Feedback on Teaching in Schools, 157–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_10.

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AbstractBased on the findings from research on organizational feedback and data use in schools, this chapter systematizes relevant factors influencing the use of student feedback by teachers in three domains: (1) personal characteristics of feedback recipients (teachers), (2) characteristics of the organization (school), and (3) characteristics of feedback information (data). We identified teachers’ self-efficacy, attribution styles, goal orientations, and age or professional experience as relevant individual characteristics. In addition, teachers’ attitude toward students’ trustworthiness or competence as a feedback provider appeared to be relevant for the use of student feedback. Beyond that, findings on organizational characteristics for teachers’ successful dealing with feedback pointed to the importance of a feedback culture and organizational safety, leadership, supportive measures, and perceived function of feedback as control vs. development. Furthermore, relevant characteristics of feedback information were identified as comprehensibility, valence, and specificity. Although such findings from other fields of research have been known for some time, studies on student feedback concerning these aspects are rare. Finally, practical measures are derived for each of the three domains in order to increase the use of student feedbacks by teachers.
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Lee, Seon-Young, and Paula Olszewski-Kubilius. "Leadership Development and Gifted Students." In Encyclopedia of Adolescence, 1557–65. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_290.

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Sessa, Valerie I. "Learning Leadership." In College Student Leadership Development, 29–45. Routledge, 2017. http://dx.doi.org/10.4324/9781315674322-3.

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"Student Development." In Advances in Educational Marketing, Administration, and Leadership, 57–68. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3838-8.ch004.

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Chapter 4 shifts the focus to student development in terms of social, behavioral, and emotional development through the use of restorative practices. A discussion of leadership skills in students is presented, along with an overview of Aggression Replacement Training, which assists students in developing conflict resolution strategies. An examination of student perceptions related to learning from mistakes and being provided an opportunity for a second chance is presented. The chapter concludes with a discussion of meeting students where they are academically to further promote their continued academic progress and success.
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Conference papers on the topic "Student leadership development"

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Baviera-Puig, Amparo, Carmen Escribá-Pérez, and Tomás Baviera. "LEADERSHIP SKILL ASSESSMENT: STUDENT LEADERSHIP PRACTICES INVENTORY APPLICATION IN A SPANISH MARKETING COURSE." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1238.

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Jones, Mary Kathryn, Kelsey N. Dunn, Jill R. Hershman, Alston H. Pike, Sarah E. Johnson, and Beth A. Todd. "Best Practices in Student Section Participation and Professional Development." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64164.

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ASME student sections have a strong tradition of serving the needs of undergraduate students at universities across the country and around the globe. Similar to senior sections, student sections can learn from one another by sharing best practices. This paper describes best practices in four areas of student section programming: 1) membership, 2) STEM outreach, 3) section leadership development, and 4) inclusion of graduate students. Through these and other best practices, student sections can remain effective in their role as a partner in workforce development.
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Singer, Carey, and Jeffrey Bagraim. "DOES STUDENT TEAM LEADERSHIP MAKE A DIFFERENCE TO SOCIAL LOAFING BEHAVIOUR IN UNDERGRADUATE STUDENT TEAMS?" In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2315.

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Thaba-Nkadimene, Kgomotlokoa Linda, and Disego Vincentia Thobejane. "MENTORING EXPERIENCE OF STUDENT PRINCIPALS IN SOUTH AFRICAN SCHOOL LEADERSHIP PROGRAMME." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1631.

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Elissa, Rizki Aulia, Reh Bungana Perangin-angin, and Dede Ruslan. "Development of Student Worksheets-PBL Improve Students Critical Thinking Ability." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.43.

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Mohamad, Mohd Murtadha, Mohd Fadthul Ikmal Misnal, Md Yani Kasiren, Md Hafiz Selamat, Mohammad Firdaus Wahyudin, and Norahim Ibrahim. "Implication of Global Outreach Program Organizing in Student Leadership, Entrepreneurship and Academic Performance: Kembara Ilmu Perdana Palembang 2019 Case Study." In International Conference on Student and Disable Student Development 2019 (ICoSD 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200921.026.

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Setya, Nandy Wahyu Nur, Imam Gunawan, Desi Eri Kusumaningrum, Raden Bambang Sumarsono, Ahmad Nurabadi, Lim Kim Hui, Firda Dwi Pratiwi, and Firman Budi Santoso. "Development of Student Leadership Variables Instruments: Validity and Reliability Analysis." In 1st International Conference on Information Technology and Education (ICITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.293.

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Fisher, Garrett. "ILANGUAGE TALK: A STUDY ON PROMOTING STUDENT LEADERSHIP AND DIVERSITY THROUGH TECHNOLOGY." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0900.

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Wahyuni, Nur, Wisman Hadi, and Abdurrahman Adisahputra. "Development of Character-Based Thematic Student Worksheets." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.30.

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S., Armida, Yuhendri LV, and Ramhat Richard. "Model of Development Students Softskill With Credit System by Integration of Academic and Student Activities in ORMAWA Activity." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.60.

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Reports on the topic "Student leadership development"

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Lin, Xiaohan, and Gargi Bhaduri. Fashioning Future Leaders: Student Leadership Development through Fashion Show Production. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-61.

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Schneider, Megan. Student Sustainability Leadership Development at Portland State University: Developing Holistic Sustainability Leaders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7234.

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Magie, Anna A., and Deborah D. Young. Experiential Learning and Service Activities for University Students: Development of the Fashion Earth Project to Foster Leadership and Management Skills through Volunteerism. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1537.

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Magie, Anna A., and Deborah D. Young. Building Bookstore Displays: A Collaboration Between University Fashion Students and Campus Bookstore to Develop Merchandising, Management, and Leadership Skills Through the Development of Visual Displays. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1839.

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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Abstract:
The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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