Dennis W. Duncan, Victoria Birdsong, Nicholas Fuhrman and Abigail Borron
At perhaps all levels of education, strong leadership skills are often equated with the ability to engage in critical thinking, and effective oral and written communication. The…
Abstract
At perhaps all levels of education, strong leadership skills are often equated with the ability to engage in critical thinking, and effective oral and written communication. The purpose of this study was to identify the self-perceived expansion of animal health interns’ leadership, critical thinking and communication competencies using the University of Florida – Engagement, Cognitive Maturity, and Innovativeness (UF-EMI) and Leadership Skills Inventory (LSI) assessments. For the UF-EMI, the total mean score of the pre-critical thinking disposition of all interns was 104.73; post-critical thinking disposition was 114.46, an increase of 9.73. Results of the LSI indicate just 70% accept who they are and don’t see themselves as good listeners.
Laura A. Real and Julie F. Harlin
This study’s purpose was to determine the youth leadership life skills of Texas 4-H, FFA, and FCCLA members participating as school tour guides. Descriptive characteristics were…
Abstract
This study’s purpose was to determine the youth leadership life skills of Texas 4-H, FFA, and FCCLA members participating as school tour guides. Descriptive characteristics were evaluated to determine those affecting leadership life skills development. School tour guides participating in the exit-meeting during the 2004 San Antonio Livestock Exposition were asked to complete the questionnaire. This resulted in 1,691 responses and a 94% response rate. The questionnaire was a 28-item survey that was based on the scales: working with groups, understanding self, communicating, making decisions, and leadership. Conclusions showed that school tour guides were developing leadership life skills. The most influential descriptive characteristics were gender, previous leadership experiences, and ethnicity. Females and those participants who had previous leadership experiences reported stronger perceptions of their leadership life skills. In addition, African and Asian Americans, Hispanics, and Anglos all had stronger perceptions of their leadership life skills when compared to Native Americans.
Chelsey Ann Ahrens, Casandra Kay Cox, Scott Burris and Mollie Dykes
Youth leadership life skills are the “development of life skills necessary to perform leadership functions in real life” (Miller, 1976, p.2). A model developed by Kapostasy…
Abstract
Youth leadership life skills are the “development of life skills necessary to perform leadership functions in real life” (Miller, 1976, p.2). A model developed by Kapostasy indicates life skills should be taught through FFA (Staller, 2001). Thus, it is important to evaluate youth leadership life skills developed to determine the effectiveness of leadership curriculum and its quality and impact. This research study surveyed Arkansas FFA members after attending the 2012 Arkansas Leadership Conference to determine the leadership life skills developed while at the conference. Furthermore, this study looked at relationships between FFA participants and FFA participation with youth leadership life skills and provides recommendations for future research and for practitioners.
IN order to prevent acoustic fatigue cracks occurring in structure subjected to jet noise the various airworthiness authorities are proposing to lay down appropriate design…
Abstract
IN order to prevent acoustic fatigue cracks occurring in structure subjected to jet noise the various airworthiness authorities are proposing to lay down appropriate design criteria. It may not be long therefore before airframe manufacturers are required to show to airworthiness authorities that either:
Leslie D. Edgar and Casandra Cox
The Journal of Leadership Education (JOLE) has been a primary outlet of leadership education publishing and research dissemination since 2002. The purpose of this study was to…
Abstract
The Journal of Leadership Education (JOLE) has been a primary outlet of leadership education publishing and research dissemination since 2002. The purpose of this study was to assess the first five years of literature cited in JOLE. The study used a quantitative content analysis design. Analyzed in the study were 45 articles with research methodologies published in JOLE from 2002 through 2006. Seven hundred eighty-one cited literature works were identified in the journal. The average number of citations per article was approximately 17. The most frequently cited journal sources were from leadership, management, and psychology. Additional cited works are defined. Citation analysis indicates that JOLE relies heavily on books, journals, conference proceedings, and other literacy works outside leadership education. JOLE does not exhibit compactness, indicating that it reaches past its citation boundaries and into interrelated areas of other disciplines. However, it does exhibit extremely weak self-identity meaning it does little to build upon research previously cited in JOLE. Future research in JOLE should strive to cite articles from within its journal and determine what drives citations in leadership education.
During the years between the two wars a witty and provocative series of little books was issued bearing such titles as Cain, or the future of Crime, Gallio, or the tyranny of…
Abstract
During the years between the two wars a witty and provocative series of little books was issued bearing such titles as Cain, or the future of Crime, Gallio, or the tyranny of science, and similar phrases likely to excite the curiosity of the prospective reader. Indeed, this present contribution might be adorned with some such title as ‘Ariadne Panepistemon, or the future of guides to the literature of science’, a class of reference books of which there would seem to be some need at the present, and which may repay examination.
Bradley C. Greiman and Leah S. Addington
Supported by Bandura’s social cognitive theory, our study examined personal factors and environmental factors that impact adults’ ability to assist youth in developing leadership…
Abstract
Supported by Bandura’s social cognitive theory, our study examined personal factors and environmental factors that impact adults’ ability to assist youth in developing leadership. We introduce youth leadership development self-efficacy (YLD-SE) as a new construct for use in leadership research. A 7-item scale to measure YLD-SE was developed and its psychometric properties were established through exploratory factor analysis. The study sought to investigate the YLD-SE of agricultural education teachers, determine the relationship that YLD-SE has with selected variables, and determine the predictors of YLD-SE. Participants were agricultural education teachers (N = 177) in [Midwestern state] who taught during the 2005-2006 school year. Results showed that teachers perceive they have a high level of YLD-SE, and hierarchical regression analysis revealed that transformational and laissez-faire leadership style were significant predictors of YLD-SE. The full model explained 25% of the variance in YLD-SE.