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Article
Publication date: 1 February 1992

Robert G. Owens and Charol Shakeshaft

Forty years ago the so‐called “theory movement” tookroot in educational administration because it so fundamentally brokewith the past, replacing trial‐and‐error experience with…

474

Abstract

Forty years ago the so‐called “theory movement” took root in educational administration because it so fundamentally broke with the past, replacing trial‐and‐error experience with analysis and research in an effort to improve our understanding of educational organizations and how to manage them. Fuelled by support from private foundations and, eventually, the US federal government, this landmark development in administrative and organizational theory altered the way in which universities taught educational administration. In the educational reform movement of the 1980s, however, the established and time‐honoured theoretic concepts of the past four decades – with their emphasis on mathematical proof and ways of thinking borrowed from laboratory science – gave way to newer, richer ways of understanding organizations and thinking about them. Describes the emerging new directions in organizational and administrative theory and where they are taking us.

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Journal of Educational Administration, vol. 30 no. 2
Type: Research Article
ISSN: 0957-8234

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Publication date: 22 November 2012

R. Martin Reardon, Dale Mann, Jonathan Becker, Charol Shakeshaft and Michael R. Reich

Against the backdrop of digital gaming, this chapter presents a cutting-edge, immersive, online video simulation of events that follow the calendar of a year in a chronically…

Abstract

Against the backdrop of digital gaming, this chapter presents a cutting-edge, immersive, online video simulation of events that follow the calendar of a year in a chronically low-performing middle school in the United States. The traditional approach to preparing educational leaders has been harshly criticized by those who have, at times, shared in sustaining the traditional approach. The time is right for innovation. The intention of this simulation is to engage potential educational leaders in the professional development of their leadership skills. These skills are designated in a range of standards-based documents generated by the individual states in the United States, as well as at the national level by the Educational Leadership Policy Standards: 2008 document issued by the Council of Chief State School Officers. A highly sophisticated back-end to this simulation gathers evidence of both engagement and learning. The online format empowers anytime/anywhere learning in a mistake-tolerant educational setting at minimal incremental cost.

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Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation
Type: Book
ISBN: 978-1-78190-241-7

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Article
Publication date: 1 March 1999

Brigid Limerick and Cheryl Andersen

Women find it difficult to achieve promotion into senior administration positions in education systems throughout the Western world. This paper reports on interviews with 23 women…

529

Abstract

Women find it difficult to achieve promotion into senior administration positions in education systems throughout the Western world. This paper reports on interviews with 23 women who are employed by Education Queensland (Australia). These women, who were all participants in a Women in Management course offered by the Queensland University of Technology, have been successful in being promoted into administrative positions in schools and school support centres. The focus of the paper is on why these women have gone for promotion and the successful strategies that they employed to achieve promotion. These strategies included “putting runs on the board”, being persistent, networking, managing in their own way and accessing appropriate professional development. The paper concludes with the warning that the culture of the central bureaucracy, however, is perceived as overwhelmingly male and this acts as a significant barrier to further career progress.

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Women in Management Review, vol. 14 no. 2
Type: Research Article
ISSN: 0964-9425

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Book part
Publication date: 22 November 2012

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Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation
Type: Book
ISBN: 978-1-78190-241-7

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Publication date: 22 November 2012

Patrick Blessinger and Charles Wankel

The chapters in this book focus on three main areas of innovation in teaching and learning in higher education today: virtual worlds, gaming, and simulation. Advancements in both…

Abstract

The chapters in this book focus on three main areas of innovation in teaching and learning in higher education today: virtual worlds, gaming, and simulation. Advancements in both digital technologies and learning theories are transforming the way we teach and learn and those advancements are refining our views of what it means to learn in the contemporary post-industrial age. Both individually and collectively, immersive technologies have become more popular as educational tools across a range of disciplines as a means for educators to engage students more deeply in the learning process. Biggs (2003) advocates deep learning – learning that entails active and devoted engagement with rigorous, high-quality learning activities that is also enjoyable and interesting for the learner.

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Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation
Type: Book
ISBN: 978-1-78190-241-7

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Article
Publication date: 7 September 2015

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Journal of Educational Administration, vol. 53 no. 6
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 August 2001

Marie Miller‐Whitehead

103

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Journal of Educational Administration, vol. 39 no. 4
Type: Research Article
ISSN: 0957-8234

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Book part
Publication date: 6 December 2023

Fatmakhanu (fatima) Pirbhai-Illich, Fran Martin and Shauneen Pete

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Decolonizing Educational Relationships: Practical Approaches for Higher and Teacher Education
Type: Book
ISBN: 978-1-80071-529-5

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Publication date: 22 November 2012

Jonathan Becker is an assistant professor in the Department of Educational Leadership of the School of Education at Virginia Commonwealth University, Richmond, Virginia, USA…

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Jonathan Becker is an assistant professor in the Department of Educational Leadership of the School of Education at Virginia Commonwealth University, Richmond, Virginia, USA. Jonathan's teaching and scholarly endeavors occur at the intersection of educational technology, policy, law and leadership. Currently, Jonathan is serving as the evaluator of a multi-million dollar, multi-year grant program funded by the U.S. Department of Education to develop simulations and to support leadership preparation and is a co-investigator of an NSF-funded grant targeted at research and development of science curriculum modules for students in underserved areas.

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Increasing Student Engagement and Retention Using Immersive Interfaces: Virtual Worlds, Gaming, and Simulation
Type: Book
ISBN: 978-1-78190-241-7

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