Adrienne E. Hyle

TL;DR: Kearney et al. as discussed by the authors used participant-produced drawings as part of a larger study that examined the emotional impact of change on individuals in an educational institution and found that drawings can create a path toward feelings and emotions, lead to a more succinct presentation of participant experiences, require additional verbal interpretation by the participant for accuracy, and are unpredictable as a tool for encouraging participation in the research, combat researcher biases when left unstructured.

TL;DR: This paper examined the leadership experiences of three women higher education administrators in order to provide insight into women's behaviors as academic leaders, and the insights gained will help women navigate the male-centric realm of higher education administration, and can provide guidance for women in academic leadership positions and to those who aspire to academic leadership.

TL;DR: In this article, a theory known as collaborative power was developed as a model designed to equalize power inequities, fostering instructional leadership strategies and perspectives at the elementary level, and found that effective elementary instructional leaders engaged in a variety of strategies designed to balance power inequalities in their school and school community.

TL;DR: It is concluded that school districts meet minimum local standards but few meet Quarantelli’s minimum; and having lived through a disaster neither served as impetus to initiate disaster preparedness plans nor resulted in plans incorporating knowledge gained.

TL;DR: In this article, an exploratory study reviewing an institution's faculty evaluation process, they found support for the judgmental aspects of appraisal, but a desire for greater focus upon development.