Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

Type a Behavior and Your Heart

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Anatomy of an illness as perceived by the patient

Cyberbullying is an emerging issue in the context of higher education as information and communication technologies (ICT) increasingly become part of daily life in university. This paper presents findings from 1925 student surveys from four Canadian universities. The overall findings are broken down to determine gender similarities and differences that exist between male and female respondents’ backgrounds, ICT usage, experiences with cyberbullying, opinions about the issue, and solutions to the problem. We also examine the continuities between these findings and those of earlier studies on cyberbullying among younger students. Our findings also suggest that gender differences, which do emerge, provide some support for each of the three theoretical frameworks considered for understanding this issue, that is, relational aggression, cognitive-affective deficits, and power and control. However, none of these three models offers a full explanation on its own. The study thus provides information about cyberbullying behaviour at the university level, which has the potential to inform the development of more appropriate policies and intervention programs/solutions to address the gendered nature of this behaviour.

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Cyberbullying among University Students: Gendered Experiences, Impacts, and Perspectives

Bullying has extended beyond the schoolyard into online forums in the form of cyberbullying. Cyberbullying is a growing concern due to the effect on its victims. Current studies focus on grades K–12; however, cyberbullying has entered the world of higher education. The focus of this study was to identify the existence of cyberbullying in higher education, reveal the existence of students bullying instructors, and determine its impact. Three hundred forty-six online instructors from the undergraduate, graduate, and doctoral programs at the school of management at a large online university were surveyed. Of the respondents, 33.8% said they had been cyberbullied by students, 4.4% of respondents were unsure, and 61.8% said they had never been cyberbullied by students. Over 60% of the participants did not know what resources were available or felt that there were no resources available to help them should they encounter cyberbullying by students in the online classroom. Results indicated concerns about reporting cyberbullying, ranging from fear of not getting further teaching opportunities to dealing with it and decreasing the rate of student retention.

/pdf/cyberbullying-in-higher-education-1tbw1tlz6b.pdf

Cyberbullying in Higher Education

The purpose of this research study was to examine the characteristics of Spiritual Leadership and compare and contrast this style to 5 other well-known leadership styles including Transformational Leadership, Servant Leadership, Situational Leadership, Authoritarian Leadership, and Moral Leadership. Although each of these styles had some very positive characteristics, it was found that Spiritual Leadership allowed for various leadership approaches to be applied as needed and these approaches were designed to motivate and inspire followers to promote positive results. Examples of effective spiritual leaders were

https://files.eric.ed.gov/fulltext/EJ1188325.pdf

Spiritual Leadership: A Guide to a Leadership Style That Embraces Multiple Perspectives.

This study was undertaken to determine the effects of stress on faculty in higher education teaching online classes. Few studies have been conducted to examine the impact of stress on faculty in online higher education. An anonymous survey of faculty was conducted at an online institution of higher learning to determine how prevalent stress was in their jobs, how stress impacted performance and morale, and what the symptoms were. The findings showed 67.6% of the 100 participants who completed the survey identified either a very high or high level of stress. The biggest stressors included time constraints, technical issues, and large class sizes. The top symptoms identified included sleep disturbances, impatience, tense, tight muscles, irritability, and the feeling of being overwhelmed. Recommendations were made to alleviate stress including physical activity, constructive self-talk, relaxation exercises, meditation, networking, quick and effective coping skills, and techniques for saying “no.” A certain amount of stress is desirable, but when stress is not addressed, it can lead to burnout, poor performance, and low morale.

/pdf/stress-the-insidious-leveler-of-good-unsuspecting-online-1iplczwge3.pdf

Stress: The Insidious Leveler of good, Unsuspecting, Online Instructors of Higher Education

A combination of increased state legislation, medical marijuana prescriptions, and acceptance by the medical community presents challenges to business owners regarding the use of medical marijuana in the workplace. Employers need to determine how and when to conduct drug testing, how to maintain a safe work environment and what to do about accommodating employees who use medical marijuana.  This article presents an overview of the ramifications of state and federal legislation related to medical marijuana in the workplace including The Family Medical Leave Act, the Americans with Disabilities Act, OSHA, and the Controlled Substances Act.  A number of strategies are presented including what items to include in drug use policies, how to train supervisor, and guidelines for drug testing. The article also focuses on the physical impact of marijuana use and how it relates to safety in the workplace.

https://www.sbij.org/index.php/SBIJ/article/download/264/210

Medical Marijuana in the Work Place: Keeping Small Business Informed

The purpose of this research study was to explore the dominant leadership styles of online college instructors. Online instructors voluntarily participated in a survey to indicate which of four leadership styles they use in their classes: transformational, situational, democratic, or authoritarian. The surveys indicated that the transformational leadership style was the most common style used by the online instructors. The majority of instructors felt that their leadership style in the classroom was effective based on feedback and evaluations, although only half of the instructors indicated that the university or college they teach at offers leadership training. Keyword: leadership style, transformational leadership, situational leadership, postsecondary education, online instruction INTRODUCTION There are many leadership styles represented variety of leadership styles used by online college instructors. This study is an exploration of the dominant leadership styles observed in online college instructors. PURPOSE The purpose of this research study is to determine if there is a dominant leadership style that online college instructors tend to develop when teaching management and leadership courses at the bachelor, graduate, and doctorate levels. This educational studies by identifying if there is a dominant leadership style online instructors tend to develop in order to be effective instructors, or if there are various leadership styles that promote effective instruction. The data collected from this research study will contribute to better leadership training of instructors at the bachelor, graduate, and doctorate levels. METHODOLOGY A qualitative survey was used in this study. Researchers utilized social media to gather data. The survey was sent to 100 respondents that teach at online institutions via LinkedIn, e-mail, Facebook, and Twitter. Twenty-two instructors completed the survey for a 22% rate of response. The survey design consisted of ten questions and contained three questions that sought demographic information such as gender, age, and length of online teaching. Seven multiple choice questions, with an option to comment in an “other” category, asked respondents for data on their leadership style in the online classroom within each degree category, if they felt their style was effective, and if the online institution offered classroom leadership training. The study sought to address the following research questions: • Is there a dominant leadership style that online teaching instructors tend to develop? • Is there a dominant leadership style that

/pdf/successful-instructional-leadership-styles-in-education-2mnxymmmu2.pdf

Maria Minor

Papers

Cyberbullying in Higher Education

Spiritual Leadership: A Guide to a Leadership Style That Embraces Multiple Perspectives.

Stress: The Insidious Leveler of good, Unsuspecting, Online Instructors of Higher Education

Medical Marijuana in the Work Place: Keeping Small Business Informed

Successful Instructional Leadership Styles in Education.