Social Media Comment on Leaders in International Schools: The Causes of Negative Comments and the Implications for Leadership Practices     

Tristan Bunnell 《Peabody Journal of Education》2013,88(5):551-564

The diverse body of international schools continues to grow and develop. Yet, the realities of being a leader in such a school continue to be neglected by discussion and research. It is acknowledged that international schools are complex organizations to lead and manage, with numerous boundaries, transient stakeholders, and opposing priorities. They exist as very challenging arenas for leadership, ripe for conflict and tension. This article uses anonymized comments on the social media website internationalschoolreview.com (ISR.com) to explore how and why teachers might post negative comments on school leaders. The framework of the “toxic triangle” is used as an instrument for presenting the comments. The article then discusses the implications for leadership practices. In particular, the comments on ISR.com reveal how isolated international schools are, with seemingly few options for teachers to release the “pressure valve” if unhappy or unsatisfied by what they might deem to be unethical and immoral leadership behavior. Further, the comments show how loosely coupled and fragmented the schools are, and many of the teachers themselves exist in a precarious state of anxiety. Overall, the comments add substantial weight to the argument that international schools are complex and challenging leadership environments.  相似文献   

AN ATTITUDE STUDY OF STUDENTS IN A COMMUNITY COLLEGE,A STATE UNIVERSITY,AND A TECHNICAL INSTITUTE     

Dorothy Bleyer  Don Middleton 《Community College Journal of Research & Practice》2013,37(2):129-137

The purpose of this study in college student culture was to determine whether students entering different types of postsecondary institutions have value systems and/or personality characteristics which differ according to the type of institution they select An assessment of the attitudes and traits students bring with them to college was made at a comprehensive state university, a technical institute, and a community college.

The 16 Personality Factors Test of the Institute for Personality and Ability Testing (16 PF of the IPAT) was administered to 269 students in selected freshman level mathematics classes at the three schools. Individual factor scores were used to compute group means for each type of school on the 16 personality factors. The t test applied to differences in group means revealed significant differences (p < 0.05) among groups on several factors. The results support the hypothesis that student personality factors are related to the type of college selected.

If further research as recommended by the authors reinforces these findings, there are implications for many areas of the educational experience; e.g., college selection, programming activities, choosing instructional methods, counseling.  相似文献   

Understanding mental toughness in Australian soccer: Perceptions of players,parents, and coaches     

Tristan J. Coulter  Daniel F. Gucciardi 《Journal of sports sciences》2013,31(7):699-716

Abstract

This study was designed to investigate the effect of ingesting a glucose plus fructose solution on the metabolic responses to soccer-specific exercise in the heat and the impact on subsequent exercise capacity. Eleven male soccer players performed a 90 min soccer-specific protocol on three occasions. Either 3 ml · kg^?1 body mass of a solution containing glucose (1 g · min^?1 glucose) (GLU), or glucose (0.66 g · min^?1) plus fructose (0.33 g · min^?1) (MIX) or placebo (PLA) was consumed every 15 minutes. Respiratory measures were undertaken at 15-min intervals, blood samples were drawn at rest, half-time and on completion of the protocol, and muscle glycogen concentration was assessed pre- and post-exercise. Following the soccer-specific protocol the Cunningham and Faulkner test was performed. No significant differences in post-exercise muscle glycogen concentration (PLA, 62.99 ± 8.39 mmol · kg wet weight^?1; GLU 68.62 ± 2.70; mmol · kg wet weight^?1 and MIX 76.63 ± 6.92 mmol · kg wet weight^?1) or exercise capacity (PLA, 73.62 ± 8.61 s; GLU, 77.11 ± 7.17 s; MIX, 83.04 ± 9.65 s) were observed between treatments (P > 0.05). However, total carbohydrate oxidation was significantly increased during MIX compared with PLA (P < 0.05). These results suggest that when ingested in moderate amounts, the type of carbohydrate does not influence metabolism during soccer-specific intermittent exercise or affect performance capacity after exercise in the heat.  相似文献   

The World Bank's policy paper on vocational and technical education and training     

Arvil V. Adams  John Middleton  Adrian Ziderman 《Prospects》1992,22(2):125-140

In addition to numerous articles in professional journals, some of his major works include The Neglected Source of Human Wealth: A Study of Formal Education and Training during the Adult Years(1982) and The Lingering Crisis of Youth Unemployment (1978).  相似文献   

“You Just Gotta Watch What You Say in Those Situations”: A Normative Approach to Confidant Communication Surrounding Sexual Assault Disclosure     

Ashley V. Middleton  Kelly M. McAninch  Kimberly B. Pusateri  Amy L. Delaney 《Communication quarterly》2016,64(2):232-250

Although less than a third of sexual assaults are reported to authorities, survivors often disclose to family, friends, or romantic partners. However, survivor-confidant communication during and following disclosure may be challenging. Research has offered little insight into the theoretical bases for such difficulty or the ways confidants effectively address the challenges they perceive. Through qualitative interviews with 26 confidants, we develop normative theory of confidants’ experiences of and responses to sexual assault disclosure. Disclosure sets the stage for challenges in communicating support and respecting survivor privacy. Confidants respond via an array of behaviors, each with relative advantages and disadvantages.  相似文献   

Sitting in Silence: Managing Aural Body Rhetoric in Public Restrooms     

E. Tristan Booth  Leland G. Spencer 《Communication Studies》2016,67(2):209-226

Proposing an enhancement to the concepts of verbal and corporeal rhetorics, this article offers the concept of aural body rhetoric, arguing that nonvocal sounds produced by the body can also provide rhetorical messages, create rhetorical challenges and prompt the conscious management of bodily sounds, particularly in panopticonic spaces (panauricons) in which the body is hidden from view. Using the urinary sounds made by transsexual men in public restrooms as an example, this article examines this space as a panauricon that creates a rhetorical challenge for these men and has prompted the dissemination of various rhetorical strategies within the community of transmen in the United States.  相似文献   

The Influence of Mathematics Professional Development,School-Level,and Teacher-Level Variables on Primary Students’ Mathematics Achievement     

Drew Polly  Chuang Wang  Christie Martin  Richard Lambert  David Pugalee  Catherina Middleton 《Early Childhood Education Journal》2018,46(1):31-45

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Precarious Rhetorics     

Logan Middleton 《Quarterly Journal of Speech》2020,106(3):361-365

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Increasing Preservice Teachers' Diversity Beliefs and Commitment   总被引：2，自引：0，他引：2  

Middleton  Valerie A. 《The Urban Review》2002,34(4):343-361

Research on teacher expectations and student success suggests that teachers' beliefs about students lead to differential expectations and treatment of students. Few qualitative studies aimed at understanding teacher beliefs about diversity and multicultural commitment have been done. This study utilized combined quantitative and qualitative methods to explore the attitudes, beliefs, and commitments of a predominantly Anglo-American population of preservice teachers enrolled in a diversity course. The results describe beginning attitudes, beliefs, and commitments to diversity; changes (or lack of change) in attitudes, beliefs, and commitments after participation in a diversity course; some theoretical underpinnings for understanding changes (or lack of change); and a framework for facilitating positive multicultural experiences.  相似文献   

Shifting to digital: informing the rapid development,deployment, and future of teaching and learning     

Lin  Lin  Johnson  Tristan 《Educational technology research and development : ETR & D》2021,69(1):1-5

Educational technology research and development -  相似文献