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Eadens' at usm


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Eadens' at USM

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Eadens' at usm

  1. 1. What I havedone… &What I cando…
  2. 2. RESEARCH FELLOWSHIPS / AWARDS•Hampton Williams Research Award by USM ($)•Best Doctoral Dissertation Award by AAER/NAER ($)•Berbecker Fellowship/Doctoral Graduate Assistantship, USF ($)•Fulbright, Tskuba, Ibaraki Prefecture (Science City) Tokyo, Japan ($)
  3. 3. ----------Clear & Driven Research Agenda---------- COMPLETED PUBLICATIONS Eadens, D., Bruner, D., & Black, W. (2012). The intentions of floridaeducational leadership graduate students to pursue administrative positions.International Journal of Educational Leadership Preparation, 7(1). Retrieved fromEadens, D. W., & Hindes, N. (In Print). Educational leadership graduate programs: Unpacking theselection process. Synergy: A Journal for GraduateStudent Research, 2(3).Eadens, D. W. (2001, December). [Review of the book Promising Practices forContextual Learning, by S.H. Harwell & W.E. Blank] Wingspan: ThePedamorphosis Communique, 14 (1) 38. Inspiring Favorite/Current Ed Leadership Textbooks:LEADERSHIP -The Instructional Leadership Toolbox: A Handbook for Improving Practice - Gupton, S.SUPERVISION-Supervision and Instructional Leadership: Developmental Approach by Glickman, Gordon x 2FINANCE-School Finance: A Policy Perspective – Odden & PicusLEADERSHIP - Case Studies for Educational Leadership: Solving Administrative Dilemmas – Midlock, S.CHANGE - Leadership Sustainability: System Thinking in Action – Fullen, Michael.EVALUATION - Teacher Evaluation: To Enhance Professional Practice – Danielson, C., & McGreal, T.DATA-Visible Learning: A Synthesis of Over 600 Meta-Analyses Related to Achievement – Hattie, John.CURRICULUM - Leading Curriculum Development – Wiles, Jon.EVALUATION/CURRICULUM/LEADERSHIP - What Works in Schools. Marzano, RobertPD/ASSESSMENT/POVERTY - Making Standards Work/…90-90-90. Reeves, Douglas.
  4. 4. Publications in REVIEW – (out already)Eadens, D.W. (In Review) The intentions of florida educational leadership graduate students. Journal forthe Association for the Advancement of Educational Research Journal. Publications needing Edits and Submission – (out by end of Feb.)Mullen, C.A., Papa, R., Eadens, D.W., Hewitt, K. K., Schwanenberger, M., Bizzell, B., Chopin, S.(NCPEA 2012 Kansas City) Ideas-based Paper. The Future as We See it: Junior Faculty’sEnvisioning of Mid-Century Leadership.Hindes, N., & Eadens, D.W. (?) Four steps to recognizing and responding to child abuse andneglect. Phi Delta Kappan International.Eadens, D. W., & Eadens, D.M. (paper 2011, October). Stop the world, I need to get off: the future ofsensory processing disorder in the classroom. Interactive Symposium lecture session to be presentedduring the 65th Annual State Conference at the Florida Council for ExceptionalChildren, Jacksonville, Florida. Publications in Brainstorming/Assigning Phase – (out by end of term)Ward, M., Rolle, A., Eadens, D.W., McColl, A. ( ?) Evolution of Leandro vs. State of N.C.: financialand legal ramifications today considering NCLB’s and the current administration.McNeese, R., Roberson, T., & Haines, G. (2009) Motivation and Leadership: A comparison ofmotivation factors for pursuing a degree in education administration. An extended examination byEadens, D.W., Labat, M., Kreiger, J., Roberson, T., & McNeese, R.
  5. 5. The Intentions of Florida Educational Leadership Graduate Students to Pursue Administrative Positions Daniel Eadens, Ed.D., University of Southern Mississippi Darlene Bruner, Ph.D., University of South Florida William Black, Ph.D., University of South Florida
  6. 6. Problem & Purpose Districts are concerned about the quality of the applicant pools Despite the large number of certified candidates, quality administrator applicants are not applying for positions in schools in certain locations and socio-economic regions To analyze factors that influence the intentions of educational leadership graduate students currently enrolled in university educational leadership programs in FloridaResearch QuestionsIs there a relationship between intent to seek an assistant principal position and:1. Self-assessed Leadership behavior measured by (LPI)?2. Gender?3. Number of Credits successfully completed?4. Age?5. All above?
  7. 7. Literature Overproduction Choose not to work in administration Lack of qualified willing applicants SignificanceTo more fully understand why pools have perceived quality candidateshortages using job choice theory as a frameTo identify self-reported leadership behavior and intent to practiceTo share results to offer DOE, District Leadership Academies, andUniversity Programs insight for reform of selection, recruitment, andretention
  8. 8. Sampling Results Response rate: varied between institutions. Approx 50% - 50% were Online vs. Hard Copy in person 46.5% secondary, 62.7% public, 74.7% teachers 5 to 9 years experience mean; Guidance/ESE: 25.9% Mostly 25 to 30 yrs old; skewed Mean age was 31 to 35 yrs 75.6% Female; 84.3% Caucasian
  9. 9. Data AnalysisRQ1: Between Intent to seek and Leadership Behavior on LPI?The Multiple Regression Analysis indicated no significant relationship (p = .715).The majority of respondents (83.9 %) do intend to seek an assistant principal position upon program completion.Which level of assistant principal they intended to become: 52.5% indicated they will choose an Elementary assistant principal position. However, most were Secondary teachers, not ElementaryRQ2: Between Intent to seek and Gender?53 male and 164 females respondents. Results of the ANOVA analysis indicated no significant difference. (p = .074).Since the dependent variable (Intent) was skewed, the variable was transformed using a square root (sqrt) function to see if the outcome could be improved. Based on these results, there might be a significant difference (p = .038) between male and female students and their intent to seek an assistant principal
  10. 10. Data AnalysisRQ3: Between Intent and Number of Credits completed? The results of the Regression Analysis indicated no significant relationship (p = .251). 64.1% rated the influence salary had on their decision to pursue a degree in educational leadership as either somewhat (important) or (one of the primary reasons).RQ4: Between Intent to seek and Age?The Regression Analysis results indicated no significant relationship was found (p = .384).The (highest) percentage were between 25-30 yrs old.RQ5: Relationship between intent and leadership behavior, gender, number of credits completed, and age?The Multiple Regression Analysis found no individual relationships between predictor and dependent (p = .188).
  11. 11. Open-Ended Data Analysis When do you intend to seek an assistant principal position? 61.3% claim within two years; 14.3% say they never or it is unknown. Explain: 74.1% indicated they will wait (to get more experience) to seek a position; 18.8% will seek another position.Response Category n %Not Waiting 22 25.9Waiting: More experience 33 38.8in current of next positionWaiting: Earn more 9 10.6degrees, certification, orprofessional developmentWaiting: Family Related 8 9.4reasonsOther: Get a district level, 16 18.8higher ed, DOE, or specificposition
  12. 12. Exploratory Analysis: Trends &LPI’s Five ConstructsPatterns were standardized and categorized by intensity. Using ANOVA, Construct cases with z-scores Low(≤ -0.5) and High(≥ 0.5) were retained; 34% of cases clustered around the mean were removed. Intent to Seek z-scores (>- 1.0) were retained. Those unlikely to intend to seek the position were categorically removed. DV IV F Sig Mean Low Mean High High Intentions Encourage 3.465 0.066 4.64 5.03 High Intentions Model 7.490 0.008** 4.54 5.22 High Intentions Enable 2.809 0.098 4.42 4.86 High Intentions Inspire 2.922 0.092 4.70 5.12 High Intentions Challenge 4.355 0.040* 4.65 5.16 Note. * = p < .05, ** = p < .01
  13. 13. Conclusions /Implications Influence of GenderThe estimated marginal means of intentions for females were not significantly higher than males; this means that females do not indicate stronger intentions to seek an assistant principal position upon program completion than males.This study supports and affirms the literature that cites there are increases in females pursuing educational leadership degrees. Influence of Degree ProgressIn the DIQ, 64.1% of respondents rated the influence salary had on their decision to pursue a degree in educational leadership as either (somewhat important) or (one of the primary reasons).Strahan and Wilson (2006) claimed that proximity to a future possible self has an impact on current motivation to act in ways to achieve future goals. However, in this study, the number of credits successfully completed and degree progress was not shown to be a significant factor in determining intentions towards seeking an assistant principal position. Influence of AgeData in this study did not support age as having a significant impact on graduate student intentions to seek an assistant principal position.The age ranges in this study ranged up to greater than 55, which skewed the mean. The majority of this study’s participants had between 5 and 9 years of teaching experience which corresponds to the highest respondent percentages being between 25 and 30 yrs old.14.3% of this study’s respondents claim they never intend to seek an assistant principal position or claim they do not know how long they would wait.
  14. 14. Discussion of Open-Ended Results The largest theme of responses as to why educational leadership students plan to wait after graduation to seek an assistant principal position is that they are waiting to get more experience in their current or next position. Results indicated 18.8% plan to seek something other than an Exploratory Analysis: assistant principal position. Trends & Patterns Results from this analyses found a distinct trend in the data. The findings suggest those likely to intend to seek an assistant principal position have higher self-assessed leadership behavior potential and/or qualities. It further suggests that students with low self-assessed leadership behavior quality construct scores may be self-selecting themselves out. That is, participants with low scores may want to be in a leadership position, but temper their intent due to a lack of self-efficacy about their self-assessed leadership. Further Study Needed To discover what changes graduates’ intentions and the reasons so many graduates complete the program and obtain certification without the intent of using their degree to move upward To compare those who claimed they intended to wait and the actual wait times before hired To examine how many do accept positions after completion and certification using DOE records. To discover more about how much these economic factors play a role in affecting intentions. To uncover which gender specific factors may affect intentions to seek after program completion
  15. 15. Recommendations for Practice Given the fact that many (14.3%) respondents were pursuing the educational leadership degree without a goal of seeking an administrative position, university programs might develop two tracks within the K-12 educational leadership masters degree: one for those seeking Educational Leadership certification and another for the others who simply want more knowledge about leadership and administrative practices to enhance their teacher leadership skills.
  16. 16. Paper Presentations(Past & Future)Eadens, D. W., & Eadens, D.M. (2012, Summer). More on SPD…to be presented during the 66th Annual State Conference at the Florida Council for Exceptional Children FloridaMullen, C. A., Papa, R., Kappler Hewitt, K., Eadens, D., Schwanenberger, M., Bizzell, B., & Chopin, S. (2012, August). The future as we see it: Junior faculty’s envisioning of mid- century leadership. Paper to be presented at the National Council of Professors of Educational Administration (NCPEA), Kansas City, MO.Eadens, D.W. (2011, November). The intentions of Florida educational leadership graduate students to pursue administrative positions. Paper presented at the annual 14th annual conference of the Association for the Advancement of Educational Research, Stuart, Florida.Eadens, D. W., & Eadens, D.M. (2011, October). Stop the world, I need to get get off: the future of sensory processing disorder in the classroom. Interactive Symposium lecture session to be presented during the 65th Annual State Conference at the Florida Council for Exceptional Children, Jacksonville, Florida., D.W. (2011, August). The intentions of Florida educational leadership graduate students to pursue administrative positions. Paper Presented at the National Council of Professors of Educational Administration summer conference, Portland, Oregon. 9%20NCPEA%202011%20Portland.pdfEadens, D.W. (2010, November). The intentions of Florida educational leadership graduate students. Paper Presented at the annual 13th annual conference of the Association for the Advancement of Educational Research, Stuart, Florida., D. M., & Eadens, D.W. (2010, October). Bringing it all together: best practices in behavior management. Interactive Symposium presented during the 64th Annual State Conference at the Florida Council for Exceptional Children, Clearwater, Florida., C. A., Gordon, S. P., Greenlee, B., & Anderson, R. H., & Eadens, D.W. (2002, November). Multiple capacities needed for school leadership: Emerging trends. Paper presented at the annual convention of the University Council for Educational Administration, Pittsburgh, PA.
  17. 17. Stop the World, I Need toGet Off: Daniel W. Eadens, Ed.D. University of Southern Mississippi Danielle M. Eadens, Ph.D. St. Petersburg College Florida Council for Exceptional Students Conference FECEC- October 2011
  18. 18. OTs use the Sensory Profile (1999) & and the Sensory Processing Measure (2007) to assess the sensory needs of children. Both have significant reliability (internal consistency and inter-rater reliability), (Brown, Morrison, & Stagnitti, 2011). Welters-Davis & Lawson (2011) studies the relationship between SP and Parent–Child play preferences. Results suggests a possible relationship between some parent and child SP patterns and between parents SP patterns and their play preferences with their children.Drs. Daniel & DanielleEadens FCEC 2011 20
  19. 19. J J(DOB 2005) Z (DOB 2008)*Sensory-based Motor Disorder*Sensory Modulation Disorder *Sensory Modulation DisorderSEEKER SEEKER-Auditory -Vestibular-Visual (art-related) -Proprioception -VisualAVOIDER (esp. videos)-Vestibular -Tactile-Proprioception-Tactile AVOIDER-Gustatory -Auditory-Visual & Olfactory (unpleasant-food related -Gustatory (learned vs. only) innate?)Drs. Daniel & Danielle Eadens FCEC 2011 21
  20. 20. Children BEST benefit from sensory integration therapy (SIT) when all stakeholders: communicate, collaborate , create, commission, and carryout a specific “sensory diet” plan for the child based upon the child’s specific needs, circumstances, history, and severity. Occupation Therapist Physical Therapist Classroom Teacher Special Educator Counselor Parent FDLRSDrs. Daniel & DanielleEadens FCEC 2011 22
  21. 21. “A sensory diet is a daily or weekly list of activities that the child can engage in during regular routines to help maintain an optimal state of arousal” (Spiral Foundation).Home versus school Extreme Home Makeover, Vardon Family FCEC 2011 23Drs. Daniel & Danielle Eadens
  22. 22.  Eventually, probable addition to the DSM & is Sensory already in most Academic needs pediatrician guides. data Expect it to be diagnosed more commonly ADHD students may be reclassified if Learning misdiagnosed Styles Increased partnerships with OT for early screening and intervention planning Will become part of the data used in planning a more effective learning Instructional environment for ALL students Programming & Lesson Planning FCEC 2011 24
  23. 23. F.C.E.C. October 2010 Clearwater, FL.Danielle Eadens, Ph.D. & Daniel Eadens, M.Ed., ABD Accessed from
  24. 24. NCPEA Paper Session – Idea-based paper (accepted Summer 2012 Kansas City) Carol A. Mullen, Rosemary Papa, Daniel Eadens, Kimberly Kappler Hewitt, Brad Bizzell, ScarletChopin, and Michael Schwanenberger. The Future as We See it: Junior Faculty’s Envisioning of Mid-Century Leadership . Seven professors—five junior faculty, guided by senior faculty—reflect on whatschools and universities might look like mid-century. The junior faculty who are from Arizona, Mississippi,North Carolina, Kentucky, and Virginia have in common their transition from school leadership roles to highereducation and strong identity as school leaders. We offer a reflective spin-off on another group’sconceptual platform that projects the future of the educational leadership field, backed by data-based trends(i.e., English, Papa, Mullen, & Creighton, in press). The senior faculty created a mentoring opportunity for this group to respond, interact, and interface viathese six overarching prompts as writing guides.•What trends and forces currently impacting preparation and practice will be strongly influential by 2050?•What warning signs do we need to heed in the educational leadership field?•Who are mid-century leaders?•What sociopolitical conditions will mid-century leaders face?•What technology zeitgeist will prevail mid-century?•What are the implications of any changes for educational leadership preparation, democratic schooling, andthe ethic of public service?We offer an innovative technology-infused methodology by (1) individually blogging about leadership atmid-century by using the prompts; (2) dialoguing about the complete set of blogs (NCPEA Talking Pointswebsite []) ; (3) jointly analyzing the blog comments using research andqualitative tools, and (3) situating the blog analyses within the literature.Participants will look through the lenses of transitioning scholar practitioners to imagine mid-centuryleadership for schools, universities, and communities. Morally and strategically, leaders at every level shouldpursue this work on behalf of their organizations. As educational leaders, forethought and positivelyinfluencing education for current and future generations is our responsibility, thus we as faculty mustintentionally and thoughtfully “be at the forefront in anticipating issues that need to be addressed” (Hackmann& McCarthy, 2011, p. 284). ReferencesEnglish, F. W., Papa, R., Mullen, C. A., & Creighton, T. (in press). Educational leadership at 2050:Conjectures, challenges and promises. Lanham, MD: Rowman & Littlefield Education. Hackmann, D. G.,& McCarthy, M. M. (2011). At a crossroads: The educational leadership professoriate in the 21st century.Charlotte, NC: Information Age Publishing.
  25. 25. Kim K. Hewitt, Ph.D. Brad Bizzell, Ph.D. Scarlet Chopin, Ed.D. Daniel W. Eadens, Ed.D. Michael Schwanenberger, Ed.D. Live Sessions Mountain 7am Central 8AM Eastern 9am ---Wimba people teach people---
  26. 26. What I havedone… &What I cando…
  27. 27. University of Southern Mississippi 2012 Evaluation of a P-12 Standards-Based Curriculum (Masters) 2012 Reform for Learning and Accountability in P-12 (Masters) 2011 Public School Finance (Doctoral) St. Petersburg College 2011 Behavior Management 2011 Educational Issues for the 21st Century 2010 Psychology of Learning 2009 Practicum Internship Supervisor 2009 Student Development and Learning, Educational Psychology 2005 Music, Art, and Motion University of South Florida (Tampa, St. Pete, Sarasota) 2004 Tactics and Leadership 2004 Basic Leadership 2001 Equity & Ethics in Schools and the Workplace 2000 Curriculum & Instruction Teaching & Leadership Style:My Teaching and leadership style are charismatic and transactionalleadership, flexible, and motivating while synergizing others. My vast experiences weretransformational. I like to positively affect and motivate those around me by forgingconnections, clear visions of what the organization could be, and then actively encourageeveryone to engage by collaborating in the shared mission of raising studentachievement. Teaching Philosophy:An educational leader cannot effectively do the job by simply being a manager oradministrator. Leadership involves becoming personally invested in other people. At theheart of leadership in education is empowerment, lifting others up to do their best
  28. 28. DOE Name Certification NumberEadens, 705723 EducationalDaniel Leadership, (all W Levels)Eadens, 705723 ExceptionalDaniel Student W Education, (grades K - 12)Eadens, 705723 Middle GradesDaniel Integrated W Curriculum, (grades 5 - 9)Eadens, 705723 Music, (grades K -Daniel 12) W
  29. 29. What I havedone… &What I cando…
  30. 30. Restructured M.Ed.Using J. Murphy’sISLLC & ELCC 3 Pillars TLO/OF/CWS College Committees 1. Library Liaison 2. University Text book committee 3. Restructuring Committee
  32. 32. • Proven Research Scholarship • Experience at USM and I Florida• Higher Ed Teaching • P-20 Experiences• Motivated National Research Agenda • Certifications & Connections• Experienced P-20 Partnerships• Scholarship Enrollment Experience •Redesigned USM M.Ed.• Relationship History with Miss •Redesigned USF M.Ed.•Study Graduate M.Ed. Intentions •Redesigning USM Ed.S. &Ed.D.