This document provides information about an online course titled "EDUL 7063 (P02)– Philosophy of Leadership in Education" taught at Prairie View A&M University. It includes the instructor's contact information, course details like meeting times and location, a description of the course content focusing on examining philosophy of leadership in education. It also outlines the course goals and objectives, requirements including assignments and their point values, policies, textbook information, and a 16-week course schedule. The course aims to help students develop a philosophy of leadership in education and understand alternative methods of philosophical thinking to improve schools.
EDUL 7063 (PO1) Philosophy of Leadership in Education - William Allan Kritson...William Kritsonis
This document provides information about an online course titled "Philosophy of Leadership in Education" taught by William Kritsonis at Prairie View A&M University. The course will be held on Fridays from 5:30-8:20 PM. Students will examine the philosophy of leadership in education and learn to effectively manage others. Course goals include understanding different philosophies and developing a personal philosophy of leadership. Students will prepare to solve problems, think critically, and improve schools. Their work will be assessed based on assignments like a written manuscript.
This document provides information about an Educational Leadership doctoral dissertation course at Prairie View A&M University, including the instructor details, course goals and objectives, required texts, evaluation methods, and university policies. The course aims to guide students through designing, executing, and reporting an original study to contribute to the field of Educational Leadership. Students will apply research procedures to identify a problem, develop research questions, obtain approvals, conduct the research, and report findings. Upon successful dissertation defense, students will earn their Ph.D.
Syllabus template edul8003 (p03) dissertation, fall 2011William Kritsonis
This document provides information about an Educational Leadership doctoral dissertation course (EDUL 8003) at Prairie View A&M University. The course goals are for students to design, execute, and report on an original research study contributing to the field of Educational Leadership. Students will apply research procedures to identify a problem, develop research questions, get approval, conduct research, and report findings. The course objectives align with ELCC accreditation standards focusing on developing students as problem solvers through understanding leadership and diversity. Student work will be submitted electronically and evaluated on a pass/fail basis upon successful dissertation defense.
EDUL 8003: Dissertation (PO3) William Allan Kritsonis, PhDWilliam Kritsonis
This document provides information about an Educational Leadership doctoral dissertation course (EDUL 8003) at Prairie View A&M University. The course is designed to guide students through the dissertation process, from identifying a research problem to conducting research and defending their dissertation. The instructor is Dr. William Kritsonis, and the course meets on Wednesdays from 5:30-8:20 PM. Upon successful defense of their dissertation, students will earn their Ph.D. in Educational Leadership.
The 3-day S.T.A.R. Summer Institute provided professional development for teachers, with the goal of increasing academic performance for low-performing students. Day 1 focused on program overview and breakout sessions. Day 2 provided Corrective Reading training and math development. Day 3 continued Corrective Reading and math training, and covered incorporating technology in the classroom. S.T.A.R. aimed to increase student advocacy, technology use, academic coaching, and the academic performance of S.T.A.R. students compared to similar low-performing students not in the program.
EDUL 8003 Dissertation - Dr. William Allan KritsonisWilliam Kritsonis
EDUL 8003 Dissertation - Dr. William Allan Kritsonis
About William Allan Kritsonis, PhD
Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
This document discusses two countries, Japan and New Zealand. It mentions Hokkaido and the Japan flag for Japan. It also mentions New Zealand and Japan's national animal as well as New Zealand's native bird.
EDUL 7063 (PO1) Philosophy of Leadership in Education - William Allan Kritson...William Kritsonis
This document provides information about an online course titled "Philosophy of Leadership in Education" taught by William Kritsonis at Prairie View A&M University. The course will be held on Fridays from 5:30-8:20 PM. Students will examine the philosophy of leadership in education and learn to effectively manage others. Course goals include understanding different philosophies and developing a personal philosophy of leadership. Students will prepare to solve problems, think critically, and improve schools. Their work will be assessed based on assignments like a written manuscript.
This document provides information about an Educational Leadership doctoral dissertation course at Prairie View A&M University, including the instructor details, course goals and objectives, required texts, evaluation methods, and university policies. The course aims to guide students through designing, executing, and reporting an original study to contribute to the field of Educational Leadership. Students will apply research procedures to identify a problem, develop research questions, obtain approvals, conduct the research, and report findings. Upon successful dissertation defense, students will earn their Ph.D.
Syllabus template edul8003 (p03) dissertation, fall 2011William Kritsonis
This document provides information about an Educational Leadership doctoral dissertation course (EDUL 8003) at Prairie View A&M University. The course goals are for students to design, execute, and report on an original research study contributing to the field of Educational Leadership. Students will apply research procedures to identify a problem, develop research questions, get approval, conduct research, and report findings. The course objectives align with ELCC accreditation standards focusing on developing students as problem solvers through understanding leadership and diversity. Student work will be submitted electronically and evaluated on a pass/fail basis upon successful dissertation defense.
EDUL 8003: Dissertation (PO3) William Allan Kritsonis, PhDWilliam Kritsonis
This document provides information about an Educational Leadership doctoral dissertation course (EDUL 8003) at Prairie View A&M University. The course is designed to guide students through the dissertation process, from identifying a research problem to conducting research and defending their dissertation. The instructor is Dr. William Kritsonis, and the course meets on Wednesdays from 5:30-8:20 PM. Upon successful defense of their dissertation, students will earn their Ph.D. in Educational Leadership.
The 3-day S.T.A.R. Summer Institute provided professional development for teachers, with the goal of increasing academic performance for low-performing students. Day 1 focused on program overview and breakout sessions. Day 2 provided Corrective Reading training and math development. Day 3 continued Corrective Reading and math training, and covered incorporating technology in the classroom. S.T.A.R. aimed to increase student advocacy, technology use, academic coaching, and the academic performance of S.T.A.R. students compared to similar low-performing students not in the program.
EDUL 8003 Dissertation - Dr. William Allan KritsonisWilliam Kritsonis
EDUL 8003 Dissertation - Dr. William Allan Kritsonis
About William Allan Kritsonis, PhD
Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
This document discusses two countries, Japan and New Zealand. It mentions Hokkaido and the Japan flag for Japan. It also mentions New Zealand and Japan's national animal as well as New Zealand's native bird.
Dr. Fred C. Luenburg, Published in SCHOOLING, NATIONAL FORUM JOURNALS, www.na...William Kritsonis
Dr. Fred C. Luenburg, Published in SCHOOLING, NATIONAL FORUM JOURNALS, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
Melville Intermediate school opened in 1966 and has 320 students across 12 classrooms, with 6 classes each of year 7 and 8 students. New Zealand has a population of around 4 million people and is known for producing the kiwi fruit, which was originally called the Chinese Gooseberry.
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Ef...William Kritsonis
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Effect - Assessing the Impact of Merit Pay on Teacher Motivation: National Implications - Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008
The Waikato River is the longest river in New Zealand, running 425 km from Lake Taupo to empty into the Tasman Sea. It has significant cultural importance to the Tainui iwi and is a source of their mana. The river provides hydroelectric power, generating 13% of New Zealand's electricity, and was an important transportation route. However, studies have shown that 75% of bacterial contamination in the river comes from dairy farm runoff, with many farms allowing livestock direct access to streams. While the city of Hamilton also impacts water quality, dairying has been identified as the primary contributor to unacceptable pollution levels in the Waikato River.
Este documento presenta información sobre dos editoriales académicas, Proceedings of the National Academy of Sciences (PNAS) y University of Chicago Press. PNAS es la revista oficial de la Academia Nacional de Ciencias de EE. UU. que cubre ampliamente las ciencias biológicas, físicas y sociales. University of Chicago Press es una de las editoriales más grandes y antiguas en humanidades y ciencias sociales en EE. UU. El documento también incluye detalles sobre suscripciones, áreas temáticas, tarifas y contacto.
Dr. Kritsonis, NATIONAL FORUM JOURNALS, www.nationalforum.comWilliam Kritsonis
This study surveyed 83 female elementary school principals across 20 Texas school districts to identify the top gender-specific challenges they face. The principals selected from a list of 12 potential issues and the top 5 issues were identified. The most commonly faced issues were a male-dominated leadership culture (35%), cultural stereotypes of professional roles (25%), lack of support from higher administration (25%), lack of support from parents during student discipline (20%), and sexual innuendo from male subordinates (15%). The study aims to help leadership programs and professional development better prepare and support women administrators.
New Zealand has a population of around 127 million people living in an area of approximately 4.3 million square kilometers. The country has a diverse landscape ranging from coastlines and beaches to mountains and forests.
This document summarizes an article that examines the integration of postmodernism in higher education. It discusses how postmodernism has sparked controversies in academia by promoting less conventional teaching styles. The article advocates for adopting postmodern strategies like focusing less on standardized practices and more on preparing students for rapid societal changes. It also addresses how embracing postmodernism could help address educational disparities for underrepresented groups by making institutions more responsive to diverse student populations.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
The document discusses Dr. Kritsonis' framework of the "Ways of Knowing Through the Realms of Meaning" which identifies 6 patterns - symbolics, empirics, esthetics, synnoetics, ethics, and synoptics - that educational leaders can use in strategic planning. The framework provides a structure to develop a strategic plan that moves the organization towards its vision, connects leadership decisions to values, and supports high-quality, student-focused education. Strategic planning incorporating the six realms can help educational organizations assess needs, set priorities, and continuously improve.
In Australia, the Government 2.0 Taskforce have made some recommendations associated with the use of Creative Commons. These slides formed the backbone of a short presentation to the Seamless Council Connect Conference
Measuring Software: From Data to Actionable KnowledgeRadu Marinescu
Presented at SAM 2015 (2nd International Workshop on Software Architecture and Metrics): http://www.sei.cmu.edu/community/sam2015/speakers/
Nowadays we have tools that compute a myriad of metrics and throw at us thousands of warnings. Managers are gazing ecstatically at complex dashboards full of complex and vividly colored charts and trend lines. Sophisticated "technical debt calculators" are converting, with great boldness, internal quality issues to scary financial figures. With such an impressive arsenal of methodologies, techniques, and tools, software projects should be under full control. Except they are not! Often, metrics leave us clueless on how to improve the quality of our software; even worse, following blindly the goal of fixing some metric values usually leads to a degradation of a system's quality. In this talk, I will share some of the practical lessons learned on how to use software metrics to actually improve a system's design. I will also discuss the need to find new ways of correlating the various sources of information about a project, in order to move from raw data to insightful knowledge that can lead to real improvement actions.
Special Education Least Restrictive Environment PPT. - William Allan Kritsoni...William Kritsonis
This document discusses key aspects of special education law regarding the least restrictive environment (LRE) for students with disabilities. It explains that the Individuals with Disabilities Education Act (IDEA) requires students be placed in the LRE and defines LRE as the regular classroom setting to the maximum extent appropriate. The document outlines factors considered in LRE decisions and a continuum of placement options. It also summarizes goals of the PJ Settlement Agreement related to inclusion of students with intellectual disabilities.
Presentación en Congreso de Bibliotecas Universitarias y Especilizadas 27 y 28 de mayo de 2014, organizado por SISIB U. de Chile.
http://bibliotecas.uchile.cl/congreso/programa/index.html
Martinez, luz elena perceptions and attitudes focus v9 n1 2012 (posted)William Kritsonis
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Syllabus template edul8003 (p03) dissertation, fall 2011William Kritsonis
This document outlines the course details and policies for EDUL 8003: Dissertation at Prairie View A&M University. The course aims to help students design, execute, and report on an original research study to contribute to the field of educational leadership. It provides information on the instructor, class times and location, required texts, evaluation methods, technical requirements, communication policies, and university policies including attendance, academic honesty, and disability accommodations.
This document outlines the course details and requirements for EDUL 8003: Dissertation at Prairie View A&M University. The course aims to help students design, execute, and report on an original research study through the dissertation process. Key aspects of the course include identifying a research problem, developing research questions, obtaining IRB approval, conducting research, and defending the dissertation. The course is pass/fail and intended to support students through the dissertation phase of the doctoral program.
Dr. Fred C. Luenburg, Published in SCHOOLING, NATIONAL FORUM JOURNALS, www.na...William Kritsonis
Dr. Fred C. Luenburg, Published in SCHOOLING, NATIONAL FORUM JOURNALS, www.nationalforum.com, Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
Melville Intermediate school opened in 1966 and has 320 students across 12 classrooms, with 6 classes each of year 7 and 8 students. New Zealand has a population of around 4 million people and is known for producing the kiwi fruit, which was originally called the Chinese Gooseberry.
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Ef...William Kritsonis
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Effect - Assessing the Impact of Merit Pay on Teacher Motivation: National Implications - Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008
The Waikato River is the longest river in New Zealand, running 425 km from Lake Taupo to empty into the Tasman Sea. It has significant cultural importance to the Tainui iwi and is a source of their mana. The river provides hydroelectric power, generating 13% of New Zealand's electricity, and was an important transportation route. However, studies have shown that 75% of bacterial contamination in the river comes from dairy farm runoff, with many farms allowing livestock direct access to streams. While the city of Hamilton also impacts water quality, dairying has been identified as the primary contributor to unacceptable pollution levels in the Waikato River.
Este documento presenta información sobre dos editoriales académicas, Proceedings of the National Academy of Sciences (PNAS) y University of Chicago Press. PNAS es la revista oficial de la Academia Nacional de Ciencias de EE. UU. que cubre ampliamente las ciencias biológicas, físicas y sociales. University of Chicago Press es una de las editoriales más grandes y antiguas en humanidades y ciencias sociales en EE. UU. El documento también incluye detalles sobre suscripciones, áreas temáticas, tarifas y contacto.
Dr. Kritsonis, NATIONAL FORUM JOURNALS, www.nationalforum.comWilliam Kritsonis
This study surveyed 83 female elementary school principals across 20 Texas school districts to identify the top gender-specific challenges they face. The principals selected from a list of 12 potential issues and the top 5 issues were identified. The most commonly faced issues were a male-dominated leadership culture (35%), cultural stereotypes of professional roles (25%), lack of support from higher administration (25%), lack of support from parents during student discipline (20%), and sexual innuendo from male subordinates (15%). The study aims to help leadership programs and professional development better prepare and support women administrators.
New Zealand has a population of around 127 million people living in an area of approximately 4.3 million square kilometers. The country has a diverse landscape ranging from coastlines and beaches to mountains and forests.
This document summarizes an article that examines the integration of postmodernism in higher education. It discusses how postmodernism has sparked controversies in academia by promoting less conventional teaching styles. The article advocates for adopting postmodern strategies like focusing less on standardized practices and more on preparing students for rapid societal changes. It also addresses how embracing postmodernism could help address educational disparities for underrepresented groups by making institutions more responsive to diverse student populations.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
The document discusses Dr. Kritsonis' framework of the "Ways of Knowing Through the Realms of Meaning" which identifies 6 patterns - symbolics, empirics, esthetics, synnoetics, ethics, and synoptics - that educational leaders can use in strategic planning. The framework provides a structure to develop a strategic plan that moves the organization towards its vision, connects leadership decisions to values, and supports high-quality, student-focused education. Strategic planning incorporating the six realms can help educational organizations assess needs, set priorities, and continuously improve.
In Australia, the Government 2.0 Taskforce have made some recommendations associated with the use of Creative Commons. These slides formed the backbone of a short presentation to the Seamless Council Connect Conference
Measuring Software: From Data to Actionable KnowledgeRadu Marinescu
Presented at SAM 2015 (2nd International Workshop on Software Architecture and Metrics): http://www.sei.cmu.edu/community/sam2015/speakers/
Nowadays we have tools that compute a myriad of metrics and throw at us thousands of warnings. Managers are gazing ecstatically at complex dashboards full of complex and vividly colored charts and trend lines. Sophisticated "technical debt calculators" are converting, with great boldness, internal quality issues to scary financial figures. With such an impressive arsenal of methodologies, techniques, and tools, software projects should be under full control. Except they are not! Often, metrics leave us clueless on how to improve the quality of our software; even worse, following blindly the goal of fixing some metric values usually leads to a degradation of a system's quality. In this talk, I will share some of the practical lessons learned on how to use software metrics to actually improve a system's design. I will also discuss the need to find new ways of correlating the various sources of information about a project, in order to move from raw data to insightful knowledge that can lead to real improvement actions.
Special Education Least Restrictive Environment PPT. - William Allan Kritsoni...William Kritsonis
This document discusses key aspects of special education law regarding the least restrictive environment (LRE) for students with disabilities. It explains that the Individuals with Disabilities Education Act (IDEA) requires students be placed in the LRE and defines LRE as the regular classroom setting to the maximum extent appropriate. The document outlines factors considered in LRE decisions and a continuum of placement options. It also summarizes goals of the PJ Settlement Agreement related to inclusion of students with intellectual disabilities.
Presentación en Congreso de Bibliotecas Universitarias y Especilizadas 27 y 28 de mayo de 2014, organizado por SISIB U. de Chile.
http://bibliotecas.uchile.cl/congreso/programa/index.html
Martinez, luz elena perceptions and attitudes focus v9 n1 2012 (posted)William Kritsonis
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Syllabus template edul8003 (p03) dissertation, fall 2011William Kritsonis
This document outlines the course details and policies for EDUL 8003: Dissertation at Prairie View A&M University. The course aims to help students design, execute, and report on an original research study to contribute to the field of educational leadership. It provides information on the instructor, class times and location, required texts, evaluation methods, technical requirements, communication policies, and university policies including attendance, academic honesty, and disability accommodations.
This document outlines the course details and requirements for EDUL 8003: Dissertation at Prairie View A&M University. The course aims to help students design, execute, and report on an original research study through the dissertation process. Key aspects of the course include identifying a research problem, developing research questions, obtaining IRB approval, conducting research, and defending the dissertation. The course is pass/fail and intended to support students through the dissertation phase of the doctoral program.
ADMN 5023-Z0 Online - Public School Law - Dr. W.A. KritsonisWilliam Kritsonis
This document provides information about an online Public School Law course taught by Dr. William Allan Kritsonis at Prairie View A&M University. The course examines legal principles that apply to public education. Key aspects of the course include its goals to provide legal knowledge for administrative responsibilities and success on the TExES exam, as well as its objectives related to preparing administrators in areas of leadership, ethics, and legal and political issues. The document outlines the course requirements, resources, and conceptual framework, with a focus on applying education law and leadership standards.
This document provides information about an online Public School Law course taught by Dr. William Allan Kritsonis at Prairie View A&M University. The course covers legal principles as they apply to public education. It includes the course objectives, which are to prepare school administrators in various domains of legal and ethical leadership. Assessment methods include exams, group projects, class participation and study time. The course also covers landmark laws such as the McKinney-Vento Act and provides resources for exam preparation.
ADMN 5023 Public School Law - Dr. William Allan KritsonisWilliam Kritsonis
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
ADMN 5023 Public School Law - Dr. William Allan KritsonisWilliam Kritsonis
This document outlines the course details and requirements for ADMN 5023 Public School Law. The key points are:
- The course is taught by Dr. William Kritsonis and meets on Tuesdays from 5:30-8:20 PM at the Northwest Campus.
- Students will learn about legal principles that apply to public education. Assessment includes exams, group papers, individual assignments on virtues and reading, and a portfolio.
- The goals are for students to acquire legal knowledge to carry out administrative responsibilities and prepare for the TExES exam for certification.
- Students pursuing certification must contact the teacher certification office and study 5 hours per week using provided materials.
EDUL 7253 Ethical Decision Making, Spring 2010guestfbbbfe37
This document provides information for a graduate course on ethical decision-making in educational leadership. It outlines the instructor's contact information, course meeting times and location, textbook requirements, assignments including four reflective papers and a portfolio, grading criteria, and expectations. The goals of the course are to help students apply concepts of ethical decision-making to educational leadership and comprehend different approaches to the topic. Assignments are designed to reinforce course material and standards for educational leaders around integrity, fairness, and ethical behavior.
This document provides an introduction and teaching guide for a General Chemistry 1 course for senior high school students. It includes 30 lessons covering topics like matter and its properties, measurements, atomic structure, chemical formulas and naming compounds, chemical reactions, and carbon compounds. The guide is intended to help teachers design lesson plans, activities, and assessments that develop students' understanding of essential chemistry concepts while also cultivating skills like critical thinking, problem solving, and social responsibility. It emphasizes applying concepts to real-world examples and engaging students through hands-on laboratory work. Feedback from educators was incorporated to ensure the material is effective and aligned with national curriculum standards.
The document summarizes discussions from a teacher training institute on curriculum and instruction. Key topics included recapping the previous week's discussions, presenting on different learning theories, how curriculum fits into the bigger educational picture including standards and benchmarks, and the backward design model for planning curriculum and assessments. The agenda for the upcoming week focused on continuing these discussions and applying strategies in practice.
Jerald L. Henderson has over 30 years of experience in higher education, including teaching, assessment, program development, and student retention. He received his Ph.D. in Curriculum, Instruction, & Evaluation from the University of Illinois at Chicago in 1991. Currently, Henderson works as an independent consultant, providing workshops and consultations to various universities on topics such as assessment, strategic planning, and student retention. He also serves on the editorial board of IGI Global and as a peer mentor for the Higher Learning Commission's Persistence and Completion Academy.
Jerald L. Henderson has over 30 years of experience in higher education, including teaching, assessment, program development, and student retention. He received his Ph.D. in Curriculum, Instruction, & Evaluation from the University of Illinois at Chicago in 1991. Currently, Henderson works as an independent consultant, providing workshops and consultations to various universities on topics such as assessment, strategic planning, and student retention. He also serves on the editorial board of IGI Global and as a peer mentor for the Higher Learning Commission's Persistence and Completion Academy.
The document discusses Roosevelt University's revision of its general education (CORE) curriculum to better support student success and align with state recommendations. Key changes include consolidating gen ed oversight at the university level, increasing consistency, requiring two experiential learning courses, and introducing a first-year seminar course. The revision process involved extensive stakeholder engagement and curriculum development is ongoing, including the mapping of courses, designing assessments, and faculty training. The new CORE aims to provide a clear pathway for students and emphasize applied learning to connect classroom and career.
Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...Tom Durkee
This Powerpoint was created to outline Nicole Cartier & Tom Durkee's assessment of the academic mentor program within Residence Life at Salem State University.
This document provides information about the course SW 672 - Social Work Practice with Groups to be taught in the spring/summer 2013 term. It includes the following key details:
- The course will be held on Wednesdays from 6:30-9:50pm in DeVos classroom 305E. It is a 3 credit course with no prerequisites.
- Students will learn about group dynamics and processes, and integrate theories of task and personal change group structures. The experiential model of teaching will be emphasized.
- Assignments include a populations-at-risk paper, process journal, interview/reflection paper, class participation, and a final exam. Students must demonstrate competencies around diversity, human
Domains and Standards of School Leadership: Evaluation of Tertiary School Tea...IJAEMSJORNAL
School Leaders are modifiers of teaching and learning, crucial to maintaining good teachers and necessary for improving educational standards. This study described Standards of School Leadership in terms of: Leading Learning and Teaching Domain, Leading School Development Domain, Organizational Management Domain, and Professional Growth and Development Domain. The descriptive method of research was used in this study. A total of 107 tertiary school teachers which have permanent appointment or considered as regular employee for more than 3 years were surveyed around Nueva Ecija. After analyses of data, the following conclusions were formulated: first, domains of school leadership can be viewed from leading learning and teaching, leading school development, organizational management, and professional growth and development. Second, among these domains, organizational management was found to be the focus of school leaders. Third, school leaders create a culture of professional learning that fosters continuous improvement in learning, teaching and assessment. Fourth, school leaders engage in a continuous process of evidence-based school self-evaluation. Fifth, ensure the safe functioning of the school on a day-to-day basis. Last, school leaders recognize the need to manage workload to ensure a sustainable work/life balance. The researchers want to recommend some matters based from the formulated conclusions. It is indeed noticeable that organizational management is the main focus of the school leaders thus, it is recommended that school leaders should not let other domains of school leadership be taken for granted. Continuous harnessing on the strengths based on the standards is highly recommended. On the others hand, strengthening of the following is also recommended: school leaders should foster a commitment to inclusion and equality of opportunity of each student; promote communication within the school and manage challenging and complex situations and build professional networks with other school leaders.
This document provides an overview of the Educational Leadership program at Washington State University Puyallup. It includes an agenda for an orientation session which introduces faculty and provides information about the program structure, courses, standards, and requirements. The program offers both certification and Master's degree options with a field-based, practitioner approach designed to prepare students for entry-level leadership roles through cohorts, internships, and alignment with leadership standards.
2017 RP Coference - Gregory Stoup's opening presentationGregory Stoup
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Chapter 2
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EDUL 7063 (PO2) Philosophy of Leadership in Education - William Allan Kritsonis, PhD
1. PVAMU
EDUL 7063 (P02)– Philosophy of Leadership in Education
Department of Educational Leadership & Counseling College of Whitlowe R. Green College of
Education
Instructor Name: William Kritsonis
Office Location: Delco 233
Office Phone: 936-261-3530
Fax: 936-261-3617
Email Address: wakritsonis@pvamu.edu
U.S. Postal Service Address: Prairie View A&M University
P.O. Box 519
Mail Stop 2420
Prairie View, TX 77446
Office Hours: 12:00—5:00 PM (Thursday); 1:00—5:30 PM & 8:20—10:00 PM (Friday); 10:00 – 11:00 AM &
1:50 – 4:40 PM (Saturday)
Virtual Office Hours: None
Course Location: Prairie View A&M University Campus Delco-Rm # 242
Class Meeting Days & Times: Saturday 11:00 – 1:50 PM
Catalog Description: EDUL 7063 Philosophy of Leadership in Education
Examines the philosophy of leadership in education and the art of effectively managing and influencing the behavior of
others as an extension of who we are. This approach is driven by our beliefs about human nature resulting from our
experiences and value systems.
Prerequisites: Admission to doctoral program
Co-requisites: None
Suggested Ways of Knowing Through the Realms of Meaning by William Allan Kritsonis, PhD
Texts (Not Our Iceberg is Melting: Changing and Succeeding Under any Conditions by Kolter, J.,
Required) Rathgeber, H., Mueller, P., & Johnson, S. (2005). New York, NY: St. Martin’s Press. ISBN 13:
9780312361983.
House Bill 2504:
Please Note: House Bill 2504 does allow students the choice not to purchase the class textbook(s). Student’s have
the choice of using alternative methods to access textbook information (internet websites, books on reserved at the
library, etc). Students are required and held accountability to complete all assignments as noted in the syllabus.
Access to Learning Resources: PVAMU Library:
phone: (936) 261-1500;
web: http://www.tamu.edu/pvamu/library/
University Bookstore:
phone: (936) 261-1990;
web: https://www.bkstr.com/Home/10001-10734-1?demoKey=d
Course Goals or Overview:
The goals of this course are to:
1. Comprehend the importance of understanding philosophy is generally divided into the main groups of Ethics,
Aesthetics, Logic, Epistemology, Metaphysics, and Axiology
2. Comprehend the importance of developing a philosophy of leadership in education
3. Comprehend alternative methods of philosophical thinking and analysis
4. Comprehend a philosophy of leadership that shapes improvement efforts within schools
5. Comprehend a philosophy of the fundamental mission of schools to increase the achievement of all students
Course Outcomes/Objectives
The objectives of this course are to:
1. Prepare school administrators as problem solvers, critical thinkers, and decision makers
2. Prepare school administrators as educational leaders who use multiple methods and implement
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2. context-appropriate strategies that capitalize on the diversity of the school community to improve
school programs and culture (ELCC 2.1)
3. Prepare school administrators to apply principles of effective instruction to improve instructional
practices and curricular materials (ELCC 2.2a)
4. Prepare school administrators to make recommendations regarding the design, implementation,
and evaluation of a curriculum that fully accommodates learners’ diverse needs (ELCC 2.2b)
5. Prepare school administrators to assist personnel in understanding and applying best practices for
student learning (ELCC 2.3a)
6. Prepare school administrators to apply human development theory, proven learning and motivational
theories, and concern for diversity to the learning process (ELCC 2.3b)
Accrediting Body: ( ELCC/NCATE) Standards Met: (ELCC Standards 2.1,2.2a,2.2b,2.3a, & 2.3b)
At the end of this course, the student will
1. Be able to define the principles and practices in implementing philosophical thought processes
2. Be able to recall those philosophical principles and practices that are beneficial for solving issues
and problems
3. Demonstrate the ability to integrate and apply philosophical content and pedagogical knowledge
and assess student learning
4. Identify one’s own philosophy of education
5. Be able to develop the importance of selecting competent school leaders with a solid appreciation
and understanding of philosophies of education
6. Define ELCC Standards 2.1,2.2a,2.2b,2.3a, & 2.3b
E-FOLD-P (CONCEPTUAL FRAMEWORK)
Educator as Facilitator of Learning for Diverse Populations
5.0 To prepare beginning administrators as problem solvers, critical thinkers and decision makers.
6.0 To prepare beginning administrators as facilitators of teacher and student growth and development through
understanding of leadership dimensions.
7.0 To provide beginning administrators with an awareness of human diversity, a knowledge of the importance
and skills needed for effective community and parental involvement.
8.0 To prepare beginning administrators to be reflect and continual learners with knowledge and value of self-
appraisal techniques and goal setting for a strong personal commitment.
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3. Quality Without Compromise
Closing the Loop
The Six Question Model at Prairie View A&M University
Outcome
What
lts
Is
esu
s
Desired?
egie
Ma pen?
fR
Ho e it
at
trat
o
eo
Wh
wt
Did
p
k
You
Ha
?
S
Us
Do
Continuous
Improvement
Th ts? Circle
(CIC)
?
w
sed
l
ll
Ho
su
We e
As It be
Wh re
Wi
at
Re
ses
ans
s
ult
When
Me
es
Will it
R
Be
Assessed?
Cycle Dana/Thomas-Smith/Closing the Loop Six Question Model/landscape
Course Requirements & Evaluation Methods
This course will utilize the following instruments to determine student grades and proficiency of the learning
outcomes for the course.
Manuscript – written assignment designed to measure ability to apply presented course material (20 points
deduction for late assignment)
Exercises – written assignments designed to supplement and reinforce course material (20 points deduction
for each late assignment)
Final Exam – written test designed to measure knowledge of presented course material (Book: Ways of
Knowing through the Realms of Meaning)
Class Participation – Class participation/discussion/attendance
Grading Matrix
Instrument Value (points or percentages) Total
Manuscript Ways of Knowing through the 100
Realms of Meaning
Due: April 9
Exercise: Activities for 13 Virtues Notebook on the 13 Virtues 130
Due: April 30
Exercise: Activities for Notebook on William Kritsonis On 150
Philosophy of Schooling Schooling Chapter 3:
Notebook 1-15 Philosophies of Schooling, pages
81-159
Due: April 30
Final Exam Ways of Knowing through the 100
Realms of Meaning
Date: May 7
Class Participation/Discussion 5 pts. X 15 class sessions 75
Total: 555
3
4. Grade Determination:
A = 501 – 555 pts
B = 446 – 500 pts
C = 391 – 445 pts
D = 336 – 390 pts
F = 335 and Below
Evaluation of Research Papers/Manuscripts for Dr. Kritsonis’ Classes
A (90-100 pts) - The research paper has a clear beginning, middle, and an end. This is clearly original, superior
work product with no spelling or grammatical errors. The information is compelling and supported. The paper has a
conclusion that is supported by the evidence.
B (80-89 pts) - The research paper has most of the requirements to receive an “A”, but falls short in one or more
areas. Spelling and grammatical errors, no matter how minor, usually result in the grade of a “B” even if all other
indices have been met.
C (70-79 pts) - The research paper fails to meet one or more of the above requirements and contains many
spelling, grammatical or syntactical errors. The information is not clear or not supportable. The paper is a
superficial treatment and not very original.
D (60 – 69) - The research paper is unacceptable. The information shows no real understanding of the premises.
The connections are not clear.
F (59 and below) - The research paper is unacceptable. In addition to the above errors, there are many spelling,
grammatical or syntactical errors in this paper.
True Outcomes
True Outcomes was a tool used by the University for Assessment Purposes. Currently, PVAMU is transitioning
from it to another assessment tool for students. The new assessment tool and artifacts for spring 2011 will be
announced during the course of the semester.
eCourses
PVAMU is moving to a new course management system (CMS) for online and web-assisted courses. Starting in
2008 Fall semester, WebCT will be replaced by eCourses-an upgraded version of WebCT 4.1 with improved
capabilities and better integration with the new Banner Student Information System.
Course Procedures
Submission of Assignments for Dr. Kritsonis (Face to Face Class)
Please submit two bound hard copies of the manuscript on Ways of Knowing through the Realms of Meaning. The
manuscript must be 10-12 pages using APA guidelines for national publication (double spaced that includes
references and citations). You will turn in two notebooks of your completed work representing Benjamin Franklin’s 13
Virtues. Please submit two copies of the Activities for Philosophy of Schooling Notebook. It should reflect deep
thinking, imagination, creativity, and critical analysis (double spaced that includes references and other citations).
There will be a 20 point deduction for late submissions.
Formatting Documents:
Microsoft Word is the standard word processing tool used at PVAMU. If you’re using other word processors, be
sure to use the “save as” tool and save the document in either the Microsoft Word, Rich-Text, or plain text format.
Exam Policy
Exams should be taken as scheduled. No makeup examinations will be allowed except under documented
emergencies (See Student Handbook).
Professional Organizations and Journals
American Association for School Administrators
National Association of Elementary School Principals
National Association of Secondary School Principals
Phi Delta Kappa
Texas Elementary Principals and Supervisors Association
Texas Association of Secondary School Principals
American Journal of Education
4
5. American School Board Journal
Education Administration Abstracts
Education Administration Quarterly
Education Week
Educational Leadership
NASSP Bulletin
National FORUM Journals (www.nationalforum.com)
Phi Delta Kappan
TASSP News Highlights
TEPSA Journal
Texas Study
Theory Into Practice
Today’s Education
References
American Association for School Administrators (http://www.aasa.org/aboutcontent.cfm?ItemNumber=215)
American Psychological Association (2009). Publication manual of the APA (6th ed.). Washington DC: Author
Educational Leadership Constituents Council (ELCC) Standards
(http://www.npbea.org/ELCCStandards%20_5-02.pdf)
Interstate School Leaders Licensure Consortium (ISLLC) Standards
(www.ccsso.org/projects/education_leadership_initiatives/ISLLC_standards/)
National Council for the Accreditation of Teacher Education (NCATE) (www.ncate.org/public/standards.asp)
16 WEEK CALENDAR
Week 1: Jan. 22, 2011 Topic: Introduction to class, discussion of syllabus and course requirements,
and pretest
Assignment: Work on Weekly Activities for Both Notebooks
Week 2: Jan. 29, 2011 Topic: Introduction and Part I: Meaning and Human Nature (Ways of Knowing
through the Realms of Meaning)
Assignment: Work on Weekly Activities for Both Notebooks
Week 3: Feb. 5, 2011 Topic: Part II: Fundamentals Patterns of Meaning (Introduction) and First
Realm: Symbolics
Assignment: Work on Weekly Activities for Both Notebooks
Week 4: Feb. 12, 2011 Topic: Second Realm: Empirics
Assignment: Work on Weekly Activities for both Notebooks
Week 5: Feb. 19, 2011 Topic: Third Realm: Esthetics
Assignment: Work on Weekly Activities for Both Notebooks
Week 6: Feb. 26, 2011 Topic: Fourth Realm: Synnoetics
Assignment: Begin Work on Manuscript and Continue Work on Weekly
Activities for Both Notebooks
Week 7: Mar. 5, 2011 Topic: Fifth Realm: Ethics
Assignment: Work on Manuscript and Weekly Activities for Both Notebooks
Week 8: Mar. 12. 2011 Topic: Sixth Realm: Synoptics
Assignment: Work on Manuscript and Weekly Activities for Both Notebooks
Week 9: Mar. 19, 2011 Topic: SPRING BREAK
Assignment: Work on Manuscript and Weekly Activities for Both Notebooks
5
6. Week 10: Mar. 26, 2011 Topic: Part III: The Curriculum for General Education
Assignment: Work on Manuscript and Weekly Activities for Both Notebooks
Week 11: April 2, 2011 Topic: Continuation of Part III
Assignment: Work on Manuscript and Weekly Activities for Both Notebooks
Week 12: April 9, 2011 Topic: Continuation of Part III
Manuscript due on Ways of Knowing through the Realms of
Meaning
Assignment: Work on Weekly Activities for Both Notebooks
Week 13: April 16, 2011 Topic: Discussion of Notebooks
Assignment: Work on Weekly Activities for Both Notebooks
Week 14: April 23, 2011 Topic: EASTER HOLIDAY
Assignment: Work on Weekly Activities for Both Notebooks
Week 15: April 30, 2011 Topic: Discussion of Notebooks
Notebooks due on the 13 Virtues and the Philosophies of Schooling
Assignment: Study for Final Exam
Week 16: May 7, 2011 Topic: Final Exam (Ways of Knowing through the Realms of Knowing)
Assignment:
University Rules and Procedures
Disability statement (See Student Handbook):
Students with disabilities, including learning disabilities, who wish to request accommodations in class should
register with the Services for Students with Disabilities (SSD) early in the semester so that appropriate
arrangements may be made. In accordance with federal laws, a student requesting special accommodations must
provide documentation of their disability to the SSD coordinator.
Academic misconduct (See Student Handbook):
You are expected to practice academic honesty in every aspect of this course and all other courses. Make sure you
are familiar with your Student Handbook, especially the section on academic misconduct. Students who engage in
academic misconduct are subject to university disciplinary procedures.
Forms of academic dishonesty:
1. Cheating: deception in which a student misrepresents that he/she has mastered information on an
academic exercise that he/she has not mastered; giving or receiving aid unauthorized by the instructor
on assignments or examinations.
2. Academic misconduct: tampering with grades or taking part in obtaining or distributing any part of a
scheduled test.
3. Fabrication: use of invented information or falsified research.
4. Plagiarism: unacknowledged quotation and/or paraphrase of someone else’s words, ideas, or data as
one’s own in work submitted for credit. Failure to identify information or essays from the Internet and
submitting them as one’s own work also constitutes plagiarism.
Nonacademic misconduct (See Student Handbook)
The university respects the rights of instructors to teach and students to learn. Maintenance of these rights
requires campus conditions that do not impede their exercise. Campus behavior that interferes with either (1) the
instructor’s ability to conduct the class, (2) the inability of other students to profit from the instructional program, or
6
7. (3) campus behavior that interferes with the rights of others will not be tolerated. An individual engaging in such
disruptive behavior may be subject to disciplinary action. Such incidents will be adjudicated by the Dean of
Students under nonacademic procedures.
Sexual misconduct (See Student Handbook):
Sexual harassment of students and employers at Prairie View A&M University is unacceptable and will not be
tolerated. Any member of the university community violating this policy will be subject to disciplinary action.
Attendance Policy:
Prairie View A&M University requires regular class attendance. Excessive absences will result in lowered grades.
Excessive absenteeism, whether excused or unexcused, may result in a student’s course grade being reduced or
in assignment of a grade of “F”. Absences are accumulated beginning with the first day of class.
Student Academic Appeals Process
Authority and responsibility for assigning grades to students rests with the faculty. However, in those instances
where students believe that miscommunication, errors, or unfairness of any kind may have adversely affected the
instructor's assessment of their academic performance, the student has a right to appeal by the procedure listed in
the Undergraduate Catalog and by doing so within thirty days of receiving the grade or experiencing any other
problematic academic event that prompted the complaint.
Two “C” Rule
Please Note: Continual matriculation at PVAMU requires that no more than two C’s shall be earned in a graduate
degree program. Any grade earned below a C means automatic dismissal from the graduate program.
NOTE: No grade of “C” or below will be accepted toward certification.
Technical Considerations for Online and Web-Assist Courses
Minimum Hardware and Software Requirements:
-Pentium with Windows XP or PowerMac with OS 9
-56K modem or network access
-Internet provider with SLIP or PPP
-8X or greater CD-ROM
-64MB RAM
-Hard drive with 40MB available space
-15” monitor, 800x600, color or 16 bit
-Sound card w/speakers
-Microphone and recording software
-Keyboard & mouse
-Netscape Communicator ver. 4.61 or Microsoft Internet Explorer ver. 5.0 /plug-ins
-Participants should have a basic proficiency of the following computer skills:
·Sending and receiving email
·A working knowledge of the Internet
·Proficiency in Microsoft Word
·Proficiency in the Acrobat PDF Reader
·Basic knowledge of Windows or Mac O.S.
Netiquette (online etiquette): students are expected to participate in all discussions and virtual classroom chats
when directed to do so. Students are to be respectful and courteous to others in the discussions. Foul or abusive
language will not be tolerated. When referring to information from books, websites or articles, please use APA
standards to reference sources.
Technical Support: Students should call the Prairie View A&M University Helpdesk at 936-261-2525 for technical
issues with accessing your online course. The helpdesk is available 24 hours a day/7 days a week. For other
technical questions regarding your online course, call the Office of Distance Learning at 936-261-3290 or 936-261-
3282
7
8. Communication Expectations and Standards:
All emails will receive a response from the instructor within 48 hours.
You can send email anytime that is convenient to you, but I check my email messages continuously during the day
throughout the work-week (Monday through Friday). I will respond to email messages during the work-week by the
close of business (5:00 pm) on the day following my receipt of them. Emails that I receive on Friday will be
responded to by the close of business on the following Monday.
NOTICE OF EQUAL OPPORTUNITY
Prairie View A&M University does not discriminate on the basis of race, color, national origin, sex,
disability, or age in its programs and activities. The following person(s) has been designated to handle
inquiries regarding the non-discrimination policies:
Name: Renee R. Williams
Title: Equal Opportunity Compliance Officer/Title IX Coordinator
Institution: Prairie View A&M University
Office of Student Affairs & Institutional Relations
Address: P.O. Box 519: MS 1107
A.I. Thomas Building, St 013
Prairie View, Texas 77446
Telephone: 936-261-2123
Fax: 936-261-2138
Email: rrwilliams@pvamu.edu
Individuals requesting a disability accommodation should contact:
Name: Dr. Kay Norman
Title: Administrator for Diagnostic Testing and Disability Services
Institution: Prairie View A&M University
Email: kfnorman@pvamu.edu
8