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Editors: David DeMatthews and Sharon D. Kruse
Edited Volume Publishers and Series: Transforming Education Through Critical Leadership, Policy, and Practice Book series editors: Chitpin, S., Kruse, S.D., Stevenson, H., London, UK: Emerald Press. (Please see the attached materials for a full series description). Brief summary: This edited volume will critically analyze the current conceptions of school leadership and school improvement. Chapters will consider historical and contemporary problems confronting school leaders, the successes and shortcomings of current leadership and improvement approaches, and new ways to reimagine school leadership with an emphasis on sustainability, learning, and inclusivity in an increasingly uncertain global context. Chapter Proposal Guidelines: Please submit a short (250-500 word exclusive of references and tables/figures) description of your proposed chapter. Submissions should make clear the connection of chapter material to the theme Submissions should be made to both David DeMatthews [email protected] and Sharon Kruse [email protected] no later than November 31, 2022. Submissions should include a chapter title, all authors and co-authors (including contact information), estimated word count (not to exceed 10,000 words inclusive of all references, tables, and figures), and a short bio (200-250 words) for each proposed author. Authors of successful proposals will be invited to move forward no later than January 15, 2023, and final chapters would be expected to be submitted by approximately May/JUne 2023. Publication is expected in 2024/5. (See attached flyer) call_for_chapter_proposals_8_3[60][31].pdf The 47th Annual Conference - Reimagining Education for Women and Girls:
Inclusivity, Equity, and Voice For All in the 21st Century, December 1-3, 2022 - Houston, TX Embassy Suites by Hilton, Houston - Downtown (HOUDN), 1515 Dallas St., Houston, TX 77010 (See attached flyer) Proposals Due: October 7, 2022 Notification by: October 25, 2022 Submit your conference proposal to https://forms.gle/Tesabj5kASPkNeWe6 call_for_proposals_2022_rwe_fall_conference[56][17].docx Name of the Award: Selma Greenberg Outstanding Dissertation Award
Description of the Award: This award was named after Dr. Selma Greenberg in 1997, a founding member of the SIG who was a world-class researcher and died in 1997. Before the name of the award was changed, it was the SIG/RWE dissertation award for years dating back to 1980. (See attached flyer) selma_greenberg_2023_call_for_nominees_avail_09_16_22[66].docx The Journal of Education Human Resources (JEHR) is a quarterly publication providing research, analysis, case studies, and field-based commentary on human resource issues in the education sector. Formerly titled The Journal of School Public Relations, practitioners, policymakers, consultants, researchers, and faculty have relied on the journal for cutting-edge ideas and current knowledge since 1975. The journal has recently been reorganized as a “user-inspired” research-practice journal, publishing articles that are a blend of empirical, scholarly, and field-based reflection addressing contemporary human resource (e.g., professional development, evaluation, compensation, hiring, leadership) and finance issues in education, spanning across the P-20 continuum.
Based on the email card below, clicking on the journal cover on the right hand side will take them to the journal’s main webpage, but clicking the “submit your paper” tab will direct them immediately to the manuscript submission page. Attached to this email is also a PDF Flyer. Thank you. (See attached flyer) submit-to-jehr[79].pdf Theme: Black Epistemological Landscapes: Critically Peregrinating Our Culture, Education, Health and Selves in Racialized Contexts invites manuscripts on “Narratives of Power” for April 2023 Issue
ProudFlesh: New Afrikan Journal of Culture, Politics and Consciousness, “is a peer-reviewed journal, a terrain for promoting exchange, thinking, for igniting the common impulse to create, to perform, to interrogate in spite of the odds fueled by repression and rootlessness.” ProudFlesh is rich terrain to center and elevate critical African thought, scholarship, and topics from scholars of the African Diaspora. (See attached flyer) proudflesh_call_for_manuscripts__april_2023_issue[50].pdf Informational Webinar
Thursday, October 6th at 3:00pm – 4:00pm (Eastern time) The American Educational Research Association (AERA) announces its 2023-2024 AERA Minority Dissertation Fellowship in Education Research competition for graduate students. This fellowship is targeted for members of racial and ethnic groups historically underrepresented in higher education (e.g., African Americans, Alaskan Natives, American Indians, Asian Americans, Hispanics or Latinos, and Native Hawaiian or Pacific Islanders). This program provides mentoring and funding support to develop research skills and conduct studies in education related fields and topics. An informational webinar will be offered on Thursday, October 6th (3:00pm – 4:00pm EST) to discuss the Minority Fellowship in Education Research program’s goals, the application process, and details about the competition. To register for the webinar click HERE. This webinar will be recorded and will become available on the AERA website. Further information about the program, frequently asked questions, and application instructions are available in the Call for Proposals. The application deadline is Thursday, December 1, 2022. Contact George L. Wimberly, AERA Director of Professional Development; Diversity Officer at [email protected] or 202-238-3200 with any questions about this program EXPLORING THE ROLE OF THE EDUCATIONAL LEADERSHIP PROGRAM COORDINATOR: PRACTICE, PROBLEMS AND POSSIBILITIES
Edited by: Noelle A. Paufler Clemson University Ellen H. Reames Auburn University A volume in the Series: Dimensions of Leadership and Institutional Success: Exploring Connections and Partnerships Ellen H. Reames Auburn University There is some evidence that the program coordinator (PC) provides leadership for their higher education leadership preparation programs, but little is known about how this role translates within the university setting. Furthermore, we know very little about the role of the PC’s work to bridge the gaps between the higher education leadership preparation program and K-12 school districts’ needs. Another area with little or no knowledge involves the PC’s role in partnership development with K-12 districts and outside state and national educational agencies. Furthermore, there are no examples of conceptual frameworks of how the educational leadership PC operates or develops relationships within the higher education context. The editors seek research-based manuscripts which address how the educational leadership PC supports their program within the university community and how they interact and develop relationships with K-12 districts and other educational agencies. The chapters should include information about factors that foster and hinder the PC as they navigate within and outside the university community. Editors are also interested in chapters which focus on the role of the PC in partnership development to include examples of partnerships facilitated by the PC. Topics of interest include: • Role and function of the educational leadership PC • The PC as a leader in partnership development • The PC as a navigator of higher education and K-12 policy and politics • PC conceptual frameworks Proposals should be made on one single-spaced page, and consist of your name and affiliation, email address, a tentative title, and an abstract (200-250 words). Please include an additional page with a brief biography (200-300 words) and relevant professional publications. All proposals should be sent as a single Word file of 2 pages to Noelle A. Paufler at [email protected] and Ellen H. Reames at [email protected] Authors of accepted proposals will be notified by April 30, 2022 about the status of their submission and sent chapter guidelines. Full chapters, ranging from 7,000 to 8,000 words in Times New Roman 12, double spaced text, inclusive of title, abstract, manuscript, and references, should be submitted as a Microsoft Word email attachment by September 1, 2022. Manuscripts should conform to 7th edition APA style conventions. See Author Guidelines at http://www.infoagepub.com/guidelines.html. Graphics and images may be included. TENTATIVE SCHEDULE FOR PUBLICATION: Abstract Submissions: April 30, 2022 Notification of invite to submit chapter: April 30, 2022 Submission of book chapter: September 1, 2022 Reviews of book chapter manuscripts sent to author(s): January 15, 2023 Receipt by editors of final draft of book chapters: May 30, 2023 Final book submitted to publisher: July 30, 2023 Anticipated publication: Fall, 2023 Send Inquiries to: Noelle A. Paufler at [email protected] and Ellen H. Reames at [email protected] IAP – Information Age Publishing, Inc. PO BOX 79049 Charlotte, NC 28271 Please see this posting for an full-time, tenure track Assistant professor from Towson university3/25/2022 Assistant Professor
Department of Instructional Leadership & Professional Development College of Education COE-3538 Position: The College of Education invites applications for a full-time, tenure-track Assistant Professor position in the Department of Instructional Leadership and Professional Development beginning August 2022. Qualifications: Doctorate in Educational Leadership, Educational Policy, Curriculum Theory & Development, Professional Development, or a related field; substantive, successful teaching experience in a Pk-12 setting; leadership in public school settings; demonstrated commitment to equity and social justice issues; and evidence of or potential for a successful scholarly publication record. Candidates with significant leadership experience in public school district(s) and experience in teaching at the graduate level are encouraged to apply. The applicant should have scholarly expertise and interest in school leadership for equity and social justice, including a deep understanding of leadership practices for social justice and a dedication to creating equitable, accessible, and inclusive school environments for students from all communities. Applicants should demonstrate a record of or potential for teaching, scholarship, and service in these areas. Responsibilities: Teach graduate courses in educational leadership from an equity perspective to practicing teachers and school personnel; may also teach undergraduate course in related areas of expertise; supervise leadership interns during field-based internships; collaborate with colleagues across the college and region; and be current in educational technology and digital teaching and learning. Carry out a research agenda in educational leadership for social justice. Serve on college and university committees. Department of Instructional Leadership & Professional Development The Department of Instructional Leadership and Professional Development (ILPD) is a dynamic department in the College of Education, with primary duties at the graduate level to develop educational leaders. The programs take a broad view of leadership, and faculty equally value and support the aims of those who desire to lead from the classroom. Currently, Towson University is well respected in its role as the leading Maryland public institution in the preparation of Administrator I (Assistant Principal) candidates. ILPD programs are delivered on Towson University’s main campus, online, and at regional centers throughout the state. Additionally, the department engages local school districts in ongoing partnerships to develop cohorts with specific emphases aligned with district needs, such as creating equitable school cultures, addressing the needs of English Language Learners, effectively integrating technology, and supporting instructional leadership in literacy or STEM. Towson University: Towson University (www.towson.edu) was founded in 1866, is recognized by U.S. News and World Reports as one of the top public universities in the Northeast and Mid-Atlantic regions, is Baltimore’s largest university, and is the largest public, comprehensive institution in the University of Maryland System. TU enrolls over 19,000 undergraduates and more than 3,000 graduate students across six academic colleges (business, education, fine arts, health professions, liberal arts, science & mathematics), has over 900 full-time faculty, and offers 65 bachelor’s, 42 master’s and 4 doctoral programs. Our centrally located campus sits on 330 rolling green acres and is 10 miles north of Baltimore, 45 miles north of Washington D.C. and 95 miles south of Philadelphia. Application Process: Review of applications begins immediately and continues until the position is filled. Women and applicants from underrepresented groups are strongly encouraged to apply. Send a letter of application describing qualifications for assistant professor level, curriculum vitae, copies of graduate transcripts, two samples of published scholarship, and contact information for four references. Click here to apply. Please note that the search number is COE-3538. For questions regarding the position please contact Dr. Katherine Orlando at [email protected]. A Criminal Background Investigation is required for the hired candidate and the results may impact employment. The safety of our students, faculty, staff, and neighbors has been our top priority and the focus of every one of our decisions since the earliest days of the COVID-19 pandemic. The University System of Maryland (USM) has recently determined that mandating a COVID vaccine for all faculty, staff, and students at all schools in the USM is both a reasonable and necessary means of protecting our health and safety. As a prospective hire at TU, proof of your full COVID-19 vaccination must be demonstrated before you begin employment with the University. Please be sure to visit the Applicant Data Form to complete a voluntary on-line applicant data form. The information you provide will inform the university's affirmative action plan and is for statistical-related purposes only. The information will not be used for any other purpose. Towson University is an equal opportunity/affirmative action employer and has a strong institutional commitment to diversity, as detailed in A More Inclusive TU: Advancing Equity and Diversity (2020 – 25). TU is a national leader in inclusive excellence, the only institution in Maryland with zero achievement gap, and 68% growth in minority enrollment over the past 5 years. We encourage application from a variety of (dis)abilities, cultural, ethnic, race, sex, gender identity/expression, national origin, age, veteran status, color, religious, socio-economic, sexual orientation and belief backgrounds. The University of Texas at San Antonio is seeking a Department Chair in the Department of Educational Leadership and Policy Studies. The posting can be accessed via the link below:
https://drive.google.com/file/d/1-JIJN-FnJOf2bZamXS1d_fWhR-ytYbGE/view?usp=sharing |
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