Journal of Higher Education Management - Vol 36(1)

Page 142

Higgs, M., & Rowland, D. (2005). All changes great and small: exploring approaches to changes and its leadership. Journal of Change Management, 5(2): 121-151. https://doi.org/10.1080/14697010500082902 Kaye, C. B. (2010). The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action (2nd ed.). Free Spirit Publishing. Kempster, S., Higgs M. & Wuerz, T. (2014) Pilots for change: Exploring organisational change through distributed leadership. Leadership & Organization Development Journal 35(2): 152– 167. https://doi.org/10.1108/LODJ-04-2012-005 Koehler, M., Mishra, P., & Cain, W. (2013). What Is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 Koehler, M. (2012, September 24). TPACK.ORG. TPACK Org. http://www.tpack.orh/ Kolb, L. (2017). Learning First, Technology Second: The Educator’s Guide to Designing Authentic Lessons. International Society for Technology in Education. Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children (1st ed.). Jossey-Bass Publishers. Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal 32(3), 465-491. https://doi.org/10.2307/1163320 Louie, B. Y., Drevdahl, D. J., & Purdy, J. M. (2003). Advancing the Scholarship of Teaching Through Collaborative Self-Study. Journal of Higher Education, 74(2), 150–171. https://doi.org/10.1353/jhe.2003.0016 Pang, V. O. & Park, C. D. (2003). Examination of the self-regulation mechanism: Prejudice reduction in pre-service teachers. Action in Teacher Education, 25(3), 1–12. Pang, V.O. and Park, C.D. (2011). Creating Interdisciplinary Multicultural Teacher Education: Courageous Leadership Is Crucial. In A. Ball and C. Tyson (Eds.), Studying Diversity in Teacher Education (pp. 63-80). Rowman and Littlefield Publishers. Pang, V. O. (2018). Diversity and Equity in the Classroom (1st ed.). Cengage Learning. Park, C.D. & Luján, J. (1981). Collaborative staff development for teachers of bilingual students with the teacher as researcher. In Ray Padilla (Ed.), Ethnoperspectives of Bilingual Education Research. Vol. I, Bilingual Review Press. Pelias, R. J., (2001). Writing into position: Strategies for composition and evaluation. In Denzin, N. K. & Lincoln, Y. S. (Eds.), The SAGE Handbook of Qualitative Research (4th ed., pp. 659-668). SAGE. Philipsen, M. I. (2003). Race, the College Classroom, and Service Learning: A Practitioner's Tale. The Journal of Negro Education 72(2), 230-240. https://doi.org/10.2307/3211172 Ready. D. A. and Truelove, E. (2011-2012). The Power of Collective Ambition, Harvard Business Review, 89(12): 94-145. Rodriguez, J., Bustamante Jones, E., Pang, V., Park, C. D. (2004). Promoting academic achievement and identity development among diverse high school students. The High School Journal, 87(3) 44-53 Schön, D. A. (1983). The reflective practitioner. Basic Books. Smyth, J. (1992). Teachers’ Work and the Politics of Reflection. American Educational Research Journal, 29(2), 267–300. https://doi.org/10.3102/00028312029002268 Vuori, J. (2019). Distributed leadership in the construction of a new higher education campus and community. Educational Management, Administration & Leadership, 47(2), 224–240. https://doi.org/10.1177/17411432177253222

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Articles inside

Emotional and Mental Health Support for Black Students: Responding to Racial Trauma and White Terror amidst COVID 19 Laura C. L. Landertinger, Anita Hopson, Elijah Greene, and Miracle Cooper

1hr
pages 152-187

Disproportionate Impacts of COVID 19 on University Students in Underrepresented Groups: A Quantitative and Qualitative Descriptive Study to Assess Needs and Hear Student Voices Sarah Y. T. Hartzell, Molly M. Hagen, and Paul G. Devereux

27min
pages 142-151

Turning on a dime: Implications of an unanticipated shift to online learning of a multicultural service learning course. Lessons and insights for higher education administrators and instructors on student centered learning opportunities Elizabeth Buffington, Cynthia Darche Park, Nadia H. Rohlinger, and Katie Bodie

36min
pages 126-141

Using Disparate Impact Analysis to Develop Anti racist Policies: An Application to Coronavirus Liability Waivers David Griffith and Bryan McKinney

32min
pages 102-114

Disrupting Native Invisibility, Dismantling Settler Colonial Racism and Enhancing Educational Outcomes for Indigenous Students Erika Derkas

27min
pages 80-90

College during a Pandemic: A Qualitative Exploration of Community College First Generation Students’ Mattering and Persistence Experiences Victoria Vetro

28min
pages 91-101

Fostering an Anti Racist and Inclusive Living Learning Community Megha Anwer and Rhonda Phillips

38min
pages 66-79

Reflections on Supporting Incoming Graduate Students of Color During a Double Pandemic Alishia Alexander and Gabriela E. Vargas

28min
pages 56-65

Racial Trauma Intervention Informing Campus Police Relations Yolany Gonell, David E. Jones, Joshua B. Powers, and Kara Rabbitt

28min
pages 44-55

Sticking to the Plan: How We’re Navigating COVID 19 and Racial Equity at the University of Wisconsin Parkside Rob Ducoffe and Debbie Ford

19min
pages 37-43

Disruptions and Executive Leadership Values Linda M. Delene

36min
pages 16-29

Parallel Pandemics: Leveraging the Interest Convergence of Higher Education Leadership Towards an Equity Grounded Response to COVID 19 Tranquilino Hurtado

17min
pages 30-36

An Essay: Reflections on Leadership in an Era of COVID 19 and in the Midst of a Reckoning on Racial Injustice Charisse L. Gillett

23min
pages 8-15

3 Modeling Equity Minded Leadership amid Crises: The call for higher education governing boards to lead the way Raquel M. Rall

2min
pages 2-4

The Pandemics of Racism and COVID 19: Guest Editors’ Comments and Acknowledgements Juanita M. Cole, Jeffrey B. Leak, Edward Martinez

6min
pages 5-7
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