James Mcdowelle | East Carolina University (original) (raw)

Papers by James Mcdowelle

The journal of continuing higher education, Oct 1, 2008

Awareness that the graduate school population contains subpopulations of students who have both c... more Awareness that the graduate school population contains subpopulations of students who have both common and distinct retention concerns has led to discussions about programming and services needed to make the completion of degree requirements more tenable for all graduate students (Brus, 2006; Guentzel & Nesheim, 2006; Kilgore & Rice, 2003) . The need for such programming and services is made apparent by the attrition rate for doctoral students, estimated to range from 40% (Smallwood, 2004) to 50% (Lovitts & Nelson, 2000). Baseline data from a seven-year doctoral completion project conducted by the Council of Graduate Schools show that attrition rates vary by discipline. Preliminary findings indicate that the highest attrition rate (36.9%) was for students in mathematics and sciences programs, and the lowest (26.2%) was for students enrolled in life sciences programs (Ph.D. Completion Project, 2007) . The literature contains very little information about a subpopulation of first-generation adult graduate students (Nunez & Cuccaro-Alamin, 1998) . Over a decade ago, firstgeneration students were estimated to comprise 23% of the graduate school population (Nunez & Cuccaro-Alamin, p. 49). A report that used interview data with students who received bachelor degrees in 1992-1993 put the figure at 33.7% (Nevill & Chen, 2007, p. 8). During the 1999-2000 academic year, it was estimated that students whose parents' highest level of education was a high school diploma accounted for 3o.4% of the approximately 2, 7 million students enrolled in graduate study ( Choy, Geis, & Malizio, 2002, p. 62) . Mullen, Goyette, and Soares (2003) used data from a national sample of students to determine that 76% of first-generation students did not pursue graduate study (p. 149). Further, Mullen et al. concluded that family educational background has a significant effect on the choice of graduate programs. Their research showed that first-generation students were less likely to enter firstprofessional programs and doctoral programs than were students whose family backgrounds included highly educated parents. Other researchers found that the likelihood of first-generation students obtaining a graduate degree was less than that of students whose families included a college graduate (53% compared to 67%) , and they were more likely to leave graduate study without a degree (Kniffin, 2007; Nevill & Chen, 2007). The majority of the studies that pertained to firstgeneration graduate students focused on participants of the Ronald E. McNair Program, a federally-funded initiative designed to increase the number of doctoral degrees awarded to first-generation, low-income, and minority students (Grimmett & Bliss, 1998; Norfles & Mortenson, 2002; Parker, 2003). Almost a decade ago, Grimmett and Bliss issued a call for more research on the transitions of low-income, first-generation, and minority students from undergraduate schools to graduate and professional schools.

Academic Leadership: The Online Journal, 2011

Journal of Curriculum and Instruction, Nov 4, 2009

Although the term transformational leadership was introduced by Downton (1973), the concept did n... more Although the term transformational leadership was introduced by Downton (1973), the concept did not gain credibility and wide acceptance until the publication of the book Leadership by James Macgregor Burns (1978). Burns, a University of Maryland professor, said that "transformational leadership occurs when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of morality" (p. 20). Burns contrasted transformational leadership with transactional leadership, defining transactional leadership as encompassing those transactions that occur when leaders give rewards in exchange for specific behavior by followers. Followers working strictly for a paycheck exemplify transactional leadership. In contrast, transformational leadership involves the transformation of the attitudes, motivations, and behaviors of both leaders and followers (Jackson & Parry, 2008).

Academic Leadership: The Online Journal, 2010

is a professional photographer who once worked as a grip in movies filmed in New York City. The j... more is a professional photographer who once worked as a grip in movies filmed in New York City. The job of the grip is to install the tracks upon which cameras are mounted and also performs other manual labor as needed on a movie set. Carl was hired many times by both Woody Allen and Sidney Lumet, directors and movie makers who filmed most of their movies in New York City. Allen and Lumet made movies that were very different. Allen is famous for light, romantic comedies, such as Annie Hall, Bullets over Broadway and Everybody says I Love You. Sidney Lumet's movies are much darker and more dramatic. Among his most famous works are Twelve Angry Men, Dog Day Afternoon and Serpico.

Academic Leadership …, 2010

The Academic Leadership Journal, 2011

North Carolina's legislature mandated changes in principal preparation programs and funded a ... more North Carolina's legislature mandated changes in principal preparation programs and funded a program for Principal Fellows to receive loans for a full-time, 2-year program toward initial administrator licensure. This paper examines data from three innovative components in one university's program under that mandate: extended internships, simulation, and leadership portfolios. Data from the full-time extended internship indicated that Principal Fellows were very satisfied with the experience they gained and were better prepared for entry-level administrative positions than their part-time counterparts. They took on more challenging assignments, especially in areas like student discipline and teacher leadership. Full-time interns participating in the Springfield simulation (a 7-hour simulation of the Springfield School District at work) had the opportunity for individualized development of leadership skills, receiving feedback from experienced administrators and peers which en...

This paper examines the concept of emotional intelligence and the application of the concept to t... more This paper examines the concept of emotional intelligence and the application of the concept to the field of educational administration and leadership. Emotional intelligence (EQ) includes such skills as self-awareness, managing emotions, self-motivation, empathy, and handling relationships by managing emotions in others. Much of the research conducted on the importance of EQ, as opposed to intelligence quotient (IQ), had been related to the study of organizational leadership and development. EQ research has found that the lack of EQ skills, or emotional illiteracy, lowers team effectiveness and creates dysfunctional team interactions, and that the most effective performers within large organizations are often those with the best networking skills. It is argued that educational leadership preparation programs should systematically and intentionally include the EQ research and knowledge base. Internships and clinical experiences should include planned opportunities for teaming, networking, conflict-management, and negotiations. The paper concludes by discussing a study that the Department of Educational Leadership at East Carolina University is undertaking to assess EQ skills among its students. (Contains 40 references.) (MDM)

This paper describes a collaborative model for assessing and developing leadership skills, examin... more This paper describes a collaborative model for assessing and developing leadership skills, examining the need for new approaches, reviewing collaboration theory, and discussing preconditions of collaborative school district-university efforts to assess and develop leadership skills in future administrators. Representatives of East Carolina University's (ECU) School of Education and local school districts have begun joint efforts to identify future school leaders, assess leadership skills, and provide opportunities for continuous professional development. Strategies include developing assessment centers in participating districts. The centers will use the National Association of Secondary School Principals' (NASSP) Leadership Early Assessment Program (LEAP). ECU and cooperating school systems sponsor training for assessors and mentors. Mentors provide assistance and support with individual development plans, while ECU faculty assess leadership skills of Master's in School Administration (MSA) students. Assessment results, strengths, and potential derailers for each student are used in developing individual programs. Advantages of this effort include (1) increased networking among school district and university personnel, (2) strengthened skills of practicing administrators supervising MSA interns, (3) broadened interactions among participants, and (4) shared costs of training licenses and coordination among collaborating groups. Evaluation of early program efforts suggests the program is developing a shared understanding of leadership skills consistent with standards for school administrators. Four appendixes present the North Carolina Standards Board for Public Administration Performance Domains for Principals; NASSP's LEAP Description of Leadership Skills; Leaders for Eastern North Carolina Schools Collaborative Assessment and Development Efforts; and LEAP 1997 results. (Contains 20 references.

NASSP Bulletin, 2000

Teachers' daily contact with students, other teachers, and the instruc tional program pla... more Teachers' daily contact with students, other teachers, and the instruc tional program places them in a unique position to influence school reform efforts. Principals who are comfortable with teacher leaders can provide the encouragement, opportunities, and support teachers need to become leaders.

Journal of Curriculum and Instruction, 2009

ABSTRACT Although the term transformational leadership was introduced by Downton (1973), the conc... more ABSTRACT Although the term transformational leadership was introduced by Downton (1973), the concept did not gain credibility and wide acceptance until the publication of the book Leadership by James Macgregor Burns (1978). Burns, a University of Maryland professor, said that “transformational leadership occurs when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of morality” (p. 20). Burns contrasted transformational leadership with transactional leadership, defining transactional leadership as encompassing those transactions that occur when leaders give rewards in exchange for specific behavior by followers. Followers working strictly for a paycheck exemplify transactional leadership. In contrast, transformational leadership involves the transformation of the attitudes, motivations, and behaviors of both leaders and followers (Jackson & Parry, 2008).

ED414797 - Emotional Intelligence and Educational Leadership at East Carolina University.

The Journal of Continuing Higher Education, 2008