Mark E Deschaine | University of Mississippi (original) (raw)
Dr. Deschaine's research examines how theory, policy, and processes support educational leaders in their implementation of effective differentiated programs and instruction for all students.
Phone: 662-915-2194
Address: Department of Leadership and Counselor Education
School of Education
The University of Mississippi
University, MS 38677
United States
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Papers by Mark E Deschaine
Education Leadership Review, Oct 1, 2020
Journal of Educators Online, 2017
ICPEL Virtual Conference, Aug 1, 2021
9th Annual Great Lakes Conference on Teaching and Learning, May 1, 2016
One of the largest challenges in educator preparation in higher education is the effective use of... more One of the largest challenges in educator preparation in higher education is the effective use of data for actionable and meaningful decision making about programs for current and future educators, administrators, and educational leaders. Within programs there are many types of students. These may include elementary, secondary, special education, foreign language, social studies, science, literacy, health, school level administrators, district administrators, curriculum leaders, and many others based on school and program. However, in all instances the program (i.e. college, university, school, etc.) is charged with using data in a meaningful manner to guide program decisions, make revisions to curriculum and clinical experiences, and determine the overall quality of the program. Visual Scaling provides an effective solution, and is a process whereby goals and expectations are clearly articulated, and baseline and performance assessments are compared against the expected level of performance.
Journal of research on leadership education, Jun 26, 2023
As the complex responsibilities of principals and teachers expand, the need for effective profess... more As the complex responsibilities of principals and teachers expand, the need for effective professional development (PD) is greater than ever. This quantitative study examines the PD needs of schools and the relationship between PK-12 and Institutions of Higher Education (IHEs), as perceived by principals, identifying areas for collaboration. Thirty-nine variables were analyzed using exploratory factor analysis, bivariate correlation analysis, and linear regression analysis. Findings reveal that principals report the potential of partnership benefits, between PK-12 and IHE’s for PD needs, as a predictor of all need variables ranging from improved communication with teachers to increased teacher proficiency in curriculum and instruction, disciplinary expertise in mathematics, whole child development, diversity, and technology. Furthermore, results provide evidence that schools have PD needs beyond academics and there is a potentially powerful role for IHEs to collaborate with PK-12 schools.
Society for Information Technology & Teacher Education International Conference, Mar 29, 2021
Education Leadership Review, Oct 1, 2020
Journal of Educators Online, 2017
ICPEL Virtual Conference, Aug 1, 2021
9th Annual Great Lakes Conference on Teaching and Learning, May 1, 2016
One of the largest challenges in educator preparation in higher education is the effective use of... more One of the largest challenges in educator preparation in higher education is the effective use of data for actionable and meaningful decision making about programs for current and future educators, administrators, and educational leaders. Within programs there are many types of students. These may include elementary, secondary, special education, foreign language, social studies, science, literacy, health, school level administrators, district administrators, curriculum leaders, and many others based on school and program. However, in all instances the program (i.e. college, university, school, etc.) is charged with using data in a meaningful manner to guide program decisions, make revisions to curriculum and clinical experiences, and determine the overall quality of the program. Visual Scaling provides an effective solution, and is a process whereby goals and expectations are clearly articulated, and baseline and performance assessments are compared against the expected level of performance.
Journal of research on leadership education, Jun 26, 2023
As the complex responsibilities of principals and teachers expand, the need for effective profess... more As the complex responsibilities of principals and teachers expand, the need for effective professional development (PD) is greater than ever. This quantitative study examines the PD needs of schools and the relationship between PK-12 and Institutions of Higher Education (IHEs), as perceived by principals, identifying areas for collaboration. Thirty-nine variables were analyzed using exploratory factor analysis, bivariate correlation analysis, and linear regression analysis. Findings reveal that principals report the potential of partnership benefits, between PK-12 and IHE’s for PD needs, as a predictor of all need variables ranging from improved communication with teachers to increased teacher proficiency in curriculum and instruction, disciplinary expertise in mathematics, whole child development, diversity, and technology. Furthermore, results provide evidence that schools have PD needs beyond academics and there is a potentially powerful role for IHEs to collaborate with PK-12 schools.
Society for Information Technology & Teacher Education International Conference, Mar 29, 2021
Educational Policy Goes to School Case Studies on the Limitations and Possibilities of Educational Innovation, 2017
Responsible Analytics and Data Mining in Education Global Perspectives on Quality, Support, and Decision Making, 2018
Michigan Virtual University, 2018