Michael Hood ( In ) Improvisation and Creativity in Educational Leadership As educational institutions face unprecedented challenges in the 21st century , leaders must navigate complex and ever-changing landscapes , necessitating a reevaluation of traditional leadership paradigms . This study aims to shed light on the role of improvisational skills and creative thinking in shaping effective educational leadership practices . By examining the intersection of improvisation and creativity , this dissertation seeks to identify key competencies that contribute to innovative leadership in educational settings . By embracing a more fluid and adaptive approach to leadership , educational institutions can better prepare for the uncertainties of the future , fostering environments that empower both leaders and stakeholders to thrive in an everevolving educational landscape .
JeNell C . LaRue ( In ) The Impact of Federally Funded Postsecondary Readiness Programs : Examining the Outcomes of the Gaining Early Awareness and Readiness for Undergraduate Programs ( GEAR UP ) Project for Student Participants in a Large Urban School District This research investigated the impact of GEAR UP – Gaining Early Awareness and Readiness for Undergraduate Programs – a grant program designed to increase the number of students prepared to enter and succeed in postsecondary education . It explores the program in the context of a large urban district in the mid-Atlantic region examining program outcomes and implications . This comparative research study examines data and evaluations collected over a seven-year program duration . Four pathways of GEAR UP participation are compared across attendance , grades , advanced coursework , high school graduation , and postsecondary enrollment to identify the pathway showing the highest rate of success .
Tracey Oliver-Davis ( V , In ) We wear the mask : Black female educators on stress , anxiety , and depression during the COVID-19 and Racial Pandemics In a 2021 survey of educator mental health , 54 % indicated experiencing feelings of burnout due to the COVID-19 pandemic ( R . Liss- Levinson ). Black teachers account for only 7 % of the national teaching force ( NCES , 2020 ), and 1 in 4 considered vacating their positions ( Steiner & Woo , 2021 ). Using the theoretical framework of the Strong Black Woman Schema ( SBW ), twenty Black K12 teachers were interviewed about their professional and personal experience of navigating the COVID-19 and racism pandemics . The data illustrated the deleterious impact of dual pandemics on mental health , positive and negative coping strategies , and a pervasive desire to vacate their positions .
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