Recent Submissions

  • Leadership Processes During the COVID-19 Pandemic: Implications for Leadership Preparation and Training

    Bogans, Adrianne Melva; Michell Glover; Joseph Workman; Advanced Studies Innovation (Augusta University, 2022-05)
    The roles of school leaders have transformed significantly over time, making necessary shifts to place student learning at the core of what principals do. School leadership preparation has also evolved to keep up with the changing responsibilities and challenges that principals encounter. Although effective school leaders are recognized for their character and exemplary practices that contribute to and build collaborative school communities, principals have multiple responsibilities and often experience challenges while leading their schools. The role of the school leader has changed over the course of history. In response to these role shifts, the standards and practices providing the structure for post-secondary preparation and training programs, state certification, and formal evaluation programs have also had to adjust to keep up with societal changes and responsibilities of school leaders. While principals perform their regular responsibilities, with accompanying challenges, the COVID-19 pandemic has created a myriad of new challenges for school leaders around the globe. Although challenges are not new to the principalship, this study seeks to investigate the challenges K-12 school leaders experienced during the COVID-19 pandemic, how their leadership preparation and training did or did not prepare them to manage these challenges, and investigate the solutions principals implemented to counter the challenges experienced.

    Silva, Maria Jeane; Rebekah Ralph; Advanced Studies Innovation (Augusta University, 2021-04)
    This study explored the prevalence, understanding, and use of growth mindset in gateway courses amid the COVID-19 outbreak. Using an explanatory sequential mixed-method approach, the study was guided by three research questions: 1. What is the relationship between faculty mindset and faculty perception of student mindset in gateway courses? 2. How do gateway course faculty describe concepts of growth mindset? 3. How was growth mindset translated into gateway courses through instructional approaches and faculty-student interactions in online environments amid the COVID-19 outbreak? The findings of this study revealed that gateway course faculty held a growth mindset belief about themselves and their students. Yet, half of the participants were unfamiliar with the concept of growth mindset and how it impacted teaching practices. In the classroom, based on the course document analysis, 83.3% (5 out of 6) of faculty sent mixed mindset messages to students. Moreover, this study revealed that gateway course faculty perceived several barriers, including current understanding, current structures, and current mentality, to implementing growth mindset strategies in courses. Implications of the current prevalence, understanding, and use of growth mindset are discussed. Next steps, including the development of supports to address current barriers and other equity issues that create a challenge for growth mindset implementation, are described. Keywords: growth mindset, fixed mindset, academic mindset, retention, online instruction, faculty perceptions, college teaching, gateway courses