Research indicates that mentoring programs help increase the retention of beginning teachers. Sch... more Research indicates that mentoring programs help increase the retention of beginning teachers. School administrators may be presented with competing mentoring models, with various sources and types of support, aimed at improving beginning teacher retention. This study collected both qualitative and quantitative data under the rubric of a comparative case study method to investigate mentoring models in the Asher and Dane School Districts (pseudonyms). Using this approach, the authors explored the two distinct models related to beginning teacher retention. Although both districts used collaborative teams, in-school mentors, and principals within the context of professional learning communities to participate in the mentoring of beginning teachers, only the Dane School District employed district "coaches." Findings from this research suggest that these "coaches" were not as effective as in-school mentors or collaborative teams in increasing retention, possibly because of lack of proximity and personal relationship. Additional findings describe and explain mentoring characteristics and different sources of support that benefited the mentoring experience and subsequent retention of beginning teachers.
Professional learning communities (PLCs) are being recognized as effective in improving teacher c... more Professional learning communities (PLCs) are being recognized as effective in improving teacher collaboration and student achievement. Trust is critical in effectively implementing the PLC model, and the school principal is best positioned to influence school trust levels. Using five facets of trust, this research sought to clarify the impact of trust among PLC teachers on their team's collaborative practices. Findings suggested ways that members of successful PLCs built trust. Findings also suggested ways that principals influenced team members' trust. Successful and unsuccessful PLCs emphasized different facets in describing development of trust, the principal's role in building trust, and the role of trust in collaboration.
This study examined family leisure patterns and meanings of family leisure from the perspective o... more This study examined family leisure patterns and meanings of family leisure from the perspective of adolescents living in the Mukono District of Uganda. Sixty-eight secondary students were interviewed. Results indicate Ugandan adolescent definitions of leisure reflect leisure as free time and leisure as a means to an end. Students mentioned three primary family leisure outcomes (enjoyment/fun, personal development, and family development) that point toward a core theme. Fortifying describes the importance Ugandan youth place upon family leisure outcomes that strengthen the individual to overcome inevitable challenges they will face throughout their lives and enable them to succeed, especially through family socializing activities, such as discussion and storytelling.
... Ugandan Youth Delius Asiimwe and Richard Kibombo 105 7. The AIDS Support Organisation (TASO):... more ... Ugandan Youth Delius Asiimwe and Richard Kibombo 105 7. The AIDS Support Organisation (TASO): Issues and Potential for Developing Countries Alex Coutinho, Robert Ochai, Alex ...Geraldine Namirembe Bilamazire,{MP} Minister of Education and Sports, Kampala, Uganda ...
International Journal of Educational Development, 2013
ABSTRACT Students perform better academically in schools with high levels of trust. Yet school le... more ABSTRACT Students perform better academically in schools with high levels of trust. Yet school leaders primarily responsible for building cultures of trust may not know how to effectively build trust. This research examines how visibility of Ugandan headteachers is related to teachers’ perceptions of headteacher trustworthiness. Using grounded theory, we interviewed 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings indicate teachers’ perceptions of headteacher relational trustworthiness were related to headteacher visibility, with perceptions of both relational and competence trustworthiness being moderated by teacher and headteacher personal characteristics. Findings are comparable to U.S.-based research.
Purpose -The purpose of this paper is to investigate whether potentially disadvantaged groups of ... more Purpose -The purpose of this paper is to investigate whether potentially disadvantaged groups of researchers derive more research performance benefits from co-authorship network centrality (degree, closeness and betweenness). Design/methodology/approach -The paper builds on , which found positive associations of network centrality on research performance with a moderating relationship of gender for female authors. Using data from ISI Web of Science (SCI), the authors study the same domestic co-authorship network of Chemistry researcher in Pakistan publishing from years 2002-2009 and investigate the moderating role of academic age and institutional sector on the relationship between co-authorship network centrality (degree, closeness, and betweenness) and the academic research performance (aggregate impact factor) of chemistry university/institute faculty members in Pakistan. Findings -Ordinary least squares (OLS)-regression findings indicated a positive relationship between degree centrality and research performance with a positive moderating relationship for both academic age and institutional sector on the relationship between degree centrality and research performance for junior faculty members and faculty members employed in private sector universities/research institutes. Practical implications -The findings can be heartening and motivating for junior faculty and private institute faculty in Pakistan in suggesting opportunities to surpass barriers of domination and poor resource access through co-authorship ties and structural social capital. Originality/value -This paper adds to the limited research by strengthening the argument that potentially disadvantaged faculty with certain individual (academic age) and work-related characteristics (institutional sector) may benefit differentially from their co-authorship network centrality.
This research examines the association of co-authorship network centrality (degree, closeness and... more This research examines the association of co-authorship network centrality (degree, closeness and betweeness) and the academic research performance of chemistry researchers in Pakistan. Higher centrality in the co-authorship network is hypothesized to be positively related to performance, in terms of academic publication, with gender having a positive moderating effect for female researchers. Using social network analysis, this study examines the bibliometric data (2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)) from ISI Web of Science for the co-authorship network of 2,027 Pakistani authors publishing in the field of Chemistry. A non-temporal analysis using node-level regression reports positive impact of degree and closeness and negative impact of betweeness centrality on research performance. Temporal analysis using node-level regression (time 1: 2002-2005; time 2: 2006-2009) confirms the direction of causality and demonstrates the positive association of degree and closeness centrality on research performance. Findings indicate a moderating role of gender on the relationship of both degree and closeness centrality with research performance for Pakistani female authors.
International Journal of Leadership in Education, 2005
ABSTRACT This study examines a public school administrator network from a qualitative paradigm us... more ABSTRACT This study examines a public school administrator network from a qualitative paradigm using network theory and methods. Findings identify and describe four distinct networks emerging from administrators’ relationships: the innovation network, the resource network, the social/emotional support network, and the university–school partnership network. Findings suggest that educational leaders do not have just one network, but rather use multiple networks to achieve their organizational objectives. Strategic implications of the structure of these networks and an educational leader’s position within these networks are discussed.
Research indicates that mentoring programs help increase the retention of beginning teachers. Sch... more Research indicates that mentoring programs help increase the retention of beginning teachers. School administrators may be presented with competing mentoring models, with various sources and types of support, aimed at improving beginning teacher retention. This study collected both qualitative and quantitative data under the rubric of a comparative case study method to investigate mentoring models in the Asher and Dane School Districts (pseudonyms). Using this approach, the authors explored the two distinct models related to beginning teacher retention. Although both districts used collaborative teams, in-school mentors, and principals within the context of professional learning communities to participate in the mentoring of beginning teachers, only the Dane School District employed district "coaches." Findings from this research suggest that these "coaches" were not as effective as in-school mentors or collaborative teams in increasing retention, possibly because of lack of proximity and personal relationship. Additional findings describe and explain mentoring characteristics and different sources of support that benefited the mentoring experience and subsequent retention of beginning teachers.
Professional learning communities (PLCs) are being recognized as effective in improving teacher c... more Professional learning communities (PLCs) are being recognized as effective in improving teacher collaboration and student achievement. Trust is critical in effectively implementing the PLC model, and the school principal is best positioned to influence school trust levels. Using five facets of trust, this research sought to clarify the impact of trust among PLC teachers on their team's collaborative practices. Findings suggested ways that members of successful PLCs built trust. Findings also suggested ways that principals influenced team members' trust. Successful and unsuccessful PLCs emphasized different facets in describing development of trust, the principal's role in building trust, and the role of trust in collaboration.
This study examined family leisure patterns and meanings of family leisure from the perspective o... more This study examined family leisure patterns and meanings of family leisure from the perspective of adolescents living in the Mukono District of Uganda. Sixty-eight secondary students were interviewed. Results indicate Ugandan adolescent definitions of leisure reflect leisure as free time and leisure as a means to an end. Students mentioned three primary family leisure outcomes (enjoyment/fun, personal development, and family development) that point toward a core theme. Fortifying describes the importance Ugandan youth place upon family leisure outcomes that strengthen the individual to overcome inevitable challenges they will face throughout their lives and enable them to succeed, especially through family socializing activities, such as discussion and storytelling.
... Ugandan Youth Delius Asiimwe and Richard Kibombo 105 7. The AIDS Support Organisation (TASO):... more ... Ugandan Youth Delius Asiimwe and Richard Kibombo 105 7. The AIDS Support Organisation (TASO): Issues and Potential for Developing Countries Alex Coutinho, Robert Ochai, Alex ...Geraldine Namirembe Bilamazire,{MP} Minister of Education and Sports, Kampala, Uganda ...
International Journal of Educational Development, 2013
ABSTRACT Students perform better academically in schools with high levels of trust. Yet school le... more ABSTRACT Students perform better academically in schools with high levels of trust. Yet school leaders primarily responsible for building cultures of trust may not know how to effectively build trust. This research examines how visibility of Ugandan headteachers is related to teachers’ perceptions of headteacher trustworthiness. Using grounded theory, we interviewed 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings indicate teachers’ perceptions of headteacher relational trustworthiness were related to headteacher visibility, with perceptions of both relational and competence trustworthiness being moderated by teacher and headteacher personal characteristics. Findings are comparable to U.S.-based research.
Purpose -The purpose of this paper is to investigate whether potentially disadvantaged groups of ... more Purpose -The purpose of this paper is to investigate whether potentially disadvantaged groups of researchers derive more research performance benefits from co-authorship network centrality (degree, closeness and betweenness). Design/methodology/approach -The paper builds on , which found positive associations of network centrality on research performance with a moderating relationship of gender for female authors. Using data from ISI Web of Science (SCI), the authors study the same domestic co-authorship network of Chemistry researcher in Pakistan publishing from years 2002-2009 and investigate the moderating role of academic age and institutional sector on the relationship between co-authorship network centrality (degree, closeness, and betweenness) and the academic research performance (aggregate impact factor) of chemistry university/institute faculty members in Pakistan. Findings -Ordinary least squares (OLS)-regression findings indicated a positive relationship between degree centrality and research performance with a positive moderating relationship for both academic age and institutional sector on the relationship between degree centrality and research performance for junior faculty members and faculty members employed in private sector universities/research institutes. Practical implications -The findings can be heartening and motivating for junior faculty and private institute faculty in Pakistan in suggesting opportunities to surpass barriers of domination and poor resource access through co-authorship ties and structural social capital. Originality/value -This paper adds to the limited research by strengthening the argument that potentially disadvantaged faculty with certain individual (academic age) and work-related characteristics (institutional sector) may benefit differentially from their co-authorship network centrality.
This research examines the association of co-authorship network centrality (degree, closeness and... more This research examines the association of co-authorship network centrality (degree, closeness and betweeness) and the academic research performance of chemistry researchers in Pakistan. Higher centrality in the co-authorship network is hypothesized to be positively related to performance, in terms of academic publication, with gender having a positive moderating effect for female researchers. Using social network analysis, this study examines the bibliometric data (2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)) from ISI Web of Science for the co-authorship network of 2,027 Pakistani authors publishing in the field of Chemistry. A non-temporal analysis using node-level regression reports positive impact of degree and closeness and negative impact of betweeness centrality on research performance. Temporal analysis using node-level regression (time 1: 2002-2005; time 2: 2006-2009) confirms the direction of causality and demonstrates the positive association of degree and closeness centrality on research performance. Findings indicate a moderating role of gender on the relationship of both degree and closeness centrality with research performance for Pakistani female authors.
International Journal of Leadership in Education, 2005
ABSTRACT This study examines a public school administrator network from a qualitative paradigm us... more ABSTRACT This study examines a public school administrator network from a qualitative paradigm using network theory and methods. Findings identify and describe four distinct networks emerging from administrators’ relationships: the innovation network, the resource network, the social/emotional support network, and the university–school partnership network. Findings suggest that educational leaders do not have just one network, but rather use multiple networks to achieve their organizational objectives. Strategic implications of the structure of these networks and an educational leader’s position within these networks are discussed.
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Papers by Julie Hite