<p> Given society's increasingly technology centric play and workplace environment, Massively Multiplayer Online Games (MMOs) can be an excellent sandbox to develop future leaders of teams, which are the lifeblood of any organization. MMOs like World of WarCraft provide rich immersive experiences that allow leaders and followers the ability to create highly complex ecosystems that can mimic some of the largest out of game organizations. In game they can potentially gain valuable insights, which can later be applied to the workplace. This study explores Leadership characteristics appearing in and out of game. A combination of identity theories and leadership characteristics provide a greater understanding of possible relationships that may be occurring between leaders and followers; and in and out of multiplayer video game environments. Using transformational leadership as a framework, 6 leaders were interviewed, and assessed with the Multifactor Leadership Questionnaire (MLQ). Also, their guild communities were examined for evidence of leadership behaviors. The results found relationships between a leader's in and out of game characteristics with values and contexts in the workplace between leader, community, and follower. These relationships create and shape the lived experiences of leaders providing them the insights to create connections between relevant contexts in game with their workplace environment. This study identifies leadership stories, that can been employed in the workplace for the benefit of the organization; and the use group play spaces as a place to practice leadership operations of a business. Through these narratives, leaders can better understand the values that shape their identity; the relevant contexts that enabled the appearance of leadership characteristics in and out of game; and an opportunity to connect with a community aligned to teach leaders how to be.</p>

<p> Due to changes in economic and social climate, including a decrease in state and federal funding, Associate's Colleges began to supplement their search for funds by fund raising. Associate's Colleges' fund raising has evolved and the purpose of this research was to scrutinize philosophies, perspectives, practices, relationships, and experiences of collegiate staff involved in institutional fund raising in large rural Associate's Colleges in a southeastern state in order to promote prosperity in resource development. The researcher's objective was to endeavor to document the roles of institutional actors in the fundraising process, their training, background, organization, and how their tactics differ when approaching corporations and individuals. In addition, the study looked at governance of foundations and fundraising staff specifics (job descriptions, student use, size related to funds generated). This included the roles of governance, philosophies, resources, methods of procuring funds, and reporting. This study displayed differences and similarities in fund raising practices at large rural Associate's Colleges in a southeastern state and described the setting in which these events took place. The participants in this study were ten fund raisers connected with Associate's Colleges of varying ages, educational backgrounds, and fund raising experience. Data for the study were derived from semi-structured interviews with each fund raiser, a foundation meeting observation, and a review of fund raising related documents. Using basic qualitative methods, the researcher conducted a thematic analysis of the data which enabled him to organize that data into manageable segments where he coded it. This process enabled the researcher to establish connections between the collected data and the research questions. Three major themes emerged from data analysis: (a) Relationship Management is Fund Raising; (b) Relationship Management is a Product of Resources and Communication; (c) Profitable Fund Raising Involves Maximizing the Potential of Four Factors: Participants, Environment, Experiences, Philosophy. Moreover, the study answered how large rural Associate's Colleges in a southeastern state developed fiscal resources in a climate of reduced state and federal funding.</p>

<p> The purpose of this study was to determine how stakeholders engaged in school-university partnerships, specifically in the work preparing future school administrators, created and captured value for their own organizations. These case studies examined three partnerships that involved three school systems who all partnered with the same college, which allowed for multi-site and within site analysis. The study used the voices of key stakeholders, partnership documents, and observations of key events within the partnerships as data sources to focus on what stakeholders took away from the partnerships for their own organizations. </p><p> The review of literature included research on the role of school-university partnerships in principal preparation reform, and the impact of such reform on leadership succession in schools. In addition, the literature on collaboration provided a clear context for identifying, analyzing and interpreting the actions of stakeholders in these partnerships. The partnerships were examined using negotiated order theory as a conceptual and theoretical framework. This framework proved valuable for determining the actions stakeholders in regard to the preconditions and processes of collaboration, with specific focus on value creation and capture as outcomes. </p><p> The findings showed that value creation and capture were specific and significant for all organizations, although there was variance across the partnerships as to what and how value was created and captured. Recommendations were offered for organizations interested in creating school-university partnerships. Recommendations could also be broadly applied to many types of organizations in the social sector that are interested in partnering as a means of creating and capturing value for their own organizations.</p>

<p> This study examined the relationship between participation in an intensive summer arts program and creative thinking as measured by pre- and posttests using the Torrance Tests of Creative Thinking. It sought to examine the experiences of the teen apprentices in the summer Art Camp program. The purpose of this study was to compare scores on the Torrance Tests of Creative Thinking before and after a 7-week arts apprenticeship across arts disciplines with urban teenagers. A parallel explanatory research design was used. The two research questions were as follows: What is the relationship between the pre- and posttest scores on the Torrance Tests of Creative Thinking (TTCT) after participation in an intensive summer arts apprenticeship? And How do Art Camp apprentices describe the impact of the program and their experiences as apprentices? Findings show an increase in creativity as measured by the TTCT and largely positive impact on the apprentices. Implications for transformational leaders include support for collaborative community partnerships as well as for the use of summer arts programming as a way to boost cultural capital for economically disadvantaged teens.</p>

<p> Effective professional development for school principals is crucial to the successful administration of schools, especially during periods of change resulting from policy mandates. The Louisiana Legislature has passed legislation in an attempt to reform education in the state. During this same period, the Board of Elementary and Secondary Education (BESE) has determined school districts are responsible for the professional development of school principals in the district. However, there may be varying degrees of fidelity with respect to the types of programs implemented in the school districts in Louisiana. </p><p> This study utilized qualitative and quantitative data to determine the elements, contexts, and topics found in the principals' professional development in two school districts in Louisiana. Educational leadership literature and studies have indicated professional development for principals should be ongoing and occur during all phases of the principals' career. The participants in the study included the district personnel responsible for implementing professional development for principals and the principals in two school districts, one rural and the other suburban. </p><p> The role district administrators had in the districts' professional development programs was examined and compared to the responses of the principals included in the study. The responses of the principals and superintendents in both districts were compared and contrasted through both a within-case and cross-case analysis. The role professional development had in implementing policy changes was also examined. </p><p> The data collected through the survey used and the interviews provided a glimpse of the professional development found in both districts, as well as the expectations and needs the principals had for the program. To take it a step further, the desires of the principals of both districts in all three areas are compared with the common areas in both districts delineated. </p><p> The results between the two districts were very similar in both the types of professional development the principals attended and the desires the principals indicated they would like to see included in a program of professional development. The principals in both districts desired the program to be ongoing, collaborative, and participative. The principals also desire for professional learning communities to be the context used in the programs. Topics should include the use of data, enhancing instruction, facilitating change, and the development of leadership skills. The expectations the principals had for professional development that should be included in a program are the use of data, personnel matters, and implementation strategies for changes to the school campus. The needs the principals perceived as important to be included in professional development included collaboration among their peers, provide follow-up, provide time for reflection, allow for school visitations, and the program be research based. The needs that were not being met through professional development included knowledge of teacher evaluation and instruction, data interpretation and student achievement, and activities designed to foster improvement in leadership skills.</p>

<p> An organization's ability to achieve its goals depends on the quality of its leaders and their ability to produce a highly engaged workforce. High levels of employee and managerial turnover and burnout can impede an organization's workforce engagement and ability to grow and be successful. To minimize the impact of these 2 constructs (turnover and burnout), this study examined the link between leadership behavior practice patterns' and employee work engagement in a nonprofit that supports the homeless. Responses from 48 non-managerial employees were used for this study. To investigate this study data were collected using 2 survey instruments: the Leadership Practice Inventory (LPI) and Utrecht Work Engagement Scale (UWES). Both surveys were completed by the same population on the same day. The combination of cross-sectional survey designs using quantitative and descriptive correlational research methods helped the researcher analyze the data to identify relationships between the variables under investigation. According to the respondents' ratings, a positive correlation was found to exist between leaders' behavior practice patterns and employee work engagement. Moreover, the results found no negative correlations between the LPI scores and the UWES scores. High employee engagement in a nonprofit organization leads to better economic outcomes for the community and a better workplace for employees who feel their organization cares about their health and well-being, which leads to a more tenured workforce and effective group of leaders. Future directions for research include exploring other variables (leader responses and gender) to potentially predict different work engagement levels and leadership behaviors that could impede employee burnout and turnover.</p>

<p> Teachers may benefit more from a professional learning community (PLC) than from professional development initiatives presented in single day workshops. The purpose of this program evaluation study was to identify characteristics of an effective PLC and to determine how the members of the PLC have benefitted from the program. Fullan's educational change theory provided the framework for the study, which refers to learning experiences of teachers when collaborating with peers. The sample consisted of 9 biology teachers during the 2012-2013 school year. Data were collected through online surveys and face-to-face interviews regarding effective PLCs. The online survey questions were asked to identify the characteristics of PLCs. Interviews were conducted to examine how biology teachers benefited from PLCs. Survey data were analyzed for descriptive statistics. Interview transcripts were analyzed using thematic analysis for emergent themes. According to study findings, PLCs are used for shared teaching vision and practices. Sustained use of PLCs in schools could help create supportive professional learning environments for teachers to improve their teaching practices through purposeful collaboration.</p>

<p> The purpose of this study was to evaluate the influence of principal and school characteristics on principal mean ratings of teachers using the North Carolina teacher evaluation instrument. A review of recent literature identified principal, teacher, evaluation process, and school characteristics possibly influencing principal ratings of teachers, but the studies found explicitly addressing these relationships focused specifically on the relationship between principal ratings and teacher effectiveness as measured by value-added data. A series of simple and multiple regression tests were used in this study to examine the influence of principal characteristics and school characteristics on the distribution of principal ratings for Standards 1 through 5 of the North Carolina evaluation instrument. The predictor variables were principal years' experience as a principal, principal implicit person theory, principal number of dominant leadership orientation frames, school grade span, and school growth status. Principal years' experience as an administrator and teacher were also collected. Exploratory variables included were school Title I status, teacher turnover rate, and the percent of teachers with less than three years' experience. </p><p> To evaluate the influence of principal and school characteristics, a stratified, proportional sample of 399 principals were invited to participate in an online survey. Only 73 principals responded with only 68 of the responses meeting the criteria of completion to be used in the study. Principal years' experience as an administrator, school teacher turnover rate, and school percent of teachers with less than three years' experience significantly influenced principal mean ratings of teachers. The more years' experience as an administrator, the higher the principal mean rating assigned. The higher teacher turnover rate and percent beginning teachers, the lower principal mean rating assigned. This was an exploratory study revealing further opportunities for study on the influence of factors other than teacher effectiveness influencing principal ratings.</p>

<p> Throughout the nation, teacher unions are under fire. Their popularity in recent polls shows Americans see teacher unions as a negative influence on public schools; however, the polls also indicate Millennials express favorable opinions of and support for unions.</p><p> The primary objective of this quantitative study was to examine Millennial teachers' perceptions of the California Teachers Association (CTA) and their local unions. Using surveys, interviews, and document analysis from union leaders representing multiple school districts in Orange County, California, this study explored views of their profession, education reform, union leadership, and the role of the union in representing Millennial teachers. Once data was collected, themes were illuminated to identify common perceptions among the participants to determine the future of teacher unions in California.</p><p> Findings from the study suggest that Millennials' views on wages, benefits, and working conditions are not contradictory to those held by veteran colleagues. However, Millennials recommend a more inviting approach to generate more Millennial involvement in teacher unions. Finally, Millennials suggest the status quo change to be more open to reform and flexibility in teacher evaluations, tenure, and the traditional workday. This study provided data that suggests that Millennials' perceptions of the function of the union are that it should continue to play its historical and traditional roles of negotiating contracts and protecting working conditions, but as union membership changes the perceptions of union members have moved into the 21st century.</p>

<p> Africans and people of African descent have always desired the best for their children and education has been seen as the key to success (Madhubuti &amp; Madhubuti, 1994, p. 4). When conscious African American teachers respect for students' cultural heritage and families are demonstrated in the classroom, and seen as an asset then students' ability to develop self-esteem and self-pride needed to support self in the world that we live in improves (Alim, 2014 &amp; Gay, 2010). </p><p> This study focused on how teachers at an African-centered school in East Oakland, California structure curriculum and instruction for pre-school-8 in a way that leads to highly successful outcomes for students especially in mathematics. The following research questions guided this case study of an African-centered school. First, what are the elements of an African-centered education and culturally responsive pedagogy that ensures the academic achievement of African-American students? Second, what occurs in teachers' classrooms where students strive for academic excellence? Third, what are the school practices that contribute to the academic success of all students? </p><p> The findings are as follows in this research is that school climate and culture set the tone and expectation for all students. When students and staff are respected and valued each contribute to the success of the students and school programs with strong support inside the school (staff) and outside (family and community). Students need to be able to identify who they are and be empowered to develop agency for themselves. </p><p> The start of the school day needs to focus and center students (for example breathing exercise, pouring libation and school pledge). The placement of mathematics at the beginning of the day is vital. The most challenging class is provided to students when most students have the most energy to focus, pay attention and stay on task. It is important for students to have extended time to think critically, to experience guided practice and independent practice. </p><p> In addition, teachers who check for understanding frequently throughout the lesson are better prepared to comprehend where students are in the learning cycle (engagement, explore, explanation, elaboration and evaluate). Cooperative learning is a communal process to learn and is beneficial to many students rather than working independently and/or competitively. Next, technology should be used in modern classes to prepare students for the real world. Finally, belonging is an essential part of this school. Students feel as if they are members of a team; the staff is the leader of the team and they ensure that all students feel connected to school through common routines and practices. There is success for all, students, staff, parents and community. </p><p> Key words: African-centered education; culturally responsive pedagogy, culturally sustaining pedagogy, mathematics acceleration program; African Americans; urban education, school practices, striving for excellence in education. </p>