Research & Scholarship
Check out our journal: the Journal of Organizational & Educational Leadership
JOEL Call for proposals
In recent months, we have witnessed a surge of artificial intelligence (AI) find its way into our day-to-day lives. One particular area of growing concern is how AI applications such as Chat GPT will affect education, both in K12 and higher education settings. The landscape of academic honesty, and specifically plagiarism, is quickly changing.
While empirical research is crucial, so is having open conversations to share how different faculty and institutions are handling AI, especially since this seems to have entered our lives with little time for preparations. Therefore, we are calling for short essays, vignettes, and anecdotes for this themed issue of JOEL rather than our typical peer-reviewed empirical research manuscripts. Submissions can include, but are not limited to:
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How you as faculty or institution are dealing with AI;
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How you are preparing future principals and other school leaders to deal with AI in the classroom;
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What measures you are taking to keep AI under control;
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Any changes to your Academic Honesty policies. This includes all levels, but one of particular interest is graduate doctoral work such as dissertations.
Unfinished Business: A Regional Education Laboratory Retrospective on School Improvement
Edited by Paula Egelson, Southern Regional Education Board (Retired)
C. Steven Bingham, High Point University and
Barbara B. Howard, Appalachian State University (Retired)
Unfinished Business: A Regional Education Laboratory Retrospective on School Improvement is authored by education professionals formerly employed at SERVE, one of the ten US federally funded education research and development laboratories. SERVE’S region included the following southeastern states: Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina. The school improvement recollections found in this book are supported by contemporaneous data collected for research and evaluation as well as literature, interviews and evidence from former clients and collaborators. Each of the chapter authors wrote about a school improvement initiative in which they led or participated in developing.
Compared to the other nine labs, SERVE was heavily field based. SERVE’s projects and publications focused on school improvement, research, policy, and professional development. The work was typically launched in a spirit best described as emergent design. Building on extant research and best practice, potential clients across the six-state region were approached with ideas for educational interventions and evidence to support theories of action.
It is underscored that improving America’s public schools, teachers and school administrators is a continuous process involving difficult work. It is hoped that this book will offer suggestions to educators about how to implement school improvement, including what works and what doesn’t, and how initiatives can evolve positively over time.