This grounded theory study explored the impact of community engagement on how youth leaders develop. A paradigm model illustrating this developmental process is presented, which includes the conditions that empowered the youth to engage in their community, the strategies used by the youth and the adults in their work together, the conditions that helped/hindered those strategies, and the resulting outcomes. Results of the analysis indicated that individual connections, common sentiments, and being asked to engage were identified as the most salient causal conditions. The action taken by the youth and adult respondents mobilized those individual connections and common sentiments into social capital, which was then converted into individual and community outcomes.
One institution's attempt to review teaching at the departmental level reflects upon the argument that honoring teaching is best done departmentally due to disciplinary differences in norms and standards.
Is over-participation in activities a valid reason for poor aca demic achievement? In search of an answer to this question, the authors report a study that looked at personality types of students who tend to participate in school activities and to examine the relationship to academic achievement.
Administrators often have extremely different opinions of their leadership behavior than do their teachers. These writers explain what happened in one study where participating principals were made aware of their teachers' opinions.
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