Administration and Leadership in Student Affairs: Actualizing Student Development in Higher Education by Theodore K. Miller, Roger B. Winston, Jr., and Associates

Shriberg, Arthur; Futrell, Brenda

doi:10.1080/00220973.1992.11072260

Cited by 2 publications

(2 citation statements)

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“…By the early 1980s, it cohered into a comprehensive administrative toolkit extending to such domains as organizational leadership, professional ethics, legal issues, human resources, and fiscal and facilities management. 44 Navigating the Academic Revolution When Christopher Jencks and David Riesman published their highly influential book, The Academic Revolution, in 1968, they were referring not to a revolution by students in that tumultuous year, but to a rise in faculty power that had been decades in the making. 45 Capitalizing on this trend, student affairs advocates claimed that any occupation anchored in a university must, in addition to all the other trappings of professionalization-conferences, journals, national membership organizations, codes of ethics, formal training-ground itself in disciplinary knowledge.…”

Section: Student Development Theorymentioning

confidence: 99%

Student Development Theory and the Transformation of Student Affairs in the 1970s

McNeely

2023

Hist. of Ed. Quarterly

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Student development theory (SDT) is a diverse corpus of academic and popular psychology with real-world application to the maturation of college and university students. It originated during the campus upheavals of the 1960s as part of a collective effort to reconcile restive students to mass higher education and modern technological society. Then, in the 1970s, SDT was implemented and refined by an ambitious generation of student affairs professionals eager for institutional influence and academic legitimacy. By providing an animating moral and intellectual purpose to the bureaucratic sundering of student affairs divisions from academic affairs divisions, SDT abetted a lasting institutional and cultural change in the organization of the modern university circa 1970. As a discourse of therapeutic empowerment, SDT has had an enduring influence on the daily practice of student affairs administration in the five decades since.

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Section: Student Development Theorymentioning

confidence: 99%

Student Development Theory and the Transformation of Student Affairs in the 1970s

McNeely

2023

Hist. of Ed. Quarterly

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“…At its core, it is developing a strategy that provides possibilities for both professional and personal growth among staff members. According to DeCoster and Brown (1991), constant professional development is essential for both personal and professional education. As a result, the ultimate goal of professional development is to promote individuals' continual learning and development.…”

Section: Introductionmentioning

confidence: 99%

Professional Development for High School Math Vietnamese Educators in the Assessment of Math Results

Ut Nguyen,

Thanh Nguyen,

Thuong Le

et al. 2024

JCT

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Professional development has long been acknowledged as an important facet of career advancement, particularly in the teaching profession. Teachers must participate in professional development activities that allow them to review and improve their knowledge and skills to remain competent and up to speed with the newest practices. Nonetheless, despite increased attention to professional development programs in Vietnam, the value of these programs for Math teachers remains debatable. The goal of this research is to investigate the content, method, and form of professional development activities for math teachers in Vietnam. Despite dings indicate that, despite the varied contents, methods, or forms employed in professional development programs, their effectiveness, as judged by instructors, is quite low. This suggests that program developers should assess the inefficiencies of these programs and make relevant adjustments or replacements to maximize their efficacy. Teachers must engage in professional development activities that give them the knowledge and skills they need to fulfill the changing demands of their job. Effective professional development programs can help students succeed by allowing instructors to enhance their instructional practices, stay current with new teaching methods and technologies. This study, however, emphasizes the importance of continuing to evaluate and enhance professional development programs for math instructors in Vietnam to ensure that they are effective in fulfilling the requirements of teachers and, ultimately, their students.

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Administration and Leadership in Student Affairs: Actualizing Student Development in Higher Education by Theodore K. Miller, Roger B. Winston, Jr., and Associates

Cited by 2 publications

References 0 publications

Student Development Theory and the Transformation of Student Affairs in the 1970s

Student Development Theory and the Transformation of Student Affairs in the 1970s

Professional Development for High School Math Vietnamese Educators in the Assessment of Math Results

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