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Direct linkLee, Elida; Somers, Pat; Taylor, Zachary; Fry, Jessica – Policy Futures in Education, 2022
This exploratory study responds to the criticism that non-instructional faculty or "academic professionals" at American universities are the cause of "administrative bloat." The purpose of the study was to build from the work of Rhoades (1998) and Kane (2007) to examine whether academic professionals at an R-1 (very-high…
Descriptors: College Faculty, Research Universities, Professionalism, Educational Change
Wei Zhang – ProQuest LLC, 2023
Chinese principals play a significant role in recontextualizing the U.S. principals' practices in leading their school reform and student outcomes in Chinese social, cultural, and educational contexts. The purpose of this basic qualitative study is twofold: (1) to describe and interpret how Chinese principals make meaning of their experiences as…
Descriptors: Principals, Foreign Countries, Educational Change, Best Practices
Clark-Gareca, Beth; Gui, Min – Language and Intercultural Communication, 2019
Instructional practices are fundamentally influenced by teacher beliefs. Cultural and pedagogical belief differences in EFL teachers can fuel a lack of professional understanding among teachers with contrasting perspectives about effective teaching practices. The present study examined the alignment between the beliefs of Chinese English teachers…
Descriptors: Teaching Methods, Language Teachers, Teacher Attitudes, English (Second Language)
