Publications+and+Presentations

= A Collaborative Partnership for Leadership Preparation: Discourses of Transformational and Transformative Leadership =



// A Collaborative Partnership for Leadership Preparation: Discourses of Transformational and Transformative //// Leadership ////. // Paper presented at UCEA, Indianapolis, IN. Hewitt, K., Lashley, C., & Davis, A.W. November 2013.

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 * PAPER**


 * PRESENTATION**

= Game changers: Developing graduate faculty for a technology-rich learning environment. =

=== Hewitt, K. K., Lashley, C., Mullen, C. A., & Davis, A. W. (2012). Game changers : Developing graduate faculty for a technology-rich learning environment. In J. Tareilo & B. E. Bizzell (Eds.), //NCPEA// //handbook of online instruction and programs in education leadership// (pp. 45-59). NCPEA Press/Rice University (National Council of Professors of Educational Administration) (ISBN 978-1-4507-7263-1) ===





= Making an Impact Statewide: A Three-Pronged Targeted Model on 21st-Century School Leadership = = Carl Lashley, Ann W. Davis, Kimberly Kappler Hewitt, Carol A. Mullen = = “Impact V: Building 21st Century School Leadership” reflects our commitment as scholars and practitioners to work with 12 such schools across North Carolina. At the presentation, the authors will share goals as a faculty leadership team with respect to the conceptualization and intent of this project (Year 1), which focuses on 21st public school leadership development. With the goal of preparing practicing school leaders more innovatively, the research team has developed a curricular pyramid model that underscores this leadership preparation initiative. =






 * Making an Impact Statewide to Benefit 21st-Century School Leadership **

Hewitt, K. K., Mullen, C. A., Davis, A. W., & Lashley, C. (2012). Making an impact statewide to benefit 21st-Century school leadership. //AASA Journal of Scholarship & Practice//, //9//(3), 18-31.



Ann W. Davis & Kimberly Kappler Hewitt (2012)
 * UBIQUITOUS LEARNING ECOLOGY **

=== Substantive reform often involves a fundamental departure from past practices and ways of thinking. One-to-one (1:1) wireless learning environments are an example of such a fundamental departure—a rupture—in the traditional context of schooling, a rupture that provides new possibilities for teaching and learning. The focus of this interpretive, ethnographic study was to follow the implementation of a 1:1 wireless computing, teaching and learning reform initiative in a sizable high school located in North Carolina in the Southeast United States. The yearlong study incorporated structured and unstructured interviews, observations, document analysis, and electronic correspondence focusing on the stories of faculty members who served as teacher leaders for the implementation process. Data from this initial implementation year, as well as follow-up research from subsequent years and a vetting process in 53 other North Carolina schools/districts, has resulted in a framework of ten components that are associated with successful implementation of 1:1 computing reforms. In this paper, the authors describe these components and implications of this work for other 1:1 implementation projects. ===



//** ACEC2012: ITs Time Conference **////** October 2nd - 5th 2012, Perth Australia **//