Metacognitive Awareness and Mindset in Current and Future Principals

Metacognition is a key component in education, yet little is known about whether or not instructional leaders are metacognitively aware. Metacognition is described as thoughts about one\u27s knowledge and control over their own cognitive processes (Flavell, 1979). Kuhn (2000) indicated that metacognition develops from an early age, and asserted that the more explicit metacognitive thinking is, the more effective one would be able to engage in metacognitive thinking and control of their cognitive processes. Some examples of metacognitive strategies include planning, monitoring, and evaluating, and can be used by educators or students (Fathima, Sasikuman, & Roja, 2014). Metacognitive strategies should be selected based on tasks, contexts, and an awareness of situational activities (Bjork, Dunlosky, & Komell, 2013)

Female Superintendents and the Effects of Mentoring Relationships

Women make up the majority of personnel in today’s school systems yet few are employed in the highest position-superintendent. In one southern state, the State Department of Education (2009) reported 22 % of superintendents were women. Nationwide, the percentage is 24.1% (Kowalski, McCord, Petersen, Young, & Ellerson, 2011). However, in comparison to the number of women who begin their careers in education, there is still a wide inequity between the percentages of those in the ranks and those in positions of superintendent (Katz, 2012). One of the reasons for the lack of women in upper level administration is the lack of mentoring, both formal and informal. Therefore, mentoring becomes an essential element in providing the guidance and support for women who aspire to be in a leadership position.This study examined the effects of career and psychosocial mentoring functions on the careers of women superintendents currently serving in a southern state by exploring both informal and formal mentoring relationships and the way these relationships serve as effective tools on the position attained and career development. The results of this study showed that the career mentoring functions and psychosocial mentoring functions had a statistically significant impact on the careers of female superintendents. Findings from this research indicate that mentoring relationships have the potential for female administrators to make successful career advancement

Preventing Bullying: What Can Schools Do?

Minimizing school bullying is essential for learning and has become a necessary field of study mostly stimulated by repeated episodes of school violence. The main aims of this research were to (a) determine the differences between bullying, cyberbullying, and teasing, (b) analyze the causes of the rise in instances of bullying and (c) explore prevention and solutions. The target audience includes school administrators, faculty, and staff

Panel: Bullying

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