Books by Nahed AbdelRahman
In the United States, Latinos (Hispanics) have increased six fold since the 1970, and as of 2013,... more In the United States, Latinos (Hispanics) have increased six fold since the 1970, and as of 2013, there were 53,950,077 documented Latinos, which represents 17.1% of the U.S.
population (U.S. Census Bureau, 2015). Latinos almost mirrored that percentage in the universities in 2011 with 16.5% (Fry & Hugo Lopez, 2012). However, among full-time instructional faculty, in fall, 2011, there were 4% Hispanic faculty members. Furthermore, according to National Center for Education Statistics (NCES, 2014), there were only 3% Hispanic full-time professors noted in 2001. There were even fewer Latino/Latina determined among tenured faculty at 2%1 in also among the faculty ranks in 2013, according to Zhu (2014), and according to the Nuñez and Murakami-Ramalho (2012), only 4% of those tenured faculty members were Latina (female). It might be noted that the NCES (2014) reported the White faculty members by ethnicity and gender, but did not distinguish the gender among Hispanic faculty. Therefore, there is a need to not only recruit such faculty, but also to retain them. Huber, Huidor, Malagon, Sanchez, and Solorzano (2006) recommended for recruitment and retention of a diverse faculty group, a faculty-mentoring program needs to be in place. Espinoza-Herold and Gonzalez (2007) noted that in order to assist diverse and junior faculty members, mentors are needed to help develop their resiliency for overcoming challenges and for succeeding in higher education. Although Allen, Eby, Poteet, and Lenz (2004) confirmed that mentoring had career benefits for faculty, mentoring available to Latinas did not equal the number of Latinas who needed mentoring (Chesler & Chesler, 2002).
Papers by Nahed AbdelRahman
Editorial overview: mentoring throughout the process of professional practice
Mentoring & Tutoring: Partnership in Learning, Oct 3, 2023
Editorial overview: mentoring across disciplines
Mentoring & tutoring, Mar 15, 2024
Hybrid Learning
IGI Global eBooks, Aug 18, 2016
Pre-Service Principals in a Principal Preparation Program: Leadership Practices as a Response to COVID-19
Journal of School Leadership
The COVID 19 pandemic affected individuals and institutions globally, especially schools. As scho... more The COVID 19 pandemic affected individuals and institutions globally, especially schools. As schools temporarily closed, teachers and administrators worked to develop innovative solutions to the problems generated by the crisis. In this qualitative case study, we examined the impact of leadership practices and responses to the COVID 19 pandemic as perceived by the pre-service principals who were enrolled in a university principal preparation program. Forty-four pre-service principals participated in an open-ended survey to identify leadership practices during the pandemic. Pre-service principals, in the findings, identified five main practices they experienced to overcome the pandemic’s challenges: (a) distributing meals for students and their families; (b) issuing learning materials and devices; (c) coordinating online instructions; (d) assisting leadership teams; and (e) leading professional development sessions to integrate the school teams’ experiences. The research team expects...
Editorial overview: mentoring to support professional space
Mentoring & Tutoring: Partnership in Learning
Editorial overview: mentoring as a partnership in learning
Mentoring & Tutoring: Partnership in Learning
The Impact of Virtual Mentoring and Coaching on Building Instructional Leadership: A Case Study
Proceedings of the 2020 AERA Annual Meeting, 2020
Enhancing Bilingual/ESL Teachers' Instructional Leadership Competencies Using Virtual Mentoring and Coaching
Proceedings of the 2021 AERA Annual Meeting
Investigating Principalship Motivations of Bilingual Teachers Attending Principal Preparation Program: Texas Case Study
Proceedings of the 2020 AERA Annual Meeting
Frontiers in Education
COVID-19 pandemic was and continues to be a shock and a challenge to the entire world. This healt... more COVID-19 pandemic was and continues to be a shock and a challenge to the entire world. This health and safety challenge found its way into the world of higher education, even in programs that were already delivered in online environments. In this study, we examined the perceptions of 79 developing principals enrolled in a Master of Education Degree program in Educational Administration at Texas A&M University in the United States as they processed the efficacy of a virtual professional development (VPD) leadership for a state certificate in Advancing Educational Leadership (AEL). The state agency has required AEL as a 3-day state-mandated face-to-face training which is a basic requirement for school leaders who evaluate teachers. In fact, per state policy, AEL was delivered in a face-to-face format since it began in 2015, but was transformed to a VPD format in 2020, for the first time, as a response to safety concerns resulting from the COVID-19 pandemic. The Texas Education Agency ...
Toward Equitable Educational Leadership: Principal Preparation Policy Differences Among States With High- or Low-Leverage Policies
Proceedings of the 2019 AERA Annual Meeting
The Influence of University Principal Preparation Program Policies on the Program Internship
SAGE Open
The purpose of this study was to examine the influence of program admission requirements, univers... more The purpose of this study was to examine the influence of program admission requirements, university-district partnerships, and course content integration on the internship within principal preparation programs. University principal preparation programs have been a focus of recent attention, specifically since 2005 when the report Arthur Levine published his report, Educating School Leaders. Research identified the field-based internship as a valuable part of principal preparation programs. We developed the Principal Preparation Program Policy Survey (4Ps) to collect data from program chairs of public universities across the nation. We employed structural equation modeling to answer the research questions. The findings revealed that partnership policies have significant relationships with the principal internship and with admission requirements. Universities that develop strong district partnership policies are more likely to have strong internship and admission policies for their p...
Identification of Campus and District Leadership Pathway/Succession Planning Practices: A Texas Study
AERA Online Paper Repository, Apr 29, 2017
There Is No Monster Outside: It's A Virus! (Chinese)
Dual Language Research and Practice Journal, Jul 25, 2020
An Analysis of State and University Policies on Principal Preparation Programs
Principal preparation and principal leadership programs has become crucial issue since the beginn... more Principal preparation and principal leadership programs has become crucial issue since the beginning of the past century. National and state policies have been enacted to improve the principal’s competence as well as to prepare principals for leadership roles. In this dissertation, I sought to analyze state policies and university-based program policies related to principal preparation. This dissertation was designed in journal article format and is structured in five chapters. In the first journal manuscript, I explored the literature systematically to address policies and programs related principal preparation since No Child Left Behind (NCLB) was enacted. I focused on the second journal manuscript by comparing quantitatively university-based programs in the states with high leverage policies and states with low leverage policies. This journal article was built upon the University Council of Educational Administration’s (UCEA) research-based rubric; therefore, the emphasis of the second peer journal article was to address the statistical differences between the university preparation program policies in states with high leverage policies and states with low leverage policies. The results of the analyses guided me to conclude that there are significant differences between the two groups in terms of the admission and the internship for the preparation programs. The focus of the final journal manuscript is on the internship as a mandated requirement in university-based preparation program. The findings revealed that there is a significant relationship between the university-district partnership and the internship policies.between the university-district partnership and the internship policies
I owe my deepest gratitude to my first reader, Professor Philip Uri Treisman, and my second reade... more I owe my deepest gratitude to my first reader, Professor Philip Uri Treisman, and my second reader, Professor Patrick Wong, for sharing their expertise and knowledge that helped me to go intensively through the research to complete my Professional Report. Their valuable comments, constructive feedback and discussion guided me toward many critical political issues that I would not have explored without your guidance. Your support and motivational words have been a great help to me in producing my
There Is No Monster Outside: It's A Virus! (Chinese)
Dual Language Research and Practice Journal
We wrote this book for children who are hearing the news about COVID-19 and who may be experienci... more We wrote this book for children who are hearing the news about COVID-19 and who may be experiencing fears. Personally, we have heard children’s dreams that include mean people who take them away from their families, strange things that have happened to their classrooms, friends who are going away, or monsters that are coming after them. All of these types of fears have been expressed in dreams or daydreams of children we know. This book is dedicated to our hope of tomorrow-- the children around the world-- and to their families and caregivers who are supporting them. Our desire is that this book will be a comfort for children and will give them a sense of security in these uncertain times. This book is published in several languages to serve a need during this coronavirus pandemic. The book, free of charge, is supported by the Center for Research and Development in Dual Language and Literacy Acquisition, Department of Educational Psychology, College of Education and Human Developmen...
Dual Language Research and Practice Journal
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Books by Nahed AbdelRahman
population (U.S. Census Bureau, 2015). Latinos almost mirrored that percentage in the universities in 2011 with 16.5% (Fry & Hugo Lopez, 2012). However, among full-time instructional faculty, in fall, 2011, there were 4% Hispanic faculty members. Furthermore, according to National Center for Education Statistics (NCES, 2014), there were only 3% Hispanic full-time professors noted in 2001. There were even fewer Latino/Latina determined among tenured faculty at 2%1 in also among the faculty ranks in 2013, according to Zhu (2014), and according to the Nuñez and Murakami-Ramalho (2012), only 4% of those tenured faculty members were Latina (female). It might be noted that the NCES (2014) reported the White faculty members by ethnicity and gender, but did not distinguish the gender among Hispanic faculty. Therefore, there is a need to not only recruit such faculty, but also to retain them. Huber, Huidor, Malagon, Sanchez, and Solorzano (2006) recommended for recruitment and retention of a diverse faculty group, a faculty-mentoring program needs to be in place. Espinoza-Herold and Gonzalez (2007) noted that in order to assist diverse and junior faculty members, mentors are needed to help develop their resiliency for overcoming challenges and for succeeding in higher education. Although Allen, Eby, Poteet, and Lenz (2004) confirmed that mentoring had career benefits for faculty, mentoring available to Latinas did not equal the number of Latinas who needed mentoring (Chesler & Chesler, 2002).
Papers by Nahed AbdelRahman