An ethnographic person-centered study of leadership development in high school basketball team captains

2017 ◽  
Vol 11 (3) ◽  
pp. 216-241 ◽  
Author(s):  
Jason Mead ◽  
Todd A. Gilson ◽  
Mary Beth Henning
Keyword(s):  
High School ◽  
Leadership Development ◽  
Basketball Team ◽  
Team Captains

Mainstreaming in a Catholic School

2020 ◽  
pp. 74-98
Author(s):  
Bruce J. Dierenfield ◽  
David A. Gerber
Keyword(s):  
High School ◽  
Social Isolation ◽  
Catholic School ◽  
Elite Institution ◽  
Catholic High School ◽  
Deaf Student ◽  
Basketball Team

This chapter looks at the considerable challenges that Jim Zobrest faced as he attended Salpointe Catholic High School in Tucson, as the only deaf student in that elite institution. Jim’s experiment in mainstreaming did not succeed in overcoming his social isolation within the high school. The school itself largely left Jim to his own devices to succeed in this hearing environment. Jim therefore relied heavily on his interpreter, Jim Santeford, and his younger brother, Sam, to facilitate conversation with his teachers, classmates, and coaches. The kinds, methodologies, and technologies of deaf communication are also considered. Despite mostly succeeding in the classroom, Jim grew increasingly alienated from the school he and his family chose because he was unable to start on his school’s championship-caliber basketball team.

Leadership Development of Team Captains in Collegiate Varsity Athletics

2010 ◽  
Vol 51 (4) ◽  
pp. 403-418 ◽  
Author(s):  
Christian Grandzol ◽  
Susan Perlis ◽  
Lois Draina
Keyword(s):  
Leadership Development ◽  
Team Captains

scholarly journals Initiation as a Tool for the Development of Leadership Qualities of Socially Active High School Students: the case of the School of Leaders "The Restless Hearts of Kuzbass" (Kemerovo State University)

2019 ◽  
Vol 2019 (4) ◽  
pp. 309-315
Author(s):  
Veronika Dzvonik
Keyword(s):  
High School ◽  
High School Students ◽  
Leadership Development ◽  
Leadership Skills ◽  
State University ◽  
Youth Organizations ◽  
Leadership Qualities ◽  
School Students ◽  
The Republic ◽  
Pedagogical Research

The article considers initiation as a means of developing leadership qualities of socially active high school students. The research featured the development of leadership skills in socially active high school students in the School of Leaders organized by Kemerovo State University. The paper reviews theoretical ideas about leadership as an object of psychological and pedagogical research. The author determined the content characteristics of social competence as the basis of leadership manifestation and described the features of the development of leadership qualities in socially active high school students. The article describes various socialization projects implemented in Russian universities and considers the phenomenon of initiation employed in "The Republic of Restless Hearts". The initiation project is based on a forming experiment and proved effective in the local School of Leaders. The research results can help to improve the process of leadership development of socially active high school students in various youth organizations. The results were implemented in practice to develop leadership skills of socially active high school students during the Regional Professional Camp of youth organizations "The Republic of Restless Hearts" and can be of practical use to other youth organizations.

scholarly journals College Status and Trajectories of Perceived Leadership Ability Among Emerging Adults

2018 ◽  
Vol 7 (6) ◽  
pp. 478-489
Author(s):  
Stephanie S. Moore ◽  
Carissa J. Schmidt ◽  
Justin E. Heinze ◽  
Matthew A. Diemer ◽  
Marc A. Zimmerman
Keyword(s):  
High School ◽  
African American ◽  
Longitudinal Study ◽  
Leadership Development ◽  
Emerging Adulthood ◽  
Emerging Adults ◽  
Special Consideration ◽  
Leadership Roles ◽  
Limited Access ◽  
Perceived Leadership

This study explores changes in perceived leadership ability during emerging adulthood among a predominantly African American sample, with special consideration of the differences between the experiences of individuals who attended 4-year universities and those who did not. We used data from a longitudinal study that followed participants from high school into adulthood. Findings demonstrated that perceived leadership ability declined between the ages of 18 and 22, with the largest declines occurring among emerging adults who did not attend 4-year colleges. These findings suggest that perceived leadership ability is malleable and responds to contextual factors, such as limited access to leadership roles during emerging adulthood. We conclude with implications for practice to support leadership development among emerging adults.

scholarly journals Developing Leadership Capacity in Others: An Examination of High School Principals' Personal Capacities for Fostering Leadership

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Kristin Shawn Huggins
Keyword(s):  
High School ◽  
Leadership Development ◽  
High School Principals ◽  
School Principals ◽  
Educational Leaders ◽  
The United States ◽  
Leadership Capacity ◽  
Professional Networks ◽  
Informal Leaders

In this multisite case study, we examine the personal capacities of six high school principals who have developed the leadership capacities of other leaders in their respective schools. Participants were purposefully selected by two teams of researchers in two states of the United States, one on the east coast and one on the west coast, who engaged their professional networks of current and former educational leaders to obtain recommendations of high school principals known to develop the leadership capacities of formal and informal leaders in their schools. The findings indicate that the principals possessed a strong commitment to developing leadership capacity, understood leadership development as a process and tolerated risk. This study adds to the rapidly growing corpus of literature focused on distributed leaders by illustrating the complexities of developing leadership capacity in an attempt to increase organizational leadership capacity, and by highlighting the relevant characteristics of principals who have intentionally sought to do so.

A Leadership Development Intervention Program: A Case Study With Two Elite Teams

2012 ◽  
Vol 26 (4) ◽  
pp. 604-623 ◽  
Author(s):  
Mike Voight
Keyword(s):  
Leadership Development ◽  
Intervention Program ◽  
Program Effectiveness ◽  
Development Program ◽  
Development Intervention ◽  
Semistructured Interviews ◽  
Sport Teams ◽  
Collegiate Level ◽  
Team Captains ◽  
Leadership Instruction

Most of the leadership training that team captains receive at the collegiate level consists of either receiving a list of books or articles about leadership or a list of responsibilities that they must do with little or no guidance or instruction. Still others will focus on this reading and/or responsibilities with active discussion in the off-season, yet when it matters the most, during the competitive season, time spent on leadership instruction and follow-ups becomes an afterthought at best. Due to the supposed benefits of improved leadership for sport teams, a leadership development intervention program was developed and applied to two NCAA Division I teams who were successful enough to make it to the NCAA National Championships in their sport. Program effectiveness was determined by the teams meeting not only their seasonal goals but exceeding the primary objectives of the leadership development program set by the leadership consultant and coaching staffs, in addition to the favorable feedback provided by the team to the captains during/after the season, and semistructured interviews of the captains postseason.

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