Defining Rigor in Justice-Oriented EdD Programs: Preparing Leaders to Disrupt and Transform Schools

2021 ◽  
pp. 0013161X2110509
Author(s):  
Jess R. Weiler ◽  
Kofi Lomotey
Keyword(s):  
Social Justice ◽  
Learning Outcomes ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Student Learning Outcomes ◽  
Educational Organizations ◽  
Community Impact ◽  
Underserved Students ◽  
Curriculum And Pedagogy ◽  
Backward Design

Faculty in practitioner-oriented EdD programs must continually defend the presence of rigor in their programs. The existence of rigor determines the preparedness of our educational leaders to disrupt and transform educational organizations to bring about equitable and socially just outcomes; however, perceptions of rigor by the larger community impact the overall success of these programs and their students. In this conceptual article, we discuss the ways in which the literature defines rigor within and beyond practitioner-oriented EdD programs. We integrate that the literature with the critical need for social justice leadership, and leadership preparation toward that end, to offer a conceptual framework for designing, assessing, improving, communicating, and defending the rigor of EdD programs centered upon social justice. We posit: EdD programs can claim to be rigorous and centered upon social justice if their faculty: (1) collectively envision and construct rigorous student learning outcomes (rigor as a challenge) connected to the learning of critical theory and the demonstration of critical praxis to improve the lives of marginalized/underserved students; and (2) use backward-design to develop and align curriculum and pedagogy with those outcomes, including scholarly learning experiences (rigor in research) and the elicitation of students’ critical thinking (rigor as complexity).

Democratically Accountable Leadership: Tensions, Overlaps, and Principles in Action

2008 ◽  
Vol 18 (2) ◽  
pp. 224-248 ◽  
Author(s):  
Carol A. Mullen ◽  
Sandra Harris ◽  
Caroline R. Pryor ◽  
Tricia Browne-Ferrigno
Keyword(s):  
Social Justice ◽  
Doctoral Students ◽  
Change Agents ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Democratic Principles

This discussion focuses on the intersection of two dissonant concepts of importance in today's educational scene—democracy and accountability. In this article, we describe how these conflicting ideologies might be resolved, theoretically and practically, through democratically accountable leadership—that is, the dual necessity of educational leaders to successfully function as change agents working for social justice. Understanding how educational leaders conceive of these phenomena is an important starting place toward preparing future educational leaders to deal more effectively with them. Hence, we investigated the idea of rethinking accountability around democratic principles and incorporating it into leadership preparation. Specifically, we present results from a study involving doctoral students (i.e., educational leaders) who were asked to link the principles of democracy and accountability to the application of social justice. As such, the article contains suggestions for implementing democratically accountable leadership into practice.

Promoting Social Justice and Caring in Schools and Communities: The Unrealized Potential of the Cohort Model

2001 ◽  
Vol 11 (4) ◽  
pp. 313-334 ◽  
Author(s):  
Raymond A. Horn
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Instructional Methods ◽  
Educational Leaders ◽  
Organizational Structures ◽  
Leadership Preparation ◽  
Cohort Model ◽  
Preparation Programs ◽  
Administrative Practices ◽  
Educational Leadership Preparation

The problem of the efficacy of educational leadership as a promoter of just and caring change in schools and communities is explored in the context of educational leadership preparation practices. An exploration of this problem is based on the premise that despite the use of innovative instructional methods, in most cases current preparation programs merely reproduce the use of modernistic administrative practices and organizational structures. Here, the cohort model is identified as a means to promote just, caring, and relevant educational leadership. After a review of the benefits, drawbacks, and the nature of the use of cohorts in leadership preparation programs, a cohort structure is examined that will prepare educational leaders who are able to promote just and caring change in our postmodern communities.

scholarly journals A methodology for evaluating student learning outcomes

2021 ◽  
Vol 11 (1) ◽  
pp. 85-103
Author(s):  
Mikhail P. Sainov ◽  
Keyword(s):  
Learning Outcomes ◽  
Evaluation Criteria ◽  
Student Learning Outcomes ◽  
Assessment Method ◽  
Assessment Methods ◽  
Educational Organizations ◽  
Knowledge And Skills ◽  
Advantages And Disadvantages ◽  
Allocation Criteria

Introduction. Currently, there is no uniform methodology for assessing student competencies and learning outcomes in Russia. Educational organizations develop these methodologies independently. There are no uniform grade allocation criteria, and there is confusion about the concepts of “indicators” and “evaluation criteria” that challenges the assessment of the quality of educational activities and triggers complaints about biased assessments. In this regard, there is a need to set reasonable rules for evaluating learning outcomes. Materials and methods. The author made a contribution in the development of a methodology for evaluating learning outcomes at NRU MGSU. A comparative analysis of the assessment methods described in the publications made by different authors was carried out to identify the strengths and weaknesses of this methodology. The proposed methodology is compared with Bloom’s taxonomy. Results. The analysis has shown that currently used assessment methods are far from being perfect, and a number of problems of their development have been identified. Principles of selecting indicators and evaluation criteria are proposed on the basis of the analysis performed by the author. It is advisable to use such learning outcomes, as knowledge and skills, as assessment indicators. A system of knowledge and skills assessment criteria characterizing their amount and quality is proposed. Conclusions. The proposed assessment method has advantages and disadvantages. Its advantages include clarity and flexibility of the criteria that ensure a comprehensive assessment of knowledge and skills. The disadvantages of the methodology are the complexity of the criterial system and disregard for any personal features of a student in the process of evaluation.

scholarly journals Effective Educational Leadership Training for Improving Student Learning Outcomes

2017 ◽  
Vol 2 (2) ◽  
pp. 27-31
Author(s):  
Neria Sebastien
Keyword(s):  
Educational Leadership ◽  
Student Learning ◽  
Learning Outcomes ◽  
Research Methods ◽  
Leadership Training ◽  
Large Scale ◽  
Educational Leaders ◽  
Student Learning Outcomes ◽  
Quantitative Research Methods ◽  
Improving Student Learning

In the required course work of many programs in Educational Leadership, doctoral candidates typically engage in various forms of analysis and synthesis about transformative leadership. Coursework in ethical education; transformational learning; creativity, inquiry, and innovative leadership; quantitative research methods; qualitative research methods, and leading organizational change form the basis of many courses of study. Evidence in the literature overwhelmingly support the position that educational leaders are highly effective, when engaging in both transformational and organizational development practices. Their effectiveness can also benefit student learning outcomes. This paper draws from the main points of all of the afore mentioned to illustrate how the effective educational leadership training can benefit student transformative educational leaders. The paper concludes that investment in educational leadership training is a pathway for large-scale education improvement.

scholarly journals Using Dispositional Surveys to Improve Individual and Program Quality in Educational Leadership

2017 ◽  
Vol 4 (2) ◽  
pp. 81
Author(s):  
Dorothy Rea ◽  
Cecil Carter ◽  
Christopher Parfitt ◽  
Judy Wilkerson ◽  
Thomas Valesky
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
State Standards ◽  
Preparation Program ◽  
Educational Leader ◽  
Multiple Points ◽  
Inclusive Schools ◽  
Belief Scale

Assessment of dispositions provides valuable information for preparing new educational leaders. By using three dispositional instruments to meet national and state standards, we assess candidates at multiple points throughout a master’s degree leadership preparation program. The Educational Leader Candidate Belief Scale (ELCBS) had been previously validated, and the most recent revision focused on diversity and social justice issues. Comparing the results from the ELCBS to the expected responses, changes were made to the program and future needs were identified. In addition, results are used to provide remediation for individual students in facilitating the acquisition of dispositions. Assessment of dispositions is complex and consistent with accreditation standards and requirements for program approval, yet vital in ensuring students are able to lead inclusive schools.

Upaya Meningkatkan Hasil Belajar IPA pada Materi Keseimbangan Ekosistem melalui Penerapan Model Contextual Teaching And Learning (CTL) Siswa Kelas VI SD Negeri 1 Manggeng

2020 ◽  
Vol 1 (3) ◽  
pp. 333-340
Author(s):  
Syarifah Roswan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Outcome Data ◽  
Contextual Teaching ◽  
Data Collection Technique ◽  
Written Test ◽  
Academic Year

The purpose of this study was to increase the learning outcomes of IPA in the Ecosystem Balance mate-rial through the application of the Contextual Teaching And Learning (CTL) learning model for class VI students of SD Negeri 1 Manggeng for the 2017/2018 academic year. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two findings. Each cycle consists of planning, implementing, observing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question in-strument (written test). The learning outcome data were analyzed by means of percentage statistics. The results showed that the completeness of student learning outcomes increased from 66,67% in the first cycle and increased to 83,33% in the second cycle. The application of the Contextual Teaching And Learning (CTL) learning model can increase the learning outcomes of IPA in the Ecosystem Balance material of class VI SD Negeri 1 Manggeng for the 2017/2018 academic year

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

UPAYA PENINGKATAN HASIL BELAJAR PASING BAWAH BOLA VOLI DENGAN PENDEKATAN BERMAIN PADA SISWA KELAS X MAN DEMAK

2020 ◽  
Vol 13 (2) ◽  
pp. 41-55
Author(s):  
Indrianto Arif Ramadhana ◽  
Jeff Agung Perdana
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Action Observation ◽  
Student Learning Outcomes ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Reflection Data ◽  
Normalized Gain ◽  
Improve Student Learning ◽  
Planning Action

Forearm pass is one of the materials that must be mastered by students of class X Senior High School. In fact, many students do not yet master and know forearm pass techniques. This research is a classroom action research (CAR) with two cycles. Each cycle consists of 4 stages, namely: planning, action, observation and reflection. Data collection was carried out using observations and questionnaires. Data were analyzed using Hake's Normalized Gain formula. From the results of the study it is known that the psychomotor domain of students increased by 0.42 with average criteria from cycle 1 to cycle 2. The affective domain increased by 0.37 with average criteria. The cognitive domain increased by 0.39 with average criteria. Based on the results of the data analysis, it can be concluded that learning forearm pass techniques with games method can improve student learning outcomes.

PENERAPAN MODEL PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR PADA MATERI SEPAK BOLA SISWA KELAS IVB SD NEGERI 013 MEKARSARI

2017 ◽  
Vol 6 (2) ◽  
pp. 472
Author(s):  
Aslinda Aslinda
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Oral Tests ◽  
Class Iv

This study aims to describe learning outcomes through the application of PAKEM learning model. The subjects of the study were the students of grade IVb SD Negeri 013 Mekarsari. Improvement of learning outcomes in terms of four categories, namely the ability to absorb, the effectiveness of learning, mastery of student learning both mastery of individual and classical completeness and mastery of learning outcomes. Instruments used for data collection are oral tests and written tests in the form of LKS conducted after the learning process. The results showed that the percentage of student completeness increased from 19.40% to 55.40% categorized well, the effectiveness of learning is categorized very effective with an average of 88.46%. While the completeness of student learning outcomes expressed. Based on the results of the study, it can be concluded that the application of PAKEM learning model can improve learning outcomes on the material of the students of class IV B grade SD Negeri 013 Mekarsari.

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