scholarly journals Redefining Teaching and Learning in Educational Administration

1994 ◽  
Vol 4 (4) ◽  
pp. 451-460 ◽  
Author(s):  
Connie L. Fulmer
Keyword(s):  
Educational Leadership ◽  
Educational Administration ◽  
Teaching And Learning ◽  
Evolutionary Process ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
Alternative Learning Environments ◽  
Educational Leadership Preparation Programs ◽  
Educational Leadership Preparation ◽  
Delivery Models

Recent attention to alternatives for traditional educational leadership program delivery models is part of an evolutionary process that serves to redefine teaching and learning. The conventional linear relationship between content, teaching, and learning is being transformed by these alternative models. The assumptions and components of an experiential learning model are presented to bring focus to this process and to offer one way to redefine teaching and learning in educational leadership preparation programs. This redefinition describes teaching and learning as a transactional process of creating personal knowledge through experiential alternative learning environments. The model has design implications for individual lessons, courses, projects, or an entire program. Two examples of experientially-based course projects are presented.

Problem-Based Learning in Educational Administration: Enhancing Learning Transfer

1998 ◽  
Vol 8 (3) ◽  
pp. 280-302 ◽  
Author(s):  
Paula A. Cordeiro
Keyword(s):  
Learning Strategies ◽  
Educational Administration ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Leadership Preparation ◽  
Contextual Knowledge ◽  
Preparation Programs ◽  
Group Problem Solving ◽  
Teaching And Learning Strategies ◽  
Educational Leadership Preparation

This paper presents a model for learning in an educational leadership preparation program. The model depicts various types of teaching and learning strategies that should be included in preparation programs in order for students to learn declarative, procedural, and contextual knowledge. Specifically, the paper describes four types of problem-based learning (PBL). Grounded in research on group problem solving, reflective thinking, problem complexity, and feedback and assessment, PBL has considerable potential to increase the transfer of learning. The paper maintains that real and simulated PBL afford students opportunities to learn all three types of knowledge. Two examples capturing the process of how PBL can be used are offered.

Professing Educational Leadership: Conceptions of Power

2002 ◽  
Vol 12 (6) ◽  
pp. 693-720 ◽  
Author(s):  
C. Cryss Brunner
Keyword(s):  
Decision Making ◽  
Social Justice ◽  
Educational Leadership ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
School Settings ◽  
Educational Leadership Preparation Programs ◽  
The Relationship ◽  
Educational Leadership Preparation

This article focuses on power, its conception, and its enactment during decision making. Its purpose is to lay the groundwork for the intentional infusion into educational leadership preparation programs of classroom experiences that develop, encourage, and support leaders who attend to social justice issues while making decisions related to children. The article begins with a discussion of two modern conceptions of power and a mixed version of the two, followed by an exploration of the relationship between conceptions of power and the enactment of power in decision making. The second part of the article is in the form of a case that has been designed to draw attention to some of the difficulties administrators encounter when they try to understand and use power with others rather than over others. The case study is based on actual events that have occurred in public school settings. The final part of the article contains a self-reflective experience designed to facilitate the exploration of an individual's conceptualization of the term power.

What Do Students Have to Do With Educational Leadership? Making a Case for Centering Student Voice

2017 ◽  
Vol 13 (1) ◽  
pp. 38-58 ◽  
Author(s):  
Van T. Lac ◽  
Katherine Cumings Mansfield
Keyword(s):  
Educational Leadership ◽  
Young People ◽  
Student Voice ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
School Governance ◽  
Preparation Programs ◽  
Schooling Experiences ◽  
Educational Leadership Preparation Programs ◽  
Educational Leadership Preparation

The purpose of this article is to illustrate the value of educational leaders intentionally including students in shaping the policies and practices that affect young people’s schooling experiences. First, we share the literature on student voice and introduce Principal Orientations for Critical Youth Educational Leadership as a conceptual model, advocating ways leaders can engage young people in school governance. Second, we share an empirical example from our research that holds promise to build caring, equitable, and responsive classrooms and schools by centering students’ voices. Finally, we consider what our findings mean for educational leadership preparation programs.

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