Reframing the Praxis of School Leadership Preparation through Digital Storytelling

2011 ◽  
Vol 6 (5) ◽  
pp. 145-161 ◽  
Author(s):  
Miguel Guajardo ◽  
John A. Oliver ◽  
Gregory Rodríguez ◽  
Mónica M. Valadez ◽  
Yvette Cantú ◽  
...  
Keyword(s):  
School Leadership ◽  
Digital Storytelling ◽  
Social Innovation ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Primary Data ◽  
Leadership Program ◽  
Social Constructs ◽  
Unit Of Analysis ◽  
Analysis And Synthesis

This article introduces a social innovation that contributes to the formation of educational leaders. Digital storytelling is employed as a process for data creation, analysis, and synthesis. Emerging educational leaders are guided through a process to better understand the experiences and social constructs that inform their identity. Through a dialogical and reflective mode this article employs a student's story, where the text of story emerges as the unit of analysis as it is embedded into the text as primary data. Technology complements the storytelling process to construct a digitalstory of self as the student embarks in a leadership program.

White Racism, Antiracism, and School Leadership Preparation

2000 ◽  
Vol 10 (5) ◽  
pp. 374-415 ◽  
Author(s):  
Michelle D. Young ◽  
Julie Laible
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
School Leaders ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Leadership Programs ◽  
White Racism ◽  
White School ◽  
Educational Administration Programs ◽  
Administration Programs

This article emerges from a belief that an overwhelming majority of White school leaders do not have a thorough enough understanding of White racism or the ways in which they are perpetuating White racism in their schools, even though most are well-meaning individuals. The lack of understanding or awareness of different forms of racism and how White racism works is highly problematic. Indeed, it has appalling consequences, detrimentally impacting the lives and dreams of millions of children. In this article, we draw from both literature and experience to argue for the incorporation of antiracism in school leadership programs. We begin with the assertion that because Educational Administration programs function as important agents of socialization for our future school leaders, White racism in all its manifestations must be confronted in these programs. After building the case that racism is enacted by teachers and administrators in schools and demonstrating the harmful effects of White racism on both children and adults, we argue that racism is not being adequately addressed in educational administration programs. Subsequently, we offer guidance to our readers for promoting antiracism among future educational leaders.

scholarly journals Educational Leadership Preparation: What Supervisors, Candidates, And Mentors Said

2009 ◽  
Vol 6 (5) ◽  
Author(s):  
J. Eric Tubbs ◽  
H. E. Holliday
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
School Leadership ◽  
Real World ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
University Supervisors ◽  
Leadership Experiences ◽  
Regular Work ◽  
Practicum Experiences

The findings of this study identified practicum areas that meet the educational demands of candidates while highlighting practicum areas that need improvement. The study contributes to the knowledge base of the field by drawing upon feedback from university supervisors, school mentors and program candidates to evaluate and improve the practicum experience in the educational leadership program. Program candidates are in the best position to discuss their recent experiences of exposure to the real world. Supervisors and mentors can witness from their first hand experience how effective practicum activities work. Responses from supervisors, mentors and candidates regarding leadership practicum experiences are valuable to program developers in their future program redesign effort. Practicum experiences expose candidates to real-world school leadership experiences. Unfortunately, because of all kinds of conditional limitations, such practicum experiences can only be offered in conjunction with candidates' regular work in school. However, leadership practicum experiences can be well planned with a high collaboration of supervisors, mentors and candidates who have an invested interest in school improvement. In this study, what we learn from the differences of perceptions among supervisors, mentors and candidates is a caution to all stakeholders that we need to do a better job to prepare the next generation of school leaders. Supervisors, mentors and candidates need to form a coalition to explore other options, especially out-of-the-box strategies, to deliver a highly effective practicum program for potential educational leaders. 

scholarly journals What Is the Role of Emotions in Educational Leaders’ Decision Making? Proposing an Organizing Framework

2020 ◽  
pp. 0013161X2093885
Author(s):  
Yinying Wang
Keyword(s):  
Decision Making ◽  
Organizational Behavior ◽  
School Leadership ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
Organizational Contexts ◽  
Trait Affect ◽  
The Moment

Purpose: Emotions have a pervasive, predictable, sometimes deleterious but other times instrumental effect on decision making. Yet the influence of emotions on educational leaders’ decision making has been largely underexplored. To optimize educational leaders’ decision making, this article builds on the prevailing data-driven decision-making approach, and proposes an organizing framework of educational leaders’ emotions in decision making by drawing on converging empirical evidence from multiple disciplines (e.g., administrative science, psychology, behavioral economics, cognitive neuroscience, and neuroeconomics) intersecting emotions, decision making, and organizational behavior. Proposed Framework: The proposed organizing framework of educational leaders’ emotions in decision making includes four core propositions: (1) decisions are the outcomes of the interactions between emotions and cognition; (2) at the moment of decision making, emotions have a pervasive, predictable impact on decision making; (3) before making decisions, leaders’ individual differences (e.g., trait affect and power) and organizational contexts (e.g., organizational justice and emotional contagion) have a bearing on leaders’ emotions and decision making; and (4) postdecision behavioral responses trigger more emotions (e.g., regret, guilt, and shame) which, in turn, influence the next cycle of decision-making process. Implications: The proposed framework calls for not only an intensified scholarly inquiry into educational leaders’ emotions and decision making but also an adequate training on emotions in school leadership preparation programs and professional development.

Principal leadership preparation towards high-performing school leadership in Malaysia

2020 ◽  
Vol 9 (4) ◽  
pp. 425-439
Author(s):  
Donnie Adams ◽  
Ashley Ng Yoon Mooi ◽  
Vasu Muniandy
Keyword(s):  
School Leadership ◽  
Principal Leadership ◽  
School Leaders ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Leadership Roles ◽  
Professional Qualification ◽  
Content Type ◽  
High Performing ◽  
Comprehensive Plan

PurposeThe purpose of this paper is to examine the Malaysian National Professional Qualification for Educational Leaders (NPQEL), a principal leadership preparation programme and the Malaysian Education Blueprint 2013–2025, a comprehensive plan for a rapid and sustainable transformation of our education system through to 2025 to ensure high-performing school leaders in every school.Design/methodology/approachIn understanding how the NPQEL operates and its effectiveness in preparing high performing school leaders, a research instrument of open-ended questions were administered to 102 principals from government-funded secondary schools, to establish how they were prepared for their leadership roles and their views of their leadership practices.FindingsThe NPQEL programme provides evidence of strong outcomes in preparing school leaders towards high-performing school leadership in Malaysia in combination of a variety of approaches with respect to its designs and competency standards. Findings indicate that the NPQEL contributes towards the development of the school leaders' attributes or skills for their leadership roles; and the NPQEL fulfils the aspirations set out in the Malaysian Education Blueprint 2013–2025.Originality/valueThis paper explores the potential influence of Malaysian NPQEL and the Malaysian Education Blueprint 2013–2025 on preparing high-performing school leaders in every school.

scholarly journals An Analysis of 2013 Program Evaluation Proposals for the School Leadership Preparation Program

2017 ◽  
Vol 11 (11) ◽  
Author(s):  
Karen Sanzo
Keyword(s):  
Program Evaluation ◽  
Content Analysis ◽  
School Districts ◽  
School Leadership ◽  
Leadership Preparation ◽  
Evaluation Methods ◽  
Preparation Program ◽  
Evaluation Tools ◽  
Leadership Program ◽  
Innovative Leadership

This article presents a content analysis of the 2013 School Leadership Program (SLP) grants. SLP projects provide a unique opportunity for participants in the field to explore innovative leadership preparation and development and their impact on program participants, schools, school districts, and students. The article begins with an overview of the SLP, the changing field of leadership preparation, and current research in the field. Findings then reveal a range of evaluation tools, methods, and data, the presence of myriad evaluators participating in the projects, and little focus on external dissemination of program evaluation methods beyond the scope of the projects. Suggestions for research to extend the field are provided.

The Instructional Goals of the School Leadership Program: Future School Leaders’ and Educational Leadership Professors’ Perspectives1

1999 ◽  
Vol 9 (1) ◽  
pp. 79-91
Author(s):  
Jianping Shen ◽  
Chia-Lin Hsieh
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
School Leaders ◽  
National Sample ◽  
Leadership Program ◽  
Instructional Goals ◽  
Future School

Through analyzing data from 147 professors of educational leadership and 457 future school leaders in a national sample, the study (a) inquired into the di mensionality of the instructional goals of the school leadership program and (b) com pared the importance of these instructional goals as perceived by the two groups. It was found that the respondents perceived there were multidimensions to the instruc tional goals of the school leadership program and that there was more similarity than difference between the two groups. Implications of the findings were discussed in terms of developing and improving the school leadership program.

Framing the role of higher education in sustainable development: a case study analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Suzanna Elmassah ◽  
Marwa Biltagy ◽  
Doaa Gamal
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Educational Leaders ◽  
Primary Data ◽  
Study Analysis ◽  
Structured Interviews ◽  
Content Type ◽  
Case Study Analysis

Purpose Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs’ sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries’ commitments to achieving the SDGs. Design/methodology/approach This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.

scholarly journals PELUANG PENGEMBANGAN ECOPRENEURSHIP MENGGUNAKAN PERSPEKTIF KREATIFITAS LAYANAN

2020 ◽  
Vol 15 (1) ◽  
pp. 108-119
Author(s):  
Muhammad Yasser Iqbal Daulay ◽  
Fachri Eka Saputra ◽  
Sularsih Anggarawati
Keyword(s):  
Learning Process ◽  
Social Innovation ◽  
Secondary Data ◽  
Local Communities ◽  
Data Sources ◽  
Primary Data ◽  
Mass Tourism ◽  
Business Goals ◽  
The Right ◽  
Ecological Tourism

Ecotourism offers a different form of travel than mass tourism. Ecotourism also provides a learning process to protect and care for nature, and improve the welfare of local communities around or within the ecotourism destination. This study was conducted to find the right approach to developing ecotourism. The main focus is given to the potential of regional ecotourism, including human, cultural, and supporting resources. Research is also conducted to determine the perspective of tourists because meeting their needs cannot be sustainably separated from business goals. This study uses data sources grouped into two, namely primary and secondary data. Primary data obtained through several instruments such as surveys, interviews, and observations.Keywords: Social innovation, ecological tourism, entrepreneurial innovation, 

scholarly journals The Strategy of Realizing Sharia Based School Cooperative in Tasikmalaya City, Indonesia

2017 ◽  
Vol 5 (1) ◽  
pp. 47-58
Author(s):  
Asep Suryanto
Keyword(s):  
School Leadership ◽  
Analytic Network Process ◽  
Qualitative Approach ◽  
Primary Data ◽  
Depth Interview ◽  
Hierarchical Complexity ◽  
Network Process ◽  
The Government ◽  
Policy Holder ◽  
Research Show

The objectives of this research: 1) what factors become a problem so that school cooperative still not become sharia based school cooperative? 2) How is the strategy to realize sharia cooperative in school? This research used a qualitative approach, i.e., Analytic Network Process (ANP). In applying the ANP method, the researcher does the following: 1) structuring the hierarchical complexity into the homogeneous clusters of the factors, 2) performing the measurements into the ratio scale at all the lowest levels of the hierarchy/ network, 3) synthesizing. Data used in this research is primary data collected from questionnaires and in depth interview with experts, the policy holder, students, and teacher coach. The results of the research show that 1) The factors that become the problem of difficulties in realizing sharia-based school cooperatives are less student participation, limited capital and infrastructure, knowledge of sharia co-operatives that are less good than students and teachers, and lack of coaching from the local cooperative office. 2) There are two strategies as a solution, i.e., an internal strategy which is the policy of school leadership to support the establishment of sharia-based school cooperatives; And external strategies that should be carried out by the government to support and develop sharia cooperatives including sharia-based school cooperatives.

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