scholarly journals Reflective Writing in a Principal Preparation Program

2020 ◽  
Vol 5 (1) ◽  
pp. 16-24
Author(s):  
James Wright ◽  
Douglas Fisher ◽  
Nancy Frey
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Social Work ◽  
Educational Leadership ◽  
Educational Leaders ◽  
Daily Practice ◽  
Reflective Writing ◽  
Preparation Program ◽  
Education Teacher ◽  
Principal Preparation Program

Reflective writing has become part of a vastspectrum of professional practices across academia,which includes the hard sciences—notably in thefields of medicine and nursing, as well as in thehumanities, including social work, higher education,teacher education, and educational leadership. In thisarticle, we seek to describe the results of aninvestigation in the preparation of school leaders through reflective writing. Our engagement with self-reflective writing is explicitly designed to help future educational leaders identify and promote the skillsthat help leaders identify inequity in schools. Thepreliminary administrative credential program in thisstudy is rooted in efforts to prepare equity-drivenschool leaders who integrate dispositions, concepts,and actions into their daily practice.

scholarly journals Navigating the Lows to Gain New Heights: Constraints to SoTL Engagement

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Andrea S. Webb
Keyword(s):  
Higher Education ◽  
Educational Leadership ◽  
Teaching And Learning ◽  
Educational Leaders ◽  
Academic Culture ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Promotion And Tenure ◽  
Scholarly Teaching ◽  
Canadian Research

Novice Scholarship of Teaching and Learning (SoTL) leaders making the transition from scholarly teaching to SoTL to SoTL Leadership face many challenges within higher education. Not only does traditional academic culture confine most academics to disciplinary silos, but promotion and tenure requirements encourage faculty members to conduct SoTL work “off the side of their desk,” if at all (Boyer, 1990; Dobbins, 2008; Webb, Wong, & Hubball, 2013). This paper shares some of the findings from a recent study that investigated what constrained educational leaders’ understanding of SoTL while enrolled in a SoTL Leadership program at a Canadian research-intensive university. The paper will also explore implications for the support and enrichment of educational leadership.

Characteristics of Teachers Nominated for an Accelerated Principal Preparation Program

2012 ◽  
Vol 3 (2) ◽  
pp. 35-46 ◽  
Author(s):  
Steve J. Rios ◽  
Daniel Reyes-Guerra
Keyword(s):  
Principal Preparation ◽  
Minority Group ◽  
Educational Leaders ◽  
Race To The Top ◽  
Department Of Education ◽  
Master's Program ◽  
Preparation Program ◽  
Chi Square ◽  
Principal Preparation Program ◽  
Initial Statistical Analysis

This article reports the initial evaluation results of a new accelerated, job-embedded principal preparation program funded by a Race to the Top Grant (U.S. Department of Education, 2012a) in Florida. Descriptive statistics, t-tests, and chi-square analyses were used to describe the characteristics of a group of potential applicants nominated to the program by their principals. Demographic and education-related variables for the group were compared to a group of self-selected students enrolled in an existing educational leadership master’s program at the same public university. Initial statistical analysis revealed that more than two-thirds of the nominated teachers belonged to a minority group and had not majored in education as undergraduates. These findings have immediate implications for this new program and for research related to the identification of potential future educational leaders.

Fully online principal preparation: prevalence, institutional characteristics, geography

2020 ◽  
Vol 58 (3) ◽  
pp. 283-301
Author(s):  
Frank Perrone ◽  
Mary F. Rice ◽  
Erin A. Anderson ◽  
Sajjid Budhwani
Keyword(s):  
Higher Education ◽  
Principal Preparation ◽  
Classification Tree ◽  
The United States ◽  
Course Delivery ◽  
Gis Mapping ◽  
Institutional Characteristics ◽  
Preparation Program ◽  
Content Type ◽  
Principal Preparation Program

PurposePrincipal preparation program pedagogy and course delivery are critical to principal candidates' preparedness to lead. Research around online program delivery, however, is relatively sparse. This study examined the extent to which university-based educational leadership programs offered fully online (FOL) pathways to the principalship, as well as program geographic locations and institutional characteristics most associated with FOL offerings.Design/methodology/approachData were collected through website reviews and coding checks, and then merged with national postsecondary data. Data were analyzed using descriptive statistics, classification tree analysis, and geographic information system (GIS) mapping.FindingsRoughly 43 percent of all reviewed programs offered an FOL pathway to licensure, which suggests substantial growth in FOL offerings over the last 10 years. While a number of factors were deemed important, geographic characteristics were most associated with FOL status. GIS mapping further illustrated findings with a visual landscape of program FOL offerings.Research limitations/implicationsThis study considered only programs for which degrees or certificates could be earned without ever visiting campus in-person for classes. Hybrid programs were excluded from the analysis.Practical implicationsFindings make a clear call for more research into online principal preparation program design and course delivery.Originality/valueThis study provides the first overview of fully online university-based principal preparation programs in the United States while also offering a previously unavailable landscape of all programs specifically leading to licensure. It is also the only higher education study to map or investigate factors associated with FOL offerings and raises questions about prior FOL higher education research.

scholarly journals Race and educational leadership: The influence of research methods and critical theorising in understanding representation, roles and ethnic disparities

2021 ◽  
Vol 49 (4) ◽  
pp. 553-564
Author(s):  
Uvanney Maylor ◽  
Lorna Roberts ◽  
Kenisha Linton ◽  
Jason Arday
Keyword(s):  
Higher Education ◽  
Educational Leadership ◽  
Critical Race Theory ◽  
Research Methods ◽  
Geographical Location ◽  
Ethnic Disparities ◽  
Educational Leaders ◽  
Special Issue ◽  
Structured Interviews ◽  
Theoretical Approaches

The special issue offers new knowledge about racialised educational experiences by shedding light on racialised leadership in school and higher education in diverse geographical and educational contexts in England, Canada, America and South Africa through a mix of research methods (phenomenological, longitudinal, documentary, semi-structured interviews), analytical (content and textual analysis) and theoretical approaches (critical race theory [CRT], critical ecological). This special issue prioritises the centring of educational leaders’ lived experiences and their voices alongside the research methods used to illuminate the nuances associated with race and educational leadership in schools and higher education. The prism of race enables us to add new educational leadership insights to the field associated with ethnicity, gender, culturally constructed notions of leadership, intersectionality and/or geographical location. The findings highlight implications for researching race and educational leadership.

Teaching Ethics in Educational Leadership Using the Values–Issues–Action (VIA) Model

2019 ◽  
Vol 15 (2) ◽  
pp. 150-163
Author(s):  
Karen D. Jones ◽  
Hellen Ransom ◽  
Crystal R. Chambers
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Leadership ◽  
School Leaders ◽  
Ethical Dilemmas ◽  
Educational Leaders ◽  
Teaching Ethics ◽  
Education Programs ◽  
Ethical Decisions ◽  
K 12

Educational leaders are faced with multiple ethical decisions every day. This article presents the Values–Issue–Action (VIA) Model as a tool for developing ethical decisions in K-12 schools. The model is presented with three scenarios from K-12 education to practice using the model into practice. The model can be used by current school leaders and those in higher education programs developing future K-12 leaders. The model can also be used in school and district professional development to have leaders examine ethical dilemmas they face daily.

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.

Social Glocalisation and Education

2020 ◽  
Author(s):  
Hans Hobelsberger
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Practical Theology ◽  
Social Structures ◽  
Local Effects ◽  
Local Identities ◽  
The Social ◽  
The World ◽  
Work Health

This book discusses the local effects of globalisation, especially in the context of social work, health and practical theology, as well as the challenges of higher education in a troubled world. The more globalised the world becomes, the more important local identities are. The global becomes effective in the local sphere. This phenomenon, called ‘glocalisation’ since the 1990s, poses many challenges to people and to the social structures in which they operate.

Sign in / Sign up

Export Citation Format

Share Document