Preparing Principals in Educational Leadership Programs

2022 ◽  
pp. 173-192
Author(s):  
Sarah L. Crary ◽  
Elizabeth A. Gilblom
Keyword(s):  
Educational Leadership ◽  
Graduate Programs ◽  
Leadership Programs ◽  
Self Directed Learning ◽  
Building Administrators ◽  
Educational Leadership Programs ◽  
Complex Process ◽  
Directed Learning ◽  
Problems Of Practice

This chapter explores educational leadership graduate programs and the complex process of preparing the next generation of principals and building administrators. The authors emphasize the role of self-directed learning in educational leadership graduate programs, as pre-service principals will ultimately encounter problems of practice in school settings that challenge them to seek, analyze, and utilize information effectively and the skills necessary for making informed decisions and applying theory to practice. This chapter explores the ways in which some educational leadership graduate programs shaped their programs as settings that foster scholar-practitioners through the integration of new standards and frameworks that encourage the development of practice-related research skills. Also, the authors examine problems of practice and the ways educational leadership programs prepare pre-service principals to grapple with these complex issues. Lastly, a problem of practice project is outlined for use in the classroom.

The Leaders of Leadership Preparation Programs: A Study of Program Coordinators at UCEA-Member Institutions

2018 ◽  
Vol 15 (2) ◽  
pp. 120-149
Author(s):  
W. Kyle Ingle ◽  
Joanne M. Marshall ◽  
Donald G. Hackmann
Keyword(s):  
Educational Leadership ◽  
Leadership Preparation ◽  
Leadership Programs ◽  
Cross Sectional Survey ◽  
Preparation Programs ◽  
Cross Sectional ◽  
Program Coordinators ◽  
Educational Leadership Programs

Using a cross-sectional survey, we collected data from program coordinators at UCEA-member institutions to understand the various roles, time investments, and cost commitments associated with program coordination, including incentives institutions provide (or do not provide) for assuming such responsibilities. We seek to improve our understanding of the work and role(s) program coordinators play, the time commitments they report, and the types of incentives provided for assuming the role of program coordination of educational leadership programs. Understanding these roles help us understand how best to support these leaders in administering quality preparation programs.

Accelerating Character Education Learning Through a Networked Approach: Insights From the Kern Partners for Character and Educational Leadership

2021 ◽  
pp. 002205742110269
Author(s):  
Ariel Tichnor-Wagner
Keyword(s):  
Educational Leadership ◽  
Character Education ◽  
Leadership Programs ◽  
Improvement Science ◽  
Educational Leadership Programs ◽  
Science Activities

This article explores the utility of networked improvement communities (NICs) as an organizing structure for scaling character education across educational leadership programs through a case study of one network committed to integrating character education across varied institutions and contexts. In examining the improvement science process that guided NIC members’ development and implementation of character education approaches and their perceptions of and participation in NIC activities, this case study offers insights on the promise of structured collaboration across diverse institutions. Furthermore, it identifies the need for NICs to differentiate improvement science activities based on participants’ institutional readiness for character education.

scholarly journals Job Seekers’ Self-Directed Learning Activities Explained Through the Lens of Regulatory Focus

2021 ◽  
pp. 089484532199164
Author(s):  
Adam M. Kanar ◽  
Dave Bouckenooghe
Keyword(s):  
Job Search ◽  
Regulatory Focus ◽  
Self Efficacy ◽  
Learning Activities ◽  
Job Seekers ◽  
Self Directed Learning ◽  
Significant Relationships ◽  
Directed Learning ◽  
Job Searching

This study aimed to understand the role of regulatory focus for influencing self-directed learning activities during a job search. The authors surveyed 185 job-searching university students at two time points to explore the conditions under which regulatory focus (promotion and prevention foci) impacts self-directed learning activities and the number of employment interviews secured. Both promotion and prevention foci showed significant relationships with self-directed learning activities and number of interviews, and positive and negative affect partially mediated these relationships. The relationships between both regulatory focus strategies and self-directed learning were also contingent on self-efficacy. More specifically, prevention focus and self-directed learning showed a positive relationship for job seekers with high levels of self-efficacy but a negative one for job seekers with low levels of self-efficacy. This research extends the understanding of the role of regulatory focus in the context of self-directed learning during a job search. Implications for research and practice are discussed.

scholarly journals Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255177
Author(s):  
Zahid Shafait ◽  
Muhammad Asif Khan ◽  
Yuriy Bilan ◽  
Judit Oláh
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Knowledge Management ◽  
Learning Outcomes ◽  
Self Directed Learning ◽  
Mediating Role ◽  
Management Processes ◽  
Directed Learning ◽  
The Relationship

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

What 21st Century Students Want

2016 ◽  
pp. 1877-1891
Author(s):  
Lesley F. Leach ◽  
Pam Winn ◽  
Susan Erwin ◽  
Liza P. Benedict
Keyword(s):  
Educational Leadership ◽  
The United States ◽  
Leadership Programs ◽  
Delivery Methods ◽  
Leadership Program ◽  
Doctoral Level ◽  
Educational Leadership Programs ◽  
For Profit ◽  
Educational Leadership Program ◽  
Course Delivery Methods

Enrollment numbers in graduate Educational Leadership programs are dwindling in many public higher education institutions across the United States. At the same time, for-profit institutions and institutions with private marketing partnerships have experienced increasingly greater enrollments. In this article, the authors present survey results of graduate students in Educational Leadership programs (N=100) to determine the factors that motivate students to select a particular graduate Educational Leadership program. Results suggest that Master's and doctoral-level students primarily select an Educational Leadership program based on the course delivery methods (with hybrid courses most preferred) and the convenience that the program offers in terms of scheduling and location.

An Exploration of How Competency-Based Education Can Support Self-Directed Learners and Learning

2022 ◽  
pp. 193-208
Author(s):  
Naomi Rose Boyer ◽  
Jessica Mason ◽  
Michelle Navarre Cleary ◽  
Julie A. Telkamp
Keyword(s):  
Future Research ◽  
Strong Impact ◽  
Continuous Learning ◽  
Self Directed Learning ◽  
Workplace Skills ◽  
Competency Based Education ◽  
Directed Learning ◽  
Competency Based ◽  
The Relationship

At a time when workplace skills are rapidly evolving, continuous learning is increasingly important, and the responsibility for learning has shifted from others (parents, schools, teachers, employers) to individuals. Self-directed learning (SDL) can help learner-earners thrive in a skills-based economy. Competency-based education (CBE) is well suited to appeal to self-directed learners and to scaffold learner self-direction; however, existing research on the relationship between SDL and CBE programs is limited. This chapter uses case studies of the experiences of two self-directed learners in a CBE program to explore the role of self-direction in their learning journeys. The key takeaways are that (1) self-direction can have a strong impact on learner success and (2) CBE programs are uniquely positioned to support self-directed learners. The chapter concludes with a discussion of considerations for future research.

The role of self-directed learning in studying 3D design and modeling

2020 ◽  
pp. 1-14
Author(s):  
Bowen Liu ◽  
Yonghe Wu ◽  
Wanli Xing ◽  
Shouchao Guo ◽  
Lijuan Zhu
Keyword(s):  
Self Directed Learning ◽  
3D Design ◽  
Directed Learning

Prepared to Lead: Educational Leadership Graduates as Catalysts for Social Justice Praxis

2019 ◽  
Vol 15 (4) ◽  
pp. 283-302 ◽  
Author(s):  
Rene O. Guillaume ◽  
Magdalena S. Saiz ◽  
Adam García Amador
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Educational Leaders ◽  
Phenomenological Approach ◽  
Leadership Programs ◽  
Structured Interviews ◽  
Educational Leadership Programs ◽  
Academic Knowledge ◽  
Diverse Student ◽  
Critical Leadership

Situated within PK-12 school settings is the most diverse student population this nation has seen. Concern regarding the preparedness of those at the forefront of education bestows the task to educational leadership programs of developing leaders ready to address social justice issues. This study highlights how graduates from one educational leadership program relied on their academic knowledge and applied critical leadership to operationalize social justice praxis. Utilizing a phenomenological approach, 10 semi-structured interviews revealed three themes. Findings suggest educational leadership programs reflect their mission of social justice values through their curriculum to prepare educational leaders for sustainable change.

Sign in / Sign up

Export Citation Format

Share Document