Bridging the Abyss: Adding Value and Validity to Leadership Development through Action Learning--Cases-in-Point.

Autor/inn/en	Acker-Hocevar, Michele; Pisapia, John; Coukos-Semmel, Eleni
Titel	Bridging the Abyss: Adding Value and Validity to Leadership Development through Action Learning--Cases-in-Point.
Quelle	(2002), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Practices; Experiential Learning; Experimental Curriculum; Experimental Teaching; Higher Education; Instructional Innovation; Leadership Training; Linking Agents; Teaching Methods; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Bildungspraxis; Experiental learning; Erfahrungsorientiertes Lernen; Experimentalunterricht; Experimentelle Pädagogik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational Innovation; Bildungsinnovation; Führungslehre; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung
Abstract	Action Learning (AL) is one instructional method used to bridge the gap between theory and practice in university courses. This study reports the results of a pilot test that applied AL techniques to an educational leadership preparation program. Participants were 47 doctoral students, most of whom were practicing administrators or teacher leaders. Participants worked on sets of actual problems provided by school districts and a community college (clients). The study employed Merriam's descriptive case-study method. Documents reviewed include email correspondence between participants and clients, memoranda, meetings minutes, participants' reflective journals, and presentations to clients. Results of the study persuaded facilitators and instructors to continue to use AL because, among other reasons, AL: (1) adds validity to the leadership program and to students by providing pathways to the workplace; (2) appeals to most participants; (3) allows participants to apply earlier academic learning to real problems; (4) enhances participants' understanding of themselves as leaders; (5) helps leaders deal with ambiguity and adversity; (6) helps leaders build community; (7) fosters better relationships with local educational agencies; and (8) provides insights into why it is difficult to change educational institutions. (Contains 55 references and an outline of contributions and limitations of various instructional methods.) (WFA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC