Leading Deep Learning

Autor/inn/en	Boren, David M.; Miner, Amy; Backman, Joseph; Owens, Michael A.
Titel	Leading Deep Learning
Quelle	In: AASA Journal of Scholarship & Practice, 18 (2021) 2, S.8-26 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Principals; Instructional Leadership; Leadership Styles; Educational Change; Learning; Leadership Effectiveness + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Führungsstil; Bildungsreform; Lernen; Führungseffizienz
Abstract	The purpose of this exploratory qualitative study was to better understand how the leadership of 11 principals impacted their schools' level of engagement in a district-wide deep learning initiative. Findings clustered in three primary areas of principal leadership: vision for learning, leadership approach, and mindset toward others. Principals leading highly engaged schools placed equal emphasis on students' acquisition of knowledge, skills, and dispositions; distributed school leadership widely; and spoke about their work with other-centric language. Principals at less engaged schools placed more importance on content knowledge acquisition, were either disengaged or top down in their leadership approaches and spoke with more egocentric language. This article provides implications for schools and districts interested in pursuing deep learning and leadership, along with recommendations for future research. (As Provided).
Anmerkungen	AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01