Giving Back: An Analysis of Motivations of Aspiring American Indian/Alaska Native School Leaders

Autor/inn/en	Vogel, Linda R.; Rude, Harvey
Titel	Giving Back: An Analysis of Motivations of Aspiring American Indian/Alaska Native School Leaders
Quelle	In: Journal of American Indian Education, 50 (2011) 2, S.24-43 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8731
Schlagwörter	Administrator Education; Critical Theory; Role Models; American Indians; Alaska Natives; Community Involvement; Hermeneutics; Epistemology; Educational Administration; Student Motivation; Moral Values; Graduate Students; Principals; Special Education; Leadership Training; American Indian Education; Culturally Relevant Education; Administrator Attitudes; Qualitative Research; Comparative Analysis + Suchen Sie Ihr Suchwort? Kritische Theorie; Identifikationsfigur; American Indian; Indianer; Inuit; Hermeneutik; Erkenntnistheorie; Bildungsverwaltung; Schuladministration; Schulverwaltung; Schulische Motivation; Moral value; Ethischer Wert; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Principal; Schulleiter; Special needs education; Sonderpädagogik; Sonderschulwesen; Führungslehre; Qualitative Forschung
Abstract	This study examines the motivations of American Indian/Alaska Native (AI/AN) educators currently enrolled in an educational leadership preparation program aspiring to educational leadership positions within AI/AN communities. Understanding the motivation of AI/AN educators to become school leaders may assist in increasing the pool of AI/AN school leaders by reframing the concept of leadership used in preparation programs in terms of moral service to Native schools and communities. Responses from 29 AI/AN educators enrolled in a master's degree program leading to principal and special education director licensure and 21 non-AI/AN educators in identical courses were qualitatively analyzed to determine emerging themes and epistemological views in this study. Embracing critical theory and hermeneutic epistemologies, themes of serving as an AI/AN role model, integration of culture into curriculum, mentoring of other educators, and community involvement emerged from responses. The implications of the study's findings are discussed from the perspectives of culturally responsive educational systems. (As Provided).
Anmerkungen	Center for Indian Education. Arizona State University, College of Education, P.O. Box 871311, Tempe, AZ 95287-1311. Tel: 480-965-6292; Web site: http://jaie.asu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10