Drawing in the School Context as a Learning Resource in School Leader Development: Application-Oriented Projects in Active Learning Designs

Autor/inn/en	Cosner, Shelby; De Voto, Craig; Andry Rah'man, April
Titel	Drawing in the School Context as a Learning Resource in School Leader Development: Application-Oriented Projects in Active Learning Designs
Quelle	In: Journal of Research on Leadership Education, 13 (2018) 3, S.238-255 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-7751
DOI	10.1177/1942775118763872
Schlagwörter	Active Learning; Instructional Leadership; Faculty Development; Doctoral Programs; Learning Theories; Learning Experience; Principals; Instructional Improvement; Leadership Training; Large Group Instruction; Assistant Principals; Graduate Students + Suchen Sie Ihr Suchwort? Aktives Lernen; Instruction; Leadership; Bildung; Erziehung; Führung; Doktorandenprogramm; Learning theory; Lerntheorie; Lernerfahrung; Principal; Schulleiter; Unterrichtsqualität; Führungslehre; Principals; Stellvertretende Schulleitung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This article investigates a yearlong professional development experience provided to two cohorts within a doctoral program for early career school leaders. Drawing from situated learning theory, we examined one aspect of this program's pedagogy, which centers on the use of field-based application-oriented projects that leaders must take up in their school settings. From this investigation, we identified and reported two key elements of the school context that were regularly drawn into leaders' application-oriented learning experiences. We also illustratively highlight several of the authentic leadership consideration and practice experiences that were enabled. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01