A Philosophical Twist to the Scholar-Practitioner Tradition

Autor/inn/en	Bailey, Scott; Gautam, Chetanath
Titel	A Philosophical Twist to the Scholar-Practitioner Tradition
Quelle	In: Education Research and Perspectives, 42 (2015), S.556-581 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-2543
Schlagwörter	Public Schools; Leaders; Theory Practice Relationship; Philosophy; Accountability; Instructional Leadership; Democracy; Social Justice; Empowerment + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Fachleiter; Theorie-Praxis-Beziehung; Philosophie; Verantwortung; Instruction; Leadership; Bildung; Erziehung; Führung; Demokratie; Soziale Gerechtigkeit
Abstract	A new breed of leader is needed for American public schools, one who can both promote the public good and meet modern accountability demands. Often referred to as a scholar-practitioner, this type of leader blends theory with practice, philosophizing practice while practicing a philosophy. Such blending in a person is not simple, however, because practical and theoretical knowledge are qualitatively different. Instead, a blending of spectator-knowledge and participant knowledge is needed. Coupled with a thorough understanding of organizational realities, an awareness of these types of knowledge enables leaders to empower individuals within the schools, simultaneously fostering democratic principles, ensuring social justice, and giving voice to all. (As Provided).
Anmerkungen	University of Western Australia. 35 Stirling Highway Crawley, Perth, 6009 Australia. Tel: +61-8-6488-2388; Fax: +61-8-6488-1052; e-mail: gse@uwa.edu.au; Web site: http://www.education.uwa.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01