Challenging Parent, Challenged Curricula: Utilizing Simulated Interactions to Enhance School Leader Preparation

Autor/inn/en	Dotger, Benjamin; Alger, Amanda
Titel	Challenging Parent, Challenged Curricula: Utilizing Simulated Interactions to Enhance School Leader Preparation
Quelle	In: Planning and Changing, 43 (2012) 3-4, S.344-362 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Simulation; Interaction; Parent School Relationship; Administrator Education; Administrator Qualifications; Grade 6; Parent Attitudes; Interpersonal Competence; Elementary Secondary Education; Parent Role; Sex Education; New York + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Interaktion; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; School year 06; 6. Schuljahr; Schuljahr 06; Elternverhalten; Interpersonale Kompetenz; Parental role; Elternrolle; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde
Abstract	Clinical simulations provide opportunities for novice school leaders to synthesize and enact their professional knowledge, decision-making approaches, and skills in an authentic, challenging environment. This article outlines the use of clinical simulations and standardized individuals to enhance and extend the preparation of novice school leaders. Modeled directly from medical education's use of standardized patients, school leader participants engaged with a standardized father who strongly challenges a unit of instruction on reproductive education. In real-time, in front of the standardized father, each school leader must navigate requests for an alternative assignment, demands that the unit of instruction be removed from the school entirely, and questions on the morality of offering the curriculum. Implications address the school leaders' different, individual approaches to this shared, clinical experience, but also emphasize the broader use of clinical simulations in the preparation of teachers for both general and content-specific contexts. (As Provided).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01