Pub Date : 2020-07-21DOI: 10.1177/1942775120936305
M. Orr
This article provides conclusions and reflection on the three articles in this special issue. It unpacks how and in what ways active learning prepares educational leaders and draws lessons for future use: the action within context, reflection, frameworks, the intended learning, and how learning is structured and facilitated. It concludes with a discussion of challenges and implications, particularly for future research.
{"title":"Reflections on Active Learning in Leadership Development","authors":"M. Orr","doi":"10.1177/1942775120936305","DOIUrl":"https://doi.org/10.1177/1942775120936305","url":null,"abstract":"This article provides conclusions and reflection on the three articles in this special issue. It unpacks how and in what ways active learning prepares educational leaders and draws lessons for future use: the action within context, reflection, frameworks, the intended learning, and how learning is structured and facilitated. It concludes with a discussion of challenges and implications, particularly for future research.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"227 - 234"},"PeriodicalIF":0.8,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120936305","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43735718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-19DOI: 10.1177/1942775120941549
Timothy A. Drake
Clinical experiences, including the full-time principal internship, are considered to be one of the most important components in principal preparation. Yet research on the principal internship is limited to surveys and interviews. I use a daily life methodology to explore full-time principal interns’ experiences during an academic school year. I find that interns’ activities approximate the work of a school principal in many aspects of the job, including administrative activities and instructional leadership. I also find that variation between interns’ activities is consistent with the literature, in that their activities vary based on personal background and school context.
{"title":"Learning by Doing: A Daily Life Study of Principal Interns’ Leadership Activities During the School Year","authors":"Timothy A. Drake","doi":"10.1177/1942775120941549","DOIUrl":"https://doi.org/10.1177/1942775120941549","url":null,"abstract":"Clinical experiences, including the full-time principal internship, are considered to be one of the most important components in principal preparation. Yet research on the principal internship is limited to surveys and interviews. I use a daily life methodology to explore full-time principal interns’ experiences during an academic school year. I find that interns’ activities approximate the work of a school principal in many aspects of the job, including administrative activities and instructional leadership. I also find that variation between interns’ activities is consistent with the literature, in that their activities vary based on personal background and school context.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"24 - 54"},"PeriodicalIF":0.8,"publicationDate":"2020-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120941549","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44708650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-10DOI: 10.1177/1942775120933932
B. Smith
This article shares rationales for group dissertations and offers practical descriptions of how they transpire in one Doctor of Education (EdD) program. Drawing on program experiences and data, it considers how group dissertations promote leadership learning and EdD program puposes using Archbald’s criteria of developmental efficacy, intellectual stewardship, distinctive form, and community benefit. Suggested supports for group dissertations include clear commitments to group dissertations, admission processes attentive to group dissertation demands, an open student-centered topic and group formation process, faculty commitment to group advising, and vigilance against regressions to the familiar.
{"title":"Group Dissertations as Leadership Learning","authors":"B. Smith","doi":"10.1177/1942775120933932","DOIUrl":"https://doi.org/10.1177/1942775120933932","url":null,"abstract":"This article shares rationales for group dissertations and offers practical descriptions of how they transpire in one Doctor of Education (EdD) program. Drawing on program experiences and data, it considers how group dissertations promote leadership learning and EdD program puposes using Archbald’s criteria of developmental efficacy, intellectual stewardship, distinctive form, and community benefit. Suggested supports for group dissertations include clear commitments to group dissertations, admission processes attentive to group dissertation demands, an open student-centered topic and group formation process, faculty commitment to group advising, and vigilance against regressions to the familiar.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"17 1","pages":"3 - 23"},"PeriodicalIF":0.8,"publicationDate":"2020-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120933932","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43816183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.1177/1942775120936299
Sara Dexter, Davis Clement, Daniel Moraguez, G. Watson
This article presents three types of (inter)active learning pedagogical tools to better prepare future administrators for complex, real-world tasks. We propose a framework of narrative linearity and responsiveness to examine digital cases, digital simulations, and clinical simulations as bridging pedagogies from abstract class-based methods to fully immersive internships. We illustrate how these characteristics influence learner interaction with the rich, hypothetical contexts these tools offer. A specific example is presented for each tool, and their cognitive demands on the learner are discussed. We raise implications for their use at the course and program levels.
{"title":"(Inter)Active Learning Tools and Pedagogical Strategies in Educational Leadership Preparation","authors":"Sara Dexter, Davis Clement, Daniel Moraguez, G. Watson","doi":"10.1177/1942775120936299","DOIUrl":"https://doi.org/10.1177/1942775120936299","url":null,"abstract":"This article presents three types of (inter)active learning pedagogical tools to better prepare future administrators for complex, real-world tasks. We propose a framework of narrative linearity and responsiveness to examine digital cases, digital simulations, and clinical simulations as bridging pedagogies from abstract class-based methods to fully immersive internships. We illustrate how these characteristics influence learner interaction with the rich, hypothetical contexts these tools offer. A specific example is presented for each tool, and their cognitive demands on the learner are discussed. We raise implications for their use at the course and program levels.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"173 - 191"},"PeriodicalIF":0.8,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120936299","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41427015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.1177/1942775120933935
Corrie Stone-Johnson, Sonya D. Hayes
In this article, we describe the challenges faced by a network of universities embarking on program improvement to navigate the inclusion of powerful learning experiences (PLEs) in existing curriculum. We find that embedding PLEs requires more than structural adjustments to existing curriculum and that the tools we have been using to consider such changes may need refining. Our findings suggest that curriculum changes necessitate new ways of working together and of structuring time within faculty work; yet, many faculty members are not prepared to make such adjustments and are not provided the types of resources that are necessary for success.
{"title":"Using Improvement Science to (Re)Design Leadership Preparation: Exploring Curriculum Change Across Five University Programs","authors":"Corrie Stone-Johnson, Sonya D. Hayes","doi":"10.1177/1942775120933935","DOIUrl":"https://doi.org/10.1177/1942775120933935","url":null,"abstract":"In this article, we describe the challenges faced by a network of universities embarking on program improvement to navigate the inclusion of powerful learning experiences (PLEs) in existing curriculum. We find that embedding PLEs requires more than structural adjustments to existing curriculum and that the tools we have been using to consider such changes may need refining. Our findings suggest that curriculum changes necessitate new ways of working together and of structuring time within faculty work; yet, many faculty members are not prepared to make such adjustments and are not provided the types of resources that are necessary for success.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"16 1","pages":"339 - 359"},"PeriodicalIF":0.8,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120933935","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44495424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.1177/1942775120933933
Arvin D. Johnson, Nicholas A. Clegorne, Sheryl J. Croft, Angela Y. Ford
The purpose of this qualitative research was to identify the preparation needs of principals through the lens of school superintendents in the southeastern United States. This research was based on a collaborative university, multi-school district partnership. Superintendents were interviewed to determine their perceptions regarding the professional learning needs of principals. Three themes emerged from the analysis:(a) principal perception of community matters, (b) formal support is necessary, but challenging to schedule and scope, and (c) instructional and operational leadership are differentiated. These findings present several implications for university and district-based leadership preparation programs, both individually and collaboratively.
{"title":"The Professional Learning Needs of School Principals","authors":"Arvin D. Johnson, Nicholas A. Clegorne, Sheryl J. Croft, Angela Y. Ford","doi":"10.1177/1942775120933933","DOIUrl":"https://doi.org/10.1177/1942775120933933","url":null,"abstract":"The purpose of this qualitative research was to identify the preparation needs of principals through the lens of school superintendents in the southeastern United States. This research was based on a collaborative university, multi-school district partnership. Superintendents were interviewed to determine their perceptions regarding the professional learning needs of principals. Three themes emerged from the analysis:(a) principal perception of community matters, (b) formal support is necessary, but challenging to schedule and scope, and (c) instructional and operational leadership are differentiated. These findings present several implications for university and district-based leadership preparation programs, both individually and collaboratively.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"16 1","pages":"305 - 338"},"PeriodicalIF":0.8,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120933933","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43324407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.1177/1942775120933914
Julia Mahfouz, J. Richardson
This study was designed to gain a baseline understanding of how future K-12 building leaders in pre-service principal preparation programs address their own wellbeing. In this exploratory study, pre-service school leaders across the United States self-assessed their levels of stress and social–emotional competencies. Students from 30 pre-service principal preparation programs across the United States completed a survey that included four social–emotional learning scales. The findings indicate that this population may not be well equipped to deal with the stressors of the principalship. The findings can be used as a baseline to understand how changes in curriculum might impact these constructs.
{"title":"At the Crossroads: Wellbeing and Principalship Preparation","authors":"Julia Mahfouz, J. Richardson","doi":"10.1177/1942775120933914","DOIUrl":"https://doi.org/10.1177/1942775120933914","url":null,"abstract":"This study was designed to gain a baseline understanding of how future K-12 building leaders in pre-service principal preparation programs address their own wellbeing. In this exploratory study, pre-service school leaders across the United States self-assessed their levels of stress and social–emotional competencies. Students from 30 pre-service principal preparation programs across the United States completed a survey that included four social–emotional learning scales. The findings indicate that this population may not be well equipped to deal with the stressors of the principalship. The findings can be used as a baseline to understand how changes in curriculum might impact these constructs.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"16 1","pages":"360 - 384"},"PeriodicalIF":0.8,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120933914","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45187155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.1177/1942775120936301
Shelby Cosner
Although active learning designs are recognized as elemental to stronger learning designs, there is limited literature on active learning pedagogical approaches for use in educational leader preparation. This article names problem- and case-based learning, simulations, and action research as “first generation” active learning pedagogical approaches and previews a set of “next generation” active learning pedagogical approaches that are the focus of and explored more deeply in this Special Issue.
{"title":"A Deeper Look Into Next Generation Active Learning Designs for Educational Leader Preparation","authors":"Shelby Cosner","doi":"10.1177/1942775120936301","DOIUrl":"https://doi.org/10.1177/1942775120936301","url":null,"abstract":"Although active learning designs are recognized as elemental to stronger learning designs, there is limited literature on active learning pedagogical approaches for use in educational leader preparation. This article names problem- and case-based learning, simulations, and action research as “first generation” active learning pedagogical approaches and previews a set of “next generation” active learning pedagogical approaches that are the focus of and explored more deeply in this Special Issue.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"167 - 172"},"PeriodicalIF":0.8,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120936301","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44424173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-25DOI: 10.1177/1942775120936303
Meredith I. Honig, Alyson Honsa
This article shares our experience using a job-embedded active learning approach to support candidates’ growth as systems-focused equity leaders in the University of Washington’s Leadership for Learning program. We describe how socio-cultural learning theory helped us shift from field-based application projects to job-embedded learning. Our approach involved clarifying systems-focused leadership practices as primary learning targets, centering candidates’ workplaces as the main learning setting, and providing high-quality support consistent with apprenticeships and communities of practice. We conclude with opportunities, challenges, and ways forward for educational leadership programs seeking to design such approaches and develop systems-focused equity leaders.
{"title":"Systems-Focused Equity Leadership Learning: Shifting Practice Through Practice","authors":"Meredith I. Honig, Alyson Honsa","doi":"10.1177/1942775120936303","DOIUrl":"https://doi.org/10.1177/1942775120936303","url":null,"abstract":"This article shares our experience using a job-embedded active learning approach to support candidates’ growth as systems-focused equity leaders in the University of Washington’s Leadership for Learning program. We describe how socio-cultural learning theory helped us shift from field-based application projects to job-embedded learning. Our approach involved clarifying systems-focused leadership practices as primary learning targets, centering candidates’ workplaces as the main learning setting, and providing high-quality support consistent with apprenticeships and communities of practice. We conclude with opportunities, challenges, and ways forward for educational leadership programs seeking to design such approaches and develop systems-focused equity leaders.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"15 1","pages":"192 - 209"},"PeriodicalIF":0.8,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120936303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45473565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-25DOI: 10.1177/1942775120933920
David E. DeMatthews, Max Scheffer, Stephen Kotok
Principal evaluations can be important tools for improving leadership practice, but evaluations have often described by principals and researchers as unsystematic and lacking timely and actionable feedback. This study examines principal perceptions of the Texas Principal Evaluation and Support System (T-PESS). Survey data and interviews of principals in one pilot district are used to answer two primary research questions: (a) How did veteran principals understand and experience the T-PESS? and (b) What aspects of the evaluation tool and process did principals find most useful and as barriers to their professional growth? Findings reveal that positive evaluator–principal relationships and goal-setting activities can support professional growth.
{"title":"Useful or Useless? Principal Perceptions of the Texas Principal Evaluation and Support System","authors":"David E. DeMatthews, Max Scheffer, Stephen Kotok","doi":"10.1177/1942775120933920","DOIUrl":"https://doi.org/10.1177/1942775120933920","url":null,"abstract":"Principal evaluations can be important tools for improving leadership practice, but evaluations have often described by principals and researchers as unsystematic and lacking timely and actionable feedback. This study examines principal perceptions of the Texas Principal Evaluation and Support System (T-PESS). Survey data and interviews of principals in one pilot district are used to answer two primary research questions: (a) How did veteran principals understand and experience the T-PESS? and (b) What aspects of the evaluation tool and process did principals find most useful and as barriers to their professional growth? Findings reveal that positive evaluator–principal relationships and goal-setting activities can support professional growth.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"16 1","pages":"279 - 304"},"PeriodicalIF":0.8,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1942775120933920","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49404822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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