What Makes a Good School Leadership Program? A Qualitative Study of the Lookstein Center Educational Leadership Advancement Initiative (ELAI)

Autor/inn/en	Burstein, Alissa Beth; Kohn, Eli
Titel	What Makes a Good School Leadership Program? A Qualitative Study of the Lookstein Center Educational Leadership Advancement Initiative (ELAI)
Quelle	In: Journal of Jewish Education, 83 (2017) 2, S.109-132 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-4113
DOI	10.1080/15244113.2017.1307052
Schlagwörter	Leadership Training; Qualitative Research; Program Effectiveness; Mentors; Grouping (Instructional Purposes); Jews; Instructional Leadership; Day Schools; Interviews; Leadership Qualities; Interpersonal Relationship; Foreign Countries; Experiential Learning; Geographic Location; New York (New York); Israel + Suchen Sie Ihr Suchwort? Führungslehre; Qualitative Forschung; Grouping; Gruppenbildung; Jew; Jude; Jüdin; Juden; Instruction; Leadership; Bildung; Erziehung; Führung; Day school; Halbtagsschule; Interviewing; Interviewtechnik; Führungseigenschaft; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	How do educators become successful leaders? This qualitative study set out to learn more about The Lookstein Center ELAI program as well as mentoring and leadership training in general, with the hope of offering insights to other school leadership programs. The mentor-mentee relationship was seen to develop into a collaborative partnership, with the reflective relationships becoming enriching for both the mentor and mentee. The findings also emphasize the value of mentoring for midcareer educators. In addition, the importance of the cohort experience was stressed. Finally, unique to the ELAI program, location was viewed as a very influential aspect of this leadership training program for Jewish educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01