Curated Conferences to Strengthen Equity Leadership Capacity: A Case Study of Aspiring School Leaders

Autor/inn/en	Von Dohlen, Heidi; Weiler, Jessica; Virtue, Emily E.; Andrews, Catherine
Titel	Curated Conferences to Strengthen Equity Leadership Capacity: A Case Study of Aspiring School Leaders
Quelle	In: School Leadership Review, 17 (2022) 1, Artikel 5 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-4998
Schlagwörter	Leadership Training; Conferences (Gatherings); Critical Theory; Praxis; Learning; Reflection; Communities of Practice; Equal Education; Graduate Students; Masters Programs; College Faculty; Interpersonal Relationship; Professional Identity; Barriers; Prior Learning; Beliefs; Persistence; Instructional Leadership; Leadership Responsibility; Administrator Education + Suchen Sie Ihr Suchwort? Führungslehre; Kritische Theorie; Lernen; Community; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Fakultät; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Vorkenntnisse; Belief; Glaube; Ausdauer; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	The purpose of this qualitative case study was to determine whether a Curated Conference Learning Experience (CCLE) could stimulate new learning or deepen existing learning around leadership for equity by engaging four andragogical theories: critical theory and praxis, new learning, guided learning, and reflective learning within a community of practice. Faculty members selected sessions focused on equity, provided journal prompts, and conducted focus groups for 13 students enrolled in a Masters of School Administration program at national educational leadership conference. Findings indicate new and strengthened learning in the areas of (1) relationship building; (2) understanding identity and co-constructing leadership for equity; (3) roadblocks and realizations; (4) connection to previous coursework; and (5) increased commitment to equity work. Our conceptual framework can be applied across disciplines for more intentional, pedagogical designs for transformative student conference learning. (As Provided).
Anmerkungen	Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01