Leaders as learners: developing new leadership practices

Aas, Marit

doi:10.1080/19415257.2016.1194878

Cited by 35 publications

(39 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Anticipating the perspectives of others can allow leaders gain insight regarding leader influence (Taylor, 2010). Aas (2017) finds that educational programs that include opportunities for metacognitive reflections supports leaders to become learners with the capacity to make changes in their leadership practices, as well as in their school.…”

Section: Introductionmentioning

confidence: 99%

A Call for Metacognitive Intervention: Improvements Due to Curricular Programming in Leadership

Terlecki¹,

McMahon²

2018

Journal of Leadership Education

View full text Add to dashboard Cite

Metacognition is linked to academic achievement and personal development, especially as it relates to leadership education. The current study investigated the impact of a course in metacognition. Two hundred and fifty one undergraduates were surveyed for metacognitive ability using the Metacognitive Awareness Inventory (MAI) and Metacognitive Rubric (MR) before and after participating in a course either involving metacognitive training or alternative coursework. While minimal demographic differences were found, results showed significant improvement among students who trained in the metacognition class. Curricular development in the area of metacognition is recommended as it relates to leadership education.

show abstract

Section: Introductionmentioning

confidence: 99%

A Call for Metacognitive Intervention: Improvements Due to Curricular Programming in Leadership

Terlecki¹,

McMahon²

2018

Journal of Leadership Education

View full text Add to dashboard Cite

show abstract

“…Goleman (2006) argues that metacognitive skills can increase leaders' capacity as problem-solvers, decision-makers and critical thinkers, enabling them to regulate their emotions, handle complexity and cope with conflicts. Additionally, Aas (2017b) and Robertson (2013) claim that metacognitive leaders perceive their leadership as opportunities for learning, developing their capacities in the process.…”

Section: Practical Action Research and Critical Friendshipmentioning

confidence: 99%

“…The role of the critical friend is close to the role of a leadership coach. In studies of group coaching in professional development of principals, researchers have demonstrated how the group coach can contribute to principals' learning by critical questions and reflections that can lead to new leadership practices (Fluckiger, Lovett, and Dempster 2014;Aas 2017b). Successful reflections are linked to leaders' practice in schools, involving both personal and systemic perspectives and being part of a social learning process.…”

Section: Practical Action Research and Critical Friendshipmentioning

confidence: 99%

Enhancing system thinking - a superintendent and three principals reflecting with a critical friend

Henriksen

Aas

2020

Educational Action Research

Self Cite

View full text Add to dashboard Cite

There is a growing body of action research on school improvement and development. Many of these studies have found the use of critical friendship valuable in relation to teachers' or principals' practice. Yet, little attention has been paid to critical friendship at the school district level. This study explores how a superintendent and three principals changed their understandings through interaction with a critical friend. It draws on reflective conversations, written reflections and observations of meetings between the participants, and is framed within practical action research aimed at changing the participants' understandings. We found that through a trust-building process the critical friend acted as a catalyst for systematic reflections, helping leaders to set aside time and space to reflect. This has contributed to new ways of talking and thinking and has enhanced the leaders' system thinking. ARTICLE HISTORY

show abstract

“…These findings have increased interest in identifying effective educational measures to prepare novice school leaders to lead improvement of their schools (Møller and Schratz 2008, Huber 2010, Møller 2016. However, previous studies have shown that it is difficult to design learning activities that promote effective changes in school leading practices (Ärlestig 2012, Edqvist 2014, Aas 2017. Moreover, training generally lacks sufficient contextual relevance and integration with local leading practice (Cosner et al 2018).…”

Section: Introductionmentioning

confidence: 99%

Leadership for school improvement – linking learning to leading over time

Liljenberg

Wrethander

2020

Professional Development in Education

View full text Add to dashboard Cite

Furnishing novice school leaders with the knowledge and skills they require to be successful in practice has proved difficult. This paper describes and analyses an attempt to link learning and school leading practices in their education: a three-year learning activity within the Swedish National School Leadership Training Programme intended to develop novice school leaders' ability to analyse, critically examine, formulate and implement school improvement strategies. The theoretical point of departure is a social constructionist and situated perspective on learning. Drawing on data from 120 reports submitted by school leaders at the end of years two (n = 60) and three (n = 60) of the programme, and nine audio-recorded conversations between groups of the leaders, we identify critical aspects of the learning process. The findings indicate that the novice school leaders initially perceived the learning activity to be challenging, but it gradually became a mediational mean and boundary object in and between their practices. Critical elements for this were the activity's design and length, systematic approach, supportive tools and 'forcing moments'. We argue that linking training practice to school leading practice may have positive effects on novice school leaders' professional development. ARTICLE HISTORY

show abstract

Leaders as learners: developing new leadership practices

Cited by 35 publications

References 29 publications

A Call for Metacognitive Intervention: Improvements Due to Curricular Programming in Leadership

A Call for Metacognitive Intervention: Improvements Due to Curricular Programming in Leadership

Enhancing system thinking - a superintendent and three principals reflecting with a critical friend

Leadership for school improvement – linking learning to leading over time

Contact Info

Product

Resources

About