Learning for Leadership: Developmental Strategies for Building Capacity in Our Schools

Drago‐Severson, Eleanor; Blum-DeStefano, Jessica; Asghar, Anila

doi:10.4135/9781452278490

Cited by 26 publications

(43 citation statements)

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“…The fourth principle, multi-voicedness, is based on the understanding that each individual teacher’s perspective is limited, her or his rationality bounded (Shulman, 1988): “Considering others’ perspectives helps us expand and better understand our own thinking (and vice versa)” (Drago-Severson & Blum-DeStefano, 2018, p. 81). Moreover, multiple perspectives, especially when in tension, can give rise to argumentation and evidence in order to resolve conflicting interpretations and positions (Achinstein, 2002).…”

Section: Towards Pedagogically Productive Talkmentioning

confidence: 99%

Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk

Lefstein

Vedder‐Weiss

Segal

2020

Educational Researcher

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Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) argue that, as a field, we need to pay more focused and systematic attention to teacher on-the-job discourse; (b) offer a coherent conceptual framework for “pedagogically productive” teacher talk; and (c) highlight key research directions and challenges in investigating this and related phenomena.

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Section: Towards Pedagogically Productive Talkmentioning

confidence: 99%

Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk

Lefstein

Vedder‐Weiss

Segal

2020

Educational Researcher

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“…There is also research on peoples’ experience of their own identity and development as a leader (Komives and Dugan, 2014; Komives et al., 2005, 2006). The developmental dimension as an increasing complexity has also been applied to leadership development domains with activities such as coaching (Bachkirova, 2011; Berger, 2011), feedback (Drago-Severson, 2017), teaming, leadership roles, collegial inquiry and mentoring (Drago-Severson and Blum-DeStefano, 2012, 2018). A review of adult development leadership research identified the need for more research with a wider use of contextual factors and how developmental activities are interpreted at different orders of development (McCauley et al., 2006).…”

Section: Introductionmentioning

confidence: 99%

Six ways of understanding leadership development: An exploration of increasing complexity

2020

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Leadership development is a multifaceted phenomenon with a multitude of definitions and meanings requiring closer exploration. The aim of this study was to identify and investigate qualitatively different ways of understanding leadership development and categorize them from a complexity perspective. We conducted 21 semi-structured interviews with professionals and managers. Analysis using a phenomenographic approach revealed six categories and different ways of understanding leadership development: (1) one’s own development, (2) fulfilling a leadership role, (3) personal development, (4) leader and organizational development, (5) collective leadership development, and (6) human development. The categories were arranged hierarchically according to increasing complexity. Our contribution recognizes more nuanced interpretations than previously identified and highlights underlying structures of complexity. The results help to empirically ground and elaborate current theories and distinctions within the field of leadership development research where similar patterns can be observed. They may assist researchers in making both their own and other’s assumptions on leadership development explicit, as well as informing the practice of tailoring leadership development activities to better match individuals and organizational contexts.

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“…Waters et al (2003) also noted that effective school leaders enact change within their schools with being a "change agent" showing a .30 effect size. Numerous other researchers have echoed their findings (Ash and D'Auria, 2013;Drago-Severson et al, 2013;Guthrie and Schuermann, 2010;Hargreaves and Fullan, 2012;Leithwood and Louis, 2012). The role of the principal as a change agent regarding instruction; as well as all of the other functions that are related to instruction such as assessment, data collection and use, technology, curriculum development, teacher supervision, and professional development and more supportive functions of developing a healthy, orderly, and safe environment or establishing a focus on goals for student growth is also a focus of leadership preparation programs.…”

Section: American Perspectives Of 21 St Century School Leader Roles Amentioning

confidence: 89%

Values and context: Taiwan principal preparation and practice from an American perspective

Vogel¹

2015

Int. J. Educ. Admin. Pol. Stud.

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This qualitative study explores the preparation and practice of school leaders in Taiwan based on indepth interviews and observations with six Taiwan school directors serving geographically diverse student populations. The journey leading to school leadership and the challenges that this representative group of educational leaders face are discussed and also compared to the preparation of American school leaders and the challenges that U.S. counterparts experience. As educational systems around the globe work toward educating more students to higher standards of achievement in order to increase national productivity, the insights gained through this study can be used to inform conversation regarding the restructuring of school leader preparation programs to answer the persistent question of "How are great school leaders developed?" within specific cultural contexts.

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Learning for Leadership: Developmental Strategies for Building Capacity in Our Schools

Cited by 26 publications

References 0 publications

Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk

Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk

Six ways of understanding leadership development: An exploration of increasing complexity

Values and context: Taiwan principal preparation and practice from an American perspective

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