Role-Play Simulations

Bolinger, Alexander R.; Stanton, Julie V.

doi:10.4337/9781788979146

Cited by 4 publications

(4 citation statements)

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“…Practically , this study provides an instructional strategy to develop preparation programs for middle-level leaders through an active learning approach (Bolinger and Stanton, 2020). Professional learning processes through role-play simulations may encourage reflective practices, leading to promote middle-level leaders' awareness considering their leadership style patterns.…”

Section: Discussionmentioning

confidence: 99%

“…Professional learning of middle-level leaders through role-play simulations Role-play simulations are a specialized type of simulation, distinguished from other simulations by their emphasis on social interactions. They are directly built around the interactions among participants and reflect context-relevant views and practices (Bolinger and Stanton, 2020).…”

Section: Jea 612mentioning

confidence: 99%

“…Role-play simulations comprise learning within a safe educational environment that triggers conscious or unconscious psychological aspects of a given role in which individuals use their discretion to fit the situation's dynamics (Bolinger and Stanton, 2020). Through role-play practice, participants encounter problematic real-life situations and scenarios, try to make decisions and take actions, experience the results and modify their behavior without risking harm (Thornton et al.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Exploring middle-level school leadership styles through role-play simulations

Iftach

Shapira‐Lishchinsky

2023

JEA

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PurposeThe study's main goal is to investigate different leadership styles that characterize middle-level leaders, the intermediate leadership tier of role holders in school, as they practice leadership scenarios through active participation in a professional learning process of role-play simulation, using a social-ecological approach.Design/methodology/approachThirty middle-level leaders from different Israeli high schools and districts participated in the study during an M.A. course in an educational leadership program. The authors used qualitative analysis to examine role-play simulations of leadership scenarios based on group debriefings. This content analysis was conducted within a two-dimensional theoretical framework composed of leadership style theory and a social-ecological model.FindingsThe study findings address four main leadership styles: authentic, transformational, participative and transactional. Regarding their appearance within different social-ecological layers, the interpersonal layer was the most salient one with a prominent appearance of transformational and authentic leadership styles. On the organizational and communal layers, authentic leadership was more prominent. The study findings demonstrate multidimensionality in both the leadership styles and social-ecological layers, as different styles appeared in different layers concurrently.Practical implicationsThe findings may help articulate the nature and characteristics of middle-level school leadership. They may also provide relevant theoretical content and instructional strategy to develop simulation-based preparation programs for middle-level leaders.Originality/valueThe study findings highlight unique leadership characteristics of middle-level school leaders and suggest a contextual perception of their leadership styles within a social-ecological framework.

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Section: Discussionmentioning

confidence: 99%

Section: Jea 612mentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

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Exploring middle-level school leadership styles through role-play simulations

Iftach

Shapira‐Lishchinsky

2023

JEA

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“…Third, the training could be more effective with a smaller students per instructor-ratio. In the study, the relatively large number of students made it difficult for the instructor to visit each group, while they were role-playing, which is important to keep students on task, answer their questions, and provide suggestions (Bolinger and Stanton, 2020). Moreover, to ensure student participation, group discussions were also conducted in small groups and, therefore, could not be facilitated by an instructor, contrary to what is recommended (Blanchard and Thacker, 2012).…”

Section: Pathways For Future Researchmentioning

confidence: 99%

Safe and sound: examining the effect of a training targeting psychological safety and trust in peer assessment

2023

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IntroductionPeer feedback can be very beneficial for student learning in higher education, yet students may feel uncomfortable providing and receiving peer feedback: they may for example not feel safe in the group or have little trust in their peers’ abilities to provide feedback. Surprisingly, only few studies have investigated how students’ feelings of discomfort can be reduced. To fill this gap, we created a 1-h training session using active learning methods. The training focuses on enhancing students’ perceptions of psychological safety, trust in their abilities and in their peers’ abilities to provide feedback.MethodsThe efficacy of this training was tested using a quasi-experiment with pre-and post-test design. Third-year bachelor students in physical education participated in a peer feedback activity to fulfill the requirement of an obligatory course. In 2019–2020, 47 students participated in a peer assessment activity without specific training on psychological safety and trust (control group), while in 2021–2022, 42 students received specific training before peer assessment (experimental group).ResultsAnalyses include a comparison of the control and experimental groups with regard to (1) the evolution of their perceptions (psychological safety, trust in their abilities, and trust in their peers’ abilities) for pre-to post-test, (2) the quality of the feedback they provided to their peers (3) and the improvement of students’ work between the draft submitted for the peer activity and the final version submitted to the professor.DiscussionResults do not support the training’s efficacy, yet suggest pathways for future research.

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Global Leadership Under Oneness: Connecting Conscious Parts to Conscientious Wholes

Fong,

Askun Celik

2023

Palgrave Studies in Workplace Spirituality and Fulfillment

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Role-Play Simulations

Cited by 4 publications

References 0 publications

Exploring middle-level school leadership styles through role-play simulations

Exploring middle-level school leadership styles through role-play simulations

Safe and sound: examining the effect of a training targeting psychological safety and trust in peer assessment

Global Leadership Under Oneness: Connecting Conscious Parts to Conscientious Wholes

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