Action Research: A Tool for Promoting Faculty Development and Continuous Improvement in Leadership Preparation
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| Title: | Action Research: A Tool for Promoting Faculty Development and Continuous Improvement in Leadership Preparation |
|---|---|
| Language: | English |
| Authors: | Carver, Cynthia L., Klein, C. Suzanne |
| Source: | International Journal of Educational Leadership Preparation. Oct 2013 8(2):162-177. |
| Availability: | NCPEA Publications. Web site: http://www.ncpeapublications.org |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Faculty Development, Instructional Leadership, Action Research, Leadership Training, Principals, Masters Programs, Administrator Education, Educational Improvement, Administrator Role, Teacher Administrator Relationship, Reflection, Thinking Skills, Learner Engagement |
| ISSN: | 2155-9635 |
| Abstract: | This paper introduces the use of action research to examine the content and outcomes of university-based leadership preparation programs. Using examples drawn from an ongoing action research project with candidates in a master's level principal preparation program, we demonstrate how the collection and analysis of candidate's written reflections, completed as part of required coursework, informs our work as university faculty and supports a cycle of continuous program improvement. Over the years, action research has become a common strategy for professional learning in teacher education. The use of action research to study leadership development remains uncommon, however, especially among leadership educators. This study offers a new and promising approach to examining the preparation of school leaders. |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2014 |
| Accession Number: | EJ1016259 |
| Database: | ERIC |
| Abstract: | This paper introduces the use of action research to examine the content and outcomes of university-based leadership preparation programs. Using examples drawn from an ongoing action research project with candidates in a master's level principal preparation program, we demonstrate how the collection and analysis of candidate's written reflections, completed as part of required coursework, informs our work as university faculty and supports a cycle of continuous program improvement. Over the years, action research has become a common strategy for professional learning in teacher education. The use of action research to study leadership development remains uncommon, however, especially among leadership educators. This study offers a new and promising approach to examining the preparation of school leaders. |
|---|---|
| ISSN: | 2155-9635 |
