Reflective Writing in a Principal Preparation Program
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| Title: | Reflective Writing in a Principal Preparation Program |
|---|---|
| Language: | English |
| Authors: | Wright, James, Fisher, Douglas, Frey, Nancy |
| Source: | Journal of School Administration Research and Development. Spr 2020 5(1):16-24. |
| Availability: | Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: http://www.jsard.org/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Reflection, Writing (Composition), Principals, Administrator Education, Equal Education, Instructional Leadership, Credentials, Teaching Methods, Educational Practices, Program Descriptions, Educational Change |
| Geographic Terms: | California (San Diego) |
| ISSN: | 2470-8496 |
| Abstract: | Reflective writing has become part of a vast spectrum of professional practices across academia, which includes the hard sciences--notably in the fields of medicine and nursing, as well as in the humanities, including social work, higher education, teacher education, and educational leadership. In this article, we seek to describe the results of an investigation in the preparation of school leaders through reflective writing. Our engagement with self-reflective writing is explicitly designed to help future educational leaders identify and promote the skills that help leaders identify inequity in schools. The preliminary administrative credential program in this study is rooted in efforts to prepare equity-driven school leaders who integrate dispositions, concepts, and actions into their daily practice. [Note: The page range (18-23) shown on the PDF is incorrect. The correct page range for this article is p16-24.] |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1301174 |
| Database: | ERIC |
| Abstract: | Reflective writing has become part of a vast spectrum of professional practices across academia, which includes the hard sciences--notably in the fields of medicine and nursing, as well as in the humanities, including social work, higher education, teacher education, and educational leadership. In this article, we seek to describe the results of an investigation in the preparation of school leaders through reflective writing. Our engagement with self-reflective writing is explicitly designed to help future educational leaders identify and promote the skills that help leaders identify inequity in schools. The preliminary administrative credential program in this study is rooted in efforts to prepare equity-driven school leaders who integrate dispositions, concepts, and actions into their daily practice. [Note: The page range (18-23) shown on the PDF is incorrect. The correct page range for this article is p16-24.] |
|---|---|
| ISSN: | 2470-8496 |
