Leadership Competency Assessment for Rural Community Education Leaders.

Autor/inn/en	Zemlo, John S.; Belcher, Marcia J.
Institution	Florida Univ., Gainesville.
Titel	Leadership Competency Assessment for Rural Community Education Leaders.
Quelle	(1978), (177 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Educators; Community Development; Community Education; Community Leaders; Competence; Curriculum Development; Leadership Qualities; Leadership Training; Rural Education; Rural Population; Skill Analysis; Task Analysis; Training Methods + Suchen Sie Ihr Suchwort? Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Community; Development; Entwicklung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Community leadership; Gemeindeleitung; Kompetenz; Curriculum; Curriculumentwicklung; Lehrplan; Führungseigenschaft; Führungslehre; Ländliche Erwachsenenbildung; Landbevölkerung; Aufgabenanalyse; Didaktik; Trainingsmaßnahme
Abstract	Major goals of this project were to determine the process leadership competencies needed by rural community education leaders; to assess the training opportunities available to community education leaders in the southern U.S.; and to develop a model curriculum for acquisition of identified process leadership skills. Current and relevant findings from the literature review dealt with training, tasks, and/or competencies of community education leaders. The rural leadership skill competencies and appropriate actions or behaviors were identified; training endeavors in the southeast U.S. were assessed; and a curriculum of teaching/learning strategies appropriate for preparing community education leaders for service in the rural South was developed. Seven tables on competency rankings were generated. "The ability to communicate effectively" and "the ability to gain acceptance in a rural community" were ranked first and second in a review of the final list of 24 competencies needed. Curriculum development efforts resulted in the creation of five teaching/learning categories. Each of the identified leadership competencies was assigned to an appropriate category. The five teaching/learning categories were: (1) group organization, leadership, and maintenance; (2) administering community education activities; (3) problem solving; (4) communicating; and (5) needs assessment and evaluation. Operational training objective, teaching/learning strategies, and performance outcomes were generated for the competencies in each major category. (AN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC