Literaturnachweis - Detailanzeige
| Autor/inn/en | Fear, Frank A.; Bruns, Karen; Sandmeyer, Louise; Fields, Ann M.; Buhler, Stephen; Burnham, Byron; Imig, Gail |
|---|---|
| Titel | Experiencing Engagement: Stories from the Field |
| Quelle | In: Journal of Higher Education Outreach and Engagement, 8 (2003) 1, S.59-74 (16 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1534-6102 |
| Schlagwörter | Phenomenology; Communities of Practice; Learning Experience; School Community Relationship; Transformative Learning; Definitions; Cooperative Learning; Relevance (Education); Risk; Theory Practice Relationship; Social Networks; Change Strategies; Personal Narratives |
| Abstract | How do people experience engagement? We explore this question by interpreting stories of engagement, stories associated with projects undertaken in conjunction with the W. K. Kellogg Foundation's Leadership for Institutional Change (LINC) initiative. The stories convey a sense of what it means to be and feel engaged: it is a resonant experience, enabling participants to gain deeper understanding about themselves, others, and their work. By engaging in dialogue about the stories and exploring images embedded in stories, LINC project directors gained insights into the nature of engagement as a catalytic force for leadership and change. Organizing in a special form of learning community, a "community of practice," they experienced an engaged form of leadership--relational leadership--and experimented with the community of practice form as a vehicle for change. The directors' learning experience has implications for the future direction of the engagement movement. (As Provided). |
| Anmerkungen | Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://www.jheoe.uga.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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