Transformational Leadership Preparation in a Post-COVID World: US Perspectives

Autor/inn/en	Young, Michelle D.; Cunningham, Kathleen; Van Gronigen, Bryan; O'Doherty, Ann
Titel	Transformational Leadership Preparation in a Post-COVID World: US Perspectives
Quelle	In: eJEP: eJournal of Education Policy, 21 (2021) 1, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Young, Michelle D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-9232
Schlagwörter	Transformational Leadership; Leadership Training; COVID-19; Pandemics; Learning Experience; Educational Change; Authentic Learning; Active Learning; Equal Education; Reflection + Suchen Sie Ihr Suchwort? Führungslehre; Lernerfahrung; Bildungsreform; Aktives Lernen
Abstract	The term Powerful Learning Experience (PLE) is an outgrowth of a University Council for Educational Administration (UCEA) project. Colleagues who were engaged in the Leaders Supporting Diverse Learners (LSDL) project, along with researchers examining exemplary educational leadership programs refined the original framework. The version described in the following article is based on Young's (2019) presentation of the framework to the World Educational Leadership Summit (WELS). The PLE framework consists of ten key attributes that encourage active teaching and learning processes, problem-based, context-rich products, and other evidence of learning outcomes. The authors have found that leadership preparation experiences that reflect a combination of these ten attributes facilitate deeper understanding of educational leadership and the development of knowledge and skills that are both transferable to a variety of contexts and adaptable for multiple challenges. (As Provided).
Anmerkungen	Arizona Board of Regents, for and on behalf of Northern Arizona University. PO Box 4087, Flagstaff, AZ 86011. Web site: https://nau.edu/coe/ejournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01