A Day at the SPA (Successful Practices of Andragogy): How to Use the ELCC Standards and Adult Learning Theory to Sustain a "Self-as-Principal" Voice in Principal Preparation Students

Autor/in	Hines, Mack T., III
Titel	A Day at the SPA (Successful Practices of Andragogy): How to Use the ELCC Standards and Adult Learning Theory to Sustain a "Self-as-Principal" Voice in Principal Preparation Students
Quelle	In: AASA Journal of Scholarship & Practice, 3 (2006) 1, S.44-50 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Principals; Instructional Leadership; Leadership Training; Andragogy; Adult Learning; Adult Students; Learning Theories; Researchers; Leadership Effectiveness; Independent Study; Learning Activities; Administrator Role + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Führungslehre; Andragogics; Andragogik; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Learning theory; Lerntheorie; Researcher; Forscher; Führungseffizienz; Selbststudium; Lernaktivität
Abstract	Principal preparation programs are designed to create and prepare effective school leaders. These programs pursue many pathways to achieve this goal. This study highlighted the significance of framing this pursuit around the Educational Leadership Council Standards (ELCC; Wilmore, 2002) and Malcolm Knowles' (1970) adult learning theory. In essence, the students entered the researcher's class as adult learners with two goals. They wanted to develop a better understanding of educational leadership. They also wanted to enhance their preparation to become school principals. The researcher facilitated these goals by engaging the students in ELCC-driven, self-directive learning activities. Each activity developed the students' "Self-As-Student" and "Self-As-Teacher" interpretations of the role of the principal. Consequently, the students developed the emerging "Self-As-Principal" voices needed to serve as school leaders. They also became lifelong, self-directed advocates of voicing their opinions on educational leadership. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10