Literaturnachweis - Detailanzeige
Autor/inn/en | Nagro, Sarah A.; Shepherd, Katharine G.; West, Jane E.; Nagy, Steven J. |
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Titel | Activating Policy and Advocacy Skills: A Strategy for Tomorrow's Special Education Leaders |
Quelle | In: Journal of Special Education, 53 (2019) 2, S.67-75 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4669 |
DOI | 10.1177/0022466918800705 |
Schlagwörter | Advocacy; Change Agents; Leadership Training; Policy Formation; Experiential Learning; Doctoral Students; Skill Development; Program Effectiveness; Student Attitudes; Politics of Education; College Faculty; Elementary Secondary Education; Educational Legislation; Federal Legislation; Special Education; Researchers Sozialanwaltschaft; Führungslehre; Politische Betätigung; Experiental learning; Erfahrungsorientiertes Lernen; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Educational policy; Bildungspolitik; Fakultät; Bildungsrecht; Schulgesetz; Bundesrecht; Special needs education; Sonderpädagogik; Sonderschulwesen; Researcher; Forscher |
Abstract | Special education scholars have traditionally experienced a significant disconnect between their experience as researchers and the fast-paced realities of policy and politics. We propose that higher education leaders should be drivers of change, not recipients of outcomes, and by extension, that there is a need to ensure that the preparation of future special education faculty and leaders includes multiple opportunities for them to engage in development of competencies related to policy-making, implementation, and evaluation. This article uses an exploratory qualitative approach to describe an experiential learning model referred to as the "Short Course," established to provide opportunities for doctoral students to experience the policy process and to develop an advocacy disposition and skills for future roles in the broad field of special education. Questionnaire data gathered over 4 years suggest the potential for this model to increase advocacy and policy engagement among future special education researchers, faculty, and leaders. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |