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1 – 2 of 2David Osworth, Kathleen Mary Winn Cunningham, Suzy Hardie, Peter Moyi, Mary Gaskins and Natalie Osborne Smith
This study aims to analyze the experiences of a closed cohort of aspiring leaders and connects the university and school district partnership relationship to building the…
Abstract
Purpose
This study aims to analyze the experiences of a closed cohort of aspiring leaders and connects the university and school district partnership relationship to building the leadership capacity of the cohort. This study builds on previous literature in district-university partnerships and leadership preparation. Powerful learning experiences (PLEs) and interpersonal-intrapersonal leadership development models serve as frames to examine how aspects of successful leadership preparation programs were present.
Design/methodology/approach
This qualitative study was conducted with a team of researchers from the university and school district and relies on data from semi-structured interviews with students from the closed cohort.
Findings
Researchers identified three major themes of aspiring leaders' preparation experience: confidence building, reflection and mindset change.
Originality/value
This study contributes to the emerging literature on PLEs by illustrating how this type of partnership creates opportunities for powerful learning experiences for aspiring school leaders.
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Keywords
Indigenous students that live in poverty experience contextual socio-economic factors with residual effects of lower educational outcomes than their non-Indigenous counterparts…
Abstract
Indigenous students that live in poverty experience contextual socio-economic factors with residual effects of lower educational outcomes than their non-Indigenous counterparts. Indigenous children that live in poverty often have fewer resources, are segregated, and continue to be marginalized in the classroom. The vicious cycle of low education levels for Indigenous peoples confines them to low paying employment or unemployment that results in ongoing poverty or being a statistic categorized as the working poor. The purpose of this research was to gain a better understanding of the strategies that teachers have animated in their classrooms, which they perceived to be successful in encouraging Indigenous students to attend school, remain in school, complete course credits, and persevere to graduate from high school. The intent was to discover the how-to strategies and advance working knowledge of pedagogical practices leading to improved educational experiences and achievement levels for Indigenous students. This chapter will present the observations and qualitative findings of the case studies conducted in New Zealand and Canada, wherein 14 teachers described what they did and what it looked like in their classrooms. A constructivist approach was utilized to make meaning and gain the interpretations from the participants. This was achieved by first viewing the interactions in the classrooms and, through the interview process, being able to garner a better understanding of what was witnessed from the point of view of the participants.
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