Search results

In an effort to better understand leadership educator preparation, this qualitative study explores leadership educators’ identity constructions, or (re)presentations of experiences, beliefs, and practices that contribute to one’s professional identity. We used three narrative approaches (storytelling, symbolic interactionism, and anticipatory reflection) to capture short stories of leadership educators’ lived experiences and life perspectives. Analysis of these narratives illustrate the kinds of past experiences that led to shifts in thinking or practice. Leadership education was seen as a process of leadership development, with teachers and students both exercising leadership. And participants’ reflection on their intentions for future practice emphasize learning that is both personal (relational) and procedural (developing knowledge and skills). Findings offer insight into recommendations for intentional professional development experiences and future research.

Critical and justice-oriented approaches to leadership are incomplete without attention to racism and racialization. This study employed basic qualitative inquiry to examine racialized legitimation within student affairs leadership education through lenses of whiteness as property and legitimacy. Findings detail how leadership educators sought to gain and/or maintain legitimacy and the ways racialization is embedded in these processes through professional experiences, leadership knowledge, and identity. Implications for research and practice are discussed.

This study aims to understand how marketing faculty become reference-educators of business executives by exploring the factors that contribute to their teaching performance.

Exploratory qualitative research, using in-depth interviews in which the object of the study was the marketing educator, based on three Brazilian business schools.

The teaching performance depends on the teaching practice, which is influenced by technical knowledge, pedagogical factors and personal features. The development of a practitioner-educator is a complex process that arises from both formal and informal learning.

Deepens the understanding of marketing educators’ individual factors, proposing a model to expand the knowledge of the factors shaping a reference-educator.

Raises awareness among managers of Higher Education institutions of the relevance of the development of its educators considering not only pedagogical skills but also marketing and social skills.

Improvements in education generate a positive contribution to society. Better marketing educators may result in better professionals, which could, ultimately, generate more benefits both for corporations and for society.

Existing literature has neglected the understanding of how marketing educators’ individual factors may impact on good teaching to create a well-rounded practitioner-educator. This study seeks to address that gap by exploring how marketing faculty, especially practitioners of marketing, become reference-educators, that is, educators identified as exemplars of good practice by their students and peers.

This study aims to address how a higher education pedagogical course in sustainable development (SD) for university educators affects their teaching efforts in providing sustainability matters for students.

With the aim of improving that course, a case study approach was used to understand how the educators made use of the course in their teaching practice. Data were collected as written and oral feedback reflections and as semi-structured interviews at course completion.

Educators clearly express that they understand the concept “about” SD, but there are only vague expressions of a developed teaching repertoire to address education “for” SD in their teaching practice.

When it comes to the purposes of developing sustainability literacy among students, implications from the study furthermore address the needs for further clarifications on both structure and intent on the course presented in this contribution.

The educators as well as their students will be exposed to, and trained in concepts, to prepare them to act in alignment with SD. This, in turn, meets requirements from higher education authorities concerning SD at higher education institutions.

A core aim of the covered approach is to support student readiness in SD, and for those to become future agents of positive change.

This study has a focus on presenting how educators change the structures of courses and learning elements to approach SD in their teachings.

Research examining the multicultural competence of leadership educators across a variety of institutions demonstrated variance based on leadership program structure, program elements, and the ways in which diversity was addressed in the program. The Multicultural Competence in Student Affairs–Preliminary 2 (MCSA-P2) scale was used to measure multicultural competence among student affairs professionals responsible for leadership education and an analysis of results suggests that multicultural competence may be reflected in practice, more specifically the design and structure, of leadership programs.

The purpose of this research study was to examine school leaders’ critical perspectives about the nature of their partnerships with K-12 schools and two Educator Preparation Programs (EPP).

Data were collected through interviews with K-12 school leaders to obtain partners’ critical perspectives about school–EPP partnerships. The interviews were coded thematically and oriented around the central concept of working to represent the interplay of the participants and their collaborators’ perceptions of the nature and dimensions of school–EPP partnerships.

The analysis resulted in the construction of a mosaic of school leaders’ collective lived experiences using a statewide conceptual framework as a guide. Four themes emerged from our interviews with school partners: (a) the need for dynamic, responsive and synergistic partnerships; (b) the need to monitor and maintain the underlying structure and integrity of the partnership; (c) the culture of interns as colleagues or as visitors; and (d) the need to innovate.

Four themes emerged from our interviews with school partners: (1) the need for dynamic, responsive and synergistic partnerships; (2) the need to monitor and maintain the underlying structure and integrity of partnerships; (3) the culture of interns as colleagues or interns as visitors; and (4) the need to innovate.

This study provides an analysis of professional development school (PDS) dissertation research that focuses on learning in PDSs. These 103 dissertations written between 1990 and 2020 address an aspect of learning in PDS work, including inquiry as a pedagogical learning tool, student learning PK-12, intern/teacher candidate learning, university teacher educator learning, and inservice teacher learning. From the current exploration of PDS dissertations, most especially from the comparison studies, the authors have learned that there is still no clear path to presenting PDS as having a positive impact when compared with non-PDS experiences..

Within each of these categories, the authors examine the dissertations by methodology and explore common themes among dissertation findings. As the PDS movement enters its third decade of inquiry and builds its efficacy on models of learning, the findings provide insight into the degree to which PDS scholars are building on the past to determine future PDS research agendas around learning.

The authors examine the dissertations by methodology and explore common themes among dissertation findings. The themes included: intern learning does happen in PDS sites; PDSs provide structures for intern learning; teacher educators can learn from their PDS work; dissertations in the area of student learning overwhelmingly had inconclusive findings, except for research that focused on targeted interventions, which demonstrated student gains.

With fewer PDS-focused dissertations being written in more recent years, the authors wonder if the complexity of PDS may be a deterrent to the growth and sustainability of this model?

From the current exploration of PDS dissertations, most especially from the comparison studies, the authors have learned that the authors still do not have a clear path to presenting PDS as having a positive impact when compared with non-PDS experiences. However, the authors are beginning to understand the types of studies that are needed to move this agenda forward and hope the work will help inform the PDS community of some.

This is the first known study of PDS dissertations across time.

The purpose of this mixed methods sequential explanatory study was to identify the best pedagogical practices of leadership educators by obtaining quantitative data from surveying 836 leadership educators about their instructional and assessment strategy choices and then following up with qualitative interviews of 13 leadership educators recommended as “exemplary” by their peers to explore those results in more depth. In the first, quantitative phase, discussion-based pedagogies, case studies, and group projects/presentations were found to be the most frequently used instructional and assessment strategies. In the qualitative follow up phase, rich data related to specific pedagogical groups and five themes related to participants’ pedagogical choices emerged. The quantitative and qualitative findings from the two phases are integrated and discussed with reference to prior research and implications and recommendations are provided

The purpose of this article is to unpack more deeply Essential 2: Clinical Preparation. This article offers a comparison of the first and second editions of Essential 2 and also provides resources and activities partners can use and engage in to deepen their work on the clinical preparation of teachers.

This article is being resubmitted so that it can be reprinted with the other Nine Essential articles.

The paper identifies and explores the perspectives of middle school educators regarding the benefits and challenges of an ongoing, emerging school–university partnership. Over five years, professors at one comprehensive, Midwestern university, formed a partnership with a local middle school. While progress has been made to develop the partnership, the authors recognized a lack of shared governance (Essential 7). In particular, they were unsure the partnership was mutually beneficial. The authors interviewed teachers, the principal, assistant principals, guidance counselors, the instructional coach and the youth service center director to gain their perspectives on the partnership.

The authors used an intrinsic, evaluative case study to examine educators perceptions of the benefits and challenges of the partnership (Guba & Lincoln, 1981; Patton, 2002). This approach was used because within this bounded system the authors have an interest in obtaining information to help improve the program and partnership.

Results suggest the partnership was beneficial in a number of ways including hiring of and offering fresh ideas to teachers. Educators also felt there were many benefits for university candidates. Challenges included scheduling, technology access and candidate disposition. Implications are discussed.

Inherent within the research methodology, researchers’ inclusion in the data collection process may affect participants responses.

Researchers discuss the implications of this work, including the role of hiring candidates and clear articulation of a mission for the partnership.

This work adds to research on school site stakeholders’ perspectives on the value of school–university partnerships and includes teachers and the schools’ entire leadership team.