Citation

Concepts and Uses of Power by Educational Leadership Students: Catalysts and Barriers to Group Learning

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Abstract:

Conceptions and uses of power by students enrolled in an action learning class required for a doctorate in educational leadership were explored using qualitative methods. Emergent themes concerning their relationship and their impact on group learning are discussed, along with implications for student-practitioners and faculty. Group learning was enhanced by collaborative practices and deterred by power differentials.

Most Common Document Word Stems:

power (51), learn (33), group (24), set (24), use (23), concept (20), student (20), leadership (18), educ (17), action (13), relat (10), school (10), studi (10), social (10), barrier (9), member (8), leader (8), cours (7), communiti (7), develop (7), catalyst (7),
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378224_index.html
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MLA Citation:

Garrard, Judith., Krzemienski, Joyce., Mountford, Meredith., Maslin-Ostrowski, Patricia. and Acker-Hocevar, Michele. "Concepts and Uses of Power by Educational Leadership Students: Catalysts and Barriers to Group Learning" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378224_index.html>

APA Citation:

Garrard, J. T., Krzemienski, J. , Mountford, M. L., Maslin-Ostrowski, P. and Acker-Hocevar, M. , 2009-11-19 "Concepts and Uses of Power by Educational Leadership Students: Catalysts and Barriers to Group Learning" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378224_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Conceptions and uses of power by students enrolled in an action learning class required for a doctorate in educational leadership were explored using qualitative methods. Emergent themes concerning their relationship and their impact on group learning are discussed, along with implications for student-practitioners and faculty. Group learning was enhanced by collaborative practices and deterred by power differentials.


Similar Titles:
Educational Leaders Developing Socially Just Environments and Integrating Under-represented Groups in Schools

Service Learning and Reflection on Action: A Transformative Model for Graduate Education Majors’ Development of Relational Care and Social Justice Orientation

Speaking science, learning power: a case study of quality science education for bilingual students in an east Harlem high school


 
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