Citation

Leadership for Learning, Learning for Leadership: building bridges in principal preparation

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Abstract:

A review of the literature reveals an uncertainty about appropriate models and effective teaching methodologies for leadership education of aspiring principals. Yet the literature also recommends more practical and self-directed learning. Using Kegan's (1982, 1994) constructive developmental theory and Heifetz's (1994, 2009) adaptive leadership theory, this paper investigates the relationship between meaning-making and students’ learning in the leadership institute of the redesigned principal certificate program at the University of Pittsburgh.

Most Common Document Word Stems:

leadership (64), school (31), educ (24), develop (23), princip (23), learn (22), program (17), prepar (17), student (14), practic (14), 2005 (13), institut (12), leader (12), chang (11), theori (10), kegan (10), adapt (10), research (10), teach (10), adult (8), experi (8),
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378456_index.html
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MLA Citation:

Trovato, Charlene. and Guilleux, Francois. "Leadership for Learning, Learning for Leadership: building bridges in principal preparation" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 18, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378456_index.html>

APA Citation:

Trovato, C. and Guilleux, F. , 2009-11-18 "Leadership for Learning, Learning for Leadership: building bridges in principal preparation" 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/p378456_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: A review of the literature reveals an uncertainty about appropriate models and effective teaching methodologies for leadership education of aspiring principals. Yet the literature also recommends more practical and self-directed learning. Using Kegan's (1982, 1994) constructive developmental theory and Heifetz's (1994, 2009) adaptive leadership theory, this paper investigates the relationship between meaning-making and students’ learning in the leadership institute of the redesigned principal certificate program at the University of Pittsburgh.


Similar Titles:
Developing Thoughtfully Adaptive Preservice Teachers: The Theory, Research, and Practice of Adaptive Teaching

Developing equity-oriented leaders: One educational leadership preparation program examines this on-going process

Ideological Contestation In Urban Spaces: A Review of the Leadership Practices of African American High School Principals During Pre-Brown That Inform Contemporary Urban Leadership Preparation Programs

Principals’ Perspectives on Empowered Schools: Implications for Education Leadership Preparation Programs


 
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