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Leadership Preparation Programs and Social Justice, Lessons Learned from a Graduate School of Education.

机译：领导力准备课程和社会公正，从一所研究生院获得的经验教训。

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摘要

This dissertation examines the influence of a graduate school of education on adult learning to determine if transformative learning has taken place. This qualitative study analyzed the stories and experiences of six graduate students to determine if there had been transformative learning and if transformative learning had influenced leadership behaviors that promote social justice in schools. A steady demographic shift over the years has resulted in schools with a higher percentage of minority and poor students. Many of these students are in marginalized in schools. In these marginalized schools, social justice reforms are necessary to address the needs of all students. As the principals encountered issues of social justice through the graduate school's courses, their awareness of social justice increased and their comfort level for discussing these issues was enhanced. The participants identified the professors' influence, diversity of the students enrolled in the courses, and the need for self-reflection as key components to their adult learning. This study suggests the need for leadership preparation programs to examine their curriculums and pedagogy to maximize transformative learning and the ability to promote social justice.
机译：本文研究了教育研究生院对成人学习的影响，以确定是否发生了变革性学习。这项定性研究分析了六个研究生的故事和经历，以确定是否存在变革性学习，以及变革性学习是否影响了促进学校社会正义的领导行为。这些年来，人口的稳定变化导致学校的少数民族和贫困学生比例更高。这些学生中有许多在学校中处于边缘地位。在这些边缘化的学校中，必须进行社会公正改革以解决所有学生的需求。当校长通过研究生院的课程遇到社会正义问题时，他们对社会正义的意识增强了，他们讨论这些问题的舒适度也得到了提高。参加者确定了教授的影响力，参加课程的学生的多样性以及自我反思的必要性，这是他们成人学习的关键组成部分。这项研究表明，需要进行领导力准备计划，以检查其课程和教学法，以最大限度地提高变革性学习和促进社会正义的能力。

著录项

  • 作者

    Bryant, Jason Robert.;

  • 作者单位

    University of South Carolina.;

  • 授予单位 University of South Carolina.;
  • 学科 Educational leadership.;Adult education.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 156 p.
  • 总页数 156
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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