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ERIC Number: ED509986
Record Type: Non-Journal
Publication Date: 2010-May-3
Pages: 40
Abstractor: As Provided
Reference Count: 49
Building Educational Leadership Capacity through a Graduate Action Research Course
Terry, Kellie
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Denver, CO, Apr 30-May 4, 2010)
Educational leadership programs face increased pressure to ensure graduates are prepared (Barnett, 2004; Bass, 1990; Yukl, 2002) to guide progress toward student achievement targets. The ISLLC [Interstate School Leaders Licensure Consortium] Policy Standards (2008) uphold the importance of inquiry in leading school improvement. However, researchers question whether graduate students receive effective instruction in practice-based inquiry (Clark & Clark, 1996; Levine, 2005). Consequently, an important challenge for faculty is learning how to design and teach practice-based inquiry to increase students' leadership capacity. This study explores how a graduate practitioner research course affects students' capacity to assume educational leadership roles. Within a participatory action research design, mixed methods are used to collect and analyze data on course design, activities, student participation and learning. Findings suggest a course utilizing a practicum approach to help students learn, practice, and reflect on leading school-based inquiry increases students' leadership capacity. Recommendations are outlined for action research courses offered in educational leadership preparation programs. (Four tables are included in article to describe student participants, data collection methods and sources, coded data, and student evaluations.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A