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ERIC Number: EJ844945
Record Type: Journal
Publication Date: 2005
Pages: 8
Abstractor: ERIC
Reference Count: 24
ISSN: ISSN-1931-6569
Teaching Social Change Agents in Educational Leadership, School and Agency Counseling and Human Service Administration
Tripses, Jenny S.; Hatfield, Kevin; Risen, D. Michael
AASA Journal of Scholarship & Practice, v2 n2 p10-17 Sum 2005
This article describes the authors' journey as three educational leadership professors implementing a program to improve teaching for social justice. The social change agents they seek to nurture in their graduate program are individuals who are keenly aware of inequities in society and possess the knowledge, skills, and will to make a difference in the lives of others. They expect graduates of their program to be motivated by the moral purpose of their work and to regard the policies and rules of organizations to exist to serve the needs of students and families. Graduates become credible school leaders through multiple opportunities in the programs to develop congruence between values and behavior and to have the interpersonal, managerial, and leadership skills that result in efficient schools that are also responsive learning communities. Early in the graduate program, students are required to take a course entitled Legal and Social Change. The culminating assignment in the course, the Social Change Agent paper, requires students to apply what they have learned about poverty and equity to their personal and professional practice. Revisions described in this article are based on a study that analyzed student papers to understand the processes by which students develop their capacities as social change agents. (Contains 1 table.)
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A