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ERIC Number: EJ846899
Record Type: Journal
Publication Date: 2005-Jul
Pages: 35
Abstractor: As Provided
Reference Count: 68
ISSN: ISSN-1052-6846
The Effects of Guided Reflection on Educational Leadership Practice: Mentoring and Portfolio Writing as a Means to Transformative Learning for Early-Career Principals
Creasap, Sally A.; Peters, April L.; Uline, Cynthia L.
Journal of School Leadership, v15 n4 p352-386 Jul 2005
An in-depth, 2-year instrumental case study considered the degree to which ongoing reflection, within the context of mentoring relationships and administrative portfolio writing, supported the development of administrative leadership practice within an Administrative Leadership Academy: Entry Year Program. By observing the ways in which entry-year principals applied academy-supported knowledge, dispositions, and performances within the school setting, researchers sought to determine the impact of ongoing Leadership Academy experiences on leadership practice. Findings suggest that guided reflection through mentoring and reflective writing presented an effective means to improve leader learning and practice within the current context of state and federal accountability systems and standards-based education. (Contains 5 footnotes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A