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ERIC Number: EJ926683
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0957-8234
Building Bridges between Knowledge and Practice: A University-School District Leadership Preparation Program Partnership
Sanzo, Karen L.; Myran, Steve; Clayton, Jennifer K.
Journal of Educational Administration, v49 n3 p292-312 2011
Purpose: The purpose of this paper is to provide a Year 1 account of a partnership between a university and rural school district focusing specifically on how the project has helped to bridge the theory to practice divide and strengthen university-district ties. Design/methodology/approach: A design-based research paradigm was utilized to investigate how creating more authentic and contextually relevant university-school partnerships and embedding leadership preparation in the context of practice may help build stronger bridges between theory and practice. Findings: The findings highlight that holistic approaches to leadership preparation, developing relationships, coordinating meaningful professional development, realism in design and experiences, and introspection are all ways that cohort members, as well as other district personnel, have been able to build stronger bridges between theory and practice. Practical implications: The findings can assist universities and districts in developing and supporting partnerships that contribute to relevant, practical, and meaningful leadership preparation. Originality/value: The authors' analysis highlights that aspiring leadership students who do not engage in meaningful and contextually relevant activities will not be able to bridge the theory to practice gap when working in the actual leadership field. Authentic experiences provide realistic views and understandings of the requirements, challenges, and rewards of educational leadership positions.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A