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Download full textHallberg, Laura; Santiago, Louise J. – Educational Leadership and Administration: Teaching and Program Development, 2021
Critical reflection and self-awareness are two of the most crucial components in developing equity-centered leaders (Dugan and Humbles, 2018; Madsen, 2020; Patti, Madrazo, Senge, and Stern, 2015). Leading for equity requires the leader to face both personal bias and professional challenges (Boske, 2014). Many leaders are willing to engage in the…
Descriptors: Equal Education, Metacognition, Leadership Training, Professionalism
Soles, Brooke; Maduli-Williams, Denise – Educational Leadership and Administration: Teaching and Program Development, 2019
The purpose of this study is to analyze student perceptions of the success of an online accelerated Master's in Educational Administration (MAEd) program through the lens of social presence by asking the following question: What are student perceptions of teaching and learning in an accelerated MAEd program? Forty-eight graduate students in an…
Descriptors: Graduate Students, Student Attitudes, Acceleration (Education), Online Courses
Krovetz, Martin – Educational Leadership and Administration: Teaching and Program Development, 2016
As the Director of LEAD, an affiliated center with the Coalition of Essential Schools (CES), the author and his colleagues have the opportunity to work with teachers and administrators to develop "Habits of Mind" and "Habits of Character" that focus expectations for students and teachers. Habits of Mind are aligned with Bloom's…
Descriptors: Resilience (Psychology), Academic Persistence, School Culture, Poverty
