دورية أكاديمية
Using Narrative Inquiry to Explore Critical Reflection and Self-Awareness in Equity Leadership Development
| العنوان: | Using Narrative Inquiry to Explore Critical Reflection and Self-Awareness in Equity Leadership Development |
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| اللغة: | English |
| المؤلفون: | Hallberg, Laura, Santiago, Louise J. |
| المصدر: | Educational Leadership and Administration: Teaching and Program Development. Oct 2021 33:18-39. |
| الإتاحة: | California Association of Professors of Education Administration. Web site: http://www.capea.orgTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 22 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| الواصفات: | Equal Education, Metacognition, Leadership Training, Professionalism, Personal Narratives, Self Concept, Instructional Leadership, Graduate Students, Doctoral Students, Student Attitudes, Administrator Education, Leadership Styles, Kindergarten, Elementary Secondary Education |
| تدمد: | 1064-4474 |
| مستخلص: | 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 work of leading for equity but lack clarity about where to start and how to proceed, often seeking out external tools. Using narrative inquiry, this study collected leaders' stories to understand the participants' perspective of self, the understanding of their own journey, and the connections to their leadership work. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الانضمام: | EJ1318526 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1064-4474 |
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