Developing Rural School Leaders Through Leadership Coaching: A Transformative Approach

被引：14
|
作者：
Klar, Hans W. [1 ]
Huggins, Kristin Shawn [2 ]
Andreoli, Parker M. [1 ]
Buskey, Frederick C. [1 ]
机构：
[1] Clemson Univ, Coll Educ, Room 201,101 Gantt Circle, Clemson, SC 29634 USA
[2] Washington State Univ, Coll Educ, Pullman, WA 99164 USA
来源：
LEADERSHIP AND POLICY IN SCHOOLS | 2020年 / 19卷 / 04期
关键词：
PROFESSIONAL-DEVELOPMENT; EMPIRICAL-RESEARCH; PRINCIPALS; ADMINISTRATORS; PERSPECTIVES; LESSONS; NEED;
D O I：
10.1080/15700763.2019.1585553
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this article, we report the findings of a study of a three-year, research-practice partnership designed to enhance the leadership capabilities of school leaders in 12 predominantly rural, high-poverty school districts in the southeastern United States. The partnership provided cross-district, job-embedded leadership development to ten school leaders through leadership coaching in a leadership learning community (LLC). Utilizing transformative learning theory, we illustrate how the leaders' participation in the LLC increased their leadership capabilities through a combination of personalized learning, a focused improvement process, facilitation and coaching, and collaboration with other leaders. We conclude with implications for research and practice.
引用
收藏
页码：539 / 559
页数：21
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