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In One Voice: Aspiring and Practicing School Leaders Embrace the Need for a More Integrated Approach to Leadership Preparation and Development

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  • Eleanor Drago-Severson

    (Teachers College, Columbia University, New York, NY, USA)

  • Patricia Maslin-Ostrowski

    (Florida Atlantic University, Boca Raton, FL, USA)

  • Alexander M. Hoffman

    (Teachers College, Columbia University, New York, NY, USA)

Abstract

This article examines the views of graduate students who are aspiring or practicing school leaders and faculty from two university degree granting leadership preparation programs. Drawn from a larger mixed methods study, the authors focus here on survey results that show how these groups rated the effectiveness of 14 potential curricular dimensions drawn from traditional leadership content (e.g., budget/finance, legal compliance) and more recent (contemporary) additions to leadership curricula (e.g., reflective practice, adult learning and development, social-emotional capacity). Both traditional and contemporary areas received high ratings for effectiveness and importance to professional growth and development. Implications of this research point to the joint importance and feasibility of a more integrated approach to leadership education that includes contemporary and traditional dimensions. These finding may have important implications for other settings as well.

Suggested Citation

  • Eleanor Drago-Severson & Patricia Maslin-Ostrowski & Alexander M. Hoffman, 2013. "In One Voice: Aspiring and Practicing School Leaders Embrace the Need for a More Integrated Approach to Leadership Preparation and Development," International Journal of Adult Vocational Education and Technology (IJAVET), IGI Global, vol. 4(4), pages 55-73, October.
    • Handle: RePEc:igg:javet0:v:4:y:2013:i:4:p:55-73
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