| Description |
1 online resource. |
| Physical Medium |
polychrome |
| Description |
text file |
| Series |
Contemporary perspectives on leadership learning
|
|
Contemporary perspectives on leadership learning.
|
| Bibliography |
Includes bibliographical references. |
| Contents |
Introduction: Teacher education and the American community college-expanding opportunities for preparation across geographic regions / Mark M. D'Amico and Chance W. Lewis -- Community college teacher education : fulfilling the workforce development mission for diverse geographies / Regina L. Garza Mitchell, Brett Geier, and Cherrelle Singleton -- The state policy landscape and advancing equity for student success and teacher education through community colleges / Shun Robertson -- How an unaccompanied minor became teacher of the year : the unrealized potential of the community college / Spencer Salas, Bradley Smith, Bobbi Siefert, and Astrid Emily Francis -- Innovative partnerships for teacher education / Pamela L. Eddy and Tracey L. Schneider -- The transfer function and the teacher pipeline for diverse communities / Dimitra Jackson Smith, Rhonda Lewis, and Leslie Singleton -- Community college baccalaureate : an evolving teacher preparation option / Deborah L. Floyd, Gianna Ramdin, and Cristobal Salinas Jr. -- Attracting talent in diverse rural geographies : community college transfer students / Douglas A. Smith and Henry Tran -- Early childhood and AAS articulation / Kate Algozzine, Adam Atwell, and Kristen Monteith -- Conclusion: Leveraging the community college for teacher education in diverse geographies / Mark M. D'Amico and Chance W. Lewis. |
| Summary |
"In an era of constant connection, it can be challenging to prioritize time for reflection. Taking time to think can feel like a luxury or even a waste time. People facilitating complex leadership processes may feel the least able to pause and reflect. However, it is through intentional reflection that we make meaning of experiences, connect ideas, question assumptions, and generate innovative possibilities. By taking time to reflect, individually and with others, learners can see the full picture of an experience, understand their thought processes, and enhance their capacity for leadership. Beyond individual reflection, by engaging in reflection on social issues with others, leaders can be empowered and enabled to create positive changes. This book is a clarion call for educators and learners to make reflection a central priority. Reflection, the process of making meaning of experience, and leadership, a relational process for affecting change, are enhanced by one another. Together, they strengthen the potential for leadership learning through experience. This book addresses challenges for reflection in leadership learning while also connecting it to timely topics. It begins with connections between reflection and leadership and then introduces a framework for reflection in leadership learning. Reflection is a powerful strategy curricular and co-curricular learning; for instruction and assessment, reflection in leadership learning can benefit from both intentional framing and feedback. As socially constructed concepts, both reflection and leadership have historically lacked clarity; to add to the confusion, critical reflection is often interchanged with reflection. This book introduces a continuum of critical reflection in leadership learning. In order to facilitate reflection in leadership learning, educators must engage in the inner work of becoming reflective educators. Finally, in the face of complex social challenges, reflection, leadership, mindfulness, and resilience are juxtaposed in order to highlight how these concepts are reliant upon one another. Reflection in leadership learning is essential for anyone who wants to develop their capacity for leadership. When faced with complex social issues and challenges at a global scale, the only way to make progress is through collective action that results from critical reflection. To develop more resilient and mindful learners who can adapt to changing circumstances, educators must center reflection in leadership learning as a philosophy, pedagogy, outcome, and strategy. This book provides a balance of theory and practice to empower and enable educators to engage in reflective leadership learning"-- Provided by publisher. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Educational leadership -- Study and teaching.
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Educational leadership. |
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Reflective learning.
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Reflective learning. |
| Genre/Form |
Electronic books.
|
| Added Author |
Volpe White, Jillian M., editor.
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Guthrie, Kathy L., editor.
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Torres, Maritza, editor.
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| Other Form: |
Print version: Thinking to transform. Charlotte, North Carolina : Information Age Publishing, inc., [2019] 9781641138222 (DLC) 2019039881 (OCoLC)1137179967 |
| ISBN |
9781641138239 (electronic book) |
|
1641138238 (electronic book) |
|
9781641138222 |
|
164113822X |
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9781641138215 |
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1641138211 |
|
