Terry, Kellie

Abstract: Educational leadership programs face increased pressure to ensure graduates are prepared (Barnett, 2004; Bass, 1990; Yukl, 2002) to guide progress toward student achievement targets. The ISLLC [Interstate School Leaders Licensure Consortium] Policy Standards (2008) uphold the importance of inquiry in leading school improvement. However, researchers question whether graduate students receive effective instruction in practice-based inquiry (Clark & Clark, 1996; Levine, 2005). Consequently, an important challenge for faculty is learning how to design and teach practice-based inquiry to increase students' leadership capacity. This study explores how a graduate practitioner research course affects students' capacity to assume educational leadership roles. Within a participatory action research design, mixed methods are used to collect and analyze data on course design, activities, student participation and learning. Findings suggest a course utilizing a practicum approach to help students learn, practice, and reflect on leading school-based inquiry increases students' leadership capacity. Recommendations are outlined for action research courses offered in educational leadership preparation programs. (Four tables are included in article to describe student participants, data collection methods and sources, coded data, and student evaluations.)

总结：为了给学校毕业生做好充分的准备，教育领导力项目面临越来越大的压力。然而，研究人员怀疑研究生是否得到有效的教学实践基础。对教师的一个重要挑战是学习如何设计和讲授实践为基础的查询，以增加学生的领导能力。本研究探讨了研究生实践者的研究过程是如何影响学生的能力，承担教育的领导角色。在参与式行动研究设计，混合方法来收集和分析课程设计，活动，学生的参与和学习资料。研究结果表明一门课程利用实习的方法来帮助学生学习，实践，反思领导以学校为基础的查询增加了学生的领导能力。建议概述了教育领导编制方案所提供的行动研究课程。

来源：Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Denver, CO, Apr 30-May 4, 2010). 40 pp.