在以正义为导向的教育项目中定义严谨性:为颠覆和改造学校的领导者做好准备

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jess R. Weiler, Kofi Lomotey
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引用次数: 1

摘要

以从业者为导向的EdD课程的教师必须不断地捍卫课程的严谨性。严谨性的存在决定了我们的教育领导者是否准备好破坏和改造教育组织,以实现公平和社会公正的结果;然而,更大的社区对严谨性的看法会影响这些项目及其学生的整体成功。在这篇概念性的文章中,我们讨论了文献在面向从业者的EdD程序内外定义严谨性的方式。我们将这些文献与社会正义领导力的关键需求以及为此目的进行的领导力准备相结合,为设计、评估、改进、沟通和捍卫以社会正义为中心的教育发展计划的严谨性提供了一个概念框架。我们假设:EdD项目可以声称是严格的,并以社会正义为中心,前提是他们的教师:(1)共同设想和构建与批判性理论学习和批判性实践展示相关的严格的学生学习成果(严谨是一项挑战),以改善边缘化/服务不足学生的生活;以及(2)使用逆向设计来开发课程和教学法,并使其与这些结果相一致,包括学术学习经验(研究的严谨性)和激发学生的批判性思维(严谨性与复杂性)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Defining Rigor in Justice-Oriented EdD Programs: Preparing Leaders to Disrupt and Transform Schools
Faculty in practitioner-oriented EdD programs must continually defend the presence of rigor in their programs. The existence of rigor determines the preparedness of our educational leaders to disrupt and transform educational organizations to bring about equitable and socially just outcomes; however, perceptions of rigor by the larger community impact the overall success of these programs and their students. In this conceptual article, we discuss the ways in which the literature defines rigor within and beyond practitioner-oriented EdD programs. We integrate that the literature with the critical need for social justice leadership, and leadership preparation toward that end, to offer a conceptual framework for designing, assessing, improving, communicating, and defending the rigor of EdD programs centered upon social justice. We posit: EdD programs can claim to be rigorous and centered upon social justice if their faculty: (1) collectively envision and construct rigorous student learning outcomes (rigor as a challenge) connected to the learning of critical theory and the demonstration of critical praxis to improve the lives of marginalized/underserved students; and (2) use backward-design to develop and align curriculum and pedagogy with those outcomes, including scholarly learning experiences (rigor in research) and the elicitation of students’ critical thinking (rigor as complexity).
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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