Multiple Learning Approaches in the Professional Development of School Leaders – Theoretical Perspectives and Empirical Findings on Self-assessment and Feedback

2013 ◽  
Vol 41 (4) ◽  
pp. 527-540 ◽  
Author(s):  
Stephan Gerhard Huber
Keyword(s):  
Professional Development ◽  
School Leaders ◽  
Learning Approaches ◽  
Self Assessment ◽  
Theoretical Perspectives

A Scale to Measure School Leaders’ Use of Twitter for Professional Development and Learning

2021 ◽  
pp. 019263652110089
Author(s):  
Samuel F. Fancera
Keyword(s):  
Professional Development ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Educational Outcomes ◽  
School Leaders ◽  
Reliable Instrument

The purpose of this research was to develop and test an instrument to measure school leaders’ use of Twitter for professional development (PD) and learning. Findings from an exploratory factor analysis indicate that the resulting nine-item Twitter for PD Scale offers a valid and reliable instrument to measure school leaders’ use of Twitter for PD and learning. Researchers and practitioners can use the Twitter for PD Scale to measure the influence of Twitter-delivered PD on various educational outcomes.

scholarly journals Exploring the Personal Mastery of Educational Leaders: FieldTransFormation360 and its Validation in the Austrian Leadership Academy

2018 ◽  
Vol 8 (3) ◽  
pp. 59
Author(s):  
Malte Gregorzewski ◽  
Michael Schratz ◽  
Christian Wiesner
Keyword(s):  
Professional Development ◽  
Lived Experience ◽  
School Leadership ◽  
Assessment Tool ◽  
Educational Leaders ◽  
Assessment Instrument ◽  
Leadership Academy ◽  
Self Assessment ◽  
Transformative Power ◽  
Personal Mastery

This paper introduces the innovative model FieldTransFormation360 and its aim to help educational leaders in assessing their personal mastery. Moreover, it presents empirical findings from its first exploratory applicationin an Austrian leadership framework. In a first conceptual part, the theoretical underpinnings and the context of the origin of the model are outlined with reference to similar approaches in the area of school leadership. In the following part, the application of the model is introduced through the explanation of the methodology and how the model is turned into a self-assessment instrument. Insights into the results of its exploratoryapplication in the Austrian Leadership Academy are presented in the empirical part. Its first application serves as the consolidation and validation of FieldTransFormation360 as a meaningful self-assessment tool for the professional development of school leaders. The results of the exploratory approach with participants in the Austrian Leadership Academy suggest that the model and its instrument can be regarded as a robust assessment tool for the development of a deeper understanding about the transformative power through personal and professional development in the lived experience of educational leadership.

Between Theory and Practice Falls the Shadow: The Learning Theories Profile

2011 ◽  
Vol 10 (3) ◽  
pp. 238-252 ◽  
Author(s):  
Jean Annan ◽  
Josephine Bowler ◽  
Mandia Mentis ◽  
Matthew P. Somerville
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Professional Practice ◽  
Special Educators ◽  
Theory And Practice ◽  
Learning Theories ◽  
Cognitive Tool ◽  
Education Practice ◽  
Theoretical Perspectives ◽  
University Course

Between the ideaAnd the realityBetween the motionAnd the actFalls the ShadowT. S. Eliot, “The Hollow Men”This article reports on the development and evaluation of a meta-cognitive tool for practitioners’ reflection on the ‘shadow’ between espoused theories and theories-in-use. The learning theories profile (LTP) was developed to support practitioners in education to identify and reflect on the theoretical perspectives that underpin their professional decision-making. In order to assess the usefulness of the LTP for reflection on professional development and practice, 15 special educators who were enrolled in a university course took part in a trial of the tool. Data from pre-activity and post-activity surveys suggested that the LTP helped students to critically consider contemporary and traditional theories of learning, raised awareness of the application of learning theories in education practice and supported users to reflect on their own professional practice, and interactions.

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