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Reflective Writing in a Principal Preparation Program

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Bibliographic Details
Title: Reflective Writing in a Principal Preparation Program
Language: English
Authors: Wright, James, Fisher, Douglas, Frey, Nancy
Source: Journal of School Administration Research and Development. Spr 2020 5(1):16-24.
Availability: Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: http://www.jsard.org/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Descriptors: Reflection, Writing (Composition), Principals, Administrator Education, Equal Education, Instructional Leadership, Credentials, Teaching Methods, Educational Practices, Program Descriptions, Educational Change
Geographic Terms: California (San Diego)
ISSN: 2470-8496
Abstract: Reflective writing has become part of a vast spectrum of professional practices across academia, which includes the hard sciences--notably in the fields of medicine and nursing, as well as in the humanities, including social work, higher education, teacher education, and educational leadership. In this article, we seek to describe the results of an investigation in the preparation of school leaders through reflective writing. Our engagement with self-reflective writing is explicitly designed to help future educational leaders identify and promote the skills that help leaders identify inequity in schools. The preliminary administrative credential program in this study is rooted in efforts to prepare equity-driven school leaders who integrate dispositions, concepts, and actions into their daily practice. [Note: The page range (18-23) shown on the PDF is incorrect. The correct page range for this article is p16-24.]
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1301174
Database: ERIC
FullText Text:
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  Data: Principal Research Center, Inc. Peters Business Building Room 385, 5245 N. Backer Avenue m/s PB16, Fresno, CA 93740-8001. Tel: 424-281-4032; e-mail: editor@JSARD.org; Web site: http://www.jsard.org/
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  Data: Reflective writing has become part of a vast spectrum of professional practices across academia, which includes the hard sciences--notably in the fields of medicine and nursing, as well as in the humanities, including social work, higher education, teacher education, and educational leadership. In this article, we seek to describe the results of an investigation in the preparation of school leaders through reflective writing. Our engagement with self-reflective writing is explicitly designed to help future educational leaders identify and promote the skills that help leaders identify inequity in schools. The preliminary administrative credential program in this study is rooted in efforts to prepare equity-driven school leaders who integrate dispositions, concepts, and actions into their daily practice. [Note: The page range (18-23) shown on the PDF is incorrect. The correct page range for this article is p16-24.]
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        StartPage: 16
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        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Principals
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      – SubjectFull: Administrator Education
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      – SubjectFull: Equal Education
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Credentials
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Educational Change
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      – SubjectFull: California (San Diego)
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      – TitleFull: Reflective Writing in a Principal Preparation Program
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