Series editor(s): Anthony H. Normore, Ph.D.
Subject Area: Education
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|Title:||Chapter 5 Preparing School Leaders for Social Justice: Examining the Efficacy of Program Preparation|
|Author(s):||Karie Huchting, Jill Bickett|
|Volume:||14 Editor(s): Christa Boske, Sarah Diem ISBN: 978-1-78052-278-4 eISBN: 978-1-78052-279-1|
|Citation:||Karie Huchting, Jill Bickett (2012), Chapter 5 Preparing School Leaders for Social Justice: Examining the Efficacy of Program Preparation, in Christa Boske, Sarah Diem (ed.) Global Leadership for Social Justice: Taking it from the Field to Practice (Advances in Educational Administration, Volume 14), Emerald Group Publishing Limited, pp.79-101|
|DOI:||10.1108/S1479-3660(2012)0000014009 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
|Abstract:||The purpose of this chapter is to describe the practices being implemented within the doctorate for Educational Leadership for Social Justice (Ed.D.) program at Loyola Marymount University. Furthermore, the chapter shares data from a qualitative method of inquiry to assess the program's efficacy. The goal of the program is to produce leaders who can advocate for social justice in educational settings, implement theory into practice, and lead to facilitate transformation in the field of education. The foundational elements of the program include a cohort model, a rigorous curriculum, supportive structures, and the culminating dissertation. Data from program graduates and their supervisors suggest that students are transformed in the program to respect, educate, advocate, and lead educational settings.|
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