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dc.contributor.authorDempster, Neilen_US
dc.contributor.authorLizzio, Alfreden_US
dc.contributor.authorKeeffe, Maryen_US
dc.contributor.authorSkinner, Jamesen_US
dc.contributor.authorAndrews, Dorothyen_US
dc.contributor.editorDorothy Andrews & Marian Lewisen_US
dc.date.accessioned2017-05-03T11:54:10Z
dc.date.available2017-05-03T11:54:10Z
dc.date.issued2010en_US
dc.date.modified2013-07-17T22:21:54Z
dc.identifier.issn13294539en_US
dc.identifier.urihttp://hdl.handle.net/10072/35406
dc.description.abstractThis article reports an investigation into young people's understanding of 'good' and 'bad' leadership in school and sporting club contexts. Four discussion methods (open ended or structured discussions of either a person or situation based scenario) were trialled by 40 adolescents (aged 14 to 16) in a structured focus group format. Particular attention was given to positioning participants as collaborators and establishing trusting and open communication in the focus groups. Both qualitative and quantitative evaluation supported the efficacy of all discussion methods. Importantly, participants attributed the efficacy of the research process less to the use of specific research designs and more to the engaging and respectful quality of the interpersonal and group processes established for the discussions in which the students acted as co-researchers. Preliminary findings on the content of young people's leadership conceptions are also presented. Considerable consistency in young people's ideas was evident across context (school or sporting club) and gender. From a ethodological perspective, the findings have implications for the design and conduct of research seeking a valid understanding of young people's experiences of leadership. From an educational perspective, the findings indicate the key engagement processes that should be incorporated into adolescent leadership programs.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent386236 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherThe Australian Council for Educational Leadersen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.acel.org.au/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom77en_US
dc.relation.ispartofpageto89en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalLeading and Managingen_US
dc.relation.ispartofvolume16en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleThe Contributions of Research Design and Process Facilitation in Accessing Adolescent Views of Leadershipen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2010 Australian Council for Educational Leaders (ACEL). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2010
gro.hasfulltextFull Text


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