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dc.contributor.authorDu Plessis, Anna Elizabeth
dc.date.accessioned2020-04-15T22:46:10Z
dc.date.available2020-04-15T22:46:10Z
dc.date.issued2017
dc.identifier.issn1927-6044
dc.identifier.doi10.5430/ijhe.v6n1p251
dc.identifier.urihttp://hdl.handle.net/10072/393092
dc.description.abstractThis paper explores the lived experiences of a diverse student cohort enrolled in a master’s degree educational-leadership program. The program’s global focus was on the quality of teacher education, prospective teachers’ workplace preparedness and leaders in the workforce in higher education. Internationalization, real-life experiences and student voice served as an enacted intervention curriculum for an educational leadership course designed to reveal the gap between theory and practice. An epistemological diversity lens stimulated critical reflection on students’ participation in the course design and its connection to realities in the field. Diverse higher-education classrooms pose specific challenges for educational leadership programs in including effective internationalization, workplace relevance and improving the generalizability and content validity of the educational leadership course. This small qualitative exploratory investigation provides an in-depth understanding of the value of student voice in informing course and program design. Interviews, observations, two surveys and a document analysis triangulated the data and provided information on the complexities in higher-education classrooms. The findings focus on teacher-educators and higher-education classroom management as well as on the value of critical inquiry, reflection and intervention for existing course designs and transformation.
dc.description.peerreviewedYes
dc.publisherSciedu Press
dc.relation.ispartofpagefrom251
dc.relation.ispartofpageto268
dc.relation.ispartofissue1
dc.relation.ispartofjournalInternational Journal of Higher Education
dc.relation.ispartofvolume6
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchcode1301
dc.titleDesign and Intervention of an Educational-Leadership Program: Student Voice and Agency, Expectations and Internationalization
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationDu Plessis, AE, Design and Intervention of an Educational-Leadership Program: Student Voice and Agency, Expectations and Internationalization, International Journal of Higher Education, 6 (1), pp. 251-268
dcterms.licensehttps://creativecommons.org/licenses/by/3.0/
dc.date.updated2020-04-15T04:20:41Z
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© The Author(s) 2017. This is an Open Access article distributed under the terms of the Creative Commons Attribution 3.0 Unported (CC BY 3.0) License (http://creativecommons.org/licenses/by/3.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorDu Plessis, Anna E E.


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