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Vision metaphor and creation: How tr...

Lee, William Alexander Langford.

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Vision metaphor and creation: How training in the arts informs education leadership.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Vision metaphor and creation: How training in the arts informs education leadership./
作者:	Lee, William Alexander Langford.
面頁冊數:	115 p.
附註:	Source: Masters Abstracts International, Volume: 45-06, page: 2735.
Contained By:	Masters Abstracts International45-06.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR27129
ISBN:	9780494271292

Vision metaphor and creation: How training in the arts informs education leadership.
Lee, William Alexander Langford.

Vision metaphor and creation: How training in the arts informs education leadership. - 115 p.

Source: Masters Abstracts International, Volume: 45-06, page: 2735.

Thesis (M.Ed.)--Nipissing University (Canada), 2007.

A grounded theory approach was used to investigate and evaluate the relationship between training in a discrete performance art and educational leadership. Participants (peer-rated as leaders in education with excellent management skills) were recommended by an Ontario Arts organization. Each participant provided a curriculum vitae outlining training and accomplishments in educational administration (Directors of Education, Consultants, Vice-Principals, Principals) and the performance arts (dancers, musicians, theatre artists, with crossover). Each completed an 8 part on-line survey in which participants described literally and metaphorically their leadership styles in conjunction with their line arts backgrounds.

ISBN: 9780494271292Subjects--Topical Terms:

626645
Education, Administration.

Vision metaphor and creation: How training in the arts informs education leadership.
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520 $a A grounded theory approach was used to investigate and evaluate the relationship between training in a discrete performance art and educational leadership. Participants (peer-rated as leaders in education with excellent management skills) were recommended by an Ontario Arts organization. Each participant provided a curriculum vitae outlining training and accomplishments in educational administration (Directors of Education, Consultants, Vice-Principals, Principals) and the performance arts (dancers, musicians, theatre artists, with crossover). Each completed an 8 part on-line survey in which participants described literally and metaphorically their leadership styles in conjunction with their line arts backgrounds.
520 $a The survey results confirmed much of the research into education and the arts its well as school leadership and educational administration. Responses suggest connections to transformational and holistic learning as well as specific performance arts practices. Participants attribute their success as educational leaders to their arts backgrounds, but none recall the use of arts pedagogy or methodology in their preparation and training for administration. The theory that emerged from the data analysis suggests that training in a discrete performance art is good preparation for educational administrators. It also suggests that the methodology of arts education is inadequately utilized and recommends that inservice training, graduate courses, and administrator qualification programs would be more effective if they employed the methodology of the fine arts.
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