Article 2020

Addressing reality: A model for learner driven and standards-based internships for educational leadership programs

GG
Geer, Gregory C.
Journal of Higher Education Theory and Practice
Journal · Vol. 20 · Issue 1 · pp. 33-54
Abstract

In many professions, internships apply classroom learning to the actual professional setting with the guidance of mentors. Internships, as a component of education for educational leaders has been roundly criticized. This paper describes the research and design process employed as an internship experience for a new Master’s degree program in educational leadership. The result is a flexible, site, and intern specific internship model applying principles of heutagogy as interns learn about Complex Adaptive Systems within schools. Unexpected positive outcomes for interns and the schools they serve are discussed. © 2020, North American Business Press. All rights reserved.

Keywords

Author Keywords

andragogy Heutagogy Complex Adaptive Systems (CAS) Complexity theory Educational leadership education Educational leadership internships ELCC standards

Index Keywords

Author Affiliations
Coastal Carolina University, Conway, SC, United States
Funding & Acknowledgements
Vanderbilt University, VU
The author would like to acknowledge Drs. Linda Angst-May and Keith Gurley for their input and research energies on the topic of these internships. My line of inquiry resulted from ideas from Dr. Joseph Murphy, Vanderbilt University, a scholar in educational leadership education, and a member of Dr. May’s dissertation committee. Also, Deans Dianne Mark and Ed Jadallah gave us what we most needed-time to sort it out. A special thanks to the leadership of Horry, Marion, Dillon, Florence, and other regional school districts for allowing CCU’s program to take root.
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