An Andragogical Approach to Teaching Leadership

McCauley, Kelly Davis; Hammer, Emily; Hinojosa, Amanda S.

doi:10.1177/2379298117736885

Cited by 17 publications

(15 citation statements)

References 6 publications

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“…Huggins, Lesseig, and Rhodes [35] found that when early career teachers of mathematics were given intentional opportunities to reflect on their personal journey through these levels of leadership, they recognized this as an individual experience with their unique timetable for internalizing their leadership capabilities. Furthermore, McCauley et al [36], advocate for using a portfolio of leadership experiences in order to have opportunities for teachers seeking to grow in an instructional leadership role to recognize their progress. This portfolio would be organized based on the assumptions of andragogy as described by Knowles and predecessors [19,20,36] in order for emerging instructional leaders to further develop their skills.…”

Section: Preparing Mathematical Instructional Leadersmentioning

confidence: 99%

“…Furthermore, McCauley et al [36], advocate for using a portfolio of leadership experiences in order to have opportunities for teachers seeking to grow in an instructional leadership role to recognize their progress. This portfolio would be organized based on the assumptions of andragogy as described by Knowles and predecessors [19,20,36] in order for emerging instructional leaders to further develop their skills. This practice would provide a scaffold for becoming aware of not only one's growth in leadership skills but also in allowing oneself to better understand the environment that also contributes to the progress towards increasing both self-efficacy as well as skills in instructional leadership.…”

Section: Preparing Mathematical Instructional Leadersmentioning

confidence: 99%

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Implementation of a Pilot Elementary Mathematics Specialist Endorsement Program

Henrikson

Lumpe

2021

Education Sciences

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We present the results of a mixed methods study focusing on the implementation of a pilot elementary mathematics specialist (EMS) endorsement program implemented in partnership with the several educational organizations to provide teachers in high needs rural areas an opportunity to earn the EMS endorsement through coursework and instructional leadership experiences. The data presented draw from social cognitive theory and andragogy to describe the experiences of the EMS candidates throughout their endorsement program and to provide recommendations for programmatic improvements. We sought to explore ways in which the EMS candidates’ experiences within the program and school-based internship impacted their levels of self-efficacy and perceived success within the program. We also sought to determine the opportunities and barriers that exist with the EMS candidates’ respective learning environments as they implemented professional learning plans with a core set of teachers they collaborated with to improve mathematics instruction. The results of this study indicate that both EMS candidates and the teachers they worked with increased their levels of mathematics content knowledge. EMS candidates also improved their levels of self-efficacy regarding mathematics teaching and leadership skills. Furthermore, both EMS candidates and their core set of teachers improved in time spent focused on ongoing professional learning activities. Recommendations include a need to support teachers as they expand their role into instruction as well as equip school leaders to ensure they can support teacher leadership candidates in their professional growth.

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Section: Preparing Mathematical Instructional Leadersmentioning

confidence: 99%

Section: Preparing Mathematical Instructional Leadersmentioning

confidence: 99%

Implementation of a Pilot Elementary Mathematics Specialist Endorsement Program

Henrikson

Lumpe

2021

Education Sciences

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“…Though there are examples of andragogical principles being applied in management education (McCauley et al, 2017), such examples seem to be lacking in organizational training, especially for low-skilled occupations. Knowles et al (2012) provided a case example of a workplace literacy programme for those lacking in basic literacy skills, though they do not give detail of how andragogical principles were applied to the design of the programme.…”

Section: Sdt and Autonomy-supportive Style Trainingmentioning

confidence: 99%

“…Though there are examples of andragogical principles being applied in management education (McCauley et al , 2017), such examples seem to be lacking in organisational training, especially for low-skilled occupations. Knowles et al .…”

Section: Introductionmentioning

confidence: 99%

Supervisory skills training for the neglected supervisors: development and preliminary evaluation of an autonomy-supportive programme

Yong

Roche

Sutton

2019

ICT

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Purpose Previous studies have demonstrated that an autonomy-supportive supervision style is associated with improved well-being and positive behaviours for supervisees. However, autonomy-supportive training (AST) has yet to be tailored to suit supervisors in low-skilled occupations for whom traditional pedagogical approaches may be inappropriate. The purpose of this paper is to describe the development and preliminary evaluation of AST for these supervisors, using self-determination theory (SDT) and andragogical principles of adult learning. Design/methodology/approach SDT and andragogical principles were systematically integrated to develop (a 3 h) AST programme. The training sessions were trialled with 11 first-line supervisors in New Zealand as a preliminary evaluation of AST. The evaluation used open-ended questions following Kirkpatrick’s evaluation model and incorporated the trainer’s reflections. Findings Supervisors found AST relevant, easy to understand and suited to their approach to learning. Trainer’s reflections also provided insight into the challenges in conducting such training for supervisors in low-skilled occupations and the article makes suggestions to address these challenges. Research limitations/implications AST can be successfully tailored to first-line supervisors, indicating that an autonomy-supportive style of leadership is relevant for those employed in low-skilled occupations. This initial evaluation provides a foundation for future studies to conduct higher-level assessment of AST. Practical implications AST can be utilised to provide first-line supervisors with access to improved leadership development opportunities. Challenges of conducting this kind of training programme in a context of low-skilled occupations are addressed and recommendations made for organisations and trainers. Originality/value This study is novel as it demonstrates the development of AST, a leadership skills training, tailored to suit the needs of an understudied group, supervisors in low-skilled occupations.

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“…curricula to develop students' business communication skills, in particular, their ability to learn and work in teams, both on-site and online modalities. This is embedded in an andragogical approach to adult education (Loeng, 2018;McCauley et al, 2017;McGrath, 2009) and has resulted in the graduates' gainful employment, more successful careers and promotion, better work/life balance.…”

Section: Introductionmentioning

confidence: 99%

Developing Intercultural Business Competence via Team Learning in Post-Pandemic Era

2021

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To become successfully competitive in the globalised post-COVID 19 virtual business world, the engineering students, besides learning the English language for Specific Purposes as stipulated by the existing Syllabi, require purposed efforts for the formation of intercultural business communication competencies. This research, conducted successively in the USA and Ukraine combining observational and experimental methodology, aimed at studying the influence of team learning on the development of intercultural business competencies and skills highly desired and valued by employers, such as team building and teamwork, critical thinking, decision making, conflict prevention, and resolution, etc. The results were processed by combining qualitative and quantitative methods. Spanning in time from 2013 to 2020, the study proved the effectiveness of project work in learning teams for the development of intercultural competence and business communication skills. Team learning in virtual teams based on andragogical principles and methodology adapted by the authors to the needs of Ukrainian engineering students resulted in developing team building, teamwork, leadership, goal setting, planning, decision making, time management, creative and critical thinking, problem solving, conflict prevention and resolution, interpersonal and group communication and collaboration skills and competences, necessary for successful integration into the global workforce marketplace. Besides significant enhancement of intercultural business communication competencies, team learning resulted in raising Ukrainian undergraduate engineering students’ motivation towards learning ESP, engagement in group and classwork, persistence towards successful graduation and gainful employment, and overall positive learning experiences.

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An Andragogical Approach to Teaching Leadership

Cited by 17 publications

References 6 publications

Implementation of a Pilot Elementary Mathematics Specialist Endorsement Program

Implementation of a Pilot Elementary Mathematics Specialist Endorsement Program

Supervisory skills training for the neglected supervisors: development and preliminary evaluation of an autonomy-supportive programme

Developing Intercultural Business Competence via Team Learning in Post-Pandemic Era

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