Emergent Leadership in Children's Discussion Groups

Li, Yuan; Anderson, Richard C.; Nguyen-Jahiel, Kim; Dong, Ting; Archodidou, Anthi; Kim, Il Hee; Kuo, Li Jen; Clark, Ann; Wu, Xiaoying; Jadallah, May; Miller, Brian

doi:10.1080/07370000709336703

Cited by 48 publications

(73 citation statements)

References 35 publications

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“…Dessa studier behandlar ledarskapets uttryck, informellt och inom ramen för förskola och skola (se t.ex. French et al 1986;Lee et al 2005;Li et al 2007;Mawson 2010Mawson , 2011. Betydligt fler studier handlar om barn och ledarskapdvs.…”

Section: Forskning Om (Barns) Ledarskapunclassified

Barns ledarskap: För en vidgad vokabulär genom skiftande exempel

Cardell

2018

Barn

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Barns ledarskapFör en vidgad vokabulär genom skiftande exempel David Cardell SammanfattningDenna artikel behandlar barns ledarskap. Syftet är att uppmärksamma relationer mellan barn och ledarskap och att vidga vokabulären kring barns ledarskap. Inledningsvis behandlas betydelser av barns ledarskap utifrån forskning som fokuserat på förekomsten av informellt ledarskap inom institutioner som förskola och skola. Här noteras att forskningen ger en begränsad förståelse av barns ledarskap och detta aktualiserar behov av teoretiskt utvecklande studier på området. Föreliggande artikel introducerar variationsrika exempel på barns ledarskap och därigenom öppnas möjligheter till att förstå fenomenet som ett aktuellt, svårgripbart och omtvistat fenomen. I artikeln uppmärksammas betydelser av formellt ledarskap inom idrottsorganisationer jämte populärkulturens Baby-bossen och Tonårsbos-sen. Dessa exempel låter utkristallisera två typer av ledarskap, det ekonomiska respektive det demokratiska. Artikeln aktualiserar avslutningsvis möjligheter till en empiriskt grundad förståelse som låter oss teoretisera barns ledarskap och ledarskap-för-barn i olika sammanhang utifrån diskussioner om agency inom barndomssociologin. AbstractThis article deals with children

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Section: Forskning Om (Barns) Ledarskapunclassified

Barns ledarskap: För en vidgad vokabulär genom skiftande exempel

Cardell

2018

Barn

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“…What children consider as good leadership action and behaviors provides a new and less studied viewpoint to leadership studies. The way we perceive leadership and the leader's work comes from our childhood homes through different examples, values, attitudes, models, and future goals (Allen, Hauser, Bell, & O'Connor, 1994;Berscheid, 2002;Bradley & Corwyn, 2002;Hartman & Harris, 1992;Madsen, 2007; and are molded also through other early learning experience (Hyvärinen, Uusiautti, & Määttä, 2014;Li et al, 2007;Lord & Hall, 2005;Murphy & Johnson, 2011). Although school contexts are places of student's socialization and educational leadership practiced at school provide examples of leadership for children that differ from those of other institutions (e.g., Hallinger & Heck, 2011;, children also meet leaders from various organizational contexts.…”

Section: Introductionmentioning

confidence: 99%

What Are Good Leaders Made Of? Finnish School Children’s Descriptions of Leadership

Hyvärinen

Uusiautti

Määttä

2017

JSE

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The purpose of this research was to analyze Finnish students' descriptions of good leaders and leadership. The study had two research questions: (1) What kinds of characteristics does a good leader have according to Finnish students' perceptions and (2) how do the students describe the emphases of leadership activities? This was a qualitative study that applied the narrative research approach. The data consisted of essays written by 38 sixth-graders from one Finnish school. The data collection method used empathy-based frame stories to prompt essays. The main characteristics of a good leader were friendliness, diligence and enthusiasm, and deliberation and determination. Three emphases in leadership activities could be found in the essays: decision-making and responsibility for results, caring, and enjoyment of the

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“…In collaborative learning, leadership responsibilities are shared among group members (LI et al, 2007). The first coordination process regarding distributed leadership is a precondition for this to happen and it is described in Process 1: Process 1.…”

Section: Distributed Leadershipmentioning

confidence: 99%

“…Being aware that every group component must be responsible for group learning and act as a leader. LI et al (2007) addressed different types of leadership moves by analyzing children's discussion groups, described as follows. The processes from 2 to 5 show these leadership moves.…”

Section: Distributed Leadershipmentioning

confidence: 99%

O impacto, sobre estudantes brasileiros, de uma linguagem visual para aprender a aprender conjuntamente

et al. 2016

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One of the most important topics in computer supported collaborative learning is self-regulated learning other than with the support of teachers. The self-regulation of collaboration can be defined as the social processes students use to coordinate their joint effort on an activity. This paper presents a Brazilian case study that examines the impact of the Metafora computational platform for supporting the regulation of collaboration amongst Brazilian students. Our goal is to investigate whether the use of the Metafora visual language helps students in learning to learn together (L2L2). L2L2 encompasses the development of the ability to coordinate collaborations. To pursue this goal, we provide evidence of coordination mechanisms and emotional responses behind the use of Metafora planning tool by students. The results of this case study demonstrate that students' interactions using the Metafora Planning tool influenced their development of L2L2 in such a way that the students experienced it as natural and engaging. Metafora planning tool provides students with a friendly environment to regulate group processes. It has the potential to modify students' thoughts concerning the coordination of collaborative processes. KeywordsVisual language -Collaborative learning -Learn to learn togetherCoordination of group processes. Palavras-chaveLinguagem visual -Aprendizagem colaborativa -Aprender a aprender conjuntamente -Coordenação dos processos em grupo.

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Emergent Leadership in Children's Discussion Groups

Cited by 48 publications

References 35 publications

Barns ledarskap: För en vidgad vokabulär genom skiftande exempel

Barns ledarskap: För en vidgad vokabulär genom skiftande exempel

What Are Good Leaders Made Of? Finnish School Children’s Descriptions of Leadership

O impacto, sobre estudantes brasileiros, de uma linguagem visual para aprender a aprender conjuntamente

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