A Case Study of Educational Leadership Doctoral Students: Developing Culturally Competent School Leadership Through Study Abroad
A Case Study of Educational Leadership Doctoral Students: Developing Culturally Competent School Leadership Through Study Abroad
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教育领导力博士生案例研究：通过出国留学培养具有文化能力的学校领导力
DOI：
10.28945/4642
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发表时间：
2020
影响因子：
--
通讯作者：
J. Watts
中科院分区：
文献类型：
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作者：
J. Richardson;Marsha L. Carr;J. Watts
目的：本研究主要探讨短期赴英留学对博士生文化能力的影响。
背景：案例研究捕捉了六个学校领导的博士生谁前往国外东伦敦，英国的经验。这一经验的总体目标是提高他们的自我效能的文化能力的学校领导。
方法学：通过对教育领导博士课程中六名博士生的案例研究，研究人员试图回答以下问题：美国学校领导的文化能力的知识，态度，技能和行为如何转变，因为他们参加了国际实习？通过事前调查和后续访谈，研究人员探讨了国际经验如何影响文化能力。
贡献：这一经验的主要目标是提高自我效能的文化响应学校领导。这些博士生要么是有抱负的学校领导，要么是目前担任P-12学校的建筑领导。正是从这些学生身上，我们可以了解到短期的国际经验如何影响学校领导，以及作为回报，他们所服务的学生和工作人员。这项研究增加了关于海外留学项目对博士课程教育领导学生的好处的有限文献。
研究结果：本案例研究中的博士生因为出国留学而获得了知识和技能。获得了关于教育制度和自我意识的知识。所学到的技能包括人际关系技能、旅行技能以及与增强教师能力有关的技能。对多样性的态度变得更加包容。此外，博士生的行为也因为这次旅行而改变。文化能力的前测和后测结果表明，该小组的文化能力显着提高。
对从业人员的建议：这项研究中所获得的知识、技能、态度和行为转变表明，文化能力得到了深刻的发展。正是通过在国际逗留之前为这些博士生做好准备，在体验期间指导他们，并在返回后与他们一起跟进，我们能够为未来的学校领导创造支持性，有意义和有影响力的海外学习体验。因此，这些经历可能会影响他们未来的集体领导。
对研究人员的建议：虽然关于研究生出国留学计划的好处的研究有限，但有几项研究是关于本科教育中出国留学和国际课程的好处。几乎缺乏关于博士教育领导力、学生和出国留学的文献。然而，对于许多选择出国留学的学生来说，这可能是他们第一次有机会探索一个新的国家，并完全沉浸在一种与自己不同的文化中。通过这些经验，许多发展机会可以影响学生如何看待他们的专业工作。
对社会的影响：通过接触他人，通过体验不同的思维方式和行为方式，并通过批判性的对话，高等教育机构可以培养学校领导者的文化能力，文化敏感性和社会公正。正如本研究所示，国际经验是开启这一对话的决定性方式。
未来的研究：研究表明，通过出国留学可以提高学生的文化能力。因此，在目前的研究中，研究人员采取了混合方法来了解知识，技能，态度和行为的文化能力如何转变。结果，我们发现每个博士生都以显著的方式提高了他们的文化意识。学生通过比较教育系统内的文化获得知识，并对自己的文化意识问题有了自我认识。需要做更多的研究，以更好地了解海外留学经历对教育领导力项目研究生的影响。这些经验可能是短暂的经验（即，一到两周）或更长的经历（即，两周以上）。此外，在旅行前、旅行中和旅行后，注重发展教育领导以外的不同教育领域的文化能力（例如，扫盲、课程和教学）可能会在学校一级产生重大影响。最后，将海外学习经验扩展到英语不是第一语言或主要语言的地方，可以为发展语言技能提供机会，同时提高耐心，跨文化沟通和解决问题的能力，这可能对个人和专业有益。
Aim/Purpose: This study focuses on how a short-term international study abroad program to England impacted doctoral students’ cultural competencies.
Background: The case study captures the experiences of six school leadership doctoral students who traveled abroad to East London, England. The overarching goal of this experience was to improve their self-efficacy for culturally competent school leadership.
Methodology: Through this case study of six doctoral students in an educational leadership doctoral program, the researchers sought to answer the following question: How do knowledge, attitudes, skills, and behaviors around cultural competencies of U.S. school leaders shift because they participated in an international internship? Through pre-post surveys and follow-up interviews, the researchers explored how the international experience impacted cultural competencies.
Contribution: The primary goal of this experience was to improve self-efficacy for culturally responsive school leadership. The doctoral students were either aspiring school leaders or were currently serving as a building leader of a P-12 school. It is from these students that we can learn how a short-term international experience might impact school leaders, and in return, the students and staff they serve. This study adds to the limited literature about the benefits of study abroad programs for educational leadership students in doctoral programs.
Findings: The doctoral students in this case study gained knowledge and skills because of this study abroad. Knowledge was gained about educational systems and self-awareness. Skills learned included relationship skills, travel skills, and skills related to empowering teachers. Attitudes about diversity shifted to be more encompassing. Further, the behaviors of doctoral students changed because of this trip. The results from the pre-test and post-test on cultural competence indicated a significant improvement in cultural competence for the group.
Recommendations for Practitioners: The knowledge, skills, attitudes, and behavioral shifts captured in this study spoke to profound growth around cultural competencies. It is through preparing these doctoral students before the international sojourn, guiding them during the experience, and following up with them upon return that we were able to create a supportive, meaningful, and impactful study abroad experience for future school leaders. Thus, these experiences will likely impact their collective leadership in the future.
Recommendation for Researchers: Though research about the benefits of study abroad programs for graduate students is limited, several studies are about the benefits of study abroad and international programs in undergraduate education. There is all but a lack of literature focused on doctoral educational leadership students and study abroad. Nevertheless, for many students who choose to study overseas, it may be the first opportunity they have to explore a new country and to be fully immersed in a culture that is different from their own. Through these experiences, many development opportunities can affect how students view their professional work.
Impact on Society: Through exposure to others, by experiencing diverse ways of thinking and doing, and through critical conversation, institutions of higher education can develop school leaders to be culturally competent, culturally responsive, and socially just. As demonstrated in this study, international experiences are one decisive way to start this conversation.
Future Research: Research has shown that it is possible to increase students’ cultural competence through study abroad. As such, in the current study, the researchers took a mixed methods approach to understand how cultural competencies around knowledge, skills, attitudes, and behaviors shifted. As a result, we found that each doctoral student increased their cultural awareness in significant ways. Students gained knowledge by comparing the cultures within education systems and gained self-awareness about their own cultural awareness issues. More research needs to be done to better understand the impact of study abroad experiences on graduate students in educational leadership programs. These experiences could be short experiences (i.e., one to two weeks) or longer experiences (i.e., more than two weeks). Further, focusing on developing cultural competency before, during, and after a trip in different educational fields other than educational leadership (e.g., literacy, curriculum & instruction) could have significant school-level effects. Lastly, extending study abroad experiences into locations where English is not the first or primary language could provide opportunities for developing language skills while enhancing patience, cross-cultural communication, and problem-solving skills that could be beneficial personally and professionally.