This chapter explores ways that incarcerated men and women in New York State prisons made use of both formal and informal educational initiatives to transform themselves and build a cadre of leaders who have played a key role in the movement for criminal justice reform--in the process raising questions about the role adult educators can play in…

This dissertation is presented to provide an initial examination of The Salvation Army, U.S.A. Eastern Territory's Continuing Professional Education Program begun in 2013. The study focused on three areas of growth and development. These areas include: holistic ministry outcomes, leadership and management development and the retention of officers…

This article details the efforts of one program's collaborative efforts toward continuous improvement and strengthening partnerships with local school districts using Leadership-Focused Coaching, a research-based model for principal preparation programs. Practical experiences and lessons learned from the ongoing online program improvement and…

Leadership scholar-practitioners seldom need to be sold on the benefits of working together. Rather leadership educators want to know how to teach adult leadership scholar-practitioners how to work together across differences. The aim of this paper is to guide leadership development practitioners on how to nurture leadership that can address the…

This study focused on drawing a picture of the dynamics and educational experiences of U.S. Army junior-enlisted soldiers in the rank of specialist in the RA. Those soldiers are eligible to participate in the U.S. Army's VolEd Program available worldwide. According to Gleiman and Zacharakis (2016): The military relies on continuing professional…

Leadership inquiry lacks robust studies designed to understand processes as opposed to outcomes. This qualitative case study explored the process of reflection through blogs to evaluate the Virginia Agriculture Leaders Obtaining Results (VALOR) program. We open-coded blog entries for reflection on capacity building and competency development…

This paper investigates the role of leadership training in developing voice in adult learners. Twenty-one (21) adult education programs were randomly selected for evaluation: 13 programs received an 8-hour leadership training and 12 subsequently completed a leadership project; the remaining eight served as control programs. Qualitative methods…

Professional development activities offered principals are often a hodgepodge of different types of programs designed to foster the sustainability of leadership practices. While professional development is important for the continual improvement of principals, Guskey (2003) describes professional development activities as generally having a…

Due to the crucial role principals have on school outcomes, investing in their training is a cost-effective approach for schools' improvement. Research shows that principals attribute pertinence to their ongoing professional development. However, little research has been conducted on principals' training needs from their viewpoint, particularly in…

Popular education programs allow for collective agenda setting and flexibility, and also to carefully and respectfully design activities that bring in all voices and level the power in the room. Popular education methods help to raise awareness and engage with stakeholders to support topics, such as social justice, human rights, collective power,…

As charters and other autonomous schools grow to serve larger percentages of students both nationally and internationally, it is becoming increasingly important to understand how to best support and prepare leaders in this alternative setting. This study focuses on how charter school leaders perceived pre and in-service preparation and support.…

The terms leadership and leader development are often used synonymously. However, there are different outcomes and needs associated with each type of development. Even with these differences, both types of developments may be needed to help individuals master leadership skills effectively. This study explored the critically formative processes and…

School leaders enrolled in CPED-influenced and practitioner focused doctoral programs require specific research-based skills and knowledge that bridge both educational scholarship and practice in order to be relevant for both their dissertation process and school practice. In doing so, these doctorate in education (EdD) programs must critically…

Using effective models for continuing teacher and school leader education in developing countries is essential for long-term improvement of the education system and student outcomes. Instructional leadership approaches have been used to capacity-build school leaders, improving leader skills in working with teachers on classroom practices and also…

For those in 'system leader' roles in English schools, whether formally designated or informally appropriated, there has not been much systematic or long-term thinking about professional development to date. To contribute to such thinking, this paper presents a common framework for system leader development, based on consultancy research. The…