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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
Addressing Reality: A Model for Learner Driven and Standards-Based Internships for Educational Leadership Programs
Author(s): Gregory C. Geer
Citation: Gregory C. Geer, (2020) "Addressing Reality: A Model for Learner Driven and Standards-Based Internships for Educational Leadership Programs," Journal of Higher Education Theory and Practice, Vol. 20, ss. 1, pp. 33-54
Article Type: Research paper
Publisher: North American Business Press
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.
