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Dergiler / Research in Educational Administration and Leadership / 2023 / Volume: 8 Issue: 4

School Administrators’ Priorities for Legal Literacy Training

Thomas Hughes(Northern Arizona University)
Sayfa
—
Yayın Tarihi
2023-12-30
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Yapay Zeka Hızlı Bakış & Çıkarımlar

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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Administrator-recommended instructional priorities consistent with problem-based learning (PBL) would emphasize contexts leaders are engaged in, inspire confidence in candidates, and complement the development of their professional sensemaking responsibilities.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Legally astute educational leaders are essential to carry out any school's mission.
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Temel Bulgular & Veri:This article relays their priorities and preferences concerning legal literacy training approaches.
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Sonuç & Katkı:Administrator-recommended instructional priorities consistent with problem-based learning (PBL) would emphasize contexts leaders are engaged in, inspire confidence in candidates, and complement the development of their professional sensemaking responsibilities.
🔬Tür:Research Article
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:legal literacy · administrator training · sensemaking

Abstract

Legally astute educational leaders are essential to carry out any school's mission. This article relays their priorities and preferences concerning legal literacy training approaches. Their collective input offers clear support for real-life focused, contextually grounded legal preparation. Remarkably, only ten percent of the participants reported receiving the training approach the group so strongly recommended. Administrator-recommended instructional priorities consistent with problem-based learning (PBL) would emphasize contexts leaders are engaged in, inspire confidence in candidates, and complement the development of their professional sensemaking responsibilities.

🔖

Bu Makaleye Atıf Yap

Hughes, T. (2023). School Administrators’ Priorities for Legal Literacy Training. Research in Educational Administration and Leadership, Volume: 8 Issue: 4. https://doi.org/10.30828/real.1332904

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