Deans as Agents of Change for Inclusive Teacher Education

Few resources are available to support deans who lead reform while they navigate competing complex issues. Understanding how deans succeed in leading a reform agenda carries much significance in today's context where issues of equity and Covid-19 are challenging educators to reexamine the conte...

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Bibliographic Details
Published inThe Teacher educator Vol. 58; no. 2; pp. 178 - 198
Main Authors Benedict, Amber, Blanton, Linda, Brownell, Mary, West, Jane
Format Journal Article
LanguageEnglish
Published Muncie Routledge 03.04.2023
Taylor & Francis Inc
Subjects
Accountability
Administrator Attitudes
Administrator Role
Change Agents
College administration
College Faculty
Cooperative Learning
COVID-19
Deans
Delivery Systems
Education reform
Educational Change
Educational leadership
Equal Education
Grounded Theory
Inclusive education
Pandemics
State Policy
Strategic Planning
Teacher Attitudes
Teacher Collaboration
Teacher education
Teacher Education Programs
Teaching Methods
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Summary:Few resources are available to support deans who lead reform while they navigate competing complex issues. Understanding how deans succeed in leading a reform agenda carries much significance in today's context where issues of equity and Covid-19 are challenging educators to reexamine the content and delivery of programs, while also grappling with a myriad of other challenges (e.g., declining enrollment and fiscal demands). Little research examines the actions that deans take to lead change in their colleges or schools. This exploratory study employing grounded theory methods was designed to unpack what deans actually do when engaging their college or school in a reform effort. The results suggest that there are strategic actions deans take to facilitate change on their campuses, and these actions are reflected in an emerging theory of action.
ISSN:0887-8730
1938-8101
DOI:10.1080/08878730.2022.2122093