National Institute for Urban School Improvement
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Leadership Training

  • Alaska Native Personal Leadership Program
    Describes the Alaska Native Leadership Program (ANLP), designed to recruit and retain Alaska Native college students. The year-long program includes an orientation, a two-semester class on self-exploration, skill-building, educational and career paths, and social activities.
  • But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy
    Describes the centrality of culturally relevant pedagogy to academic success for minority students who are poorly served in public schools, discussing linkages between school and culture, examining the theoretical grounding of culturally relevant teaching in the context of a study of successful teachers of black students. Provides examples of culturally relevant teaching practices.
  • Developing Globally Literate Leaders
    Suggests a need to reexamine core competencies of executives and developing world-class organizations. Provides 12 steps to achieving globally competent leaders.
  • Developmental Outcomes of College Students' Involvement in Leadership Activities
    Using longitudinal data from 875 students, assesses whether student participation in leadership education and training programs has an impact on educational and personal development. Results indicate that leadership participants showed growth in civic responsibility, leadership skills, multicultural awareness, understanding of leadership theories, and personal and societal values.
  • Multicultural Leadership Development through Experiential Learning
    The Multicultural Leadership Development Program provided for the exploration into the culture of the individual and others for undergraduates from two different universities. Students reported changes in their perspectives on diversity, leadership, and citizenship and felt these changes could potentially influence awareness and sensitivity in others.
  • Talking Race in Concrete: Leadership, Diversity, and Praxis
    Traditional school administrator programs have neglected the democratic and moral dimensions of leadership preparation. In an increasingly diverse world, leadership theory needs to be reformed as critical, reflective, and concerned with social justice and praxis.