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This study examines how completing a community assets project assignment in an educational leadership course may have influenced perspectives on socially just leadership practice. The study has a two-pronged purpose 1) to gain an understanding of what the students learned from engaging in the community assets project 2) consider what aspects of the assignment led to changes in students’ thinking about their own practice as educational leaders, going forward. Study participants identified a range of actions they might take after engaging in community spaces, including addressing non-academic issues, and spoke of a desire to engage in spaces outside of the school building. Findings also highlight how the larger school context can promote or constrain efforts toward meaningful engagement.