Search results
Results from the WOW.Com Content Network
The practitioner–scholar model is an advanced educational and operational model that is focused on practical application of scholarly knowledge. [1] It was initially developed to train clinical psychologists but has since been adapted by other specialty programs such as business, public health, and law.
Edgar Henry Schein (March 5, 1928 – January 26, 2023) [1] was a Swiss-born American business theorist and psychologist who was professor at the MIT Sloan School of Management.
In reviewing the older leadership theories, Scouller highlighted certain limitations in relation to the development of a leader's skill and effectiveness: [3] Trait theory: As Stogdill (1948) [4] and Buchanan & Huczynski (1997) had previously pointed out, this approach has failed to develop a universally agreed list of leadership qualities and "successful leaders seem to defy classification ...
Diana Whitney (born 1948) is an American author, award-winning consultant [1] and educator whose writings – 15 books and dozens of chapters and articles – have advanced the positive principles and practices of appreciative inquiry and social constructionist theory worldwide.
Warren Gamaliel Bennis (March 8, 1925 – July 31, 2014) was an American scholar, organizational consultant and author, widely regarded as a pioneer of the contemporary field of Leadership studies. [ 1 ] [ 2 ] Bennis was University Professor and Distinguished Professor of Business Administration and Founding Chairman of The Leadership Institute ...
David Shakow is largely responsible for the ideas and developments of the Boulder Model. On May 3, 1941, while he was chief psychologist at Worcester State Hospital, Shakow drafted his first training plan to educate clinical psychology graduate students during a Conference at The New York Psychiatric Institute, now referred to as Shakow's 1941 American Association for Applied Psychology Report ...
Pages for logged out editors learn more. Contributions; Talk; Scholar-practitioner model
2002. “ The Culture(s) of Educational Leadership: Troubling Times and Spaces.” Scholar-Practitioner Quarterly, 1(2), 25-39. 2002. “Critical New Directions in Educational Leadership.” Education and Society, 20(1), 29-42. 2002. “ The Paradigm Wars’ in Educational Administration: An Attempt at Transcendence.”