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Thursday, November 17 • 9:15am - 10:20am
GSS Session 18 - Creating More Capable Change Agents

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Participants: Performance Elicitation: Keeping Performance Central While Interviewing Andrew David Bratspis, University of South Florida The purpose of this paper session will be to explicate the need for a newly defined research method, performance elicitation, within the field of educational leadership. Drawing from Performance Theory and Visual Arts Methods, specifically (digital)-photo elicitation, I will make a case that performance elicitation will produce more publishable scholarship, which will encourage and promote the growing trend of using performance within education leadership and development. Distributing Leadership Around Educational Technology to Diminish the Digital Divide Jillian Marie Conry, Southern Methodist University; Alexandra E Pavlakis, Southern Methodist University Inequities in technology access and use, labeled “the digital divide,” perpetuate societal disparities. Yet, educational leaders are tasked with addressing the divide with little research-based guidance. By synthesizing research on technology use, educational leadership, and home-school connections, we contribute to discussions of how leaders can support effective technology use inside and outside of school. Our findings suggest formal educational leaders can cultivate adults’ technology proficiencies, thereby turning teachers and parents into powerful instruments of change. Kierkegaard Doesn’t Help During a Fire Drill: Practivist Scholars Bridging the Theory and Practice Divide A. Minor Baker, Texas State University; Isaac Abram Torres, Texas State University; Richard Pelton, Texas State University; Jason Swisher, Texas State University Educational leaders seeking doctoral degrees are often divided into two camps, practitioner and scholar. This study provides a reaction to traditional educator leadership programs, which often assume an Ed.D is a practitioner degree and a Ph.D. is a theoretical degree, by investigating the ways doctoral programs can effectively bridge the gap between student as scholar and student as practitioner in the development of scholar-practitioners through dialogue, support, and collaboration Facilitator: Anthony Normore, California State University, Dominguez Hills


Thursday November 17, 2016 9:15am - 10:20am
Detroit Marriott at the Renaissance Center: Floor 5 - Duluth A

Attendees (7)