Journal of Research in Innovative Teaching - National University

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Jackson, S. (2000). A qualitative evaluation of shared leadership barriers, drivers and recommendations. Journal of Management in Medicine, 14(3/4), 166–178. Peterson, K. A., Waldron, D. J., & Paulson, S. E. (1998, April). Teachers’ perceptions of school psychologists’ existing and potential roles. Paper presented at the Annual Convention of the National Association of School Psychologists, Orlando, FL. Reschly, D. (2000). The present and future status of school psychology in the United States. School Psychology Review, 29(4), 507–522. Serdyukov, P. (2008). Accelerated learning: What is it? Journal of Research in Innovative Teaching, 1(1), 35–59. Ysseldyke, T. (2000). Commentary deja vu all over again: What will it take to solve big instructional problems? School Psychology Review, 29(4), 575–576. Ysseldyke, T., Burns, M., Dawson, P., Kelley, B., Morrision, D., & Ortiz, S. (2006). School psychology: A Blueprint for training and practice III. Bethesda, MD: NASP Publications. Zimmerman, J. (2006). Why some teachers resist change and what principals can do about it. NASP Bulletin, 90(3), 238–250. About the Authors Linda K. Smedley EdD, Assistant Professor School of Education National University Los Angeles, CA lsmedley@nu.edu Major research interests: Teacher preparation, innovative approaches in teaching Diana Wheeler EdD, Assistant Professor School of Education National University Costa Mesa, CA dwheeler@nu.edu Major research interests: Teacher preparation, innovative approaches in teaching 221
Developing Coherent Leadership in Partnership with Horses—A New Approach to Leadership Training Ellen Kaye Gehrke Abstract This paper offers a new perspective in leadership development by demonstrating how engaging horses as partners in leadership training can lead to more coherent and sustainable leadership effectiveness. The training experience provides a unique approach for students and corporate participants to develop sustainable changes in their awareness and actions regarding their leadership abilities and authenticity. Horses prove themselves as dynamic co-facilitators by providing participants genuine opportunities to engage with others in the present moment and obtain honest feedback regarding the congruence between what they say and what they do as leaders. This innovative work suggests how the application of equine partnered experiences (EPE) can help transform and motivate people so they are able to make better decisions, gain more clarity, experience more commitment to their life and work, and generally improve the coherence of themselves and those around them. Case examples are provided of actual training situations demonstrating the various outcomes related to increasing effective leadership and management. Key Words Leadership training, equine facilitated learning, equine partnered experience (EPE), decision making, leadership effectiveness, nature-related experiential education, social systems dynamics, herd behavior, equine facilitated psychotherapy, psychophysiology, organizational leadership, leadership coaching, cross-cultural training Introduction A problem with most management education today is that it is primarily oriented toward analytical conditioning. Thinking is rewarded more than intuitive development. Quantitative analysis is often more valued than qualitative observation. However, as the recognition of the importance of developing social and emotional intelligence grows, there is a greater need to emphasize and encourage the heart-brain-body connection (Goleman, 2006). In education and training the balance is beginning to shift from being primarily cerebral toward incorporating more experiential approaches fostering the growth of more balanced and holistic leaders. It is not unusual to hear more discussion about the relationship of the heart and body, particularly the education of managers who provide leadership across cultures and nations (Senge, Scharmer, Jaworski, & Flowers, 2004). It is commonly accepted that continuous change and transformation is the norm in our global economy and that it is difficult to manage these changes and transformations in ways that “stick.” The author’s developmental work, as presented in this paper, provides a general hypothesis that the application of equine partnered experiences (EPE) can help transform the awareness and motivation of individuals and teams so they demonstrate improved decision making, more focused observation and clarity, greater commitment to their life and work, and generally improved relationships with themselves and those around them (Strozzi, 2004). Another outcome of the work is the reconnection to nature and animals and the growing awareness of the importance of interacting with animals, particularly horses (Hesler-Key, 2001). This paper discusses differences in leadership training with horses and examines such areas as equine coaching, team building, leadership awareness, and cross-cultural applications. The reader will learn why horses are effective living biofeedback beings and how the metaphor 222
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Journal of Research in Innovative T
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Editorial Board Dr. Jerry C. Lee, E
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Line and Some Fundamental Propertie
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improvement of online course delive
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Leaders for Tomorrow by Linda K. Sm
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The Effect of Working Memory Capaci
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Domain-General and Domain-Specific
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design with working memory capacity
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Results and Discussion Experiment 1
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ecall, but did increase students’
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Results and Discussion Experiment 2
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identified spatial ability (Moreno
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Daneman, M., & Carpenter, P. A. (19
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Sanchez, C. A., & Wiley, J. (2006).
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Appendix B Sample Animation Screen
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emains of the Soviet system with ma
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Knowing a lot as isn’t enough to
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Stoll, L., Fink, D. (2005). Сто
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Developing a Strategic Plan for Imp
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SPL, a for-profit affiliate within
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He went on to declare that “the p
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university instructional designer a
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Online learning: Where is National
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The process occurs between staff me
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Process for Measuring Staff Perform
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In this case, the Dean’s evaluati
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Supervisors Supervisors are critica
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Diagram 1 In this approach informat
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application allows us to provide a
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web.config files, the System Locati
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The algorithms (4) and menu data, e
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6. Pougatchev V., George N., Lue G.
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Consistently exceptional performanc
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Appendix D Competency Objectives fo
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Designing Learning Experiences for
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learner-centered instructional desi
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utilizing the principles of alignme
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learner-learner] learner-learner] I
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Not everyone wants to participate i
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Zhang, Y. J. (2004). On the design
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Background Soufflage is already ext
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now establish relationships between
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Whispered Hints “Learning to teac
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Results To determine the underlying
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in the reflective feedback style. Y
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Introducing Live Microblogging: How
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language, commerce, deprivation, an
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Furthermore all participants were i
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• Comments: The most important ca
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Ebner, M.. (2007). E-learning 2.0 =
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Accelerated Learning: Online Multim
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Constructivist Learning Theory Cons
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obtain a headset with a microphone
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and video conferencing portions of
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The Search for Student and Faculty
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system. None of these systems can r
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Higher Education, 54(46), A2. Carne
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Teaching and Learning 115
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Inter-subject Connections in Teachi
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An even function is symmetric with
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say, The latter helps us to get the
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over the subgroup , has a domain sy
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Шкіль, M. I, Колесник,
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Theoretical Framework The Importanc
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their confidence and beliefs. Howev
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Correlations in the U.S. group. Tab
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Discussion The Chinese teachers in
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Rojano, T. (1996). Developing algeb
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successful only if a student starts
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Example. Let’s take a function an
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Mistakes Method A method offered by
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managing) and the student’s educa
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The next section discusses the expe
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The participants have three main ac
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Closed tool cavities: P100, P130, P
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For each test we developed the null
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H2c. Requests for presented data. T
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Summary of Results Table 8 summariz
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of some connection between particip
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of knowledge must be integrated in
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Spence, M. T., and Brucks, M. (1997
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that the literature supports the po
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2. Stated course objectives were ac
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epresented a drop from a B+ to a B-
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At the graduate level, the 5.9% dec
Page 176 and 177: Hocking, J. M. (1976). College stud
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Page 182 and 183: • Refusal of categorical evaluati
Page 184 and 185: Maslow A. (1970). Motivation and pe
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Page 200 and 201: thought and that the concept of sim
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Page 208 and 209: Communicating via 7.02 28.1/0 0.57/
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Page 218 and 219: School Psychologists: Educational L
Page 220 and 221: success or failure of the changes t
Page 222 and 223: psychologists in their districts. T
Page 224 and 225: The newer roles are compatible with
Page 228 and 229: of their social systems and herd dy
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Page 232 and 233: Why Do Horses Make the Difference?
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Page 236 and 237: conducted their teamwork back at th
Page 238 and 239: Kaye Gehrke, E. (2006). Horses and
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Page 242 and 243: Teaching Mathematical Reasoning in
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Page 246 and 247: to make further improvements. We ha
Page 248 and 249: Table 2 Improvement in Mathematical
Page 250 and 251: B. We believe this supports our con
Page 252 and 253: Dey, P. P., Amin, M., Bright, M., D
Page 254 and 255: San Diego, California mamin@nu.edu
Page 256 and 257: Note to the Authors The Journal of
Page 258: The Journal of Research in Innovati
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