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Transformational Leadership in the Introductory Journalism Classroom--Ashley Brenon

Transformational Leadership in the Introductory Journalism Classroom--Ashley Brenon

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Published by Ashley Brenon

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Categories:Types, School Work
Published by: Ashley Brenon on Mar 13, 2010
Copyright:Attribution Non-commercial


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Transformational Leadership in the IntroductoryJournalism Classroom
By Ashley Brenon
This final project is submitted in partial fulfillment of the requirements for the Master of Artsdegree in the communications department graduate program at The College of Saint Rose.Cailin Brown, advisor for the project, and Gary McLouth, reader for the project, approved this project in the fall semester of 2009.
TABLE OF CONTENTSPart I: Proposal ______________________________________________________________ 3
Introduction __________________________________________________________________ 3Literature Review _____________________________________________________________ 8Methodology ________________________________________________________________ 22Proposal ____________________________________________________________________ 32
Part II: Course Portfolio _____________________________________________________ 36
Defining the Project __________________________________________________________ 36Reflection __________________________________________________________________ 37Identifying Values ___________________________________________________________ 39Building and Affirming Shared Values ___________________________________________ 43Inspiring a Shared Vision ______________________________________________________ 44Challenging the Process _______________________________________________________ 48Enabling Others to Act ________________________________________________________ 50Encouraging the Heart ________________________________________________________ 53Proposed Rubric _______________________________________________________ 56Additional Educational Considerations ___________________________________________ 57Course Plan __________________________________________________________ 57Proposed Syllabus _____________________________________________________ 75
Part III: Discussion __________________________________________________________ 79Part IV: Works Cited ________________________________________________________ 81
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PART I: Proposal
For more than 100 years, journalism professors and scholars have considered the bestways to develop good journalists. They have presented, implemented and evaluated variededucational paradigms. Journalists working within education began thinking of themselves as practitioners then theorists. They envisioned themselves as craftspeople and editors then ascreators and coaches. They have even thought of themselves as experiential guides. Meanwhile,teachers in other fields have proposed new educational methods, which have been used only on alimited basis in the realm of journalism education. Although each educational system has beenfound to have strengths and weaknesses, and some of the methods used within each have beendetermined useful, individually and as a whole these educational paradigms have been foundunsuccessful, incomplete, impractical or unrealistic for implementation within journalismclassrooms at the college level.Proof of these insufficiencies has been based on the results they have generated.Journalism programs are turning out students who don’t perform up to their editors’ standards. Infact, when asked, newly employed college-educated journalists admit that their skills don’t meeteven their own standards. Ward and Seifert conducted an important study that asked 86 college-educated journalists and their editors about the qualities they use to evaluate reporters’ work. Aquestionnaire was used to extract editors’ feelings about journalist’s skills in general and their feelings about the specific journalists participating in the study. Another was used to allow the journalists to rank the importance of journalism skills and to evaluate themselves. Then journalists were tested to determine the accuracy of their own and their editors’ evaluations.
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