Cohorts in Educational Leadership Programs: Benefits, Difficulties, and the Potential for Developing School Leaders

2000 ◽  
Vol 36 (2) ◽  
pp. 255-282 ◽  
Author(s):  
Bruce G. Barnett ◽  
Margaret R. Basom ◽  
Diane M. Yerkes ◽  
Cynthia J. Norris
Keyword(s):  
Educational Leadership ◽  
School Leaders ◽  
Leadership Programs ◽  
Educational Leadership Programs

Curriculum analysis of educational leadership master’s programs in the university system of Maryland

2020 ◽  
pp. 174114322091825
Author(s):  
Azra Fanoos ◽  
Yuan He
Keyword(s):  
Educational Leadership ◽  
Leadership Style ◽  
Curriculum Design ◽  
School Leaders ◽  
Modern Technology ◽  
Basic Knowledge ◽  
Current Status ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
Goals And Objectives

In the USA, university-based educational leadership programs, usually referred to as principal preparation programs, have traditionally been the sole source of preparing aspiring school leaders for the job. In response to criticisms from time to time, the programs have been reformed and redesigned. This research was an attempt to investigate the current status of educational leadership programs regarding their missions, goals, and objectives, the curriculum design, and the incorporation of standards. Findings indicated that the programs’ missions, goals, and objectives focused on the knowledge, skills, and dispositions as articulated in the Interstate School Leadership Licensure Consortium and Educational Leadership Constituent Council Standards in the form of expectations for school leaders. The courses aligned with the standards were designed to equip candidates with the basic knowledge and processes of administration and instructional leadership along with awareness of the current issues, application of research tools to make informed decisions, use of modern technology, and developmental and cultural understanding. Moreover, the internship component of the programs was meant to provide authentic opportunities for candidates to apply theory into practice and to devise and practice their own leadership style

scholarly journals Research Courses in Educational Leadership Programs: Relevance in an Era of Accountability

2011 ◽  
Vol 6 (3) ◽  
Author(s):  
Rebecca M. Bustamante ◽  
Julie P. Combs
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
School Leadership ◽  
School Leaders ◽  
Leadership Programs ◽  
Research Skills ◽  
Inquiry Skills ◽  
Course Content ◽  
Educational Leadership Programs ◽  
Course Offerings

This study examined master’s degree level research course offerings of 72 university educational leadership programs to examine the relevance of course content to the research skills required of practicing school leaders. Researchers analyzed course titles and descriptions using a classic content analysis approach and the method of constant comparison. The number of research courses required by each program was analyzed descriptively. Findings revealed considerable variation in research course requirements, course titles, and course descriptions between university programs, suggesting a potential lack of consensus on the importance of research skills to school leadership as well as on how these skills typically are identified and described. Analysis of course descriptions indicated minimal emphasis on inquiry skills focused on actual school improvement and program evaluation. This research points to the need for further studies on research course offerings and the inquiry skills needed by practicing school leaders.

Accelerating Character Education Learning Through a Networked Approach: Insights From the Kern Partners for Character and Educational Leadership

2021 ◽  
pp. 002205742110269
Author(s):  
Ariel Tichnor-Wagner
Keyword(s):  
Educational Leadership ◽  
Character Education ◽  
Leadership Programs ◽  
Improvement Science ◽  
Educational Leadership Programs ◽  
Science Activities

This article explores the utility of networked improvement communities (NICs) as an organizing structure for scaling character education across educational leadership programs through a case study of one network committed to integrating character education across varied institutions and contexts. In examining the improvement science process that guided NIC members’ development and implementation of character education approaches and their perceptions of and participation in NIC activities, this case study offers insights on the promise of structured collaboration across diverse institutions. Furthermore, it identifies the need for NICs to differentiate improvement science activities based on participants’ institutional readiness for character education.

What 21st Century Students Want

2016 ◽  
pp. 1877-1891
Author(s):  
Lesley F. Leach ◽  
Pam Winn ◽  
Susan Erwin ◽  
Liza P. Benedict
Keyword(s):  
Educational Leadership ◽  
The United States ◽  
Leadership Programs ◽  
Delivery Methods ◽  
Leadership Program ◽  
Doctoral Level ◽  
Educational Leadership Programs ◽  
For Profit ◽  
Educational Leadership Program ◽  
Course Delivery Methods

Enrollment numbers in graduate Educational Leadership programs are dwindling in many public higher education institutions across the United States. At the same time, for-profit institutions and institutions with private marketing partnerships have experienced increasingly greater enrollments. In this article, the authors present survey results of graduate students in Educational Leadership programs (N=100) to determine the factors that motivate students to select a particular graduate Educational Leadership program. Results suggest that Master's and doctoral-level students primarily select an Educational Leadership program based on the course delivery methods (with hybrid courses most preferred) and the convenience that the program offers in terms of scheduling and location.

Prepared to Lead: Educational Leadership Graduates as Catalysts for Social Justice Praxis

2019 ◽  
Vol 15 (4) ◽  
pp. 283-302 ◽  
Author(s):  
Rene O. Guillaume ◽  
Magdalena S. Saiz ◽  
Adam García Amador
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Educational Leaders ◽  
Phenomenological Approach ◽  
Leadership Programs ◽  
Structured Interviews ◽  
Educational Leadership Programs ◽  
Academic Knowledge ◽  
Diverse Student ◽  
Critical Leadership

Situated within PK-12 school settings is the most diverse student population this nation has seen. Concern regarding the preparedness of those at the forefront of education bestows the task to educational leadership programs of developing leaders ready to address social justice issues. This study highlights how graduates from one educational leadership program relied on their academic knowledge and applied critical leadership to operationalize social justice praxis. Utilizing a phenomenological approach, 10 semi-structured interviews revealed three themes. Findings suggest educational leadership programs reflect their mission of social justice values through their curriculum to prepare educational leaders for sustainable change.

Using Cohorts as a Means for Developing Transformational Leaders

1996 ◽  
Vol 6 (1) ◽  
pp. 99-112 ◽  
Author(s):  
Margaret Basom ◽  
Diane Yerkes ◽  
Cynthia Norris ◽  
Bruce Barnett
Keyword(s):  
Educational Leadership ◽  
Educational Programs ◽  
Transformational Leaders ◽  
Leadership Programs ◽  
Educational Leadership Programs

The practice of using cohorts in educational leadership programs is examined from conceptual and practical viewpoints. Suggestions for developing cohorts are followed by discussion of the effects of cohorts on students, faculty, educational programs, and systems. Lastly, this paper takes a look at the potential of using the cohort concept as a vehicle for the development of transformational leaders.

Quality and Impact of Educational Leadership Programs: A National Study

1999 ◽  
Vol 6 (1-2) ◽  
pp. 3-16
Author(s):  
Jianping Shen ◽  
Van E. Cooley ◽  
Connie D. Ruhl-Smith ◽  
Nanette M. Keiser
Keyword(s):  
Educational Leadership ◽  
National Study ◽  
Leadership Programs ◽  
Educational Leadership Programs

Neoliberalism and Western accreditation in the Middle East

2017 ◽  
Vol 55 (1) ◽  
pp. 70-84 ◽  
Author(s):  
Michael H. Romanowski
Keyword(s):  
Educational Leadership ◽  
Critical Discourse Analysis ◽  
Leadership Programs ◽  
Content Type ◽  
Educational Leadership Programs ◽  
Educational Leadership Constituent Council ◽  
The Usa ◽  
Elcc Standards ◽  
The One ◽  
Floating Signifiers

Purpose The purpose of this paper is to examine the role of neoliberalism and the accreditation of educational leadership programs in one Gulf Cooperation Council (GCC) country by contextualizing the accreditation process and closely examining the Educational Leadership Constituent Council (ELCC) standards used by NCATE, now CAEP, to accredit educational leadership programs in the GCC. By using Habermas’ knowledge constitutive interests (KCIs) and evoking notions of floating signifiers, the paper develops an understanding of the use of Western-developed standards in a country that is different than the one in which these standards were conceived and how the discourse of accreditation standards shapes understandings and meanings of educational leadership. Design/methodology/approach A critical discourse analysis of the ELCC standards is conducted using a two-prong strategy that applies Habermas’ KCIs and evoking the notions of floating signifiers as a theoretical framework. Findings Understanding that knowledge is bounded by cultural circumstances, findings indicate that the ELCC standards contain all three KCIs, and various floating signifiers are embedded within the ELCC discourse that are problematic in a culture that is vastly different than the one in which these standards were conceived. Originality/value There are a few, if any, studies that have examined neoliberalism and accreditation in a GCC country. In particular, there are no studies that have examined the ELCC standards being used outside the USA. The research provides educators with an insight into the different forms of knowledge and understanding of the surplus of meaning of various concepts that are used within the ELCC professional standards outside the country where the standards were conceived without due regard for contextualization. The study provides discussion on how the discourse of the ELCC standards shapes understandings and meanings of educational leadership and educational leaders.

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