The Reform of Administrator Preparation at Stanford: An Analytic Description

2001 ◽  
Vol 11 (4) ◽  
pp. 335-366 ◽  
Author(s):  
Michael Aaron Copland
Keyword(s):  
Educational Leadership ◽  
Knowledge Base ◽  
Analytic Description ◽  
Case Description ◽  
Stanford University ◽  
Administrator Preparation ◽  
Preparation Program ◽  
Successful Program ◽  
Prospective Principals ◽  
Clear Description

The most recent wave of reform in the preparation of school leaders has been underway for more than a decade. Clear description of successful program efforts can provide the field of educational leadership with an understanding of promising new and innovative directions in preparation. This article provides an analytic case description of one reform-oriented administrator preparation program, the Prospective Principals Program at Stanford University. The voices of students, graduates, and program faculty are incorporated to illustrate and document the evolution of the program. Promising aspects of the program, including implications in six specific areas, are highlighted in an effort to contribute to the growing knowledge base emerging from reform efforts in preparation.

Developing Prospective Principals’ Problem-Framing Skills

2003 ◽  
Vol 13 (5) ◽  
pp. 529-548 ◽  
Author(s):  
Michael Aaron Copland
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Future Research ◽  
Administrator Preparation ◽  
Social Psychological ◽  
Preparation Program ◽  
Problem Framing ◽  
Definition Of ◽  
Prospective Principals ◽  
Administrative Problem

This article reports on a study that inquired about the teaching and learning of administrative problem-framing skills in a problem-based learning (PBL) administrator preparation program. A literature-based definition of problem-framing ability is developed and a theoretical rationale for the study, based on elements of a social-psychological framework, is introduced. Employing a one-group pretest–posttest design, the problem-framing ability of students in one program cohort was measured prior to exposure to any PBL experiences and again at the end of their preparation program after repeated exposure to PBL. A statistical analysis reveals students’ problem-framing ability improves significantly over time, associated with their level of exposure to PBL. In postprogram qualitative data, graduates suggest PBL preparation develops their ability to frame problems encountered in practice. Finally, the implications of the findings for instructional practice and future research on administrator preparation are explored.

Restructuring Educational Leadership Preparation: Identifying Needed Conditions

1994 ◽  
Vol 4 (1) ◽  
pp. 28-38 ◽  
Author(s):  
John C. Daresh
Keyword(s):  
Educational Leadership ◽  
Leadership Preparation ◽  
Preparation Program ◽  
Northern Colorado ◽  
University Of Northern Colorado ◽  
The University ◽  
Educational Leadership Preparation ◽  
Linkage Relationships

In this article, a description is presented of the strategy and steps that were followed at the University of Northern Colorado in restructuring its educational leadership preparation program. Details are provided concerning the ways in which changes were made, and how these changes were supported through attention to personnel issues, linkage relationships within the university, and linkages outside the university.

Science mapping the knowledge base in educational leadership and management: A longitudinal bibliometric analysis, 1960 to 2018

2019 ◽  
Vol 49 (1) ◽  
pp. 5-30 ◽  
Author(s):  
Philip Hallinger ◽  
Jasna Kovačević
Keyword(s):  
Educational Leadership ◽  
School Improvement ◽  
Knowledge Base ◽  
Citation Analysis ◽  
School Effectiveness ◽  
Intellectual Structure ◽  
Science Mapping ◽  
Leadership And Management ◽  
Leadership For Learning ◽  
1960S And 1970S

This review employed science mapping methods to analyze the evolution of the knowledge base in educational leadership and management from 1960 to 2018. Descriptive trend analysis, citation analysis, co-citation analysis, and visualization of similarities were used to document growth and change in the ‘intellectual structure’ of the educational leadership and management knowledge base as it evolved through the decades. The review analyzed a database comprised of 22,492 articles published in 21 Scopus-indexed journals over six decades. The authors found that contributions to the knowledge base have evolved from primarily Anglo-American male scholars up until 2000 to increasing gender and geographic diversity in the past 20 years. The review identified several ‘schools of thought’ that emerged across four generations of EDLM scholarship. These include: Leadership for Learning, Leading Change, Leading Teachers, and School Effectiveness and School Improvement. The review also documented a broader evolution in the field’s intellectual structure from a focus on ‘administration’ during the 1960s and 1970s to the embrace of ‘leadership for learning’ as the dominant theme during recent generations. This paradigm shift has not only reshaped the focus of research but also the identity of educational leadership and management as a field of study.

Exploring the experiences of administrative interns

2016 ◽  
Vol 54 (5) ◽  
pp. 514-536 ◽  
Author(s):  
Kimberly Jamison ◽  
Jennifer Clayton
Keyword(s):  
Administrator Preparation ◽  
Key Factors ◽  
Preparation Program ◽  
Preparation Programs ◽  
Content Type ◽  
Certificate Programs ◽  
University Preparation ◽  
Practicum Experiences ◽  
The University ◽  
Administrative Interns

Purpose – The purpose of this paper is to identify how current administrative interns enrolled in a university administrator preparation program describe and make meaning of their internship experiences. Design/methodology/approach – For this qualitative study, the researchers interviewed administrative interns enrolled in one university preparation program throughout their internship regarding the experiences. Findings – The findings from this study contribute and add value to research in the area of administrator preparation by highlighting the experiences of administrative interns as well as the implications of how interns make meaning of those experiences using a developmental concerns framework. Key factors influencing those perceptions cited by interns as a result of their internship experiences include the interns’ readiness to take on leadership positions, their change in perception of administration, perceptions of journal reflections as an internship component, supporting teachers, receiving feedback from others, and the level of support provided by their internship supervisor. Originality/value – The findings from this study contribute to research in the area of administrator preparation at the university level, specifically pertaining to the structure of the internship, how university preparation programs can respond to interns’ concerns, and the design and emphasis of practicum experiences within those degree or certificate programs.

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