Where is the Discussion of Diversity in Educational Administration Programs? Graduate Students’ Voices Addressing an Omission in their Preparation

1992 ◽  
Vol 2 (1) ◽  
pp. 7-33 ◽  
Author(s):  
Laurence Parker ◽  
Joan Poliner Shapiro
Keyword(s):  
Graduate Students ◽  
Educational Administration ◽  
School Administrators ◽  
Educational Leaders ◽  
Preparation Programs ◽  
Diversity Issues ◽  
Race Ethnicity ◽  
Educational Administration Programs ◽  
Depth Interviews ◽  
The U.S

This paper describes an investigation of the needs of graduate students in educational administration preparation programs. The study raises questions focusing on what learning would be most valuable to school administrators who deal with diverse constituencies and cultures. To obtain appropriate information, the authors conducted in-depth interviews with older graduate students at three different locations in the U.S. In this study, the most salient finding that emerged was that graduate students learned far more through informal peer learning about diversity issues dealing with gender, race, ethnicity, social class and other areas of difference than they did in the formal educational administration classroom. Based on the analysis of interviews, the authors recommend a number of changes for program development under the category of diversity. Through these changes, it is hoped that educational administration faculty will better prepare graduate students to be educational leaders in the 21st century.

Action Research

2020 ◽  
Author(s):  
Eileen S. Johnson
Keyword(s):  
Action Research ◽  
Professional Learning ◽  
Educational Administration ◽  
School Administrators ◽  
Action Observation ◽  
Action Planning ◽  
Local Context ◽  
Community Practice ◽  
Preparation Programs ◽  
Action Science

Action research has become a common practice among educational administrators. The term “action research” was first coined by Kurt Lewin in the 1930s, although teachers and school administrators have long engaged in the process described by and formally named by Lewin. Alternatively known as practitioner research, self-study, action science, site-based inquiry, emancipatory praxis, etc., action research is essentially a collaborative, democratic, and participatory approach to systematic inquiry into a problem of practice within a local context. Action research has become prevalent in many fields and disciplines, including education, health sciences, nursing, social work, and anthropology. This prevalence can be understood in the way action research lends itself to action-based inquiry, participation, collaboration, and the development of solutions to problems of everyday practice in local contexts. In particular, action research has become commonplace in educational administration preparation programs due to its alignment and natural fit with the nature of education and the decision making and action planning necessary within local school contexts. Although there is not one prescribed way to engage in action research, and there are multiple approaches to action research, it generally follows a systematic and cyclical pattern of reflection, planning, action, observation, and data collection, evaluation that then repeats in an iterative and ongoing manner. The goal of action research is not to add to a general body of knowledge but, rather, to inform local practice, engage in professional learning, build a community practice, solve a problem or understand a process or phenomenon within a particular context, or empower participants to generate self-knowledge.

White Racism, Antiracism, and School Leadership Preparation

2000 ◽  
Vol 10 (5) ◽  
pp. 374-415 ◽  
Author(s):  
Michelle D. Young ◽  
Julie Laible
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
School Leaders ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Leadership Programs ◽  
White Racism ◽  
White School ◽  
Educational Administration Programs ◽  
Administration Programs

This article emerges from a belief that an overwhelming majority of White school leaders do not have a thorough enough understanding of White racism or the ways in which they are perpetuating White racism in their schools, even though most are well-meaning individuals. The lack of understanding or awareness of different forms of racism and how White racism works is highly problematic. Indeed, it has appalling consequences, detrimentally impacting the lives and dreams of millions of children. In this article, we draw from both literature and experience to argue for the incorporation of antiracism in school leadership programs. We begin with the assertion that because Educational Administration programs function as important agents of socialization for our future school leaders, White racism in all its manifestations must be confronted in these programs. After building the case that racism is enacted by teachers and administrators in schools and demonstrating the harmful effects of White racism on both children and adults, we argue that racism is not being adequately addressed in educational administration programs. Subsequently, we offer guidance to our readers for promoting antiracism among future educational leaders.

University Culture and Educational Administration Reform: Friends or Foes?

1993 ◽  
Vol 3 (4) ◽  
pp. 461-472 ◽  
Author(s):  
Raymond L. Calabrese
Keyword(s):  
Educational Administration ◽  
School Administrators ◽  
New Paradigm ◽  
University Culture ◽  
American Universities ◽  
University Preparation ◽  
Existential Theory ◽  
The University ◽  
The Relationship ◽  
Educational Administration Programs

Educational administration programs are in desperate need of change. However, substantive change is unlikely given the rigidity of the university culture and its dysfunctional nature. The demand to change American universities has existed for over a century with little effect. However, faculty resistance, wrapped in a rigid culture, rejects competing ideologies. A new paradigm is needed if university preparation of school administrators is to be credible. One alternative paradigm is based on the relationship between the teacher and learner. In this paradigm, leadership is discovered rather than taught. It is a personal journey for the faculty member and student. The relationship between the teacher and student creates an opportunity for the discovery of different structures grounded in existential theory.

Technology, E-Leadership and Educational Administration in Schools

2012 ◽  
pp. 408-422 ◽  
Author(s):  
Jeremy Dickerson ◽  
Howard V. Coleman
Keyword(s):  
Educational Administration ◽  
School Leaders ◽  
School Administrators ◽  
Educational Leaders ◽  
K 12

Because of the ambiguity of terms for school leaders from country to country (principal, head, administrator, etc.), for the purposes of this chapter, candidates studying to become K-12 school administrators are referred to as “future educational leaders,” while active or current K-12 school administrators are referred to as “educational leaders.” This information will be useful at both the school and district levels, further supporting the use of the term “educational leaders.”

The Effects of the Educational Reform Movement on Departments of Educational Leadership

1991 ◽  
Vol 13 (1) ◽  
pp. 49-65 ◽  
Author(s):  
Joseph Murphy
Keyword(s):  
Educational Leadership ◽  
Educational Administration ◽  
School Administrators ◽  
National Policy ◽  
Reform Movement ◽  
National Commission ◽  
Preparation Programs ◽  
Reform Agenda ◽  
Administrator Preparation Programs ◽  
The One

This article reviews the types of revisions that preparation programs in educational leadership have begun to make in response to three related sets of pressures brought on by the reform movement of the 1980s: pressures bearing on school administrators from the larger reform agenda—that is, improving education across the board, general critiques of and calls for improvement in educational leadership, and specific analyses and demands for change in administrator preparation programs. The results are based on questionnaires completed by 74 chairpersons in departments of educational leadership. The emerging picture is mixed. On the one hand, departments of educational administration have begun to respond to the pressures for change. In addition, for better or worse, discernible patterns in these revisions are generally consistent with the implicit demands for improvement that lace the critical reviews of the field and with the more explicit recommendations contained in the reform reports of the National Policy Board for Educational Administration and the National Commission on Excellence in Educational Administration. On the other hand, the response has been moderate (at best) in intensity and mixed in focus.

scholarly journals Building Teachers’ Trust in Principals: Exploring the Effects of the Match Between Teacher and Principal Race/Ethnicity and Gender and Feelings of Trust

2019 ◽  
Vol 29 (1) ◽  
pp. 25-53 ◽  
Author(s):  
Kristina F. Brezicha ◽  
Edward J. Fuller
Keyword(s):  
North Carolina ◽  
Educational Leaders ◽  
School Life ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender ◽  
The Relationship ◽  
Racial Ethnic

Trusting relationships play a crucial role in all aspects of school life. This study builds on this understanding by exploring the role gender and race/ethnicity plays in establishing trust between teachers and principals. Utilizing statewide working conditions survey administered in North Carolina, we employ both descriptive and analytic methods to examine the relationship between the racial/ethnic and gender match between teachers and principals and teachers’ trust in their principal. Our analyses indicate that race matters in establishing trust between teachers and principals. We suggest implications for educational leaders and principal preparation programs.

scholarly journals Exploring the Educational Advocacy of Graduate Students in Philippine Higher Education Institution

2020 ◽  
Vol 6 ◽  
pp. 18-35
Author(s):  
Manuel E. Caingcoy ◽  
Catherine D. Libertad
Keyword(s):  
Graduate Students ◽  
Educational Administration ◽  
Educational Leaders ◽  
Education Institution ◽  
Analytical Framework ◽  
Qualitative Inquiry ◽  
Group Discussions ◽  
Leadership Challenges ◽  
Advocacy Leadership ◽  
Educational Advocacy

Every school needs an advocate leader who can influence others to address issues, concerns, and problems that affect education, its quality, access, and the welfare of the stakeholders, especially that of the learners. This leader needs to subscribe to the redefined roles and nature of leadership. Advocacy leadership challenges educational leaders to take a progressive stance on pressing educational issues and problems. The next in line leaders need to awaken in themselves a specific advocacy and tune-in to this new trend. With this, a qualitative inquiry explored the educational advocacies of twenty graduate students involved in focus group discussions and interviews. Using the thematic network as an analytical framework, the inquiry identified 46 keywords, 51 basic themes, and 6 organizing themes. Thus, a new thematic network of educational advocacies was generated. Learners’ welfare was the most dominant educational advocacy of graduate students, while leadership and governance, professional development, culture and religion, safety and environmental protection, and community development were considered as developing and noteworthy advocacies. These educational advocacies were deemed interconnected and interdependent to each other. Also, the study comes up with relevant propositions, while it makes recommendations for further research and utilization of the new framework. The results have implications for revisiting the educational administration curriculum by mapping out the subjects that contribute to the development of educational advocacy.

Women and Minorities in Educational Administration: Programs and Processes that Work

1993 ◽  
Vol 3 (6) ◽  
pp. 679-687 ◽  
Author(s):  
Sandra Tonnsen ◽  
Valerie Truesdale
Keyword(s):  
School Districts ◽  
Educational Administration ◽  
Training Programs ◽  
School Administrators ◽  
Educational Administration Programs ◽  
Administration Programs

This article reviews two studies that sought to identify strategies and programs that increase the likelihood that women and minorities will become school administrators. It ends with recommendations for school districts and school administrators, for educational administration training programs, and for women and minorities themselves.

Professing Educational Leadership: The Value of Listening

2003 ◽  
Vol 13 (4) ◽  
pp. 464-491
Author(s):  
P. Kay Duncan
Keyword(s):  
Educational Administration ◽  
Real Life ◽  
Educational Leaders ◽  
Preparation Programs ◽  
Leadership Practice ◽  
Democratic Leadership ◽  
Democratic Pedagogy ◽  
Theory To Practice ◽  
University Classrooms

This article explores the imperative of fully incorporating the practice of “listening” within educational administration preparation programs. The purpose behind this exploration is to validate and substantiate the need for “open listening” in university classrooms so that those who are to be educational leaders will have models that habituate them to pedagogical social justice. The article begins with an examination of democratic pedagogy and democratic leadership practice, focusing on listening and the relevance of listening for learning and for leadership. The second part of the article is an authentic case study that presents an opportunity to link theory to practice by means of a complex real-life dilemma in which listening plays an important role. The article concludes with a section devoted to examples of learning activities that are designed so that all in the classroom are placed in a position of listening intently and respectfully to one another.

The Unspecial Place of Special Education in Programs that Prepare School Administrators

1994 ◽  
Vol 4 (6) ◽  
pp. 598-630 ◽  
Author(s):  
Kenneth A. Sirotnik ◽  
Kathy Kimball
Keyword(s):  
High School ◽  
Special Education ◽  
High School Principals ◽  
Educational Administration ◽  
School Principals ◽  
School Administrators ◽  
Contemporary Literature ◽  
National Study ◽  
Principal Preparation Program ◽  
Educational Administration Programs

What is the place of special education in programs that prepare school administrators? In this article, we explore this question by: (1) reviewing selected contemporary literature including recent recommendations for improving educational administration programs; (2) reanalyzing relevant data from a national study; and (3) reporting the results of recent interviews with selected high school principals. The conclusion reached is that special education is treated inadequately (if at all) in programs designed to prepare school administrators. Based upon this body of information collected and our experience with our own principal preparation program, recommendations are discussed concerning why and how special education should have a place in these programs.

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