In Search of a Knowledge Base to Guide Program Development in Educational Leadership

1992 ◽  
Vol 2 (4) ◽  
pp. 429-442 ◽  
Author(s):  
John C. Daresh
Keyword(s):  
Educational Leadership ◽  
Knowledge Base ◽  
Program Development ◽  
Educational Administration ◽  
Task Force ◽  
New Approach ◽  
Potential Sources ◽  
The University ◽  
University Council ◽  
Future School

Recently, the Executive Committee of the University Council for Educational Administration established a task force to study the issue of finding an appropriate knowledge base for educational administration (UCEA Review, 1991). This event underscores the fact that the field of educational administration is currently going through a period of great introspection. Simply stated, the goal is to improve practice, but that improvement must be based on a recognition of precisely what is the nature of the field. In this article, the search for a relevant knowledge base for the field of educational leadership is described. A number of potential sources for a knowledge base are identified. Finally, a newly-developed program in educational leadership at one university is presented to illustrate the way in which elements of the knowledge base have been incorporated into a new approach to the preparation of future school leaders.

Future School Principals’ Views of the Roles of Professional School Counselors

2007 ◽  
Vol 11 (1) ◽  
pp. 2156759X0701100
Author(s):  
Charles C. Chata ◽  
Larry C. Loesch
Keyword(s):  
School Counselors ◽  
Educational Administration ◽  
School Principals ◽  
Professional School ◽  
Asca National Model ◽  
National Model ◽  
Professional School Counselors ◽  
The University ◽  
University Council ◽  
Future School

A clinical simulation technique was used to investigate how future school principals view the roles of professional school counselors, particularly as those responsibilities are represented in the ASCA National Model®. The 244 respondents were principals-in-training (i.e., graduate students) officially enrolled in educational administration programs at member institutions of the University Council for Educational Administration. These principals-in-training were able to differentiate between appropriate and inappropriate roles of professional school counselors, and the results generally were independent of their demographic characteristics.

scholarly journals Doctoral Program in Educational Leadership Redesign: Utilizing a Multicriteria Framework

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Miriam D. Ezzani ◽  
Noelle A. Paufler
Keyword(s):  
Educational Leadership ◽  
Educational Administration ◽  
Doctoral Program ◽  
The United States ◽  
Visionary Leadership ◽  
Education Doctorate ◽  
Design Concepts ◽  
The University ◽  
University Council ◽  
Program Redesign

The development of educational leaders, who have a profound influence in shaping a culture of organizational learning; ethical community engagement; advocacy for diversity, equity and inclusion; and theory to practice solutions, is the aim of redesign efforts in one educational leadership (EDLE) program in the United States. These ideas, grounded in a multicriteria framework, are reified in the Carnegie Project on the Education Doctorate’s (CPED) Principles and Design Concepts and reinforced by the University Council for Educational Administration (UCEA) criteria. Yet, right from the beginning, faculty struggled with ideological differences and logistical challenges. Without the dean and department chair’s collaborative, visionary leadership and support of key faculty, efforts to redesign the program would have been stifled. We argue that the multicriteria framework, underscoring the importance of collaborative leadership, is the cornerstone of the education doctorate program redesign. The article’s contributions are intended to inform the planning, implementation, and evaluation of this program redesign and its impact.

Willower, the professor and UCEA

2001 ◽  
Vol 39 (5) ◽  
pp. 419-423
Author(s):  
Patrick B. Forsyth
Keyword(s):  
Educational Administration ◽  
Substantial Role ◽  
The University ◽  
University Council

Describes Willower’s considered and valued role as a professor and reviews aspects of his career. Notes how Willower advocated bringing the work of the practitioner and the scholar closer together and the need to blend knowledge, values, and method. These characteristics contributed to Willower’s substantial role in the foundation and continuing development of the University Council for Educational Administration.

scholarly journals INTEGRATED LEARNING IN ENGINEERING - DEVELOPMENT OF THE FIRST YEAR ENGINEERING CURRICULUM AT UNB

2011 ◽  
Author(s):  
Michel Couturier ◽  
Dawn MacIsaac ◽  
Liuchen Chang
Keyword(s):  
Engineering Education ◽  
Task Force ◽  
First Year ◽  
Integrated Learning ◽  
New Approach ◽  
Engineering Programs ◽  
Disciplinary Boundaries ◽  
Undergraduate Engineering ◽  
Design Projects ◽  
The University

Following its rich tradition of over 150 years of excellence in engineering education, the Faculty of Engineering at the University of New Brunswick (UNB) is currently implementing an exciting first year program. In consultation with Atlantic businesses, governments and members of the Faculty, an Engineering Education Task Force was formed in the summer of 2003 with the mandate to enhance integrated learning in undergraduate engineering programs at UNB. The Task Force proposed a substantially-common first year program for all engineering disciplines with design projects in both the first and second terms. The design projects are used to integrate knowledge gained in the first year and are part of two new design courses. The first design course is centered on Design and Communications. The second design course is centered on Design and Computations. This new approach requires that teaching of core materials be integrated at a level that crosses disciplinary boundaries.

Examining University Leadership Preparation: An Analysis of Program Attributes and Practices

2017 ◽  
Vol 13 (4) ◽  
pp. 375-397 ◽  
Author(s):  
Erin Anderson ◽  
Kathleen M. Winn ◽  
Michelle D. Young ◽  
Cori Groth ◽  
Susan Korach ◽  
...  
Keyword(s):  
Educational Administration ◽  
Principal Preparation ◽  
Program Improvement ◽  
National Standards ◽  
University Leadership ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Program Content ◽  
The University ◽  
University Council

This study uses data from the Initiative for Systemic Program Improvement through Research in Educational Leadership ( INSPIRE) Preparation Program Features Survey to respond to national critiques of university-based principal preparation programs. The findings provide insight into the program content and relevancy, personnel, and content delivery of 97 principal preparation programs affiliated with the University Council for Educational Administration (UCEA). We found that UCEA institutions align their curriculum and assessment designs to national standards, actively engage in formalized partnerships with districts, engage their candidates in a variety of assessment practices for formative and summative purposes, and work to offer coursework that bridges classroom assignments to field-based experiences.

A Critical Interrogation of Murphy's Call for a New Center of Gravity in Educational Administration

2000 ◽  
Vol 10 (5) ◽  
pp. 445-463 ◽  
Author(s):  
Fenwick W. English
Keyword(s):  
Annual Meeting ◽  
Educational Administration ◽  
Critical Appraisal ◽  
Center Of Gravity ◽  
The State ◽  
The University ◽  
University Council

In an invited address at the 1999 annual meeting of AERA, Joseph Murphy called for “a new center of gravity for the profession” of educational administration. This “call” was later issued as a formal publication of the University Council of Educational Administration. This article is a critical appraisal of Murphy's portrayal and analysis of the state of educational administration.

Creating Partnerships in Developing School Leaders: Florida State University's Specialist Degree Program in Educational Leadership

1992 ◽  
Vol 2 (1) ◽  
pp. 104-121
Author(s):  
William R. Snyder
Keyword(s):  
Leadership Development ◽  
Educational Leadership ◽  
Educational Administration ◽  
Historical Context ◽  
School Personnel ◽  
Degree Program ◽  
Lessons Learned ◽  
State University ◽  
National Organizations ◽  
The University

During the decade of the 1980s, the Department of Educational Leadership at Florida State University became proactive in its orientation to legislative efforts to improve the quality of school-based leadership throughout the state of Florida. The department's early initiatives set the foundation for creating a variety of partnerships with school districts, other universities and national organizations that would refocus the department's vision for leadership development of school personnel. What might have been the onset of reduced credibility and influence for the department and the university, became instead a window of opportunity for productive collaboration and program restructuring. This paper presents an abridged documentation of the restructuring that has occurred in the department's program of Educational Administration during the late 1980s and early ‘90s. It describes from a faculty member's perspective the historical context for the department's initiatives, the creation of a variety of partnerships with other organizations and the installation of a new field-based specialist degree program in educational leadership. Finally, the paper addresses a few of the key lessons learned about collaboration during the evolution of partnerships and program.

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