Notes From the Editor: Introduction to Special Issue-The Scholarship of Barbara L. Jackson Scholars of the University Council for Educational Administration

2010 ◽  
Vol 31 (3) ◽  
pp. 186-188
Author(s):  
Gerardo R. López
Keyword(s):  
Educational Administration ◽  
Special Issue ◽  
The University ◽  
University Council

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.

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 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.

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.

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.

What’s Ethics Got to Do With It? Pedagogical Support for Ethical Student Learning in a Principal Preparation Program

2017 ◽  
Vol 12 (3) ◽  
pp. 239-272 ◽  
Author(s):  
Carol A. Mullen
Keyword(s):  
Educational Administration ◽  
Principal Preparation ◽  
Leadership Preparation ◽  
Leadership Education ◽  
Preparation Program ◽  
Full Member ◽  
Principal Preparation Program ◽  
Education In Ethics ◽  
The University ◽  
University Council

The article’s purposes are to review research on leadership education in ethics and examine a pedagogic intervention designed to raise consciousness about ethical leadership and learning within graduate school. A yearlong study—carried out in a principal preparation program that is a full member of the University Council for Educational Administration—is the basis of the development and impact of an ethics unit. Understandings of ethics regarding leadership preparation standards and social justice orientations for preservice cohorts are analyzed. Qualitative methods used are a targeted literature review and a document analysis of assignments. Directions for research, pedagogy, and practice end this discussion.

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