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

Autor/inn/en	Anderson, Erin; Winn, Kathleen M.; Young, Michelle D.; Groth, Cori; Korach, Susan; Pounder, Diana; Rorrer, Andrea K.
Titel	Examining University Leadership Preparation: An Analysis of Program Attributes and Practices
Quelle	In: Journal of Research on Leadership Education, 13 (2018) 4, S.375-397 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-7751
DOI	10.1177/1942775117735873
Schlagwörter	Leadership Training; Instructional Leadership; Program Improvement; Principals; Administrator Education; Criticism; Program Evaluation; Program Content; National Standards; School Districts; Formative Evaluation; Summative Evaluation; Race; Gender Differences; Educational Quality; Admission Criteria; Universities + Suchen Sie Ihr Suchwort? Führungslehre; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Kritik; Programme evaluation; Programmevaluation; Programmgestaltung; School district; Schulbezirk; Rasse; Abstammung; Geschlechterkonflikt; Quality of education; Bildungsqualität; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; University; Universität
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01