Upgrading the cohort: A model for admissions to preparatory programs in educational administration

Pohland, Paul A.; Carlson, Lois T.

doi:10.1007/bf02049636

Cited by 2 publications

(1 citation statement)

References 17 publications

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“…Even as top ranked programs of educational administration strived toward major reform in the training of school leaders, the bulk of these reforms rarely focused on issues in instructional leadership. Indeed, one mid-90's study from the influential University Council of Educational Administration (Pohland & Carlson, 1992), ranked instructional leadership seventeenth out of the top 23 subject matter areas offered at the member institutions of UCEA. Even the widely advocated topic of the eighties, instructional supervision, tied for ninth in this survey.…”

Section: Introductionmentioning

confidence: 99%

Demonstrated Actions of Instructional Leaders

Petersen

1999

EPAA

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To confirm perceptions, actions, and behaviors articulated by the district superintendents, triangulation interviews were conducted with school principals and school board members in each of the participating districts. A 52- item questionnaire was also administered to every principal and school board member in these districts. Responses of these personnel confirmed the articulated actions and behaviors of these superintendents in their promotion of the technical core of curriculum and instruction.

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Section: Introductionmentioning

confidence: 99%

Demonstrated Actions of Instructional Leaders

Petersen

1999

EPAA

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Singing the same tune

Petersen

2002

Journal of Educational Administration

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Understanding the multifaceted roles and responsibilities of the district superintendent as an instructional leader has proved to be a long‐standing and sometimes elusive endeavor. In spite of the consistency of research findings, instructional leadership remains one of the more controversial characteristics associated with the examination of the district superintendent. The findings reported here are part of a larger study on the role and responsibilities of the superintendent as an instructional leader. Specifically, this investigation examined the covariance between school principals’ and school board members’ views of the instructional leadership of the district superintendent. Results from this correlational and regression analysis empirically illustrate a statistically significant relationship between superintendent vision and the factors of organizational mission, program and personnel evaluation, principal decision‐making and school board/community involvement. The findings also suggest that involvement of professional educators and members of the community in formulating instructional programs significantly affects the success of the district leader.

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Upgrading the cohort: A model for admissions to preparatory programs in educational administration

Cited by 2 publications

References 17 publications

Demonstrated Actions of Instructional Leaders

Demonstrated Actions of Instructional Leaders

Singing the same tune

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