ERIC Number: ED334670
Record Type: RIE
Publication Date: 1990-Oct
Reference Count: 0
Model for Integrating Knowledge through Practice: University Training Program for Principals.
Alley, Reene A.
Given the discrepancies between the format of graduate programs in educational administration and the actual demands of the administrative work setting, instructors should refocus instruction to bridge the gap between administrative theory and practice. This document describes one instructor's use of an interactive experiential learning activity designed for students in educational administration classes at the University of Akron in Ohio. Development of the activity is described in terms of focusing questions; rationale; assumptions that directed the activity's structure; relevant research; questions regarding the instructor's responsibility; and questions related to student decisions and outcomes. The process of helping students develop group skills during the activity is described, and student learning objectives are listed. Next, the criteria each group used to assess the effectiveness of its "school" in meeting the future needs of its learners are listed. Student groups focused on meeting selected future needs of their schools while deciding upon the organization, structure, program, and operation of the schools. Last, the nature, purpose, and student documentation of the role playing component of the groups' experience are described. (44 references) (CLA)
Descriptors: Administrator Education, Administrator Responsibility, Administrator Role, Adult Learning, Educational Administration, Educational Trends, Elementary Secondary Education, Grouping (Instructional Purposes), Higher Education, Learning Activities, Management Development, Management Teams, Participative Decision Making, Policy Formation, Principals, Program Descriptions, Student Needs, Theory Practice Relationship
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
Identifiers: University of Akron OH
Note: Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 1990).