ERIC Number: ED314827
Record Type: Non-Journal
Publication Date: 1989-Nov
Integrating Knowledge in Educational Administration: Moving beyond Content. Improving the Preparation of School Administrators. Notes on Reform No. 3.
Donaldson, Gordon; Quaglia, Russell
An experiential course in administrative practice was designed at the University of Maine to address public and professional demands for competency-centered preparation courses. The course employs a predesigned case study replicating a school setting to move students beyond theory and into the interpersonal relationships and personal dimensions of school leadership practices. The underlying conceptual framework that guided course development is presented in three sections: (1) a description of the laboratory course design and structure; (2) discussion of the conceptual model underlying the design and the manner in which course leaders employed it in the analytic phases of the course; and (3) depictions of a cross-section of student and faculty evaluations of the course. Examples of feedback from students identify the perceptions and reactions of students to the new course format and content. (5 references) (SI)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: National Policy Board for Educational Administration, Charlottesville, VA.