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ERIC Number: ED332344
Record Type: RIE
Publication Date: 1991-Jan
Pages: 38
Abstractor: N/A
Reference Count: N/A
New Settings and Changing Norms for Principal Development. NCEL Occasional Paper No. 6.
Hallinger, Philip; Wimpelberg, Robert
Analysts have recently identified features such as program content that distinguish emerging administrator training programs from traditional ones. To examine variations in current approaches to school administrator training, three questions are addressed: (1) What are the variations in program content and organizational processes among emerging administrator development programs? (2) What can be learned from naturally occurring variations? (3) What are the most likely and promising directions for leadership training programs in the next decade? The implications for programmatic variations in school leader development that occur in organizational context, program governance, development goals, participation mode, and curriculum content are discussed. The most critical factor in determining the future direction of administrator development will be the general reform impulse and longevity of the state government's centralizing, interventionist role in the work of schools. (36 references) (EJS)
Publication Sales, National Center for Educational Leadership, Harvard Graduate School of Education, 443 Gutman Library, 6 Appian Way, Cambridge, MA 02138 ($4.00).
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Educational Leadership, Nashville, TN.