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ERIC Number: ED357271
Record Type: RIE
Publication Date: 1993-Apr
Pages: 39
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Case Study Evaluation of an Innovative Educational Administration Preservice Program on Adult Cognitive Development.
Zigler, Ted A.
A study examined the effects of an intensive, 7-week, introductory workshop-type experience using recommended techniques to promote adult growth for a group of 29 aspiring educational administration students. The study specifically examined whether the process and experience of the academy (workshop) produced a change in cognitive-developmental stages (changes in moral judgment, conceptual level of each individual, and self-perception). The quantitative analysis involved a pre-post comparison of the 29 subjects. Independent variables were the training, instruction, and curriculum of the 7-week Administrator Development Academy. The activities and strategies of the academy curriculum consisted of group activities, simulations, role-playing, guided personal reflection, self-assessments, and personal planning, done under a very supportive faculty. Quantitative measures used were Hunt's Paragraph Completion Method and Rest's Defining Issues Test. The qualitative measures used were analyses of student journals, self-reports, questionnaires, and interviews. The main conclusions of the study were as follows: (1) the selection process for the academy resulted in a group of teachers who were of a very high conceptual level; (2) the posttests of subjects on both instruments resulted in more subjects in the desired higher stage levels of development at the end of the program; and (3) self-reports and evaluations of students revealed personal development in many areas. Group work, simulations, and role-playing were all said to be instrumental in their development. (Contains 24 references.) (KC)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 1993).