ERIC Number: ED364953
Record Type: Non-Journal
Publication Date: 1992
Curriculum Leadership and the Principalship.
Alberta Dept. of Education, Edmonton.
Traditional educational administration research has held that administrative and curricular concerns are separate and unrelated. This study examines the extent to which principals see themselves in a predominantly administrative role, as opposed to an educational-curricular role. Interviews and evaluation were used to determine how principals define curriculum and how they view their role in forming it. The publication contends that curriculum concerns are the heart of education. Chapter 1 includes an introduction describing the goals of the research, methods, questions, and outcome. In chapter 2, issues of curriculum, authority, and the principalship are covered, including the current and emerging paradigms about curriculum, conclusions, and questions. Curriculum, knowledge, and the principalship are covered in chapter 3, including a definition of school knowledge, access to knowledge, and student and teacher views on knowledge. Chapter 4 covers issues of curriculum and professional relationships, including conversational possibilities, and the problems and possibilities of teacher-administrator communication. Chapter 5 examines on a deeper level educational relations and developing concern over them. In chapter 6, the changing paradigms about the principalship and curriculum are examined. Concluding remarks and insights are also included. (Contains 11 references.) (JPT)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: Alberta Dept. of Education, Edmonton.