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ERIC Number: ED397524
Record Type: RIE
Publication Date: 1996-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Problem-Solving Errors of Educational Leaders.
Hart, Ann W.; And Others
Problem solving is one of the most important skills that new and developing professionals must learn. The process is complex, involving information scanning, problem identification, and feedback processes requiring synthesis, interim assessments, problem error recognition and rectification, and timely and appropriate conclusions. This study used subject narratives to examine problem-solving errors of 10 novice and 10 experienced educational leaders to explore differences between the two groups' successful and less successful experiences. The study also examined the conscious and systematic learning of educational administrators in professional practice through their narrative and reflection. The differences between novices and experts emphasized the critical part that feedback from the context, recognition of errors or positive progress, and adjustment play in successful problem-solving processes in complex social settings. The data strongly suggest that administrative experiences, especially those that practitioners reflect upon and subsequently integrate into a personalized professional knowledge base, are critical to the initial training and to the ongoing professional learning of educational leaders. Although the experienced administrators made some errors usually made by novices, they relied heavily on the recognition of information needs and errors and on the continuous rectification of errors. They used the following criteria to assess the outcomes of their decisions: ambiguously defined success outcomes, reliance on vivid or extraordinary exemplars of success and failure while acknowledging the routine nature of these and other problems, and process versus outcome elements of success. Four figures are included. (LMI)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A