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ERIC Number: ED412602
Record Type: RIE
Publication Date: 1996-Jul
Pages: 36
Abstractor: N/A
Reference Count: N/A
Problem Processing and the Principalship: Theoretical Foundations and the Expertise Issue. [Revised.]
Allison, Derek J.
Well-conducted, theory-guided empirical research into school administration is important, but will never by itself provide ultimate answers to questions of human action, choice, and value. This paper describes the theoretical framework studies conducted by the Cognitive Approaches to School Leadership (CASL) Project. The paper explains central constructs in cognitive-science theory, such as problem space, problem structure, expertise, schema, and implications for the study and practice of school administration. Two CASL studies, which compared how practicing and novice principals viewed and talked about their work and problems, are described. Finally, the paper considers two areas of continuing concern: the use of think-aloud protocols (in which subjects think aloud as they work on a presented problem), and the difficult problem of selecting appropriate expert and novice subjects. (Contains 91 references.) (LMI)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: N/A
Note: Revision of paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).