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ERIC Number: ED412605
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 26
Abstractor: N/A
Reference Count: N/A
Problem Processing and the Principalship: Design, Methods and Procedures.
Allison, Derek J.; Morfitt, Grace
The Cognitive Approaches to School Leadership (CASL) Project builds on cognitive-science theories of how people think about problems, with special reference to related studies of administrative practice in general and educational administration in particular. This paper is the second of two papers that reports findings from clinical studies of expertise in the elementary principalship. The study's main objective was to analyze how individuals with greater administration expertise and individuals with lesser expertise in school leadership think through domain problems. The paper describes the theory base and provides a detailed account of the study design. A total of 31 elementary principals and 25 novice subjects participated in the study. Data-collection methods included six pencil-and-paper measures of personal variables, think-aloud responses to a case problem, and a juried review of the think-aloud processes. The paper describes the reputational and performance measures used by the jury to assign principals to expertise categories, and explains how the imputed-expertise categories were constructed. Three tables and two figures are included. (Contains 31 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