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ERIC Number: ED451797
Record Type: RIE
Publication Date: 2000-Nov
Pages: 6
Abstractor: N/A
Assessing Performance Outcomes in Complex Areas of the Curriculum for Graduates in Educational Leadership Programs.
Gee, Jerry Brooksher
The purpose of this study was to direct graduate students enrolled in an Educational Leadership program during 1999 and 2000 to achieve three standards with performance outcomes and attributes of evidence and to reflect on the strengths and weaknesses found in the implementation of each standard. The study involved 40 graduates enrolled in a summer session and 55 enrolled in a spring session. The three standards stated that, on completion of course requirements, the graduate should be able to: (1) use an eclectic philosophical approach in assuming various leadership roles, and make decisions based on pertinent theories of educational leadership; (2) discuss how developmental differences in learners vary according to age groups; and (3) demonstrate a rationale for designing curricula with provisions for accommodating different modalities of learning. The first standard was demonstrated by graduates enrolled in a principalship class through simulated activities that included setting priorities and analyzing case studies. The second standard was demonstrated in a panel presentation by six graduates who reviewed materials from the literature related to age differences in learning. The third standard was also demonstrated through research and video presentations related to teaching styles and learning modes and modalities. An analysis of these activities demonstrated the usefulness of cooperative learning in small groups and the importance of activities that support educational theories learned by the participants. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Southern Regional Council on Educational Administration (Nashville, TN, November 11-13, 2000).