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ERIC Number: ED552793
Record Type: Non-Journal
Publication Date: 2013
Pages: 113
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-9857-6
Principals' Tacit Knowledge of Good Instruction: Implications for Policy and Practice
Stevenson, Isobel Page
ProQuest LLC, Ph.D. Dissertation, Fielding Graduate University
The purpose of this study was to explore what school administrators are looking for when they visit classrooms, and to discern the source of their concept of good instruction, particularly the role of experience. The research design was qualitative, involving interviewing 14 principals. The results of principals' responses show that they are looking mostly for common criteria, and these criteria are consistent with current research about good instruction. Responses grouped into three large themes: "Classroom Environment," "Quality Teaching and Learning," and "Teacher Characteristics." School administrators also bring more idiosyncratic notions to their thinking about good instruction; these are the criteria that they relate to their own experiences as students and as professionals. The influence that experience has had on the thinking and practice of school administrators is discussed as it pertains to: efforts by school districts to improve instruction through professional development of school administrators, principal preparation, and teacher evaluation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A