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ERIC Number: EJ1001913
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: ERIC
Reference Count: 121
ISSN: ISSN-0146-9282
Doctoral Programs in Educational Leadership: A Duality Framework of Commonality and Differences
Zirkel, Perry A.
Educational Considerations, v40 n1 p20-32 Fall 2012
In recent years, doctoral programs in education leadership have been subject to notable criticism and proposals for reform. Starting with a synthesis of this criticism, this article focuses on the two primary constituencies--university faculty members who teach in such programs, and school superintendents, who are the leading practitioners such programs serve. Literature concerning other constituencies, e.g., school principals and certification programs in educational leadership, are included to a limited degree to help inform or sharpen this focus. The thematic lens for the foundational literature review is to determine the extent that education leadership faculty and school superintendents share a community of interest and, conversely, the scope of the remaining divide between these two groups in terms of shaping the appropriate approach at the doctoral level. The culminating vision is for doctoral study in education leadership that reflects both this commonality and differentiation. More specifically, this article consists of three parts. The first part reviews the literature that contains the criticism, along with proposals and responses for reform. The second part canvasses the competencies jointly developed and separately assessed by faculty and school superintendents. The third part examines other relevant evidence as to the extent of common vs. divided interests between these two constituencies. The purpose is to provide a foundational framework for re-examining doctoral programs in educational leadership. (Contains 1 table.)
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Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A