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ERIC Number: EJ1131514
Record Type: Journal
Publication Date: 2016-May
Reference Count: 19
Comparing the Effect of Two Internship Structures on Supervision Experience and Learning
Winslow, Robin D.; Eliason, Meghan; Thiede, Keith W.
Journal of Organizational and Educational Leadership, v1 n2 Article 4 May 2016
The purpose of this study was to examine two different models of internship and competitively evaluate their effectiveness in influencing interns' experience, beliefs, and knowledge of supervision. The research questions for this study were developed from the literature on supervision of instruction and internships in educational leadership preparation programs. This quasi-experimental study compared the internship experiences, beliefs, and knowledge of two groups of educational leadership students with different supervision assignments: The pre-service teachers group was assigned a pre-service teacher to supervise during the educational leadership internship. The in-service teachers group had an internship that did not include supervising a pre-service teacher; rather it involved supervising teachers at their school. The following research questions were addressed during this study: (1) Does the internship structure affect the quality of supervision practiced in the internship? (2) Does the internship structure affect beliefs about supervision? and (3) Does the internship structure affect knowledge of the supervision process?
Descriptors: Internship Programs, Comparative Analysis, Program Effectiveness, Student Experience, Student Attitudes, Beliefs, Knowledge Level, Supervision, Preservice Teachers, Instructional Leadership, Quasiexperimental Design, Leadership Training, Experienced Teachers, Graduate Students
School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: firstname.lastname@example.org; Web site: http://digitalcommons.gardner-webb.edu/joel/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A