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ERIC Number: EJ1146692
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0032-0684
Recontextualizing the Knowledge and Skill Involved with Redesigned Principal Preparation: Implications of Cultural and Social Capital in Teaching, Learning, and Leading for Administrators
Bartee, RoSusan D.
Planning and Changing, v43 n3-4 p322-343 2012
This article describes the Principal Corps initiative at the University of Mississippi, its context as a reaction and hopeful solution to public criticism, such as Levine's, of school leadership and school leadership programs. The Principal Corps is the result of a redesign; this holistic redesign is research-based and uses multiple delivery systems including mentors and internships. The Principal Corps emphasizes diversity, partnerships and collaboration, community involvement and engagement. The author uses interviews with administrators, faculty and students together with quantitative analysis to identify strengths of the Principal Corps and to measure its perceived effectiveness as preparation for its students. The author's analysis also candidly reveals aspects of the Principal Corps program which may require further attention and revision, such as closer alignment of internships and academic coursework, and such as possibly replacing the Principal Corps' current one course on leadership ethics with the previous program's two courses on leadership ethics. Finally, the author identifies needs for future assessment of the Principal Corps, such as measuring the actual outcomes in schools when Principal Corps alumni are hired as leaders of schools.
Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi
Grant or Contract Numbers: N/A