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ERIC Number: EJ1178365
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Examining the Value Aspiring Principals Place on Various Instructional Strategies in Principal Preparation
Oliver, John; Gordon, Stephen P.; Oliver, Michele L.
International Journal of Education Policy and Leadership, v13 n3 2018
This article reports on a study of the value master's students in a principal preparation program placed on a variety of instructional strategies. The aspiring principals completed a survey with fixed-response and open-ended items. The students' most valued class discussions were about how their personal experiences related to the class topic and how to apply the topic to practice. The class activities they valued the most highly were problem solving, simulations, small-group discussions, and whole-group discussions. The highest rated out-of-class assignments included writing reflective papers, conducting interviews and observations, and performing leadership activities in schools. The types of readings the master's students most appreciated were case studies and journal articles. In describing their "outstanding professor," the aspiring principals focused on the professor's personal qualities, creation of a positive learning environment, and constructivist teaching.
Descriptors: Principals, Graduate Students, Masters Programs, Administrator Education, Student Surveys, Group Discussion, Discussion (Teaching Technique), Teaching Methods, Class Activities, Problem Solving, Simulation, Assignments, Reflection, Interviews, Observation, Leadership Training, Case Studies, Reading Materials, Journal Articles, College Faculty, Teacher Characteristics, Experiential Learning, Innovation, Statistical Analysis
PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A