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ERIC Number: EJ844938
Record Type: Journal
Publication Date: 2005
Pages: 4
Abstractor: ERIC
Reference Count: 13
ISBN: N/A
ISSN: ISSN-1931-6569
Gender, Politics and the ISLLC Standards: A Closer Look
Engler, Carol; Edlefson, Carla
AASA Journal of Scholarship & Practice, v2 n1 p7-10 Spr 2005
Providing quality principal preparation internship programs at the nation's graduate schools of education has long been a topic of discussion and concern. In 1989, the National Policy Board for Educational Administration (NPBEA) cited a decline in the quality of administrator preparation programs. These programs were criticized for being excessively steeped in theory while lacking in real-life applications. Furthermore, with the advent of the school reform movement that began with the release of "A Nation At Risk" in 1983, standards based curriculum became a prime consideration in all curriculum areas. As a result, in 1994, the Council of Chief State School Officers (CCSSO) and NPBEA created the Interstate School Leaders Licensure Consortium (ISLLC), whose charge was to address the issue of standards in the field of educational leadership. The ISLLC standards were consciously designed to focus "on matters of learning and teaching and the creation of powerful learning environments." The standards were developed from the research discoveries that emerged from effective schools research. These standards were deliberately broad, placing emphasis on the knowledge, dispositions and performances necessary for exemplary school leadership. The Department of Educational Administration at Ashland University anticipated incorporating the ISLLC standards into its curriculum through an intensive examination of current courses of study. The first step, however, was to determine how much knowledge current graduate students had of the ISLLC standards. In this article, the authors report the findings of their research to determine how much knowledge of the ISLLC standards educational administration graduate students possess. Their study reveals a difference in the knowledge reported by female and male participants. (Contains 2 tables.)
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Sequential Tests of Educational Progress