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Program on Education Policy and Governance

In an era of accountability, where school leaders are expected to demonstrate bottom-line results and use data to drive decisions, the skill and knowledge of principals matter more than ever. Amidst the efforts to prepare principals for this new world, little scholarly attention has been paid to the content of what principals are actually reading in the course of their studies or whether their texts are preparing them for the rigors of accountable management. In this study, the authors examined 11 of the 13 educational administration texts most frequently assigned in a sample of 210 core syllabi from a national sample of 31 programs. They tracked the attention devoted to a number of concepts central to school leadership. The texts were sorted into three broad categories: specialized texts, general texts, and foundational texts. Three questions guided this study. The first question analyzes the degree to which the texts emphasize performance, achievement, and accountability rather than inputs or school culture. The second question explains the degree to which texts cover important management skills, and the third question deals with the critique that schools of education promote progressive or politically correct values.

Descriptors: Instructional Leadership, Educational Administration, Principals, Administrator Education, Textbook Content, Accountability, Academic Achievement, Knowledge Level

Program on Education Policy and Governance, Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg[at]fas.harvard.edu.

Autor: Hess, Frederick M.; Kelly, Andrew P.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5556&id=ED486000

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