Developing Instructional Leaders: Using Mixed Methods to Explore the Black Box of Planned Change in Principals' Professional Practice

Autor/inn/en	Barnes, Carol A.; Camburn, Eric; Sanders, Beth R.; Sebastian, James
Titel	Developing Instructional Leaders: Using Mixed Methods to Explore the Black Box of Planned Change in Principals' Professional Practice
Quelle	In: Educational Administration Quarterly, 46 (2010) 2, S.241-279 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/1094670510361748
Schlagwörter	Professional Development; Principals; Instructional Leadership; Urban Areas; Urban Schools; School Districts; Program Effectiveness; Competence; Educational Change; Educational Improvement + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Urban area; Stadtregion; Urban areas; School; Schools; Stadt; Schule; School district; Schulbezirk; Kompetenz; Bildungsreform; Teaching improvement; Unterrichtsentwicklung
Abstract	Purpose: This study examines learning, and both cognitive and behavioral change among a sample of randomly assigned urban principals, half of whom participated in a sustained, district-based professional development program (DPD). Research Methods: Latent class analyses of daily log data, qualitative typology development, and case studies of change provide a rich portrait of the learning and change process. Findings: Few dramatic transformations of practice. Instead, principals attributed to the DPD a gradual refinement of existing practice through a process that allowed them to "break down" declarative knowledge to better understand its consequences for their work, but also provided knowledge structures, tools, and routines for reintegrating ideas from the program into strategically valuable procedural knowledge. Implications: Results suggest potential for developing principals' competencies within continuing practice communities, but expectation of incremental rather than a dramatic "turn around" in principals' leadership through program interventions. (Contains 3 tables, 1 figure, and 4 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10