Linking Research to Clinical Practice: Insights from the Transformational Pathways in an Administrator Preparation Program

Autor/inn/en	Clayton, Jennifer K.; Jamison, Kimberly R.; Briggs, Ashley N.; Tekleselassie, Abebayehu Aemero
Titel	Linking Research to Clinical Practice: Insights from the Transformational Pathways in an Administrator Preparation Program
Quelle	In: Educational Planning, 24 (2017) 3, S.45-59 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-873X
Schlagwörter	Administrator Education; Educational Administration; Schools of Education; Best Practices; Learning Processes; Student Development; Student Attitudes; Educational Practices; College Students; Constructivism (Learning); Internship Programs; Mentors; Learning Experience; Individualized Education Programs; Program Evaluation; Student Placement; Field Experience Programs + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Erziehungswissenschaftliche Fakultät; Learning process; Lernprozess; Schülerverhalten; Bildungspraxis; Collegestudent; Berufspraktische Ausbildung; Lernerfahrung; Individualized education program; Individualisierendes Lernen; Programme evaluation; Programmevaluation; Schülerpraktikum; Praxisnahes Lernen
Abstract	This study is situated within a larger research initiative in a university-based School of Education that is continuing accreditation with the Council of Educator Preparation Programs. With a focus on candidates in the educational administrator program, this study examined how key assessments were used in clinical practice to support candidates. This includes the development of research, knowledge, skills, and critical reflection as candidates grow into their roles as visionary leaders who understand the problems of practice influencing student outcomes. The specific research questions that informed the broad study included the following: (1) What design elements of clinical practice allow candidates to understand problems of practice in educational administration through adaptable, contextualized, and authentic strategies?; (2) In what ways do these elements and measures align with the taxonomy of best practices, theory, and research in assessing candidates and clinical practice?; and (3) How do candidates perceive the effectiveness of these measures in clinical practice to assess their understanding of the problems of practice in educational administration? As we considered the research influencing this study, it was clear that two major gaps in existing literature warrant investigation. First, there is dearth of research examining the knowledge, skills, and dispositions candidates gain in educational administration preparation programs and the second is possible changes that occur in schools led by the graduates of these programs. Such paucity in scholarship creates the need for a new research agenda--examining the design elements of clinical practices and candidate assessment measures in an educational administration preparation program. This understanding will inform how preparation influences candidates' abilities to shape the instructional culture to improve student learning. (As Provided).
Anmerkungen	International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01