A Case Study of an Ed.D. in Educational Leadership, School of Education, East Carolina University.

Autor/inn/en	Bell, Edwin D.; und weitere
Institution	East Carolina Univ., Greenville, NC. School of Education.
Titel	A Case Study of an Ed.D. in Educational Leadership, School of Education, East Carolina University.
Quelle	(1996), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; College Outcomes Assessment; Doctoral Programs; Educational Administration; Educational Assessment; Educational Improvement; Educational Quality; Evaluation Methods; Graduate Students; Graduate Study; Graduate Surveys; Higher Education; Interviews; Participant Satisfaction; Program Evaluation; Program Improvement; Schools of Education; State Universities; Student Surveys + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Doktorandenprogramm; Bildungsverwaltung; Schuladministration; Schulverwaltung; Education; assessment; Bewertungssystem; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Programme evaluation; Programmevaluation; Erziehungswissenschaftliche Fakultät; Staatliche Universität; Schülerbefragung
Abstract	This paper discusses the comprehensive evaluation of a new Ed.D. Program in Educational Leadership housed in East Carolina University's (ECU) School of Education. The program proposed to prepare students for professional life through development of career leadership skills; utilization, development, and dissemination of research; and service to the community through internship and research programs. The evaluation of the program was conducted through a survey and telephone interviews of a sample of doctoral students (N=38) enrolled in Spring 1996, graduates of the program (N=8) and the advisory committee members (N=12) for the program. The respondents in this study indicated that the academic rigor, the advising, the interactions among the students and faculty, and the schedule and structure of the program were effective. They felt, however, that the research and methodology component and the dissertation process could be strengthened and that possible gender and racial insensitivity may impact the effectiveness of the program. The data suggest that an adjustment to changing interpersonal dynamics between professors and students and deliberate planning are essential to the effective implementation of this type of program. The faculty has already begun to make changes in response to this study, including reconceptualization of the research sequence and development of new procedures for the approval of dissertation proposals. (Contains 13 references.) (PRW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC